S3+Trundy+Monique

=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. __**Hook**__**:** Students will be split into group when the come into the classroom by jumping on one foot and finding two other people who are hopping on the same foot. Each group will pick a literary device out of a hat. After getting their devices all of the students will go outside for no more than five minuets and find a random object to bring back into the classroom. The groups will then be given fifteen minuets to define the literary device they picked for the hat and create a few sentences that incorporate their devices and the random object they picked up from outside. After the fifteen minuets each group will give a small presentation about their device. One person will define the device for the class, another will read the sentences they developed aloud to the class, and the last person in the group will write the sentence(s) on the board for the rest of the students. Each individual student will be responsible for filling out the graphic organizer with the definitions provided by his/her classmates. 3. **__Equip:__** Students will know how to define key literary terms and use them in their own writing. **__Explore:__** Students will be given a chart with two boxes in however many rows are necessary to cover the literary devices learned in class. The first box would be for the name of the device and the second would be for the definition given. **__Experience:__** Students will be working together to define their device and use it in a sentence. 4. __**Rethink:**__ Students will need to rethink what they originally believed about writing and literary devices when they are paired in groups and when they are listening to their peers give their presentations. They will also have to rethink the information they've learned when they use the devices in their comic books. __**Revise:**__ Students will need to hand in a rough draft of a comic book that uses each of the literary devices they learned, they will have the opportunity to revise their comic book. __**Refine:**__ After the comic book as been handed in students are free to revise their material if they are not content with the grade they received. 5. __**Evaluate:**__ Students will have a checklist of questions about the comic book to ensure that they have met all the requirements. 6. __**Linguistic:**__ Students will be talking with one another and I will be going around answering questions and helping out struggling groups. __**Spatial:**__ Students will be seeing the object they're writing about as well as seeing the writing on the board. __**Bodily:**__ Students will be moving around to get into their groups. They will be moving when they're outside searching for something to write about. They will also be moving when they are writing on the board and giving their presentations. __**Interpersonal:**__ Students will be working with one another as well as "teaching" their peers. __**Naturalistic:**__ Students will be going outside to collect their random objects. __**Logical:**__ Categorizing the information given by peers on the graphic organizer. 7.Students will be able to use knowledge of literary devices to identify devices in the novel. __**Product:**__ Comic Life ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. **Where:** Students will understand that literary devices are commonly used in writing and have effects on the tone and style of the novel. **Why:** Being able to identify literary devices will strengthen students' own writing which will be helpful with college essays. **What:** 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.

=Lesson 2=

9. __**Hook**__: Students will bring in a recording of their favorite song, be it on an ipod or CD, anything is acceptable. The only requirement about song choice is that it has to be about someone. Students will be given a worksheet with questions about the person the song; what drives them, what internal/external conflicts do they face. They have to answer the questions while listening to the song. Students' names will be picked out of a hat and the chosen students will get to play their song to the class and the whole class will try and answer the questions on their worksheets. 10. **__Equip:__** Students will know how to analyze characters in a novel and identify their internal/external conflicts. **__Explore:__** Students will have their worksheet to reflect on what kinds of questions they should be asking in order to better understand characters. **__Experience:__** Students will work together to answer the questions after a song has been played to the whole class. 11. __**Rethink:**__ Asking students to rethink about their favorite songs will attach what is being learned in class to something they associate with often. So the next time they hear the song they will think of the lesson and see the deeper factors driving the character in the song. They will also have to rethink the critiquing skills they have gained when they apply the same questions used for the song to The Grapes of Wrath. __**Revise:**__ Students will have to hand in a rough draft of a song they will create with garage band about one of the characters in The Grapes of Wrath, and they will have the opportunity to revise the song. __**Refine:**__ Students will be able to refine their finished product if they are not happy with the grade they receive. 12. __**Evaluate:**__ Students will have a checklist of requirements for their song. 13. __**Linguistic:**__ Students will be discussing the songs after they are played for the class. They will also be discussing the characters they chose in groups. __**Musical:**__ Students will be listening to their own song as well as a few of the other students' songs. __**Bodily:**__ Students will be moving around when they set up their song to be played for the whole class. __**Intrapersonal:**__ Students will be reflecting on their own song while they listen to it. __**Interpersonal:**__ Students will be sharing songs and discussing the characters in the song. __**Spatial:**__ Students will be given a worksheet so they can visualize their thoughts and organize their facts. __**Logical;**__ Students will be able to use the worksheet to organize their thoughts and facts. 14. Students will be able to critique a single character within the novel and explain what drives them and what internal/external conflicts they face. __**Product:**__ Garage Band || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. **__Where:__** Students will understand how to critique a single character within the Grapes of Wrath and be able to explain what drives the character and what internal/external conflicts they face. **__Why:__** Being able to analyze a character in a novel can help students better understand and analyze real people. **__What:__** 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.

16. __**Hook**__ Students will bring in their their favorite song. They will listen to the song a maximum of two times listening for literary devices and how those literary devices effect the tone or style of the song. They will have an organizer that will help them organize the devices they find. A few students will have their names picked out of a hat and their songs will be played for the entire class 17. **__Equip:__** Students will be given an organizer that has designated areas for each literary device so they can write the ones they find. **__Explore:__** Students will have their organizers so they can keep their thoughts and devices organized. **__Experience:__** Students will be discussing literary devices in songs that are played for the entire class. 18. __**Rethink:**__ Students will need to rethink how literary devices can appear in their everyday life. They will also have to rethink the information when they put it onto their podcast about the Grapes of Wrath. __**Revise:**__ Students will have to hand in a script of their podcast and will have the opportunity to revise their script. __**Refine:**__ Students will be able to refine their finished product if they are not happy with the grade they receive. 19. __**Evaluate:**__ Students will have a check list for their podcast project. 20. **__Linguistic:__** Students will be discussing literary devices in the song with the entire class. __**Interpersonal:**__ Students will be working in groups for the podcast project. __**Intrapersonal:**__ Students will be listening to their own song and finding literary devices. __**Musical:**__ Students will be listening to music. __**Spatial:**__ Because they will have the graphic organizer to make their thoughts visual. Students will be able to refine their finished product if they are not happy with the grade they receive. __**Logical:**__ Students will have a graphic organizer so they can organize their thoughts. 21. Students will be able to analyze the effects of literary devices, tone and style in the novel. __**Product:**__ Podcast || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. **__Where:__** Students will understand that literary devices effect the tone and style of a novel. **__Why:__** When students are able to understand how a literary device can effect writing, they will be able to use the literary devices in their own writing. **__What:__** 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.

23. __**Hook**__ Students will be split into four groups and given word banks full of silly and random words. They will be given a situation such as: "Billy and Sarah are getting married. Sarah's mother is happy, Billy's mother is not. They have all gone out to lunch at a small restaurant in town, use your word banks to create a short story about what happens while they are having lunch." Each group will be given a different character and write a short story. When the stories were done students would read their stories aloud to the class. After all of the stories had been read aloud the class would discuss the effects of point of view on the different stories. 24. **__Equip:__** Students will know how to identify different points of view and exploit them in their own writing. **__Explore:__ __Experience:__** Students will be working in groups to write their stories and will also have a class discussion. 25. __**Rethink:**__ Students will need to rethink what they know when they have their class discussion. Students will also have to rethink how to use point of view when they write blog entries depicting the same event in the novel from different characters points of view. Students will choose one character to write about and then read other students' entries and leave comments. __**Revise:**__ Students will be given the opportunity to revise each others blog entries. __**Refine:**__ Students will be able to refine their knowledge of point of view by re-writing the blog entry if they want. 26. __**Evaluate:**__ Students will reflect on questions given as a prompt for the blog entry. 27. __**Linguistic:**__ Students will be talking amongst themselves to create their stories and they will also discuss the effects of point of view with the entire class. __**Interpersonal:**__ Students will be working with one another in smaller groups as well as discussing the activity with the class. __**Bodily:**__ Students will be moving around to get into their groups. 28. Students will be able to consider narration type and point of view, and how both effect the novel. __**Product:**__ Blog || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. **__Where:__** Students will understand that there are different types of narration and points and view and both effect the novel in different ways. **__Why:__** By looking into characters and understanding events in the novel from multiple points of view, students will be able to better understand actual people and hopefully see situations from other points of view. **__What:__** 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.

30. __**Hook**__ The homework assignment will be for students to watch their favorite movie and fill out a worksheet given to them in class about the themes in the move they choose to watch. Students will then come into school with the worksheet filled out and we will discuss the themes in some of the movies, then apply the same idea of searching for themes to the novel. 31. **__Equip:__** Students will know how to identify themes in The Grapes of Wrath and explain how they interact with one another. **__Explore:__** Students will be given graphic organizers for each of the themes in the novel with space for examples of how the theme presents itself in the text. **__Experience:__** Students will contribute to the class discussion. 32. __**Rethink:**__ Students will have to rethink the information they have gained about themes when they have to revise and add to a wiki page about the themes in The Grapes of Wrath. __**Revise:**__ Students will have the opportunity to revise the information on the class wiki about themes in The Grapes of Wrath. __**Refine:**__ Students can refine their knowledge by going onto the wiki and making corrections to incorrect information instead of just adding facts. 33. __**Evaluate:**__ Students will have questions at the head of the wiki page to guide their answers. 34. __**Linguistic:**__ Students will be discussing the themes of their movies and the themes in the novel. __**Spatial:**__ Students will be watching their favorite movie. __**Logical:**__ Students will have the worksheet to fill out while they are watching their movie. __**Intrapersonal:**__ Students will be reflecting on the movie themselves. __**Interpersonal:**__ Students will be discussing themes in the novel and their movies together in class. 35. Students will be able to consider the narration type and point of view, and consider how both effect the novel. __**Product:**__ Class Wiki || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. **__Where:__** Students will understand that there are multiple themes in The Grapes of Wrath that all effect one another. **__Why:__** Having the ability to identify themes and how they interact would be helpful in making students look smarter while the watch movies and are able to see the larger themes then brag about their in depth understanding of what is happening in the movie. **__What:__** 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.

37. __**Hook**__ Students will be split into four groups and given a large piece of paper on the wall. The groups will be told to create a billboard about The Grapes of Wrath that will capture a specific target audience. After the billboards are done each group will tell what their target audience was and why they chose what they did. 38. **__Equip:__** Students will know that The Grapes of Wrath has a specific purpose and audience and how it completes its purpose and captures its audience. **__Explore:__** Students will be given a graphic organizer where they can identify The Grapes of Wrath's target audience and examples of how it reaches that audience. The graphic organizer will also have a space for students to identify the purpose of the novel and how it meets its purpose. **__Experience:__** Students will work in groups to target a specific audience and have a class discussion about what they chose and why that turns towards the novel after each group presents. 39. __**Rethink:**__ Students will need to rethink their knowledge of the novel's purpose and audience after they create their poster and discuss the novel in class. They will also have to rethink what they've learned when they create a 45 second iMovie commercial advertising "The Grapes of Wrath Movie" to specific audience. __**Revise:**__ Students will have to hand in a rough draft of their commercial and will have the chance to revise it if they want. __**Refine:**__ Students who do not like their iMovies or do not agree with the grade they receive are welcome to make a new commerical. 40. __**Evaluate:**__ Students will have a set of questions to answer about their commericals, and peers will assess each other's commercials. 41. __**Linguistic:**__ Students will be talking while they make their posters and afterwards when the class discusses the novel. __**Logical:**__ The graphic organizer will allow students to organize their thoughts. __**Bodily:**__ Students will be moving around to get in their groups and draw. __**Spatial:**__ Students will be drawing their billboards. __**Interpersonal:**__ Studetns will be working together to make an effective billboard and participating in the class discussion. 42. Students will be able to be aware of effective use of the genre of The Grapes of Wrath related to its intended purpose and audience. __**Product:**__ iMovie ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. **__Where:__** Students will understand that the novel has an intended purpose and audience and how the genre assists both. **__Why:__** When students better understand how a novel can reach a target audience, they will be able to learn from the example and strengthen their own writing. **__What:__** 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.

2004 ASCD and Grant Wiggins and Jay McTighe