S3+DePue+Margaux

=Stage 3 Plan Learning Experiences and Instruction=

Linguistic Logical Kinesthetic Musical Spatial Interpersonal Intrapersonal Naturalist
 * 1. (W)** **Where** (Understanding), **Why** (Real Life), **What** (MLR) and Product
 * 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. Signs and symbols will be all around the classroom and possibly in the school for students to find **(Hook)**. 3. Students will know the definition of symbolism and imagery **(Equip)** and have a graphic organizer ("Symbol," "Where you found it," "What it means to you" and "What it means to your partner") to help them **(Explore)**. They will meet with think-pair-share groups to discuss the true nature of symbols found in the text and in the school **(Experience)**. 4. What is a symbol/image (**Rethink)**? How are you going to explain your model to the class (how does this symbol relate to the text) **(Rehearse)**? How can you make your explanation and presentation of information clearer (**Refine**)? 5. I will grade their graphic organizers while in class to make sure that they have started and are on the right track **(Evaluate)**. 6. Verbal: Read articles about the topic. Interpersonal: Talk about the symbols with other students. Intrapersonal: Think about what symbolizes you or what your true meaning is. Logical/Mathmatical: Examine the multiple meanings of one symbol Visual: The exercise works with images. Musical: Play music while students are working. Kinesthetic: Students will move around the school to find symbols. Naturalist: Students must search their surroundings for symbols, signs and imagery they can describe. (**Tailor**) 7. Students will be able to explain how the common effects of literary devices, including imagery, symbolism or metaphors, help the reader understand the text. Product: Physical model or website of a symbol/piece of imagery that can be explained to the class (**Organize)**. || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students read text, within a grade appropriate span of text complexity, and present analyses of fiction using excerpts from the texts to defend their assertions. They will work in and out of class to find symbols and imagery in their surroundings and create a visual of a symbol/image in the text with an explanation **(What)**. Students will work in class and if necessary, in the hallway **(Where).** When viewing symbols, students can learn how to analyze them and see how images are universal in communicating messages and ideas to everyone. Symbols are found everywhere and students can learn how to see the subtext and weight that they carry in reality (what do you think of when you see the McDonald's golden arches) **(Why).**

9. Dress up as one of the characters in the novel **(Hook)**. 10. Students will know what a conflict is and have a graphic organizer to help them write questions for the characters **(Equip)**. They will be put into a jigsaw group to come up with a couple of questions each and one will be the character while the other three interview the person **(****Experience****)**. 11. What is the nature of this character and what kinds of questions would you ask this character (**Rethink)**? What will you say during your presentation **(Rehearse)**? How can you make the character and their conflict more apparent (**Refine**)? 12. A rubric will be used to grade the project **(Evaluate)**. 13. Verbal: Students can write questions and answers and share them with the class using conversation. Interpersonal: Talk to others about conflicts and emotions of characters. Intrapersonal: Think about your conflicts in your life that are similar. Logical/Mathematical: What makes characters think the way they do? Visual: Visual performance. Musical: Students can choose to perform intro. music or play theme song for their show. Kinesthetic: Performance allows them to move around. Naturalist: Can find props/costume pieces lying around to help them with performance. (**Tailor**) 14. Students will be able to relate to the situations and conflicts of the characters, being able to express ideas and opinions about the text. Students will have written an entire interview to be shared with the class and graded in one day (**Organize)**. || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students read text, within a grade appropriate span of text complexity, and present analyses of fiction using excerpts from the texts to defend their assertions. Work will be done in class or in the hallway **(Where)** and a skit will be developed by the end of class that day staging an interview on a talkshow with one of the characters and several experts **(What)**.

16. Short film created by teacher, possibly excerpt from student sample to show them what they will be doing **(Hook)**. 17. Students will know what a dystopian novel and theme are **(Equip)**. Students will have webquest and various graphic organizers on details, scripts and storyboards to guide them. They will use the jigsaw method where they are each assigned a role in the development process **(Experience**). 18. What is a utopia (**Rethink)**? What is a theme? What points will be stated in the discussion that are important to your argument **(Rehearse)**? What needs to be done? What can you do to improve this project (**Refine**)? 19. I will use a rubric for this project **(Evaluate)**. 20. Verbal: Read about textual evidence that can help with development of society. Interpersonal: Talk about the research with other students. Intrapersonal: Think about how your perfect society would be. Logical/Mathmatical: Ask questions such as what would make others want to live in your society? Visual: Create a visual project. Musical: Play music in the movie. Kinesthetic: Students can act and film. Naturalist: Can scope out sites to film at. (**Tailor**) 21. Students will be able to analyze the characteristics of various genres of literature and their purposes. The final product will be a movie showing a new utopia that will be compared/contrasted to the World State society in //Brave New World// (**Organize)**. || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students read text, within a grade appropriate span of text complexity, and present analyses of fiction using excerpts from the texts to defend their assertions. Students will work in and out of class **(Where)** about an iMovie project showing a perfect (utopian) society **(What)**.

23. Will have a gavel and set up classroom differently (in a circle with four desks in the middle, gifted student can be the mediator of the conversation), maybe dress like a judge **(Hook)**. 24. Students will know critical details and what a dystopia is **(Equip)**. They will be given sheets to document the positive and negative points of the society and use the fishbowl activity **(****Experience****)**. 25. What is a dystopia (**Rethink)**? How will I present my point to the rest of the class **(Rehearse)**? Does my argument make sense? How can I improve it (**Refine**)? 26. Students will do a self-assessment of how they think they did in the discussion and I will give feedback **(Evaluate)**. 27. Verbal: Read quotes and write points down. Interpersonal: Talk ideas and points with other students. Intrapersonal: Think about your own opinion. Logical/Mathmatical: Anticipate and create a logical argument. Visual: Use images to strengthen points in discussion. Musical: Play music while students are working. Kinesthetic: Students will have opportunities to move around the room. Naturalist: What observations can you draw from the classroom to strengthen your argument? How is the democratic way of the classroom different from the totalitarian way of the World State? (**Tailor**) 28. Students will be able to recognize themes that are explicitly stated in the text to aid comprehension. Students will present argument to the class and the activity will be filmed with a webcam as a final product. Students will watch it and blog about what worked/ did not work and how they could strengthen their arguments for papers and future discussions (**Organize)**. || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students read text, within a grade appropriate span of text complexity, and present analyses of fiction using excerpts from the texts to defend their assertions. Students will participate in a discussion about whether the World State society carries more positive or negative points and is an effective society **(What)**. They will do this in class **(Where)**. In doing this, students will be able to form logical arguments and strong theses, skills that will be used later on in life when creating presentations for co-workers or if students wish to pursue a career in law (**Why).**

30. Motivation exercise (improvisation) **(Hook)**. 31. Students will know the definition of motivation **(Equip)** and have a G.O. that works with quotes from the text, observations and assumptions we can make from the text that determine a character’s action. They will discuss these observations in groups of two and report back to the group **(****Experience****)**. 32. What is motivation (**Rethink)**? What motivates me? How can I show motivation of a character to the rest of the group **(Rehearse)**? How can I improve my comic (**Refine**)? 33. Comic will be submitted to P drive dropbox and graded with a rubric **(Evaluate)**. 34. Verbal: Write about motivations in the book. Interpersonal: Talk about motivation with other students. Intrapersonal: Ask yourself what motivates you to do certain things. Logical/Mathmatical: Think about specific reasons why someone would act a certain way and evaluate it. Visual: Use pictures in explanations. Musical: Play music to motivate students to dance during excercise. Kinesthetic: Students use improv to move and have fun. Naturalist: Can find things in the room that motivate students to move or speak the way they do. (**Tailor**) 35. Students will be able to use knowledge of the situation, setting, and a character's traits, motivations and feelings to determine the causes for that character's actions. Students will make quick comics on comic life to show what motivation is and how it relates to the text by showing a scene with pictures from the Internet. Students must give credit to their sources (**Organize)**. || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students read text, within a grade appropriate span of text complexity, and present analyses of fiction using excerpts from the texts to defend their assertions. Students will make quick comics on comic life to show what motivation is and how it relates to the text by showing a scene with pictures from the Internet **(What).** They will work on this in class **(Where).**

37. Clip from //Equilibrium//, a movie that portrays a dystopian and totalitarian society. This clip has portrays a character similar to one in //Brave New World// who does not does not completely agree with the ethics and procedures of his society**.** This shows an inner conflict that the character (played by Christian Bale) carries **(Hook)**. 38. Students will know the definitions of internal and external conflicts **(Equip)**. They will be given graphic organizers to show a character’s conflict, textual quotes and how this conflict ties in with the work as a whole. Students will choose their own character and meet with others who chose different characters in a jigsaw formation **(****Experience****)**. 39. What is a conflict and what is the difference between an internal and external conflict (**Rethink)**? What conflicts can I relate to in this novel? Is my conflict clear enough for others to understand (**Refine**)? 40. They will be evaluated on their G.O **(Evaluate)**. 41. Verbal: Read textual evidence and write how conflict is resolved. Interpersonal: Talk about conflicts with other students. Intrapersonal: Can think about how to solve conflicts in own life. Logical/Mathmatical: How can this conflict be solved? Visual: Comic is a visual displaying what a conflict is. Musical: Play music while students are working. Kinesthetic: Students can use laptops to research and write. Naturalist: Can you find a conflict in the novel that relates to one in real life or a conflict in the classroom at the moment? (**Tailor**) 42. Students will be able to evaluate the structural elements of the plot and the way in which conflicts are (or are not) resolved. Product will be a comic portraying a one-two page story about a conflict and how it is resolved (**Organize)**. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students read text, within a grade appropriate span of text complexity, and present analyses of fiction using excerpts from the texts to defend their assertions. Students will work in class **(Where)** to create comic showing a conflict and how it is resolved on Comic Life **(What)**.

2004 ASCD and Grant Wiggins and Jay McTighe