S3+Coombs+Kayla

=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. I will put enlarged images of Jess and Leslie on the board with descriptions and opinions of each gender, from the book, under each picture (**Hook**). 3. Students will know gender roles (**Equip**). Students will use the graphic organizer "Fact and Opinion" (**Explore**). Students will be involved in "Think-Pair-Share" (**Experiences**). 4. Students will reconsider the role of sexuality in the novel (**Rethink**). Students will re-do an initial assignment on sexuality (**Revise**). Students will refine their ideas on gender roles by writing down their present thoughts (**Refine**). 5. Students will do a journal entry on their new learnings (**Evaluate**). 6. Bodily-kinesthetic: Students act out one gender as if they were a character from the book, with a partner of a different gender. Interpersonal: Students act out one gender as if they were a character from the book, with a partner of different gender. Linguistic: They will have the opportunity to journal their thoughts with light classical music playing in the background as stimulation. Intrapersonal: They will have the opportunity to journal their thoughts with light classical music playing in the background as stimulation. Musical: They will have the opportunity to journal their thoughts with light classical music playing in the background as stimulation. Spatial: We will take a walk outside to refresh our minds and discuss the material and our thoughts further. Naturalist: We will take a walk outside to refresh our minds and discuss the material and our thoughts further (**Tailor**).
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that gender roles contribute to the themes of __Bridge to Terabithia__ (**Where**). Students will realize how a novel develops based on its themes (**Why**). Students analyze character's thoughts, words, and actions (**What**).

7. Students will be able to explain gender roles in the novel. Product: Poem reading in Garageband (**Organize**). || =Lesson 2=

9. I will read a short story and ask the class to list the literary devices (**Hook**). 10. Students will know critical details like how the novel develops (**Equip**). Students will explore the material with a "Tick Tack Toe" graphic organizer (**Explore**). Students will partake in cooperative learning with a "Jigsaw" (**Experience**). 11. Students will refine their ideas on literary devices by brainstorming (**Refine**). Students will be encouraged to revise their ideas on how Katherine Paterson uses literary devices by discussing them in class (**Revise**). 12. I will quiz the students on their learnings (**Evaluate**). 13. Intrapersonal: Students will compare ideas on literary devices, after brainstorming individually, in small groups, and nature sounds will play in the background. Interpersonal: A few minutes at the end of class will be given for independent note-taking on their new ideas. Musical: Students will compare ideas on literary devices, after brainstorming individually, in small groups, and nature sounds will play in the background. Naturalist: Students will compare ideas on literary devices, after brainstorming individually, in small groups, and nature sounds will play in the background. Linguistic: Students will compare ideas on literary devices, after brainstorming individually, in small groups, and nature sounds will play in the background. A few minutes at the end of class will be given for independent note-taking on their new ideas. Spatial: Students will compare ideas on literary devices, after brainstorming individually, in small groups, and nature sounds will play in the background. Logical-Mathematical: Students will present their opinions to me and I will question their thinking using Socratic Questioning (**Tailor**). 14. Students will evaluate Katherine Paterson's use of literary devices (**Organize**). Product: newscast in iMovie || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that characterization techniques make the text (**Where**). Students will know that literary devices help novels develop, and that this knowledge can strengthen their own writing (**Why**). Students will analyze an author's characterization techniques (**What**).

16. I will introduce this lesson by having students present their favorite main event (**Hook**). 17. Students will know critical details like how a novel develops (**Equip**). Students will explore the material with a graphic organizer "Sequence Chart" (**Explore**). Students will partake in cooperative learning of "Round Robin Brainstorming" (**Experience**). 18. Students will refine their ideas on the novel's main events (**Refine**). Students will practice demonstrating their knowledge on the main events by outlining (**Rehearse**). 19. I will ask the students to partake in a debate over which events advance the plot (**Evaluate**). 20. Linguistic: Students will create an essay to share with a partner. I will play music, and when I turn off the music the students will regroup to share as a class one main event they wrote about. Interpersonal: Students will create an essay to share with a partner. Intrapersonal: Students will create an essay to share with a partner. Musical: I will play music, and when I turn off the music the students will regroup to share as a class one main event they wrote about. Naturalist: We will present the main events outside on the lawn. Spatial: We will present the main events outside on the lawn (**Tailor**). 21. Students will be able to decide how events advance the plot (**Organize**). Product: Powerpoint || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand how characterization techniques make the text (**Where**). Students will have the ability to identify how novels develop (**Why**). Students will analyze the author's characterization techniques including the thoughts and actions of other characters (**What**).

23. Students were asked to find a book with a favorite character in it to share with the class (**Hook**). 24. Students will know key factual information like how characters develop (**Equip**). Students will use the graphic organizer "Describing Wheel" (**Explore**). Students will do cooperative learning with a partner (**Experience**). 25. Students will refine their skills of analyzing characters and how the author uses her own characterization techniques (**Revise**, **Refine**). 26. Students will submit themselves to oral questioning (**Evaluate**). 27. Linguistic: Students will share their information on a character after independent note-taking. Intrapersonal: Students will share their information on a character after independent note-taking. Interpersonal: Students will briefly take on the role of a character with a partner, who will then list the character traits. Bodily-Kinesthetic: Students will briefly take on the role of a character with a partner, who will then list the character traits. Spatial: Students will briefly take on the role of a character with a partner, who will then list the character traits. Naturalist: Students will do short skits outside (**Tailor**). 28. Students will be able to analyze characterization techniques (**Organize**). Product: Blog post || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that characterization techniques make the text (**Where**). Students will be able to review books in their analysis of characterization techniques (**Why**). Students will analyze the author's characterization techniques (**What**).

30. I will present myself as Katherine Paterson and identify this relationship (**Hook**). 31. Students will know vocabulary like theme, character, setting, plot, and conflict (**Equip**). Students will use the graphic organizer "Venn Diagram" and take part in cooperative learning with "Numbered Heads Together" (**Explore**, **Experience**). 32. Students will rehearse their ideas on this relationship by presenting the material to the class (**Rehearse**). They will have the opportunity to tweak any old ideas on this relationship (**Revise**, **Refine**). 33. The students will do a blog posting in which they demonstrate their overall understandings (**Evaluate**). 34. Linguistic: Students will present their findings in small groups. Interpersonal: Students will present their findings in small groups. Spatial: There will be four groups, each representing one color and one significant idea on this relationship. Each group will share their main ideas to present to the other groups. Intrapersonal: Students will reflect on any new ideas by journaling their thoughts, and the mood of reflection will be assisted by nature sounds playing in the background. Musical: Students will reflect on any new ideas by journaling their thoughts, and the mood of reflection will be assisted by nature sounds playing in the background. Naturalist: Students will reflect on any new ideas by journaling their thoughts, and the mood of reflection will be assisted by nature sounds playing in the background (**Tailor**). 35. Students consider the significance of the relationship between literary devices and Katherine Paterson's writing style (**Organize**). Product: Podcast || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that characterization techniques make the text through characters' words and actions and contribute to the significance of the text (**Where**). Students will realize that there is a significant relationship between literary devices and writing style (**Why**). Students will analyze an author's characterization techniques (**What**).

37. Students will draw pictures of their favorite moments in the story (**Hook**). 38. Students will know critical details like novel development (**Equip**). Students will explore the material with the graphic organizer, "Five W's Chart" and will do cooperative learning, "Circle the Sage" (**Explore**, **Experience**). 39. Students will present their new perspectives on the contribution of the events to the novel's development, and in doing so may make changes to original views (**Rehearse**, **Revise**, **Refine**). 40. Students will partake in a class discussion on the material (**Evaluate**). 41. Spatial: Students will draw their favorite scenes and then present them to the class. Interpersonal: Students will draw their favorite scenes and then present them to the class. Intrapersonal: Students will draw their favorite scenes and then present them to the class. Musical: I will provide light background music to enhance the mood of creativity. Bodily-Kinesthetic: Students will partake in classroom theater by acting out their chosen scenes. Logical-Mathematical: Students will do attribute webs for their scenes (**Tailor**). 42. Students will be able to recognize that events contribute to the development of the novel (**Organize**). Product: wikispace ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand how the text is made through characters' words and actions (**Where**). Students will be able to identify how events shape a novel, so they will know how to incorporate important events in their own stories (**Why**). Students will analyze the author's characterization techniques including the characters' actions (**What**).

2004 ASCD and Grant Wiggins and Jay McTighe