S3+West+Simon

=Stage 3 Plan Learning Experiences and Instruction: Simon West=

and Product =Lesson 1= 2. Students will be shown a video clip of a very powerful monologue. This clip will be shown before they are told what is happening in the unit (hook). 3. Students will know Vocabulary: Diction:word choice (equip). Students will have their work organized on a blog where they will be sharing their ideas (Explore). Students will be able to give feedback on each others work in the form of comments on the blogs (Experience). 4. Due to student and teacher feedback students will be able to see where their ideas do or do not line up with classmates (rethink). Students will be given ample opportunity to change their definitions and thoughts on the blog (revise). Students will be able see how their thoughts on diction have changed over the coarse of the unit (refine). 5. The finalized feedback from myself will allow students to assess how their thoughts on diction accurately align with the true definition. Students will not be graded but my feedback will allow them to see where they are on track, and where they seem to be confused on. My feedback will provide any necessary clarification on what diction is (evaluate). They will then be able to set the future goal of successfully using diction in a piece of literature. 6. Bodily-Kinesthetic: Going outside and exploring smells, colors, and touch, and applying how we describe these things to our knowledge of diction. Naturalistic: Being outside and using the natural world as a means for learning how to use description and how to carefully choose the right words to convey our message. Interpersonal: Peer feedback through the blog lessons. Intrapersonal: Students use a blog to express their own feelings and ideas on what diction is and how it is used in literature. Musical: Students will be shown some samples of music and see how musicians carefully pick notes in the same way authors pick words (i.e. flats convey a sad emotion and sharps convey a positive emotion.) Spatial: Having been outside spatial learners will be able to visualize the details of what being outside was like. 7.•a) students will be able to use diction, syntax, imagery, and tone to create a distinctive voice. Students will use a blog space to discuss their ideas and definitions of diction. Students will have the ability comment on each others work as well as receive feedback from me. I will be able to show students where there thoughts are on target, and help to clarify areas where they seem confused. Product: Blog. || =Lesson 2=
 * 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 ...)
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Student's will understand the use of diction: word choice in narrative writing (where). Student's will be shown this is important because the ability to use voice is a distinct skill great writers must have (why). Students will know that they are required to use diction in a piece of writing (what).

in the English language (why). Students will be asked to demonstrate several different sentence structures in a single piece of writing (what). 9. Students will be shown another powerful monologue, keeping their interest through film and familiar actors, actresses (hook). 10. Students will know Vocabulary: Syntax (equip). In this lesson students will be asked to use a word document in order to write their first monologue (experience). Students will be put into pairs after monologues have been written, and use the tracking feature on word in order to make revisions, give feedback, and remain organized (explore). 11. In their pairs students will use the word documents tracking to examine each others work (rethink). Through tracking the author of the piece will be able to use their peer's feedback to make any necessary corrections to their piece (revise). And in the event that one of the peers giving feedback notices a missing sentence structure, or improper syntax this will show true mastery on behalf of the reader, and provide an opportunity for learning for the author (refine). 12. Thanks to the use of tracking students will be able to receive immediate feedback and easily follow every change or correction that has been made along the writing process. Students will have an obvious display of where they have improved their writing and how much knowledge they have gained since the beginning of this lesson (evaluate). 13. Intrapersonal: First drafts will be written alone. Interpersonal: Students will work in pairs to provide each other with feedback. Linguistic: This assignment is based on syntax and properly structured sentences, a very basic literary skill. Bodily-Kinesthetic: There will be times for movement and stretching at designated intervals to avoid strain from being buried in a computer screen for too long of a period. Naturalistic: Student's writing must at least partially involve being outdoors, or some nature theme. Musical: Students may quietly listen to music during pair work, but only during pair work. 14. Students will be able to express themselves as dynamic writers by clearly showing use of voice thanks to their ability to apply several different sentence structures in their piece. Tracking will be used in a word document so that students can easily see changes being made in their work. The tracking will be done by a student that they are paired with, and the piece will be graded on three factors, has the required amount of sentence structures, effort, and a plot that has not been skewed by the sentence structures. Product: Short story with a variety of sentence structures. || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand the use of syntax in English literature (where). Students will be taught how syntax is the fundamental structure of sentences

16. Students will be asked to display their knowledge and skill with tone by developing a story that involves them telling four different people about their activities the past Friday evening (hook). Some or all of the story can be fictional if necessary. 17. Students will know Vocabulary: Tone (equip). Students will be asked to develop a story about their activities the past Friday evening and to display their abilities with tone retelling that same story in four very different ways (experience). These stories will be put onto a class wiki page so that all students can read the stories and see them in precise succession. This will allow the students to see how and where students developed changes in the way the story was being told dependent on who the particular audience was (explore). 18. I will provide students with feedback so that they are able to see where their different versions need improvement, I will also provide feedback telling them where they are on track to not risk them changing something that is already great (rethink). Students will be given plenty of opportunity to make corrections due to my feedback as this will be a graded assignment (revise). Through writing these pieces, revising their work, and reading my adjustments students will have plenty of practice and hopefully get a strong sense for tone (refine). 19. Through my feedback students will be able to see where they have used tone successfully and where they need to show improvement. The goal of this task is for students to write in the exact same way as they would be speaking. Using tone when speaking is very easy but novice writers often struggle with tone. My feedback will hopefully help them to better understand how tone works in literature (evaluate). 20. Interpersonal: This lesson is a reflection on the students. Spatial: Students will have to remember and visualize what they did the past weekend. Naturalistic: I can bring in a pet and discuss how they were a part of my last Friday night. Intrapersonal: Students will begin the writing process by telling each other what they did on Friday night. Musical: Students will be encouraged to play an appropriate music that they listened to over the course of the night. Linguistic: This piece involves a lot of writing. Logical-Mathematical: Students will have to think logically about their audience and how they would change their tone for each of the times they configure their story. 21. Students will be able to tell the same story in four different situations causing them to display their knowledge of tone by changing the way they tell the story depending on which person they are talking to. This stories will be put onto a class wiki template so that other students can read these stories in successive order and see where the changers were made, and where tone takes its deepest effect. There will be no peer feedback on this assignment, the only feedback students will receive is from me. This assignment will be graded on two factors, since we have just finished a lesson on syntax there shall be points taken off for any improper sentence structure, and there must be distinct changes in tone between each version of the story with the tone being realistic to the audience at hand. Product: A short story involving their Friday night activities that is written in four different ways due to their four different audiences. This will be done on a class wiki, helping to organize, avoid paper waste, and provide immediate feedback. || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand tone and how it applies to writing (where). Students will be shown that tone is very important in developing voice because it is a fundamental element in the way things sound (why). Students will know that they are expected to display tone by telling the same story to four very different people Students will write about their past Friday night's activities (the appropriate ones) but they will have to tell the story to a parent, best friend, boyfriend/girlfriend, and total stranger, being sure to use a realistic tone in each situation (what).

23. Students will be given the task of reading through news paper articles that involve events happening in their Community, State, Country, and World. They will be given the role of detective and try to find pieces of articles where reporters are possibly showing a byes when they should always be neutral (hook). 24. Students will know Vocabulary: Diction and Tone. Both of these have been provided in previous lessons (equip). Students will read through several news paper articles to find samples of reporters using diction and tone in their writing (experience). Students will discuss articles with each other and give feedback on any differing opinions on other classmates articles (explore). 25. As students collaborate they will be able to not only read several articles studied by other students, but they will be able to see how tone and diction is used in many different pieces of writing (rehearse). Students will give their own ideas on the article they chose, then other students will be asked to read that article and either agree with their fellow students conclusion of a byes or neutrality. After the decision by the second student has been made, the original student who chose the article may make a rebuttal if there was a disagreement (refine). If for some reason the student who has chosen the article has been convinced by their peer that they were originally mistaken, they may change their argument but provide some original evidence for this change (revise). 26. After reading student arguments I will not grade them on whether or not I feel they are correct, I will only grade them on their ability to provide an argument for their case. Diction and Tone are by definition a choice by the author so an opinionated interpretation by the reader is perfectly legitimate as long as it can be backed up with some contextual evidence. This assignment will not be graded, students will receive feedback from me that simply states whether they have provided enough evidence of diction and tone to provide a case. 27. Naturalistic: With our time periods global issues students who enjoy nature will easily find articles that involve global warming and other natural issues. Spatial: Students who are gifted with images and depicting pictures will be able to include the images shown in articles as a portion of their diction/tone argument. Intrapersonal: Their original work of finding and reading the article will be done individually. Students will have to be able to decide how they feel about the article in order to create an argument for a byes or neutrality. Interpersonal: Students will review each others work, and whether or not they agree on the article's neutrality or byes they are able to experience group work. Bodily-Kinesthetic: News papers always have sports articles, students will be able to use their knowledge of tone and diction to determine if the reporter has a byes, and even make the claim that the reporter is a fan of one of the teams depicted in the chosen article. Linguistic: This assignment involves a lot of reading and it also requires a great deal of interpretation and understanding. 28. Students will be able to recognize the elements of voice in other peoples writing. Students will pick an article from a recent news paper that strikes their attention. While reading this article students will highlight or underline certain sentences or phrases that show diction and tone. Students already understand that diction is the art of choosing certain words, and that tone is the art of saying things a certain way. The object of this exercise is for students to be able to explain whether the authors tone and diction have created a byes or allowed them to stay neutral. Students ability to do this properly will demonstrate mastery of tone and diction by them being able to correctly identify each literary tool and provide an explanation of how they work in this certain article. This assignment will not be graded but students will be penalized if they do not display an ability to explain their case using previous knowledge. This is to say that they will be penalized on the fact that we have already established their knowledge, and that they have not explained their case because they have not put in the effort. Product: Students will write a short summary of an article listing literary devices such as diction and tone that indicate to them whether or not the author of this article is displaying a byes or neutrality. This will be done on a blog page separate from the blog in lesson 1. || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand diction and tone in writing (where). This knowledge will often provide a basis for creating good voice when writing, and to interpret a better understanding of the author when reading (why). Students will have to use their previous knowledge on diction and tone to decide whether an article in a newspaper is displaying a byes on an issue (what)

30. Students will be assuming the role as script writers, and entering a competition that asks them to create a monologue in which character development is highly prevalent. Students will get to record their monologue on garageband or a similar program and they will then proceed to submit their monologue for judgment by the panel of of judges set forth by the production company hosting the competition (hook). 31. Students have a knowledge of voice from previous lessons (equip) Students will be given many opportunities to record themselves giving a monologue until they are comfortable with the finished product (experience). Students will be shown monologues by Robert Duvall, Vin Diesel, and Edward Norton to see how true starts use their voice to being written words to life (explore). 32. Students will be allowed to listen to their work and make changes in any of the parts or its entirety where they see fit (rethink). I will listen to the student's monologue and if there are changes that need to be made in order to display four of the six required attributes then the student will have ample opportunity to change their product (revise). 33. With my feedback students will hopefully see that they need almost no adjustment from my feedback to create a great monologue. If my feedback is needed students will see where they have lacked in diction, tone, and syntax, to create four of the six attributes that I am requiring (evaluate). 34. Linguistic: Students will have to speak what they have written. Spatial: Students will be able to picture events or circumstances that remind them of what they are writing/speaking about. Interpersonal: This lesson starts off as the individual records their own voice over what they have written. Itrapersonal: The students must be willing, even if not asked to share their monologue with other students. Naturalistic: This monologue must involve natural surroundings and I expect that in our state many students will involve nature in their monologues. Logical-Mathematical: Students will have to think logically about what they are writing. It is very important that diction will cause all readers to interpret the writing in they way the author had intended. 35. Students will be able to demonstrate their knowledge of voice through recording a piece they have written. This assignment forces students to apply their actual voice (speaking) to their monologue. This will give them a deeper understanding of tone and they will be able to see how speaking and writing are both very natural parts of being educated people. This assignment will be the compilation of students being able to write as naturally as they speak. This assignment will be graded on one simple factor, that I have learned at least four of the six character attributes listed in (W) of this lesson. Product: Students will write a monologue using their best knowledge of diction, syntax, tone, and imagery to create a distinct voice. They will then record this monologue into a podcast, and read it as they had imagined it to be read while they were writing. Students will be given rubrics to help them more clearly understand my expectations and these same rubrics will be seen again in lessons 6, except they will serve a different purpose. || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that they are going to learn a deeper understanding of voice (where). Students will relearn how the skill to use voice can separate a good author from a great author (why). Students will display their cumulative knowledge of voice by creating a podcast that uses voice to create a substantial amount of character development. From this monologue the audience should be able to identify at least four of the character's following six attributes, name, age, personality, occupation, time of day they are in, and the weather (what).

37. Students will be assuming the role as Hollywood script critiques and their final decision (if correct) will decide whether or not their peer's monologue will make it to the CEO of the production company (hook). 38. Through lessons 3-5 students will have a solid understanding of voice (equip). Students will get a chance to listen to several monologues that contain the character attributes I am looking for (experience). Students will then be asked to listen to their peer's monologues and decide if they contain the necessary attributes as well (explore). 39. Students will have a rubric listing the six attributes I have provided, as the monologue is playing they will mark off attributes as they arise, and afterwords write a brief description of how this attribute was used in the monologue. Students will see how the rubric on their monologue was filled out and this will give them an opportunity to see how effective their monologue was (rethink). If students agree with their peer critique but are unsatisfied with the results they will be given one opportunity to make necessary changes to their monologue (revise). This practice of recording, receiving feedback, and revising will generate mastery of voice (refine). 40. The rubric score that students have given the authors will give an exact assessment on how successful the student was on the assignment. Students will see which attributes they clearly displayed, which attributes they failed to include, and even see where they they had intended to display an attribute but were not successful (evaluate). 41. Linguistic: this assignment involves students evaluating their peer's written/oral work. This is a function of language in two different ways. Interpersonal: Students will be working in pairs as they review an assess each other. Bodily-Kinesthetic: this assignment can be performed from anywhere in the room so students are encouraged to move around and find a comfortable place to be. Spatial: Students will need to picture this character in order to fully develop an understanding of how these attributes form who he is. Logical-Mathematical: Students will be able to use a sense of logic to see how each one of the attributes fit together to create the entire character that they are listening to. Intrapersonal: Students will have to use their own knowledge on voice to determine of the required attributes have been displayed in their peer's work 42. Students will be able to apply their knowledge of voice, and my rubrics in order to critique the final products made by their fellow students. This assignment forces students to critically analyze a piece of writing much like they did in lesson four. This assignment will receive a grade based on two assessments, that the student was able to locate three of the character attributes that the author included, and that they were able to argue for how this information contributed to the monologue. Critiquing students will not be penalized of their peer did not include the required amount of character attributes to their monologue. However the critique must still write about the monologue informing me that their peer did not include the required attributes, and describe how the lack of attributes has hindered the effectiveness of the monologue. Product: Students will fill out rubrics that I have created and handed out. Students will use my rubrics to help judge of their classmates' podcasts fit the expectations of those same rubrics I had handed out before they started working on the assignment. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand voice, and that they will use their knowledge of voice to critique their peer's monologues from lesson five. They will develop mastery of voice and get a sense for assessing literature (where). Student's ability to analyze these monologues will help them in the future as they move on to literal analysis in other classes or professional documents in the working world (why). Since my requirements in lesson five were that the monologues should contain four out of my six designated character attributes, I ask that the student critiquing the monologue find at least three that the student author has included and explain how they contribute to the monologue.

2004 ASCD and Grant Wiggins and Jay McTighe