S3+Knowles+Christina

=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.Students will attend a party similar to one thrown by Gatsby. **(hook)** 3.Students will know the characters Nick Carraway, Jay Gatsby, Daisy Buchanan, Tom Buchanan, Myrtle Wilson and they will know key events like Gatsby's Parties, Starring at the light, Daisy and Gatsby meeting, Myrtle gets killed, Gatsby is killed. **(equip)** Graphic organizer **(explore)** Students will get into the roles of the characters of The Great Gatsby and discuss in groups about the characters of the novel. (**experience)** 4.Why did the characters act the way they did? **(rethink)** How did it feel to be a character from The Great Gatsby? **(rehearse)** Did the activity help you understand the character better? **(refine)** 5.I will collect the graphic organizers and read their blogs to see what they got out of the activity. **(evaluate)** 6.**Visual:** I will be wearing a costume from the 1920's. 7.Students will demonstrate that they understand the reading though conversations and writings. **(organize)** **Product:** Blog || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.//**Students will explore the internal and external conflicts of the characters of The Great Gatsby.(**//**what)** Students will understand the events and characters in The Great Gatsby. **(where)** Students will be able to relate to the characters by putting themselves in the roles of the characters. **(why)**
 * Physical:** Students will be moving into groups.
 * Logical:** Students will be analyzing events in The Great Gatsby.
 * Verbal:** Students will talk in class and also write blogs.
 * Musical:** I will be playing jazz music in the background during class discussions.
 * Interpersonal:** Students will be working in groups.
 * Intrapersonal:** Students will be reflecting on their own in blogs.

9. Students will discuss their characters from the day before and how they felt when they played the characters of The Great Gatsby. **(hook)** 10. Students will know the charcaters Nick Carraway, Jay Gatsby, Daisy Buchanan, Tom Buchanan, Myrtle Wilson. **(equip)** blog **(explore)** Students will explore the different characters of The Great Gatsby. **(experience)** 11.Students will think about the characters. **(rethink)** They will also think about how each character was acted out by their classmates. **(refine)** 12.I will read the blogs my students write. **(evaluate)** 13.**Verbal:** Students will be having class discussions. 14. Students will make meaning of the text and characters analyze the characters external and internal conflicts and compare everyone's ideas. =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.//**Students will explore the internal and external conflicts of the characters of The Great Gatsby.(**//**what)** Students will understand the characters of The Great Gatsby have both internal and external conflicts.**(where)** Students will know the characters Nick Carraway, Jay Gatsby, Daisy Buchanan, Tom Buchanan, Myrtle Wilson. **(why)**
 * Physical:** Students will be moving into groups.
 * Logical:** Students will be analyzing and organizing the events that occur in The Great Gatsby.
 * Interpersonal:** Students will be working in groups.
 * Visual:** Students will be filling out graphic organizers.
 * Intrapersonal:** Students will be reflecting on their own.
 * (organize)** Product: Blog ||

16. When my students walk into the classroom there will be music from the 1920's playing and I will also show them a video about the Roaring 20's to give them an idea of the era. **(hook)** 17.Students will know key factual information about WWI, roaring 20's, jazz, prohibition **(equip)** video, music and further research **(explore)** Students will connect the era to the characters of the novel. **(experience)** 18.Students will come up with new conclusions about the characters of the novel. **(refine)** The will also think about the historical events we can connect the book with. **(reflect)** 19. Students will be evaluated by their discussions in class and the information they put on their wikipages. (**evaluate)** 20.**Visual**: Students will be using a graphic organizer. 21. Students will be mapping out the book by using a graphic organizer. **(organizer)** Product: Wikipage || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.//**Students will explore the internal and external conflicts of the characters of The Great Gatsby.(**//**what)** Students will understand the affects history has on the characters of The Great Gatsby. **(where)** Students will relate the era back to The Great Gatsby.**(why)**
 * Physical:** Students will be using their computers.
 * Logical:** Students wil be analyzing the text and studying history in chronological order.
 * Verbal:** Students will have discussions both in class and on their wikipages.
 * Musical:** I will play more Jazz music in class.
 * Intrapersonal:** Students will be reflecting on their own.

23.Students will watch a "No Jazz" cartoon.**(hook)** 24.Students will know about WWI, roaring 20's, jazz, prohibition and about events in the novel like Gatsby's Parties, Starring at the light, Daisy and Gatsby meeting, Myrtle gets killed, Gatsby is killed. **(equip)** research and videos **(explore)** Students will connect the events in history and the events in the book. **(experience)** 25.Students will reflect further on how history affected the characters of The Great Gatsby. **(refine)** They will also think about how history and current events affects our lives today.**(reflect)** 26.I will evaluate my students by the discussion in class and the contributions they make to the class graphic organizer. **(evaluate)** 27.**Visual:** Students will be using graphic organizers. =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.//**Students will explore the internal and external conflicts of the characters of The Great Gatsby.(**//**what)** Students will understand the events and characters in The Great Gatsby and they will understand the affects history has on the characters of The Great Gatsby. **(where)** Students will use the information to make conclusions about the characters of The Great Gatsby and they will understand that history and current events are constantly changing our lives.**(why)**
 * Verbal:** Students will be having class discussions.
 * Logical:** Students wil be making a timeline.
 * Interpersonal:** The whole class will be working as a team.
 * Intrapersonal:** Students will come up to the board and think of ideas by themselves.
 * Physical:** Students will be using the Smart Board.
 * 28** Students will be able to **connect** the history of the Roaring 20's and the novel The Great Gatsby.
 * (organize)** Product: Graphic organizer/time line using Inspiration 8 and the Smart Board ||

30.Students will create a song using Garage Band. **(hook)** 31.Students will know the characters Nick Carraway, Jay Gatsby, Daisy Buchanan, Tom Buchanan, Myrtle Wilson **(equip)** They will listen to songs about other characters. **(explore)** Students will have to make their own songs and judge everyone's song. **(experiance)** 32. Students will organize their thoughts about the characters **(refine)** and think about the inner conflicts the characters experience. **(reflect)** 33.I will evaluate my students through their song lyrics. **(evaluate)** 34.**Musical:** Students will be creating a song. 35.Students will be able to make meaning of the text and characters. **(organize)** Product: song using Garage Band || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.//**Students will explore the internal and external conflicts of the characters of The Great Gatsby.(**//**what)** Students will understand the characters of The Great Gatsby have both internal and external conflicts.. **(where)** Students will be able to support their conclusions with evidence. **(why)**
 * Visual:** Students wil be using a graphic organizer.
 * Interpersonal:** Students wl be working in pairs.
 * Intrapersonal:** Students will be reflecting on how they felt about their songs.
 * Naturalist:** The song presentations are going to be held outside.
 * Verbal:** Students will be writing song lyrics.

37.Students will be broken into "Pro Tom" and "Pro Gatsby" groups and debate on who was better for Daisy. **(hook)** 38.Students will know important events like Gatsby's Parties, Starring at the light, Daisy and Gatsby meeting, Myrtle gets killed, Gatsby is killed. 39.Students will create graphic organizers using Inspiration 8 **(refine)** they will work with their teams to come up with conclusions **(revise)** and work with their teams to support their side. **(rehears)** 40.I will evaluate through watching their debates. **(evaluate)** 41.**Visual:** Students will be using a graphic organizer. 42.Students will be able to compare everyone's ideas and reflect on the text. **(organize)** Product: wikipage ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.//**Students will explore the internal and external conflicts of the characters of The Great Gatsby.(**//**what)** Students will know the characters of The Great Gatsby have both internal and external conflicts and the events in The Great Gatsby. **(where)** Students will come up with their own conclusions as to whether who Daisy should have married. **(why)**
 * (equip)** They will make claims about the Daisy's relationships. **(explore)** Students will use evidence to support their claims. **(experience)**
 * Physical:** Students will be moving into groups.
 * Interpersonal:** Students will be working in groups.
 * Intrapersonal:** Students will be writing by themselves on their wikipages.
 * Verbal:** Students will hold a debate.
 * Logical:** Students will be organizing their points using the graphic organizer.

2004 ASCD and Grant Wiggins and Jay McTighe