S3+Boulter+Elizabeth

=Stage 3 Plan Learning Experiences and Instruction=

Logical: Kinesthetic: Visual: Naturalist: Intrapersonal: Interpersonal: Musical:**
 * 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)
 * Verbal:
 * 7. (O)** **Organize** (Facet of Understanding - Students will be able to ...) and Product

=Lesson 1= 2. Students will be introduced to the topic through "I Hate Public Speaking", a humorous video, so they can begin relate to the unit on a non-threatening level. (Hook) 3.Students will know effective/ineffective uses of communication, thesis, topic sentences, main points. (Equip) Students will use planing and ISP charts to organize their speeches with main point (Explore) Students will use the 3-step-interview process to clarify and analyze their key points and to determine their topic sentences (Experience). 4. Students will analyze with a partner. (Rethink) Students will get listener feedback. (Revise) Students will edit their speeches/practice those changes. (Refine) Students will practice those changes with their partners. (Rehearse) 5.Students will present their changes/ edits. (Evaluate) 6. Musical: Students will listen to the hook song. Logical: Students will make outlines/organizers for their topic. Interpersonal: Students will peer edit. Intrapersonal: Students will self-evaluate and critique. Visual: Students will see You Tube videos and graphic organizers. Verbal: Students will discuss with partners and the whole class.(Tailor) 7. Students will be able to demonstrate effective use of organizational skills to logically present information. create an Inspriation8 document that outlines the organization of their "summer" speech. (organize) || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that they need to organize and present information logically and systematically and according to Standard American English. (Where) This is to show that in order to be effective in communication, you must have organization. (Why) Students will be able to present information in an organized and logical manner as it applies to SAE. (What)

9. Students will be engages by Good/Bad video examples of speeches and discuss their pros and cons. (Hook) 10. Students will know critiquing techniques and revision skills. (Equip) Students will use a persuasion map to double check their effectiveness and compare it to others'. (Explore) Students will use Team, Pair, Solo to critique on their own and gradually as a group process so they see the importance of critiques and editing. (Experience) 11.Students will verbally critique each others' work in pairs. (Rethink) Students will mark written critiques to their original work, based on feedback. (Refine) Students will present changes to the group. (Rehearse) Students will mark written critiques on a partner's work. (Revise) 12.Students will discuss common critiques and edits and how to avoid common mistakes. (Evaluate) 13.Logical: students will analyze main points of a partners work and outline their understanding. Interpersonal: students will be revising in groups of 2 or more and discussing. Visual: students will see critiques and videos. Intrapersonal: self critique time. Kinesthetic: students will move around to different groups. Verbal: students will be discussing critiques and more effective ways to communicate. (Tailor) 14. Students will be able to critique in order to improve the effectiveness of their communication. They will use peer evaluation forms to peer evaluate speeches and also create rubrics from those evaluation forms. They will create a wikispace evaluation, according to that rubric, of a student's speech. (Organize) || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand they need to organize and present information logically, systematically, according to conventions of Standard American English, and provide feedback for revisions. (Where) Students will understand how revision and critical thinking benefit the effectiveness of their speech. (why) Students will understand how to critically revise and analyze speeches. (What)

16. Students will do a conciseness exercise called "1 Sentence", to see how precise they can be in their wording. (Hook) 17. Students will know revision, self-assessment, conciseness. (Equip) Students will use KWS chart and the sandwich chart to help them give constructive feedback. (Explore) Students will use 3-minute review for each others' speeches. (Experience) 18. Students will work in pairs to revise their speeches. (Rethink) Students will use peer feedback to make their speech more concise. (Refine) Students will discuss those changes and see which ones were most common. (Rehearse) Students will have more than 2 people edit their papers. (Revise) 19. Students will present their changes in a an updated version of their speech. (Evaluate) 20. Naturalist: one or more person outside of the classroom will edit their speech. Interpersonal: students will be sharing with partners as well as the whole class. Intrapersonal: students will have self-reflection time. Verbal: students will be discussing their speeches during peer editing. Kinesthetic: students will be up and moving around, changing their seating arrangement. Visual: students will be able to see their errors and change the. (Tailor) 21. Students will be able to seek feedback and self-assess to improve effectiveness of communication. They will have blogging buddies and be participating in word eliminations. (Organize) || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that they need to organize and present information logically, systematically, according to conventions of Standard American English, and provide feedback for revisions. (Where) Students will understand that revision in an integral part of achieving effective communication. (Why) Students will understand how to seek feedback and self- assess their work. (What)

23. Students will review bloopers from a variety of places in order to lighten the mood and spark their interest in addressing their audience correctly. (Hook) 24. Students will know appropriate media. (Equip) Students will use KWL charts to see how much prior knowledge they had about the topic at hand. (Explore) Students will use Partners to play "scenarios" and practice addressing different audiences. (Experience) 25. Students will discuss as a group (Rethink) Students will talk about the feelings of different audiences. (Revise) Students will make appropriate changes based upon the different feelings of the audiences. (Refine) 26. Students will peer grade each other on "scenarios". (Evaluate) 27. Music: students may use a variety of music to get into character during "scenarios". Verbal: Students will be talking with a partner. Visual: Students will see the hook as well as the "scenarios" made by other groups. Interpersonal: students will be constantly working in groups. Kinesthetic: students will be working around the room with partners, acting out different scenarios. Logical: students will use logic to determine what media to use. (Tailor) 28. Students will be able to consider appropriate media relevant to the audience and purpose. Students will be doing their own version of "Who's Line is it Anyway?" Students will be creating a 2-D advertisement along with an infomercial. (Organize) || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that different audiences require different approaches.(Where) Students will understand that media must be appropriate to the audience or else their speech will not be received. (Why) Students will understand that they must select appropriate media that supports their form of communication. (What)

30. Students will listen to "Grammar House Rock" to relax and relate. It will help connect them to the topic in a fun way. (Hook) 31. Students will know sentence structure, parts of a speech in relation to SAE, and punctuation. (Equip) Students will use Goal-Reasons Web to break down their points into effective sentence structure. (Explore) Students will use Numbered Heads Together to practice correct usage of English- like sentence structure/ grammar. (Experience) 32. Students will discuss problems in a group. (Rethink) Students will evaluate and choose solutions. (Revise). Students will report back to the group. (Rehearse). 33. Students will use partners to seek feedback and make edits. (Evaluate) 34. Verbal: Students will speak to the class and to partners. Kinesthetic: students will be moving to re-group and conference with different students. Logical: students will follow set of conventions of SAE. Intrapersonal: students will try examples on their own. Interpersonal: students will analyze in groups and report out. Visual: students will see edits/ errors on problems. (Tailor) 35. Students will be able to use conventions of SAE and will do PSAT exercises on "improving sentences" They will be participating in blogging buddies as well as finishing up their webquest portfolios. (Organize) || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will be able to demonstrate effective use of organizer skills to logically present information that is according to Standard American English. (Where) Students will see how they need SAE to convey their message. (Why) They will know how to use SAE. (What)

37. Students will listen to Martin Luther King Jr's "I have a dream" speech and discuss positive and negative body language. (Hook) 38. Students will know tone, volume, gestures. (Equip) Students will use Sense Charts to peer evaluate body language. (Explore) Students will use Think-Pair-Share to focus on positive and negative characteristics of body language and its corresponding effectiveness. (Experience) 39. Students will discuss as a group. (Rethink) Students will evaluate their own body language and how it affects their speech. (Refine) Students will make changes to their speech. (Revise) Students will practice the newly learned body language. (Rehearse) 40. Students will students will present their speech with the effective body language. (Evaluate) 41. Kinesthetic: students will be constantly moving alone and with partners learning new gestures. Visual: students will be able to watch other students' performances. Auditory: Students will be able to listen to others' tone in their speeches. Interpersonal: students will be conversing with partners to improve their effectiveness. Logical: students will have to conclude and problem solve to pair the correct gestures with the appropriate words. Musical: students may use music to begin to interpret effective movements that enhance their speeches. 42. Students will be able to infer using volume, tone, eye contact, clear enunciation and clear gestures. Students will be creating an iMovie silent film. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that effective speaking is made by tone changes and body language. (Where) Students will understand that without these, they may not reach their audience. (Why) Students will know how to adjust volume, tone, eye contact, and gestures to suit the audience. (What)

2004 ASCD and Grant Wiggins and Jay McTighe