Megan+P.+Stage+3

=Stage 3 Plan Learning Experiences and Instruction=

// **Note:** **Each part must consider the TPACK framework.** // (How are you using technology as a teacher? How are your students using technology?) Aural: Verbal: Physical: Logical: Social: Solitary**: [|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR) Which ones from Stage 1?
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...) and Resources (Include Web resources)
 * 4. (E) Explore/****(R)** **Rethink** ([|Graphic Organizer], [|Checking for Understanding]) **Experience/****Revise** ([|Cooperative Learning] Feedback Loop - use checklist, rubrics), **Rehearse,** and **Refine** (after getting some type of feedback )
 * 5. (E-2)** **Evaluate** (Formative/Summative Assessment) Which one from Stage 2?
 * 6. (T) Tailor** (use the seven [|Learning Styles])
 * Visual:
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology), and Timeframe (total minutes? over how many days? over the length of the unit?)

=Facet 1= //Students read text, within a grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry, using excerpts from the text to defend their assertions//**//.//** **(What)** Students will understand that point of view impacts the understanding of a story in order to understand different points of view that appear in everyday situations. **(Why)** 2. Everyone knows that LFHS was rated one of the lowest achieving schools in Maine. Have the students think "What did look like from the community's point of view?" and "What did this look like from a teacher's point of view? Think/Pair/Share about this answer. **(Hook)** 3. Students will know point of view, 1st person, 3rd person omniscient, and 3rd person limited. **(Equip)** The resources can be found at Mrs. Packard's wiki. 4. Students will produce a graphic organizer through [|bubble.us] to include definition, key words found in that point of view, and examples.**(Experience/Revise)** After reviewing each of the web pages, students will Think/Pair/Share by thinking about the differences between each point of view and placing these answers on a post it note. Students will use these responses to add to information that they are missing on their graphic organizer. **(Rehearse/Refine)** 5. Students will produce a graphic organizer. This product will be formative and will be used to help further student learning. **(Evaluate)** 6.**Visual:** Students will make a visual graphic organizer 7. Students will be able to explain the difference between 1st person point of view, 3rd person omniscient point of view, and 3rd person limited point of view. **(Explain)** Product: graphic organizer from Bubbl.us. Days: 80 minutes **(Organize)** || =Facet 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will understand that point of view impacts the understanding of a story **(Where)**
 * Aural:**Students will listen to their partners answers in a think/pair share
 * Verbal:** Students will discuss their answers in a think/pair share.
 * Physical:** Students will produce their think/pair share on post it notes so they can manipulate their answers.
 * Logical**: Students will list the definition, key words found in that point of view, and examples in points of view.
 * Social:**Students will participate in a think/pair/share to discuss their answers and work in groups.
 * Solitary**: Students will work alone to put their graphic organizers together.

//Students read text, within a grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry, using excerpts from the text to defend their assertions//. **(What)** Students need to understand different genre's to understand that each genre helps the reader understand different types of stories. **(Why)** 9. There will be several different genre's available in different content areas for students to look through. They will answer a questionnaire pertaining to the different genre's. **(Hook)** 10.Students will know short story, folktale, fiction, nonfiction, biography and novel.**(Equip)** Students will be using[| Marvel,] [|Glogster], and a teacher generated rubric. 11.Students will produce a graphic organizer for each genre. This will include the key elements, examples from Science, Social Studies, and English, and explain why these are examples. This can be found on Marvel. **(Experience/Revise)** Students will take these graphic organizers and hang them around the room. Students will examine each graphic organizer in 2 minute intervals. They may add any new information or suggestions the group may have to offer. Students will then share out their graphic organizers. **(Rehearse/Refine)** 12 Students will find an example of a fiction, nonfiction, short story, biography, and folktale from Science, English, and Social Studies. They will post an image as well as a description of why it is an example of that genre, and a general description of that genre on Glogster. This will be a summative assessment graded according to a rubric. **(Evaluate)** 13.**Visual:** Students will make a graphic organizer 14.Students will be able to apply their knowledge of different genres across content. **(Apply)** Product: Glogster Days: 80 minutes **(Organize)** || =Facet 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.Students will understand that authors choose different genres to tell their story to other people.**(Where)**
 * Aural:**Students will listen to their partners answers in a think/pair share
 * Verbal:** Students will discuss their answers in a think/pair/share.
 * Physical:** Students will be taping the graphic organizers on the wall and walking around the room to work with each student's graphic organizers.
 * Logical**: Students will list out key elements, examples from content areas, and why these are examples.
 * Social:**Students will participate in a share out with the class about their graphic organizers.
 * Solitary**: Students will work alone to put their glogsters together.

//Students read text, within a grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry, using excerpts from the text to defend their assertions//. **(What)** Students need to understand different genre's to understand that each genre helps the reader understand different types of stories. **(Why)** 16. The teacher will read a newspaper article from today's newspaper. Have the students think about how it would be different if you told them this story was not true? Or if the story was made up from real events years ago. Students will share out responses.**(Hook)** 17. Students will know short story, folktale, fiction, nonfiction, biography, and novel.**(Equip)** Students will use the [|class blog] and the [|glogster] that they generated. **(Resources)** 18. As students are reading the short stories they will write down their thoughts on sticky notes to answer this key question: "Why did the author chose to write this story in this genre?" After they are done reading, they will use their sticky note to write a 4-5 sentence answer to the key question on the Class Blog.**(Experience)** After each posting, the other students in the class will comment on each of the other students remarks in a 1-2 sentence remark. Students will then revisit their blog to read the comments and comment on. **( Revise)** 19. Students will comment on "Why did the author chose to write this story in this genre?" They will use their glogster to help guide their thinking. The answer in the blog will include at least one key element from that genre. This will be a formative assessment that will be used to further student learning.**(Formative)** 20.**Visual:** Students will make a graphic organizer 21. Students will be able to reflect on the importance of different genres and how it impacts the understanding of a story. **(Explain)** Product: Blog Days: 4-5 days, 1 blog per story per day **(Organize)** || =Facet 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that authors choose different genres to tell their story to other people.**(Where)**
 * Aural:**Students will listen to their partners answers in a think/pair share
 * Verbal:** Students will discuss their answers on the blog.
 * Physical:** Students will produce their think/pair share on post it notes so they can manipulate their answers.
 * Logical**: Students will list out answers to they key question on their graphic organizer.
 * Social:**Students will answer their comments on the class Blog.
 * Solitary**: Students will work alone to post their Blog.

//Students read and evaluate texts, within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency// **(What)** Students will understand that different cultures use different vocabulary in order to understand events happening in the world around them. **(Why)** 23. The teacher will start the class in Spanish (Hola! Como usted?) Have the students answer the question: "Did you know what I said?" "How do you know?" **(Hook)** 24.Students will know Night of the rising star Calabash (fruit), Chien Kuo (Dunce), Chili (good omen), Sha Tzu (Imbecile), Chin Chaou (neighboring country) Ko Tsao (little hopping insect), River Lan Shui, Chin Pa (opposing army general), Feng Cheng (kite), Pakistan Gasherbrum, Mitre Peak, Muztagh Tower (mountain ranges), Allah Akbhar (God is great!) Allah, Paiyu Cha – hot green tea, Balti – Mouzafer's tribe, Baltoro Glacier – what they were on, Muslim, gangs-zhing (glacier), rdo-rut (avalanche), khodos (small rocks), brak-lep (flat rock),, Khrok (wedge shaped rock),Alexandra ghetto, sheeban owners, Nkosi, Edenvale, Tribal tax, Migrant worker, huelga (strike), Fillipoino, La Causa **(Equip)** Students will use a teacher generated worksheet and [|Wordle]. 25. Students will be provided with a list of words and definitions for the cultural story they are going to read. They will use these to make a definition for that term in their own words. This will be written down in a word sort. They will compare their answers with the group and make revisions if necessary. **(Experience/Revise)** Students will then work on Wordle to write these definitions in their own words.**(Rehearse/Refine)** 26. This will be summative and will be graded with a rubric. **(Evaluate)** 27.**Visual:** Students will be visually making a wordle. 28.Students will be able to make meaning of foreign vocabulary. **(Interpret)** Product: Wordle Days: 2 days. **(Organize)** || =Facet 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.Students will understand that different cultures use different vocabulary. **(Where)**
 * Aural:** Students will be listening to their classmates answers to the definitions.
 * Verbal:** Students will be talking about their answers with their classmates
 * Physical:** Students will have their answers on a word sort which they can move around to sort with different words.
 * Logical**: .Students will be using their reasoning to make their own definitions for the cultural terms.
 * Social:** Students will be working as a whole group (3 students) to compare their definitions.
 * Solitary**: Students will be working alone to generate their own definations.

//Students read text, within a grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry, using excerpts from the text to defend their assertions//**//.//** **(What)** Students will understand that point of view impact the understanding of a story in order to understand different points of view that appear in everyday situations such as new casts. **(Why)** 30. Have the students recall the story of __The Three Little Pigs.__ Then ask them what they would think of the situation if they knew that the wolf was only trying to find some sugar. Share out answers. **(Hook)** 31.Students will know point of view, 1st person, 3rd person omniscient, and 3rd person limited. **(Equip)** Students will use a teacher generated graphic organizer, their student generated point of view from bubbl.us, and the class wiki 32. Students will use a graphic organizer to jot down ideas while reading their different cultural story. They will be focusing on three key question, "What is this point of view?" "How do I know it's written in this point of view?" and "Why did this author write this story in this point of view?" They will put these ideas on the graphic organizer. **(Experience/Revise)**They will then write their comments in 4-5 sentences on the Wiki. Each person will then comment on the other person's comments in the class. Then the original person will comment on their classmate's comment. **(Rehearse/Refine)** 33. Students will produce a wiki post. This product will be formative and will be used to help further student learning.**(Evaluate)** 34.**Visual:** Students will produce a graphic organizer 35. Students will be able to consider different points of view in each story they are reading. (**Empathy)** Product: Wiki Days: 4-5 days with 1 post per story per day **(Organize)** || =Facet 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that point of view impacts the understanding of a story **(Where)**
 * Aural:**Students will listen to student responses.
 * Verbal:** Students will write their answers in the Wiki
 * Physical:** Students will tape their graphic organizers on the wall and each student will walk around to each graphic organizer to post answers and comments on other student's graphic organizers.
 * Logical**: Students will list out their comments before placing them on the wiki.
 * Social:**Students will participate in a pair/share to discuss their answers with their peers.
 * Solitary**: Students will work alone to post their Wiki.

//Students read and evaluate texts, within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency// **(What)** Students will understand that different cultures use different vocabulary in order to understand events happening in the world around them. **(Why)** 37.The teacher will show the students a video over [|Spanish culture]. Have them think about the question, "How does understanding this culture help you understand what is happening in the world?" **(Hook)** 38.Students will know Night of the rising star Calabash (fruit), Chien Kuo (Dunce), Chili (good omen), Sha Tzu (Imbecile), Chin Chaou (neighboring country) Ko Tsao (little hopping insect), River Lan Shui, Chin Pa (opposing army general), Feng Cheng (kite), Pakistan Gasherbrum, Mitre Peak, Muztagh Tower (mountain ranges), Allah Akbhar (God is great!) Allah, Paiyu Cha – hot green tea, Balti – Mouzafer's tribe, Baltoro Glacier – what they were on, Muslim, gangs-zhing (glacier), rdo-rut (avalanche), khodos (small rocks), brak-lep (flat rock),, Khrok (wedge shaped rock),Alexandra ghetto, sheeban owners, Nkosi, Edenvale, Tribal tax, Migrant worker, huelga (strike), Fillipoino, La Causa **(Equip)** Students will use teacher generated cultural terms with definitions, definitions created from wordle, **(Resources)** 39.Students will be provided with a list of words for the cultural story they are going to read. They will list these words in a graphic organizer. Students will then produce a graphic organizer to help them remember which shape goes with which of the four provided topics: word, similarities to English language, differences to English language, and how do I know what culture this word comes from? Each topic should have the shape below it. **(Rethink)** When students have all definitions they will work together as a group to share out similarities and differences. Students may expand their graphic organizer. **(Experience/Revise)** Students will then work on Webspiration to make an online graphic organizer. 40.This will be a summative assessment and will be graded with a rubric. (Evaluate) 41.**Visual**: Students will produce a graphic organizer 42. Students will be able to compare and contrast vocabulary from different cultures and their own culture. **(Perspective)** Product: Webspiration Days: 4-5, 1 story per class per day. **(Organize)** || 2004 ASCD and Grant Wiggins and Jay McTighe
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.Students will understand that different cultures use different vocabulary. **(Where)**
 * Aural**:Students will listen to their partners answers in a think/pair share
 * Verbal**: Students will discuss their answers in a think/pair share.
 * Physical**: Students will produce their think/pair share answers on the Webspiration so they can manipulate it.
 * Logical**: Students will list out their answers for the key questions before posting them on Webspiration.
 * Social**:Students will participate in a think/pair/share to discuss their answers and work in groups.
 * Solitary**: Students will work alone to put their graphic organizers together.