Jen+B.+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 analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions (English)////.// //Students understand the constitutional and legal rights, the civic duties and responsibilities, and roles of citizens in a constitutional democracy and the role of citizens living under other forms of government in the world (Social Studies)// **(What)**. Reading stories sometimes seems like it's not important or relevant to our real lives, but there are often underlying messages that the author is trying to explain through fiction (English). Knowing about the First Amendment is common but we need to see how real people use this right to voice even unpopular opinions **(Why)**. 2. Have you ever wondered what's the point in reading stories? "What purpose does art, in particular the art of fiction, serve in what we call the real world? None that I can think of - at least not in any practical sense. A book has never put food in the stomach of a hungry child. A book has never stopped a bullet from entering a murder victim's body. A book has never prevented a bomb from falling on innocent civilians in the midst of war." -Paul Aster **(Hook)** 3. Students will know: First Amendment, theme. Resources: Primary Podcast Graphic Organizer, The Use of Fiction Cyberbullying Ok? Political Cartoon Working with Podcasts and class Wiki **(Equip)**. 4. Students will use the Primary Podcast Graphic Organizer and stickies to help them clarify their ideas about the value of fiction OR the meaning of the first amendment and the rights it affords us **(Explore)**; they will share this with other students in an initial Three Step Interview discussion (students who chose different topics share with each other, ask clarifying questions, then present their group members' ideas to the group as a whole). **(Experience)**. 5. Students will record their first impressions on freedom of speech OR the value of fiction on GarageBand; save as audio files and post to a class Wiki as a formative assessment (completion grade) **(Evaluate)**. 6. **Visual**: Students will ponder a quote, view a political cartoon, and read an article to spark their thinking about fiction and first amendment rights; they will also use the Primary Podcast Graphic Organizer to plan their podcast 7. Students will be able to __reflect__ on how their thinking about literature's meaning and the role of self-expression have changed throughout the unit **(Self-Knowledge)**. Product: Before and After Podcast. Days: 1-2 but return to it at end. **(Organize)** || =Facet 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. The universal themes of "civil disobedience" and "promoting change" appear in both the essay "Civil Disobedience" and the fictional short story "The Lottery" ; the different texts just go about explaining their similar meaning to different readers in different ways (across genres) (English). Freedom of speech subsumes the right of the individual to speak up against practice with which they disagree and for change of prevailing practices and laws (Social Studies) **(Where)**.
 * Aural**: Students will listen to others' audio files/podcasts and discuss them in class
 * Verbal**: Students will create audio files/podcasts expressing their initial thoughts about the value of fiction or the rights of individuals to speak their mind
 * Physical**: Students will take notes on stickies and put them on the Primary Podcast Graphic Organizer to help plan for the podcast
 * Logical**: Students will sort ideas on the Primary Podcast Graphic Organizer to plan for audio file
 * Social**: Students will share the files and discuss them afterwards in a kind of Three-Step Interview discussion
 * Solitary**: Students will record original thoughts on stickies and in audio files/podcasts **(Tailor)**

2. What was she THINKING?! When "The Lottery" appeared in __The New Yorker__, the magazine received more letters about it than any story EVER, before or since. In fact, hundreds of people canceled their subscriptions because they were so disturbed by it. Why? **(Hook)** 3. Students will know: theme, symbolism, historical lens. Resources for Step 1: Definition of Theme and class Wiki/Blog; resources for Step 2: Symbolism in Art, Symbolism Dictionary, and Symbolism in Literature **(Equip)**. 4. Students will annotate a story and post initial understandings of what it means online **(Explore)**; they will share this with other students in an initial discussion (Great Books/Socratic Seminar-based format) **(Experience)**; then, after looking at symbols and historical context in class, such as through Hypertext activity and Alter Your Audience Graphic Organizer (a graphic organizer specifically geared toward symbolism and fictional representation), students will be required to review their and others' posts and agree/disagree while providing evidence to support their viewpoint **(Revise)**. 5. Students will post initial understandings of theme on Blog as a formative assessment (completion grade); their second posting, which requires them to evaluate others' interpretations in terms of evidence, will be a summative assessment (rubric) **(Evaluate)**. 6. **Visual**: Students will read a text and annotate to record their thoughts in the margins; students can add images to their Blog to help convey their interpretation of theme 7. Students will be able to be open to others' understandings of theme, as long as they are supported with evidence from the author's life/world or the text. **(Perspective)**. Product: Blog Entries. Days: 1-2 but return to it in middle of unit. **(Organize)** || =Facet 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Although meaning is not definitive, some theories of theme are better than others; we must defend our interpretation with evidence from the text (literary components) and/or context (what the author was experiencing at the time of writing) (English). Fiction uses symbolism to express deep meaning (which is inspired by the author's life experience) rather than stating it outright. (English) **(Where)**. //Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions (English)// **(What)**. Sometimes our first impressions of a piece of fiction are strong but may not take into account the author's intentions in writing it; looking at symbolism and the author's history may provide a deeper understanding of what the piece was meant to convey **(Why)**.
 * Aural**: Students should add music to their initial Blog posting to help convey their interpretation of theme; later, we will use musical chairs to move around the room and then comment on each others' Blogs.
 * Verbal**: Students will use their notes and their Blog posting to help them in the subsequent class discussion (Great Books/Socratic Seminar-based).
 * Physical**: When ready to comment on each others' initial postings, students will listen to "The Lottery" theme music from original Blog postings and move about the room; then when the music stops, students will sit at the closest seat, read that person's original posting on the open computer, and comment on it based on their new understandings about symbolism and author's life/world (historical lens).
 * Logical**: Students must use evidence to support their analyses of others' interpretations of theme.
 * Social**: Students will discuss their interpretations in class discussion of "The Lottery," and comment on each others' interpretations via Blogs.
 * Solitary**: Students will record original thoughts in their Blogs **(Tailor)**

2. Why couldn't the box be blue? **(Hook)** 3. Students will know: historical lens, symbolism, new criticism. The Historical Lens involves researching the author's life and world events at the time of writing a piece; it believes that these considerations must be taken into account when developing a theory of theme. Symbolism and historical information together may provide a deeper understanding as to the theme of a text. In "The Lottery," fear of change and adherence to tradition is the downfall of a community; the lottery itself may symbolize scapegoating others to save oneself. "The Lottery" was intended to create internal change in its readers (based on Jackson's own statements). Shirley Jackson wrote her story just after WWII; WWII involved people discriminating against and even killing each other based on orders from others (Nazi party) and not speaking up for what they believed in. Resources: How to Use Inspiration Tutorial, Shirley Jackson Biography, Symbolism in Art, Symbolism Dictionary, and Symbolism in Literature **(Equip)** 4. Students as a class will be provided a single, large Alter Your Audience Graphic Organizer with many of the sections already completed; they will fill in the remainder with guesses and modify through class discussion, and online tools like the symbolism dictionary and biography provided **(Explore/Rethink)**. They will then hear another story and be provided another digital graphic organizer with fewer of the sections already completed; they will fill in the remainder using online tools such as the symbolism dictionary and any information they can find about the origins of the story **(Experience)**. (These are all in preparation for the final GRASPS assessment, in which they will use the same graphic organizer to plan their own story to be posted on the Wiki: **[Revise]**.) 5. Students will complete a series of graphic organizers using sticky notes and Inspiration 8 that identify the potential connections between symbol/fictional representation and actual inspiration/meaning for a minimum of two fictional texts (formative assessment). **(Evaluate)** 6. **Visual**: Students' use of Alter Your Audience graphic organizer as a class and a similar one on Inspiration 8 allows for visual representation of ideas with relationships clearly displayed. Students may also manipulate color and image on the program for personalization. 7. Students will demonstrate an understanding of how theme is constructed via symbolism and inspiration from real historical events **(Explain)**. Product: Hard Copy and Inspiration Graphic Organizers. Timeframe: 2-3 days. **(Organize)** || =Facet 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Fiction uses symbolism to express deep meaning (which is inspired by the author's life experience) rather than stating it outright (English) **(Where)**. //Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions (English)// **(What)**. Authors are trying to tell us something; what that is, and how it came about, is important to know when deciphering a story **(Why)**.
 * Aural**: Students will hear one of the stories, a children's book such as __The Sneetches__ or __The Lorax__, read aloud.
 * Verbal**: Students will examine specific text (key words, for example) in order to make sense of the stories' theme.
 * Physical**: Students will work together to complete a large class Alter Your Audience Graphic Organizer using sticky notes (both prefilled and empty) as practice; they will also manipulate digital graphic organizers using Inspiration 8 to personalize them in terms of images, organization, etc.
 * Logical**: Students will make logical connections between historical/real world characters/situations and symbols/fictional representations.
 * Social**: Students will work together to create the completed class Alter Your Audience Graphic Organizer using sticky notes.
 * Solitary**: Students will complete their own Alter Your Audience Graphic Organizer on Inspiration 8. **(Tailor)**

2. So what do a 18th century jailbird and a 20th century horror story author have in common? **(Hook)** 3. Students will know: "Civil Disobedience" inspired MLK Jr. and other activists, "The Lottery" was intended to create internal change in its readers (based on Jackson's own statements). Resources: Interactive Venn Diagram. **(Equip)** 4. Students will brainstorm as a class the different aspects of literature, such as diction, setting, theme, plot, imagery, syntax, etc. and individually record these on sticky notes **(Explore)**. They will then independently record how these relate to EITHER the non-fiction text "Civil Disobedience" (read and discussed after Facet 1) or the fictional story "The Lottery" (read in Facet 2 and explored further in Facet 3), with each text assigned to half the class **(Experience)**. They will then work in partners to complete a paper version of a Venn Diagram identifying similarities and differences in the texts, then transfer a final draft to an online Venn Diagram **(Experience)**. Finally, they will share these with the class as a whole in order to clarify their thinking **(Rethink and Revise)**. 5. Students will complete an interactive online Venn Diagram as preparation for a class discussion comparing two texts (non-fiction and fiction) as a formative assessment. **(Evaluate)** 6. **Visual:** Students will visualize similarities and differences using a Venn Diagram. 7. Students will be able to compare two genres of text (fiction and non-fiction) in terms of theme **(Perspective)**. Product: Venn Diagram. Timeframe: 1 day. **(Organize)** || =Facet 5=
 * < **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. The universal themes of "civil disobedience" and "promoting change" appear in both the essay "Civil Disobedience" and the fictional short story "The Lottery" ; the different texts just go about explaining their similar meaning to different readers in different ways (across genres) (English) **(Where)**. //Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions (English)// **(What)**. Understanding that both fiction and non-fiction can offer similar meaningful messages, both of which relate to reality, justifies the value of fiction for literal thinkers **(Why)**.
 * Aural:** Students will listen to their partners' ideas about similarities and differences in order to craft a shared Venn Diagram.
 * Verbal:** Students will brainstorm their ideas about elements of literature and share their partners' understandings through class discussion.
 * Physical:** Students will use sticky notes to create a paper draft of their Venn Diagram with a partner.
 * Logical:** Students will analyze the elements of literature and compare/contrast these between two texts.
 * Social:** Students will work with a partner and as a class to clarify their thinking.
 * Solitary**: Students will first record their own interpretations of their assigned text before partnering up. **(Tailor)**

2. "Simplify, simplify, simplify." This quote by Henry David Thoreau, back in the 1800s, didn't refer to the Internet exactly -- but it could have! **(Hook)** 3. Students will know: historical lens. Resources: Dr. Seuss biography, Seussentennial Dr. Seuss on Wikipedia, Smithsonian Institution American History Timeline, Wikipedia's US History Timeline, Hyperlink Guide, and class Wiki. **(Equip)** 4. Students in partners are assigned a section of the fictional short story presented in Facet 3 to research and verify/refute guesses recorded on graphic organizers in Facet 3 **(Explore/Rethink)**. They will then link the fictional representations (such as symbols) in the text to a variety of media that show the "real" inspiration or meaning **(Experience)**. (These are all in preparation for the final GRASPS assessment, in which they will add hypertext to their own story posted on the Wiki: **[Revise]**.) 5. Students will work together to research the author's life and world, as well as symbolism in the story, to create a hypertext version of the short story presented in Facet 3 (for instance, __The Sneetches__ or __The Lorax__) with links to articles, information, images, and other media to explore and explain its multiple layers. They will also individually submit a summary of their work and explanation of their reasoning. This is a summative assessment (scored using a checklist) and is in preparation for the GRASPS final assessment. **(Evaluate)** 6. **Visual**: Students will find and use visual media as well as text to support their interpretations of the story (serve as hyperlinked targets). 7. Students will be able to make sense of a fictional story in terms of real-world experiences of the author (historical lens) and symbolism (new criticism) **(Interpret)**. Product: Hypertext. Timeframe: 3-4 days. **(Organize)** || =Facet 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Fiction uses symbolism to express deep meaning (which is inspired by the author's life experience) rather than stating it outright. (English) **(Where)**. //Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions (English)// **(What)**. Sometimes it would be nice to see what inspired a story, rather than having to guess; the internet affords us a new way of showing another layer to a piece of fiction **(Why)**.
 * Aural**: Students will find and use at least one musical or audio file to support their interpretations of the story (serve as hyperlinked targets).
 * Verbal**: Students will examine specific text (key words and symbols, for example) in order to make sense of the stories' theme; these specific phrases will be linked as anchors in the hypertext story.
 * Physical**: Students will manipulate and personalize the newly created (target) Wiki pages to better enhance meaning; clicking the hyperlinks allows for some interaction with the story, once it is created.
 * Logical**: Students will use their graphic organizers from Facet 3 to guide them in their understanding of how the story evolved and what it represents.
 * Social**: Students will work in partners to research and create a hyperlinked section of the story.
 * Solitary**: Students will individually submit a summary of their work and explanation of their reasoning. **(Tailor)**

2. "I get up every morning determined to both change the world and have one hell of a good time. Sometimes this makes planning my day difficult." E. B. White (1899 - 1985) E.B. White wrote __Charlotte's Web__ and dozens of other books for children and adults. What kinds of issues inspired him and others to write? OR Who cares what you think? **(Hook)** 3. Students will know: Levels of change include awareness, internal change, and action. Resources: The New York Times, The Washington Post, The SunJournal, Ideas for Change in America, Social Change in America-A Historical Handbook, and Glogster. **(Equip)** 4. Students will use the web to search for pictures, articles, music, and key words that capture significant issues of today; look on news sites, personal websites, blogs, etc. and take snapshots to create a collage online using Glogster, using the Alter Your Audience Glogster Guide (graphic organizer to assist in brainstorming and planning the collage) **(Explore)**; share with the class and participate in a Think/Pair/Share that identifies what defines "socially or politically significant" **(Rethink)**; add to elements of the Glogs the change required and audience for each issue before submission **(Revise)**. 5. Students will create and present a Glog (online multimedia collage) as a formative assessment (self-evaluated using a checklist of media components; after presentations, I will provide individual feedback on the significance of their choices). **(Evaluate)** 6. **Visual:** Images of current socially or politically significant issues can be integrated into students' Glogs. 7. Students will be able to apply their understanding of the rights and responsibilities of US citizens to identify and express significant issues in our own worlds that may require change **(Apply)**. Product: Glogster Collage. Timeframe: 2 days. **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Freedom of speech subsumes the right of the individual to speak up against practice with which they disagree and for change of prevailing practices and laws (Social Studies). Change or influence can take many forms: action and/or mind of group and/or individual (Social Studies) **(Where)**. //Students understand the constitutional and legal rights, the civic duties and responsibilities, and roles of citizens in a constitutional democracy and the role of citizens living under other forms of government in the world// **(What)**. Some issues are important enough to try to change other people's awareness, beliefs, or actions, but not all; we should try to understand what makes an issue significant to a general population **(Why)**.
 * Aural:** Glogster allows incorporation of music as well as images and text. Students can add socially significant music to their Glog.
 * Verbal:** Students will share their Glogs with the class and participate in an informal discussion identifying what constitutes a socially or politically significant issue.
 * Physical:** Students can move and layer the images in their Glogs to create a digital version of a collage.
 * Logical:** By providing students a checklist of media sources, they will have direction in creating their Glogs; they will also compare and contrast their Glogs in order to identify what makes something socially or politcally significant and worthy of being the subject of "speaking up".
 * Social:** Students will share their Glogs with the class, discuss the issues they included, why they believe they are important**,** and what change is required for each.
 * Solitary**: Students work individually to create their own Glogs that address issues important to them and society in general. **(Tailor)**

2004 ASCD and Grant Wiggins and Jay McTighe