S3+LaRose+Rebecca

=Stage 3 Plan Learning Experiences and Instruction=

Logical: Kinesthetic: Visual: Naturalist: 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. Students will listen to songs and interpret the message behind the lyrics. **(HOOK)** 3.Students will know plot, relevance to history, theme, motif, symbols, events including "sale of Celie". **(EQUIP)** A Venn Diagram will be used to organize thoughts regarding how America has changed. **(EXPLORE)** Round-Robin: use some of the events brought up in discussion and brainstorm how the event would occur today. **(EXPERIENCE)** 4.Students will express ideas in the group activity. **(RETHINK)** Students will see compiled sheets of others' thoughts and discuss. **(REHEARSE)** Students will have a chance to see other opinions. **(REFINE)** 5.Students will comment on others' opinions and share their own. Students will fill out a self-evaluation for how they participated in the discussion. **(EVALUATE)** 6.**musical:** Students will listen to/interpret music. **interpersonal:** Students will take part in groupwork. **intrapersonal:** Students will be able to have to think about their own beliefs. **verbal:** Students will be able to express themselves both in writing and in speech. **kinesthetic:** Students will be able to get up and move around in their groups. **visual:** Students will use a graphic organizer in order to see their thought process. **(TAILOR)** 7.Students will be able to compare/contrast events in the book to how events would unfold today using the Venn Diagram. **(ORGANIZE) Product:** Class discussion stemming from a forum thread. || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will understand that the themes in the book are key elements in the book. **(WHERE)** Themes can show us how far humans have come/ not come. **(WHY)** Claims must be made to prove how things have changed. **(WHAT)**.

9.Students will watch a clips of awkward moments on youtube, and discuss how each makes them feel. **(HOOK)** 10.Students will know literary devices, theme, motif, sexism, racism. **(EQUIP)** 3-min-interview: Students will discuss certain events and why they are in the book if they cause such raw emotions. **(EXPERIENCE)** Students will use a describing wheel to organize their thoughts. **(EXPLORE)** 11. Students will explain to group how they feel about each event. They will also express why/how the author caused the emotion they felt. **(RETHINK)** Students will recieve other viewpoints and understand how it relates to them. **(REVISE)** They will be able to try out their thought on peers. **(REHEARSE)** Peers can question reasoning behind why they think a scene was included in the book. **(REFINE)** 12. Students will share ideas and comment on others opinions. Students will comment on each other's blog entries. **(EVALUATE)** 13.**verbal:** Students will be able to voice their feeling and opinions in writing and in speech. **kinesthetic:** Students will be able to move around with their group. **visual:** Students will be able to use the describing wheel to see their thoughts, and will be able to watch a youtube video at the beginng of class. **intrapersonal:** students will think about their feelings and how each event in the book made them feel. **interpersonal:** Students will be able to work in groups. **logical:** Students will question why certain events were included in the novel. **(TAILOR)** 14.Students will be able to understand quotations and how to convey feelings in writing. **(ORGANIZE) Product:** on-going blog about which events make them uncomfortable. || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will convey their feelings to peers and will learn about how writing can convey emotions and cause feelings. **(WHERE)** Students will be able to write beliefs about texts and begin to correctly cite their proof. **(WHY)**

16.Students will listen to spirituals written by slaves. They will notice the emotions they evoke and compare to what Celie feels throughout the book. **(HOOK)** 17.Students will know themes, motifs, sexism, RACISM **(EQUIP)** Students will use a Venn Diagram to organize the similarities and differences from the book to real life occurrences. **(EXPLORE)** Group jigsaw will be used to look at scenes from the novel and find an event or example from history that is similar to it. **(EXPERIENCE)** 18.Students will express thoughts and discuss comparisons within their groups. **(RETHINK)** Students will take into account the thoughts of others and decide how accurate they feel the may be. **(REVISE)** Students will share their beliefs discussed in the group jigsaw with the entire class. **(REFINE)** 19.Students will fill out self evaluations for group work. Students will also fill out a self evaluation for the Comic Life collage. **(EVALUATE)** 20.**musical:**Students will listen to music at the beginning of class. **interpersonal:** Students will engage in group work. **intrapersonal:** Students will be able to think on their own about how the novel compares to current slavery issues as well as classic examples of American slavery. **verbal:** Students will express themselves both in writing and vocally. **kinesthetic:** Students will move around during the group jigsaw activity. **visual:** Students will use a Venn Diagram to compare and contrast the novel to the time period. **(TAILOR)** 21.Students will be able to understand how nevels can connect to periods in history and how it has changed over time. **(ORGANIZE) Product:** Comic life collage including pictures from the time of slavey and quotes from the novel. || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.Students will understand themes of slavery throughout the book able to justify their claims with text from the novel **(WHERE)** Slavery is referenced throughout the book and is comparable to things occurring today. **(WHY)** Students must be able to compare the text to slavery and use examples from both. **(WHAT)**

23.Students will watch a slide show containing stills from the movie showing before and afters of each of the characters. Students will recognize which even the picture is surrounding, and mark a certain change in the character.**(HOOK)** 24.Students will know narrative voice, motif, character development, important events.**(EQUIP)** Students will fill out a 'T' chart noting the event and how the character was before the event, and what changes occurred due to the event.**(EXPLORE)** Students will do a round robin in which they note changes that occur for each character throughout the novel.**(EXPERIENCE)** 25.Students will express their ideas to their group during the round robin, and will share their thoughts with the class.**(RETHINK)** Students will hear other students' understandings of the changes that occurred after certain events.**(REVISE)** Students will see the opinions of others on their sheets.**(REHEARSE)**Students will have a chance to see their peers' opinions and decide if they are noting the correct change at the correct incident.**(REFINE)** 26.Students will perform a self evaluation after the group activity.**(EVALUATE)** 27.**intrapersonal:** Students will think on their own about how each character changed after certain events. **interpersonal:** Students will work in groups during the round robin activity. **verbal:**Students will convey their opinions vocally. **visual:** Students will watch a slide show and be able to organize their thoughts on the 'T' chart. **kinesthetic:**Students will be able to move during their group work. **logical:** Students will have to decide during which even the character changed, and why/what the change occurred.**(TAILOR)** 28. Students will be able to sympathize with characters and see depth of character as well as be able to discover character development.**(ORGANIZE)** =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.Students will consider the personal history of the main characters and interpret how the events changed the individuals. **(WHERE)** Students will understand how traumatic events can change people in variety of ways.**(WHY)**Students must be able to back up their claims with proof from the novel**(WHAT)**
 * Product:** Use inspiration to create a timeline for one of the characters noting each change that occurred and the event that caused it. ||

30.Students will watch a clip from Grammar House Rock.**(HOOK)** 31.Students will understand narrative voice, motif, symbol, theme, literary device.**(EQUIP)** Students will use a describing wheel to show how each device is used and why they think so.**(EXPLORE)** Students will participate in a fishbowl where each group will be experts on the use of a certain literary device.**(EXPERIENCE)** 32.Students will express ideas in their group, and then again to the class during the fishbowl activity.**(RETHINK)** Students will receive feedback from peers about their ideas. **(REVISE)** Students will hear opinions regarding other literary devices. **(REHEARSE)** Students will have to combine all of the information they received in order to understand the whole picture. **(REFINE)** 33. Student "experts" will report out to the class. **(EVALUATE)** 34.**visual:**students will watch an excerpt from Grammar House Rock. **verbal:** Students will express ideas using both written and vocal communication. **kinesthetic:** students will move around during the group work and again in the fishbowl share.**intrapersonal:** students will be able to form ideas on their own before beginning the group work. **interpersonal:** Students will participate in a group activity. **logical:** Students will have to make judgements as to why the author used each literary device. **(TAILOR)** 35. Students will be able to make inferences as to why an author wrote the way that they did. **(ORGANIZE)** =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.Students must evaluate the literary devices the author used, and make inferences as to why she used them.**(WHERE)** Students will be able to see that authors have a master plan in mind and be able to read into each part of the book and see it from a new perspective.**(WHY)** Students must be able to make claims and pick proof from the novel for those claims. **(WHAT)**
 * Product:**Students will choose an excerpt from the novel. They will then take on the mind set of the author and write a first person reflection on why they wrote the way they did. They will put this on their ongoing blog and will comment on their peers reflections. ||

37.Students will watch clips from the movie.**(HOOK)** 38.Students will know MLA format, character development, narrative voice, themes, motifs, literary device.**(EQUIP)** Students will use a IPQR chart to organize their thoughts and evidence. **(EXPLORE)** Students will work in partners to peer edit their work on their worksheet.**(EXPERIENCE)** 39.Students will express ideas to their partners.**(RETHINK)** Students will make changes as noted by their partner.**(REVISE)** Students will be able o see work that their partner has done and see their ideas.**(REHEARSE)** Students will have a chance to share opinions. **(REFINE)** 40.Students will have a peer edit, and will make comments on their peers' blogs. **(EVALUATE)** 41.**visual:** Students will watch clips from the movie, and will use a graphic organizer.**interpersonal:**Students will work with a partner to edit their initial work. **intrapersonal:** Students will have time to think about their thesis and proof as they write out their own G.O. **kinesthetic:** students will move around with their partner. **verbal:** Students will express themselves in writing and vocally **logical:** Students will have to back up their claims with text from the novel.**(TAILOR)** 42.Students will have a full grasp on the novel and be able to analyze it to find deeper meaning.**(ORGANIZE)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.Students will demonstrate comprehension by evaluating texts using established criteria.**(WHERE)** Students will be able to choose appropriate evidence to prove their claims, and cite examples using MLA format. **(WHY)** Students will come up with a thesis and prove it using evidence from the text.**(WHAT)**
 * Product:** A thesis paper that will be posted on a blog and commented on by peers. ||

2004 ASCD and Grant Wiggins and Jay McTighe