Jennah+I.+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: allows logical thinker to organize thoughts Social: Solitary**: __**7. (O)** **Organize** (Students will be able to ...), Product (Technology), and Timeframe (total minutes? over how many days? over the length of the unit?) [|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:

=__Facet 1__=

2. Show a list of allegory examples and ask, "What do all of these have in common?" Students will discuss with each other to see if they know. **(Hook)** 3.Students will know the vocabulary: [|allegory] and [|epic] **(Equip)**. 4.Students will complete the know and want columns of a KWL chart **(Explore).** In a turn and talk, partners will share their thinking **(Experience/Revise)**. 5. Students will complete all columns of a KWL chart as a formative assessment. **(Evaluate)**. 6.**(T) Tailor:** **one activity can cover more than one.** 7. Students will be able to express what an allegory is **(Explain)**. Product: KWL chart. Days:1-2 days.**(Organize)** || =Facet 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students understand that literary devices have been used in many different eras to influence the reader/audience **(Where).** //Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions// **(What)**. It is important to know how to recognize allegory in becoming a critical thinker **(Why)**.
 * Visual:**Students will use a graphic organizer to see their thinking.
 * Aural:** Students will think out loud first before filling out the organizer by discussing with each other.
 * Verbal:** Students will be sharing with a peer out loud.
 * Physical:** Students may use sticky notes to write their individual thoughts and then put them in the KWL section when appropriate.
 * Logical:** The KWL chart allows the logical thinker to organize his/her thoughts.
 * Social:** Sharing with a peer allows for social interaction.
 * Solitary**: Students will fill in the organizer on their own.

9. Use video short of "Bounding" to frontload and discuss theme in a simple story. **(Hook)** 10. Students will analyze the effect of [|point of view], [|theme], and [|metaphor] on reader interpretation. **(Equip)** 11.Students will take notes with on the content covered. Then dialogue their most important learning, and trade with a partner to comment.**(Experience/Revise)** 12. Students will turn in a completed a Dialogue Journal addressing point of view, theme and metaphor in "Boundin" as a formative assessment. **(Evaluate)** 13.**Visual:**Web links to explanations 14. Students will be able to analyze the effects point of view, theme, and metaphors. **(Perspective)** Product: Dialogue Journal. Days 3-4 **(Organize)** || =Facet 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.Students understand that //Beowulf// has an intended authorial theme(s) and is a story that people today should understand. **(Where).** //Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions// **(What)**. Students need to identify and understand themes in literature **(Why)**.
 * Aural:** Class will have a discussion on the terms in "Boundin"
 * Verbal:** Class Discussion will be conducive to those that learn through talking.
 * Physical:** Class will trade dialogue journals and trade back.
 * Logical:**The graphic organizer allows the logical thinker to structure thinking.
 * Social:** Students will share their thinking on paper with peer.
 * Solitary**: The original entry writing and reacting is independent work.

16.Share the story of Beowulf being read in it's [|original language] (Anglo-Saxon) for the experience. **(Hook)** 17.Students will read sections of Beowulf in paired (buddy) reading. In order to make meaning, they may have [|help]. **(Equip)** 18.Using, students will daily outline the story of //Beowulf.// Students will check for understanding in their buddy reading groups.**(Experience/Revise)** 19. Students will turn in the story map and create a multimedia project as a summative assessment. **(Evaluate)** 20.**T) Tailor:** **one activity can cover more than one.** 21. Students will be able to make meaning of //Beowulf//. **(Interpret)** Product: Story Map of each section. 2 weeks **(Organize)** || =Facet 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.Students understand that literary devices have been used in many different eras to influence the reader/audience **(Where).** //Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions// **(What)**. Students will make meaning of //Beowulf//. **(Why)**
 * Visual:** Reading the text from the page
 * Aural:** Hearing the story read out loud (take turns in partner/buddy reading)
 * Verbal**: Talk with partner during buddy reading.
 * Physical:** Use sticky notes while reading to transfer thinking to the map.
 * Logical:** The activity puts story in a map formation.
 * Social:**Students are sharing/working with a peer.
 * Solitary**: Students are filling in the organizer on their own.

23.Students will participate in a chalk talk with the review prompt, "List traits of an Allegory". **(Hook) 24.** Students will know how to go through the story of Beowulf and find 3 quotes from the [|poem] that show an allegorical element. **(Equip)** 25. Using http://mywebspiration.com/launch.php, students will organize their quotations and web an explanation for each. Students should clear the first quotation with me before going on to the next two. **(Experience/Revise)** 26. Once revisions are made, students will hand in a printed copy of their online web with quotations and explanations as a formative assessment. **(Evaluate)** 27. **(Tailor) Visual:**Students will see the information on the board. 28. Students will be able to determine the effects of the allegoric elements. **(Apply)** Product Online Web: Web http://mywebspiration.com/examples Days: 1 **(Organize)** || =Facet 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.Students will understand that //Beowulf// has an intended authorial theme(s) and is a story that people today should understand. **(Where).** //Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions// **(What)**. Students will explain the effects of the allegoric elements **(Why)**.
 * Aural:**Discussion of the first quotation with me.
 * Verbal:**Discussion of the first quotation.
 * Physical:**The chalk talk allows students to access prior knowlege while moving around the room.
 * Logical:** Oniline web allows for organization.
 * Social:**Chalk talk is social interaction on the board.
 * Solitary**: Student fills out the web on their own.

30. Hand out song lyrics to poplular song. After we talk about meaning, play the song. Question for Quick Write: How is the message enhanced by the sound? (Hook) 31. Students will know how to take their quickwrite and develop them into an essay supporting their thought to the above prompt. They may also need to use this: to organize thoughts. They should support their thinking with their own examples from their [|webspiration] brainstorming for Beowulf. **(Equip)** 32. Students will bring rough drafts to class, and peers will edit/revise, and then fix essays for final draft. **(Experience/Revise)** 33. The final "draft" of the essay will be a podcast that students share for the class as a summative assesment. **(Evaluate)** 34.**(T) Tailor** (use the seven [|Learning Styles]) Aural:**Students will hear the poetry/music. Social:**Students will record their podcast with help. 35. Students will be able to consider how the structure of poetry relates to its meaning. **(Empathy)** Product: Podcasted Essay Days: 1-2 **(Organize)** || =Facet 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.Students will understand that the structure of a poem influences a story.**(Where).** //Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions// **(What)**. Poetry is a form of expression and understanding the structure leads to deeper meaning.**(Why)**.
 * Visual:**Students will have a copy of the lyrics**.
 * Verbal:**Discussion of poetry.
 * Physical:** Using software (Garage Band or similar) for the podcast enables the student to get physical with the information.
 * Logical: allows logical thinker to organize thoughts
 * Solitary**:Students are writing independently.

37.Students will move to the 4 corners (strongly agree, agree, disagree, strongly disagree) to a series of statements about themselves. Example: I love pizza. **(Hook)** 38.Students will know how to use the 4 corner activity with a series of statements about poetry structure. **(Equip)** 39.The 4 corner frames our discussion after each question. Students are allowed to move as they reconsider the question. **(Experience/Revise)** 40.Students need to orally report out on why they are standing in the corner at the end. This is a formative assessment. **(Evaluate)** 41.**Visual:** Statements will be projected on the overhead. 42.Students will be able to recognize that poetry can be a powerful way to tell a story. **(Self-Knowledge)** Product: Conversation, Days: 1(20 min) **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.Students will understand that the structure of a poem influences a story.**(Where).** //Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions// **(What)** Poetry is a useful form of expression, and sometimes is the best way to tell a story.**(Why)**
 * Aural:**Students will hear discussion.
 * Verbal:**Students will participate in the discussion
 * Physical:** Students move around the room to vote on statements made about the poetic structure.
 * Logical:** 4 corner activity is logical, and students go to a corner to represent their thinking.
 * Social:** 4 corners allows for moving with friends around the room.
 * Solitary**: Students individually defend their position in the room.

2004 ASCD and Grant Wiggins and Jay McTighe