S3+Audy+Melissa

=Stage 3 Plan Learning Experiences and Instruction=

Logical: Kinesthetic: Visual: Natural: Interpersonal: Intrapersonal: 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. (H) You tube video with a strong representation of a certain theme. (Hook) 3. (E) Student will know what literary themes and are, and how they are conveyed through conflict and other means.(Equip) KWL Chart (Explore) Think-pair-share (Experience) 4. (R) Students will get feedback from peers and reassess whether their product conveys the theme they meant to convey. (Rethink) Students will strategize better ways to get their point across. (Revise) Students will edit their work before turning it in. (Refine) (Timely Feedback) 5. (E) Students will fill in the last section of their KWL charts, stating what they have learned. (Evaluate) 6. (T) Tailor: Verbal: Students will be writing the storyline of a piece to convey a particular theme similar to one found in the novel. Logical: Students will be given the chance to perform technical tasks on their laptops, such as altering the dimensions of the cells of their Comic Life project. Visual: Students will be submitting their writing in the form of a comic life product. They will look at many pictures online, or they will draw or create pictures to use in their productions. Interpersonal: Students will discuss ideas and thoughts with each other at length. Class discussion will be a large part of this lesson. Intrapersonal: Students will write in a journal, responding to the prompt: “What is a theme?” Musical: Music will play as students work on their products. 7. Students will be able to evaluate the theme or themes, whether explicitly stated or implied, in a literary text. Students will Create a Comic Life telling a story with a central theme similar to a theme found in Weetzie Bat. (Organize) || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. (W) Character development and conflict can help convey a theme within a literary text. Weetzie's dream of finding "happily-ever-after" is a vehicle within the writing. (Where) The understanding of literary themes is an essential skill, necessary to interpret any text. (Why) Students read text, within a grade appropriate span of text complexity, and present analyses of fiction using excerpts from the text to defend their assertions. (What)

Students need to understand literary devices as a writing tool that can be useful in anything that must be written. (Why) Students read text, within a grade appropriate span of text complexity, and present analyses of fiction using excerpts from the text to defend their assertions. (What) 9. (H) Speak only in rhyme for the first five minutes of class. (Hook) 10. (E) Students will know the definition and purpose of several basic literary devices.. (Equip) KWL Chart (Explore) Think-pair-share (Experience) 11. (R) Class discussion answering the question: how do literary devices affect the writing in Weetzie Bat? (Rethink) Peer revision groups (Revise) Edit writing pieces based on feedback. (Refine) 12. (E) Students will fill in the last section of their KWL charts in order to reflect upon the progress they have made. (Evaluate) 13. (T) Tailor Verbal: Students are writing a piece using literary devices. Logical: Students will look at patterns and meter within writing, such as iambic pentameter, or rhyming patterns (AABB, ABAB, etc). Kinesthetic: Students will be given the option of creating a dance to go with their recording and performing it to emphasize specific literary devices. Visual: Students will use graphic organizers in order to organize their thoughts on literary devices. Natural: Students can use literary devices to describe sounds and images found in nature. Interpersonal: Students work in cooperative learning groups. 14. (O) Students will be able to demonstrate an understanding of several basic literary devices. They will create a recording in Garage Band of a reading of something they have written to emphasize and explore several literary devices. (Organize) || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. (W) Literary devices can alter the tone and style of a piece, evoking various responses in the readers. (Where)

complexity, and present analyses of fiction using excerpts from the text to defend their assertions. (What) 16. (H) Start class out with a recording of Maya Angelou playing.(Hook) 17. (E) Students will know how literary devices, perspective, and other components affect the style and tone of a literary text. (Equip) Describing Wheel (Explore) Round Robin (Experience) 18. (R) Students will discuss literary devices as a class. (Rethink) Students will comment on each other’s blog entries. (Revise) Students will be allowed to go back and edit their blogs based on peer and teacher feedback. (Refine) 19. (E) Write a journal responding to the prompt: “How do authors convey distinct style and tone?" (Evaluate) 20. (T) Tailor Verbal: Students will be doing plenty of writing in blogs and journals. Visual: Students will be given a graphic organizer to list the various literary aspects they have learned to consider when analyzing fiction. Natural: Students will look at several metaphors and similes that depict nature in the book Weetzie Bat. Interpersonal: Students will be responding to the style and tone of each others' work. Intrapersonal: Students will be writing in journals in order to reflect upon what they know about style, tone, and voice. Kinesthetic: Students will need to walk around in order to find partners for their cooperative learning group. Each student will choose a slip of paper with a character's name at random. Each group will need to have six different characters--NO duplicates! 21. (O) Students will be able to determine the effects of common literary devices on the style and tone of a text. Students will select a certain passage from the novel, and write a blog entry discussing the style, and tone used within the passage and how they personally reacted to the passage. They will point out literary devices, and how the literary devices helped develop the style and tone. They will comment on two peers’ blogs as well. (Organize) || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. (W) Students will understand that literary devices can alter the tone and style of a piece, evoking various responses in the readers. (Where) To enhance writing. (Why), Students read text, within a grade appropriate span of text

23. (H) Start out class by playing a recording of a Langston Hughes recording, representing distinct voice. (Hook) 24. (E) Students will know how literary devices, perspective, and other components affect the style and tone of a literary text. (Equip) KWL Chart (Explore) Three-Step Interview (Experience) 25. (R) Consider whether or not others would find the same voice in one’s writing as one has intended to convey. (Rethink) Alter the style and tone of the blogs to achieve the kind of voice that is desired. (Revise) Make edits, based on peer, and teacher, feedback. (Refine) 26. (E) Students will fill out a KWL chart explaining in the last box, what they have learned. (Evaluate) 27. (Tailor) Verbal: Students will read text and consider the style and tone used by the author. Kinesthetic: Students will get up in class to meet with their partners and discuss voice. Visual: A graphic organizer will be used to map out what a student knows and what they would like to learn about voice. Natural: Students will have the chance to write about nature, demonstrating a distinct voice. Interpersonal: A class discussion will be held about the importance of style, tone and voice. Musical: Students will have the chance to evaluate the style and tone used by poets in recordings. 28. (O) Students will be able to analyze the way in which style and tone affect the general presentation of the story. In order to evaluate their understanding of voice, students will write blog entries in which they will create a distinct voice, strongly developed as Francesca Lia Block's is in Weetzie Bat, and will comment on others' blogs, giving feedback on the authenticity and effect of their peer’s writing the authenticity of their peer’s writing. (Organize) || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. (W) Students will understand that the style and tone of Weetzie Bat gives the story a unique voice that helps readers cope with the intensity of the plot. (Where) By understanding style and tone, students will learn how to manipulate the voice used in a writing piece for any audience. (Why) Students read text, within a grade appropriate span of text complexity, and present analyses of fiction using excerpts from the text to defend their assertions. (What)

30. (H) I will play the clip found at http://www.youtube.com/watch?v=vf_P8AAgWJw as a hook. The clip is a song/scene from the musical episode Once More, With Feeling of the Buffy the Vampire Slayer television series. (Hook) 31. (E) Students will know what literary themes and are, and how they are conveyed through conflict and by other means. (Equip) Ice-Cream Cone Chart (Explore) Round Robin (Experience) 32. (R) From our round robin discussion, students will think about how conflict really drives a plot. (Rethink) Students will be given time to edit the plot of their comic life product. (Revise) Students will edit their final draft based on the feedback the teacher gives on the rough draft. (Refine) 33. (E) Students will use an analytical grading sheet in order to assess their own products. (Evaluate) 34. (T) Tailor (Multiple Intelligences 6 to 8 and use each at least twice) Kinesthetic: Students will have a chance to move around during our "chalk talk" and grouping activities. Visual: Students will use Comic Life for their ending products. Natural: Students will discuss the classic 'Human vs. Nature' example of conflict. Interpersonal: Students will work in groups to discuss instances of conflict in Weetzie Bat. Intrapersonal: Students will write about conflicts they have faced in their journals. Musical: The hook involves part of the Buffy the Vampire Slayer musical episode. 35. (O) Students will be able to consider how the main character's ongoing conflicts shape the plot of the story. Students will create a Comic Life product depicting one of the four classic literary conflicts. (Organize) || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. (W) Students will understand that character development and conflict can help convey a theme within a literary text. Weetzie's dream of finding "happily-ever-after" is a vehicle within the writing. (Where) In order to gain a better perspective of how conflicts affect everyday life, students will examine this. (Why) Students read text, within a grade appropriate span of text complexity, and present analyses of fiction using excerpts from the text to defend their assertions. (What)

readers. (Where) To determine which form of writing is more effective and in which context each is appropriate. (Why) Students read text, within a grade appropriate span of text complexity, and present analyses of fiction using excerpts from the text to defend their assertions. (What) 37. (H) A clip from Harry Potter and the Chamber of Secrets will be projected on the screen. (http://www.youtube.com/watch?v=u0dDre8-Nh4) This clip will show the introduction of Dobby, the house elf who often refers to himself in third person.(Hook) 38. (E) Students will know how literary devices, perspective, and other components affect the style and tone of a literary text. (Equip). Venn Diagram (Explore) Round Robin (Experience) 39. (R) Students will consider how to effectively tell a story. (Rethink)Students will fix errors based on feedback from the teacher. (Revise) Students will have their scripts perfect before they begin to film. (Refine) 40. (E) Students will fill out analytical grading sheets to self assess. (Evaluate) 41. (T) Tailor (Multiple Intelligences 6 to 8 and use each at least twice) Verbal: Students will be writing two short stories. Kinesthetic: Students will be doing some minor acting in their filmed monologues. Visual: The use of iMovie to tell a story. Interpersonal: Students will work in groups to peer edit. Intrapersonal: Each student will film their own product. Musical: Students will add music and sound effects to their products. 42. (O) Students will be able to decide how the perspective of a literary text (first-person/ third-person) affects the way a story is told. Students will write two short stories—the same story, but one in first-person and one in third-person. Use iMovie to film the telling of each story. (Organize) ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. (W) Students will understand that literary devices can alter the tone and style of a piece, evoking various responses in the

2004 ASCD and Grant Wiggins and Jay McTighe