S3+Mourkas+Margaret

=Stage 3 Plan Learning Experiences and Instruction=


 * 1. (W)** **Where** (Understanding), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** (Graphic Organizer), and **Experience** (Cooperative Learning)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Timely Feedback)
 * 5. (E)** **Evaluate** (Self- Assessment)
 * 6. (T) Tailor** (Multiple Intelligences 6 to 8 and use each at least twice)
 * 7. (O)** **Organize** (Facet of Understanding - Students will be able to ...) and Product

=Lesson 1= 2. Decorate the room in a Minnesota fishing setting and/or set up a bucket with a fishing pole and fish. Using the bucket and fishing pole the students will fish for different genres within the bucket (HOOK). 3. __Equip:__ Students will know the following vocabulary: memoir, novella, autobiography, and biography. __Explore:__ Describing wheel - there will be one wheel per genre and students will research and fill out the packet in class. __Experience:__ Think-Pair-Share - Students will fill out the graphic organizer themselves and then pair-up and share results. 4. __Rethink:__ When the students pair up and share, they will be reviewing the new information to verify it. When they make the podcast they will need to review the information. __Revise:__ Students will hand in an outline of the comiclife which the teacher will grade and hand back with revisions. __Refine:__ Upon completion of the ComicLife, if the students feel they have received an unfair grade they can try again with permission. 5. Checklist: Students will complete a checklist during the completion of the podcast with a small reflection. 6. __Visual:__ fishing for genres. __Verbal:__ graphic organizer. __Interpersonal:__ working in groups and sharing. __Intrapersonal:__ work alone first, then work with other students. __Body:__ using a computer template for the graphic organizer. __Logical:__ figuring out how it all fits together. 7. Evaluate the characteristics of various genres of literature and their purposes. (ComicLife) || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that what the different types of genres are and how to identify them (WHERE). Connects students to the books available to them and allows student to learn how many different ways they themselves can write their own story (WHY). **Students read text within grade appropriate span of text complexity, and present analysis of fiction [and] non-fiction, using excerpts from the text to defend their assertion (WHAT).**

9. Make my own ComicLife: I'm going to present my own ComicLife product to explain the lesson (HOOK). 10. __Equip:__ Students will know the following vocabulary: Presbyterian and the following critical details: no clean line between religion and fly fishing, the brother's father is a preacher and expects perfection, Paul doesn't try as hard as Norman does, and Norman is always protecting and rescuing Paul. __Explore:__ Tree Chart - The theme will be written in the trunk and the points of view will be the branches. __Experience:__ Jigsaw - Each group will have a number of representatives and they will travel around until they meet with one persona from every group. 11. __Rethink:__ When students are sharing they can rethink what they have written when they explain their section. __Revise:__ If the student finds a problem they can edit it. __Refine:__ Once all ideas are collected the class will make a refined tree which will be photocopied and passed out among the class. 12. Self-assessment: Students are going to use my rubric and score themselves, complete with a small paragraph that is the student's reaction to assignment. 13.__Visual:__ my ComicLife __Verbal:__ writing information on tree chart __Interpersonal:__ sharing information outloud __Intrapersonal:__ working alone at first. __Body:__ moving from group to group explaining section. __Naturalist:__ using the tree chart to organize the information. 14. Explain the different points of niew that can affect the overall theme. (ComicLife) || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that if the book was written in a different point of view, the book would take on a whole new meaning (WHERE). Informs students how to understand people in different situations based on point of view (WHY). **Students read text within grade appropriate span of text complexity, and present analysis of fiction [and] non-fiction, using excerpts from text to defend their assertion (WHAT).**

16. Ask students about their favorite book and have them give some details about what makes the book its marked genre (HOOK). 17.__Equip:__ Students will know the following vocabulary: memoir, novella, autobiography, and biography. __Explore:__ Spider Map - Students will fill out the spider map with the title of the book in the center. Then they will put the different genres on the "legs" and put one detail as to why that genre applies. __Experience:__ 1,2,3,4 groups - students will be assigned a number and share their information with their number group. Then the students will visit other groups sharing their information with that new group. 18.__Rethink:__ When students are sharing their information with other groups they need to rethink the information and share it in a way that allows the new group to understand. __Revise:__ When the students listen to the new information they can revise their spider map with the new information. __Refine:__ If students feel if their GarageBand assignment receives an unfair grade they can ask to redo their assignment. 19. K-W-L: Students will fill out the what the already Know and the what they Want to know sections before the lesson. Then they will fill out the what they Learned section after the lesson is complete. 20.__Naturalist:__ changing the spider map to an actual spider picture. __Verbal:__ sharing with their peers. __Interpersonal:__ sharing with their peers and offering feedback. __Intrapersonal:__ filling out their spider map alone. __Body:__ moving around and/or using the computer to fill out spider map. __Logical:__ figuring out how all the genres fit together to make the book. 21. Analyze the genres of the book and find their parts. (GarageBand) || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand what the different types of genres are and know how to identify them within the book. (WHERE). Students will be able to determine the different genres in the books that they read for fun or in other classes (WHY). **Students read text within grade appropriate span of text complexity, and present analysis of fiction [and] non-fiction, using excerpts from text to defend their assertion (WHAT).**

23. Ask the students to make a small family tree with the family name at the top. Then make the branches start with the grandparents and end with the student and their siblings. 24.__Equip:__ Students will know the following critical details: no clear line between religion and fly-fishing and the following important details: Rawhide and Neal's sexual/drunken adventure, Norman and Jessie's never lose touch moment, and the final fishing trip. __Explore:__ Cluster/Word Web 1 - Students will fill out the word web and give small details explaining the sub-plots on the second line of the web. __Experience:__ Think-Pair-Share - Students will fill out graphic organizer and then pair up with other students and share their answers, then their group will share with the class. 25.__Rethink:__ When the students are sharing with the group and then the class they need to review their own information. __Revise:__ Students will need to hand in an outline of their SmartBoard presentation to the teacher and then change the presentation accordingly with the revisions that were handed back. __Refine:__ If the students want to redo their assignment they may with permission. 26. Checklist: Students will complete a checklist of important aspects of their SmartBoard presentation before they are allowed to present. 27.__Visual:__ creating a small family tree at the beginning of the lesson. __Verbal:__ sharing their ideas with the class and in the small groups __Interpersonal:__ sharing their SmartBoard presentation with the class. __Intrapersonal:__ working alone on the graphic organizers at first. __Body:__ getting up and moving around to share with other groups. Also using and touching the smartboard. __Logical:__ figuring out how all the sub-plots come together to form the main plot. 28. Recognize that there are many different sub-plots that form the main plot. (NoteShare) || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that there are many different sub-plots within the book that all come together to form the mail plot (WHERE). Students will be able to understand that there is always another part of the story in any situation that they may encounter in reality (WHY). **Students read text within grade appropriate span of text complexity, and present analysis of fiction [and] non-fiction, using excerpts from text to defend their assertion (WHAT).**

30. Show clips from the movie that will help students visualize what the character might do in a situation. 31.__Equip:__ Students will know the following characters: Maclean family, Jessie's family, and Rawhide. __Explore:__ Cluster/Word Web 3 - Students will put the conflict in the center box and then give each character a bubble. From there they will insert a blurb on each character and how they are helping the conflict in the little bubbles. __Experience:__ Partners - the students will receive a partner and they will comment on each others blogs offering revisions and compliments. 32.__Rethink:__ When students start rereading the book for class the students will have to rethink about how their character would react to the event and how they would write their letters. __Revise:__ When students receive comments from their partners they can accept it if they want to and rewrite part of their letters/blogs based on their partner's comments. __Refine:__ If the students feel their letters have received an unfair grade they may choose to rewrite the letters with permission. 33. Peer Assessments: When the letters have been "handed in" the partners will use the teacher rubric and assess their partners blog site and hand it in. 34.__Visual:__ showing movie clips to help explain certain characters. __Verbal:__ writing letters in the character's point of view. __Interpersonal:__ writing the letters alone. __Intrapersonal:__ commenting on their partner's letters. __Body:__ using the computer to write their letters. __Logical:__ figuring out how each different character helps the conflict. 35. Consider that the characters are all working together to resolve the conflict. (Blog Site) || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.Students will understand how the different characters are all silently working together to help resolve the main conflict (WHERE). Students will be able to see how in every situation in reality there are many people working "silently" behind the scenes to help solve a certain problem (WHY). **Students read text within grade appropriate span of text complexity, and present analysis of fiction [and] non-fiction, using excerpts from text to defend their assertion (WHAT).**

37. Class poll on whether or not the student personally thinks he deserved it. 38.__Equip:__ Students will know the following critical details: no clear line between religion and fly-fishing, Paul doesn't try as hard and Norman does, Norman is always protecting and rescuing Paul and the following important details/people: Maclean family, Rawhide, Jessie's family, Rawhide and Neal's sexual/drunken adventure, and the final fishing trip. __Explore:__ Persuasion Map - Students will fill out the map with details and events that support their opinion. __Experience:__ 3-Step Interview - Students pair up with another student and interview them using their persuasion map as guidance. These partners will be their iMovie partners as well. 39.__Rethink:__ When the students are being interviewed they need to rethink their information to form questions to ask their partner. __Revise:__ Students will be able to revise part of their iMovie presentation when their pre-production script is handed back with revisions from the teacher. __Refine:__ If the students feel they have received an unfair grade on their iMovie they are allowed to redo it with permission. 40. Self/Peer Assessment: When the students complete their iMovie they are going to assess themsleves using the teacher rubric complete with a reflection paragraph. Also, after each group presents the students are going to fill out another rubric for each of the group's iMovie. 41.__Visual:__ creating an iMovie. __Verbal:__ answering the interview questions. __Interpersonal:__ filling out the graphic organizer alone. __Intrapersonal:__ performing the interview with a partner. __Body:__ using the computer to create their iMovie. __Naturalist:__ do the iMovie completely outside. 42. Decide whether or not Paul deserved the ending he received. (iMovie) ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.Students will form their own opinion on whether or not Paul deserved the ending he received (WHERE). Students will learn how to look at all the details in a conflict and make an educated opinion (WHY). **Students read text within grade appropriate span of text complexity, and present analysis of fiction [and] non-fiction, using excerpts from text to defend their assertion (WHAT).**

2004 ASCD and Grant Wiggins and Jay McTighe