Zach+L.+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= 2.Use an article from //The Sportsman's Journal// (or any other print or online publication) that highlights the particular pattern being compared **(Hook).** 3.Students will know pattern, proportion, tail, body, thorax, abdomen, head, wing, hackle, dubbing, and wing **(Equip).** For information about Maine fly fishing, including recipes, [|a tying forum], [|a tying wiki], and articles related to fly fishing, [|click here] **(Resources).** 4.Students will keep track of images found online to demonstrate traditional versus non-traditional patterns on a shared Google doc. **(Explore/Rethink).** In pairs, students will co-edit the Google doc. to document their thoughts which will be transferred to their blog **(Experience/Revise).** 5.Students will complete a checklist of required blog elements as a formative assessment. This posting is a mandatory element. The blog elements will evaluated through a summative rubric **(Evaluate).** 6.**Visual:** Students will be visually comparing two different patterns that represent the same insect. 7.Students will be able to model and contrast traditional and non-traditional examples of patterns **(Explain).** Products: Images of their selected patterns with citations, blog. Days: 4-5. **(Organize)** || =Facet 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will understand that there is a distinct link between material selection, correct tying technique, and proportion when creating flys that mimic what exists in the natural world **(Where)**. //Students describe analyze, interpret, and evaluate art (visual arts//) **(What)**. What the students use to create/replicate a pattern in combination with how they tie and utilize proportion will create a product that will be effective in terms of mimicking nature to catch fish **(Why).**
 * Aural:** Students will be discussing what they observe in materials, proportions, and techniques as similarities and differences between the patterns, and hearing what their partner has to say in turn.
 * Verbal:** Students are speaking their thoughts regarding the similarities and differences of the patterns to each other.
 * Physical:** Students will examine the similarities and differences between the actual reproductions of the selected patterns through physically manipulating physical examples.
 * Logical:** Students examine the materials, proportions, and techniques in sequence to examine the physical differences and similarities in the selected patterns.
 * Social:** The pairs are discussing and processing collective information that they both come up with.
 * Solitary**: An element of self discovery and processing is necessary in the pre-discussion evaluation of the patterns.

9.Have the students take three different materials and experiment with some ideas of how many different ways the materials could be used in creating or replicating a pattern. **(Hook).** 10.Students will know pattern, proportion, tail, body, thorax, abdomen, head, wing, hackle, dubbing, wing, winding, counter-winding, materials selection, soft-hackle, half-hitch, whip-finish, teasing, and spinning. **(Equip).** Students should visit the [|tying wiki] to get some ideas. They should also check out this //[|Google search for fly tying]// as a starting point. **(Resources).** 11.Utilizing the Google doc., students will keep track of how many different ways they see their chosen materials utilized by different tyers. **(Explore/Rethink).** Students will then share their ideas and discoveries with peers then come back to their doc. or NoteShare with the ideas they collect from their peers. **(Experiene/Revise).** 12.Students will complete a checklist of required blog elements as a formative assessment. This posting is a mandatory element. The blog elements will evaluated through a summative rubric **(Evaluate).** 13.**Visual:** Students will be visually examining the elements that constitute a finished, production level pattern 14.Students will be able to relate the use of a variety of materials for their performance characteristics in pattern creation. **(Empathy).** Products: Images of the student experimentation, blog. Days: 3-5. **(Organize).** || =Facet 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.Student will understand that the final product (pattern) created through the combination of materials, colors, techniques, and proportions is more than a combination of individual elements. **(Where).** //Students describe analyze, interpret, and evaluate art (visual arts//). **(What).** Fishing flys are more than a combination of materials. Students will understand that the final product has characteristics that are created through a combination of choice elements that mimic nature. **(Why).**
 * Aural:** The student groups will have a conversation discussing how the pattern is made, what materials make up the pattern, what proportions are used, and how the individual elements work together to create a final product.
 * Verbal:** Students will be conversing with each other regarding the elements that make up the finished pattern.
 * Physical:** Students will examine the materials, proportions, and colors of the selected patterns through physically manipulating examples.
 * Logical:** Students examine the materials, proportions, and techniques in sequence to examine how the final product was created and for what purpose.
 * Social:** The students are discussing the final products and how the materials make up a representation of what can be found in nature.
 * Solitary**: Examination of the pattern will require some individual thought and deconstruction.

16.Present the students with images of different patterns. Their job is to be a critic of the work and write down or discuss what makes the patterns successful as bait representations. **(Hook).** 17.Students will know pattern, proportion, tail, body, thorax, abdomen, head, wing, hackle, dubbing, wing, winding, counter-winding, materials selection, soft-hackle, half-hitch, whip-finish, teasing, and spinning. **(Equip).** Students should visit the [|fly tying wiki] for ideas and comparison of patterns. They can also perform [|Google searches on fly tying] to establish references on patterns. **(Resources).** 18.Students will utilize Google docs. to organize their information. As a final step, there is a mandatory blog entry discussing their logic of why a pattern will work to mimic bait. 19.The blog elements will evaluated through a summative rubric **(Evaluate).** 20.**Visual:** Students will visually compare patterns, either through pictures or physical representation, to evaluate their potential effectiveness. 21. The students will be able to analyze the design and adapt/change the pattern to fit unique circumstances. **(Perspective).** Products: Images of pattern creation and experimentation, blog. Days: 3-5. **(Organize).** || =Facet 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.Students will understand that knowledge of techniques and materials is used to create a pattern or modify an existing pattern. **(Where).** //Students describe analyze, interpret, and evaluate art (visual arts//). **(What).** Thousands of patterns exist that attempt to mimic nature to trick a fish into striking. If students can understand how a pattern is supposed to function, they will be able to create their own patterns that mimic nature, choose a suitable fly to use when fishing in a variety of circumstances, and incorporate materials and techniques that would make a pattern work in nature. **(Why).**
 * Aural:** Students will discuss their ideas about pattern production, materials selection, proportions, and philosophy regarding production of a pattern to ensure effectiveness.
 * Verbal:** Students will be conversing with each other regarding the elements that make up the finished pattern which lead to pattern effectiveness.
 * Physical:** Students will physically manipulate the patterns to judge their effectiveness based on material selection, quality of technique, and proportion.
 * Logical:** Students examine the materials, proportions, and techniques in sequence to examine the potential effectiveness of a pattern.
 * Social:** The student blog responses will be commented upon, and the ideas created by the students will be discussed among each other.
 * Solitary**: Students will work alone to examine the patterns to judge their effectiveness.

23.The students will compare correctly tied flies (correct appearance, movement, proportions) and incorrectly tied flies. Comparisons of the appearance, movements, and proportions, (as gained through Facets 1-3) will transfer some working knowledge the students have about fly-tying into the knowledge they will need for commercial tying. **(Hook).** 24.Students will know pattern, proportion, tail, body, thorax, abdomen, head, wing, hackle, dubbing, wing, winding, counter-winding, materials selection, soft-hackle, half-hitch, whip-finish, teasing, and spinning. **(Equip).** Students should visit the [|tying wiki] to get some ideas. They should also check out this [|Google search for fly tying] as a starting point. **(Resources).** 25.Students will utilize a Google doc. or NoteShare to categorize and keep track of the information they collect regarding correctly tied patterns and the natural element the pattern mimics. Students will create the patterns and create an assessment rubric for pattern evaluation. **(Explore/Rethink).** In pairs, students will share their information and begin to document their thoughts compared with a partner, which will be transferred to their blog **(Experience/Revise).** 26.The elements of this Google doc. or NoteShare will be assessed with a formative rubric. This information, in conjunction with other facets, will be assessed through a final summative rubric. The developed rubric will be utilized to evaluate patterns. **(Evaluate).** 27.**Visual:** The students will be visually examining the "appearance" and "proportions" elements of this facet as compared with the natural element(s) the pattern replicates. 28.The students will be able to analyze and criticize (through self-assessment) their showcase patterns on appearance, movement, proportion, and performance based on traditional pattern knowledge. **(Interpret).** Product: Pattern Assessment rubric, Google doc. or NoteShare. Days: 3-5. **(Organize).** || =Facet 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.Students will understand that there is a distinct link between material selection, correct tying technique, and proportion when creating flys that mimic what exists in the natural world. **(Where).** //Students describe analyze, interpret, and evaluate art (visual arts//). **(What).** Fishing flys are more than a combination of materials. Students will understand that the final product has characteristics that are created through a combination of choice elements that mimic nature. **(Why).**
 * Aural:** The students will discuss their ideas with each other. The second part of the discussion will be listening to input their peers have regarding what they see in relation to appearance, movement, and proportions.
 * Verbal:** The sharing of ideas is centered around conversations that occur between students.
 * Physical:** Students will physically manipulate the produced patterns to judge the "movement" aspect of a pattern.
 * Logical:** The students will examine appearance, movement, and proportions of selected patterns.
 * Social:** Discussions between students regarding the appearance, movement, and proportions will be standard.
 * Solitary**: Students will establish their ideas alone and organize ideas through Google doc. or NoteShare before presenting to a peer.

30.After students have completed Facets 1-4, they will have a fairly strong understanding of the intricacies of fly tying. This Facet provides an opportunity to take what they know about tying, pattern anatomy, and nature and apply that knowledge to that is uniquely their own that could help them place their mark on fly pattern creation. **(Hook).** 31.Students will know pattern, proportion, tail, body, thorax, abdomen, head, wing, hackle, dubbing, wing, winding, counter-winding, materials selection, soft-hackle, half-hitch, whip-finish, teasing, and spinning. **(Equip).** Students should visit the [|tying wiki] to get some ideas. They should also check out this [|Google search for fly tying] as a starting point. Further research regarding the characteristics of local waters and the entomology of that water's life will be helpful. A visit to the [|State of Maine Department of Inland Fisheries and Wildlife] website is a great place to start. **(Resources).** 32. Students will utilize a Google doc. or NoteShare to collate the information they find throughout their research of local conditions and characteristics. Furthermore, the doc. or NoteShare is an easy way to access the information previously discovered and the ideas previously dreamed up by the student and their partner(s). **(Explore/Rethink).** In pairs, students will share their information and begin to document their thoughts compared with a partner, which will be transferred to their blog **(Experience/Revise).** 33.The elements of this Google doc. or NoteShare will be assessed with a formative rubric. This information, in conjunction with other facets, will be posted as a mandatory blog entry, and it will be assessed through a final summative blog rubric. **(Evaluate).** 34.**Visual:** Students will examine the pictures of the patterns they want to modify as well as visually examining the physical representations they have tied. 35.Students will be able to build pattern that mimics nature (appearance, movement, and proportions). **(Apply).** Product: Mandatory blog entry. Days: 4-5. **(Organize).** || =Facet 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.Students will understand that a working knowledge of techniques and materials is used to create a pattern or modify an existing pattern. **(Where).** //Students describe analyze, interpret, and evaluate art (visual arts//). **(What).** Patterns that exist are useful in a variety of general circumstances and are applicable to a variety of situation and conditions. Much like nature and its creatures, water conditions, conditions created from fishing pressures, and conditions characteristic to a geographic area. These conditions can require specialized patterns that are derived or adapted from existing, popular (general) patterns. **(Why).**
 * Aural:** The students will discuss their ideas with each other. The second part of the discussion will be listening to input their peers have regarding what they see as possibly adaptable or changeable in relation to the appearance, movement, and proportions of the original pattern.
 * Verbal:** The process of adapting a pattern to fit a unique set of conditions is discussion-intensive. Students will need to discuss the elements of the patterns as well as the unique elements of the conditions for which they are trying.
 * Physical:** The students will be creating the adaptations for the patterns as they dream them up.
 * Logical:** The students will first have to establish the unique conditions for which they are tying. Secondly, the students will have to choose the pattern that would best fit the conditions. Lastly, the student will have to synthesize the conditions and patterns to improve on the pattern to make it effective in the selected environment.
 * Social:** The students will be commenting on each others' creations and ideas. The name of the game is for the students to help each other improve and share ideas for collective class interpretation.
 * Solitary**: There will be a need for students to take time alone with their thoughts and patterns to search their minds for ideas.

37.The ability to reproduce patterns at a commercial level could provide the student with the ability to make money from their patterns as independent tiers. **(Hook).** 38.Students will know pattern, proportion, tail, body, thorax, abdomen, head, wing, hackle, dubbing, wing, winding, counter-winding, materials selection, soft-hackle, half-hitch, whip-finish, teasing, and spinning. **(Equip).** Students should visit the [|tying wiki] to get some ideas. They should also check out this [|Google search for fly tying] as a starting point. Students could also visit the [|Cabelas fly page], [|the Orvis fly page] , or the [|Fly Anglers OnLine] magazine for information on quality flies. **(Resources).** 39.Students will reference their Google doc.s and NoteShares for the information they gathered regarding quality fly tying. Considering they will be culminating their learning through self-evaluation of their productions, students will have to have ready access to their information. They will also put together their final presentations and iMovie commercials. **(Explore/Rethink).** This information and self-assessment will be included both on their blog as a mandatory post and in their final presentation. The images taken throughout the process will be included in the commercial. **(Experience/Revise).** 40.The elements of this Google doc. or NoteShare will be assessed with a formative rubric. This information, in conjunction with other facets, will be posted as a mandatory blog entry, and it will be assessed through both a final summative blog rubric and a final presentation rubric. **(Evaluate).** 41.**Visual:** The students will have to visually examine their productions to see if they meet the criteria for commercial quality as demonstrated by the commercially produced examples. 42. Students will be able to recognize a pattern that could/would work and the characteristics that make it functional. **(Self-Knowledge).** Product: Commercial quality reproductions and blog entry. Days: 4-5. **(Organize).** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.The final product (pattern) created through the combination of materials, colors, techniques, and proportions is more than a combination of individual elements. **(Where).** //Students describe analyze, interpret, and evaluate art (visual arts//). **(What).** If a student is going to be able to replicate traditional, popular patterns at commercial quality, they are going to have to be able to be a harsh, critical eye that can analyze their own reproductions. **(Why).**
 * Aural:** Students will have to listen to feedback received from peers both during the class/development periods and final presentation.
 * Verbal:** Students will have to communicate assessment feedback to each other on the quality of their reproductions.
 * Physical:** Students will physically have to examine their products for quality.
 * Logical:** Assessment of their productions will consist of the quality of their material selection, tying technique, proportions, and visual appeal.
 * Social:** Students will give and receive feedback from their peers in a variety of fashions. This feedback is critical for product development.
 * Solitary**: Because the students will be self-assessing their own productions, time to work and assess alone is of the utmost importance.

2004 ASCD and Grant Wiggins and Jay McTighe