S3+Ferrari,+Kimberly

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // How are you using technology as a teacher? How are your students using technology? [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] the content (**Explore**), [|Cooperative Learning] working on product (**Experience**)
 * (R)** **.4** Self-Assessment, feedback by students **(Rethink/Revise),** and feedback by teacher (**Revise**/**Refine**), [|Checking for Understanding Strategies.pdf]
 * (E)** **.5** Formative Assessment - Rubrics, Checklist **(Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7** Students will be able to ...( **Organize**), Product: Type II Technology, Number of Days:

[|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Lesson 1= =Lesson 2= **Verbal-Linguistic:** Students will be writing explanations of the themes. **Logical/Mathematical:** Students will have two graphic organizers to help them organize and order their thoughts. **Visual/Spatial:** The video used during the hook which explains themes. **Bodily/Kinesthetic:** Students will create a human sculpture to exhibit one or more of the themes in the novel. **Musical/Rhythmic:** Students will have the opportunity to record audio notes to assist them with their essays. **Intrapersonal:** Students will reflect through their individual blogs. **Interpersonal:** Students will work in groups for various parts of the lesson. **Naturalist:** Identification, discussion, and analysis of themes will include from, pertaining to, or associated with nature and the outdoors. =Lesson 3= **Verbal-Linguistic:** Students will be discussing and writing during the lesson. **Logical/Mathematical:** Graphic organizers will be provided for the lesson. **Visual/Spatial:** Students will compare maps as well as create comics. **Bodily/Kinesthetic:** As a class, students will draw two large maps on butcher paper, one of Panem and one of colonial America. **Musical/Rhythmic:** Students will have the option to turn their comics into videos and choose appropriate songs. **Intrapersonal:** Students will reflect in their blogs. **Interpersonal:** Students will discuss the differences of Panem and colonial America, as well as collaborate to cover each of the essential ideas in the novel. **Naturalist:** Students will be able to talk about the change in nature that Panem exhibits. =Lesson 4= **Verbal-Linguistic:** Students will discuss and record their thoughts. **Logical/Mathematical:** Graphic organizers will guide students through their discussion and independent work. **Visual/Spatial:** Students will watch clips from //Survivor//. **Bodily/Kinesthetic:** There will be a challenge for students to participate in to go along with the clip from //Survivor//. **Musical/Rhythmic:** Music will be used to time the length of different activities. **Intrapersonal:** Students will record and reflect in their blogs. **Interpersonal:** Students will discuss the effects of reality television. **Naturalist:** Students will watch clips from //Survivor//, which is an outdoor survival reality show. =Lesson 5= **Verbal-Linguistic:** Students will write a script for their podcast before recording it. **Logical/Mathematical:** Students will have a graphic organizer to help them organize the literary elements they encounter in the text. **Visual/Spatial:** Students will watch a video from 60secondrecap.com **Bodily/Kinesthetic:** Students will create a human sculpture to represent one or more of the literary elements. **Musical/Rhythmic:** Students will be able to incorporate music into their podcast, not only as background music, but also to help explain the literary element. **Intrapersonal:** Students will use their blogs to write self-reflections about their work and what they learned during the class. **Interpersonal:** Students will work in groups to locate and understand literary elements present in the novel. **Naturalist:** Some of the literary elements students uncover will be associated with nature and connect to nature. =Lesson 6= **Verbal-Linguistic:** Students will write a script for the Xtranormal video they are creating. **Logical/Mathematical:** Students will have a graphic organizer that will assist them in organizing the literary elements they locate. **Visual/Spatial:** Students will watch a video from 60secondrecap.com **Bodily/Kinesthetic:** Students will create a human sculpture that represents one or more of the literary elements present in the novel. **Musical/Rhythmic:** Music that students will be analyzing will be used in the hook. **Intrapersonal:** Students will use their blogs to self-reflect on their work and their understanding of the topic. **Interpersonal:** Students will work together to uncover the literary elements present in the novel. **Naturalist:** Some of the literary elements students find will relate to nature.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that universal themes are present and have a purpose in __The Hunger Games__. **(Where)** The themes present in __The Hunger Games__ translate to today's society, such as human suffering, personal identity, and sacrifice. **(Why)** **//Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.// (What)**
 * (H)** 1.2 Students will have their names drawn from a lottery, similar to the reaping in the beginning of __The Hunger Games__. **(Hook)**
 * (E)** 1.3 Students will know the definitions of theme and characterization, as well as the following characters: Katniss, Peeta, Haymitch, Primrose, Gale, President Snow, Cato, Rue. **(Equip)** Students will use a [|TickTackToe] graphic organizer that will allow students to collect lists of themes and brief explanations of each theme. **(Explore)** Students will participate in a Think-Pair-Share, first collecting lists of themes by themselves. Then they will be paired up and talk about the themes each student came up with, after which they will share examples of themes with the class. After the pairs share out their themes, they will begin working on their Voicethread together. **(Experience)**
 * (R)** 1.4 At the end of the each day students will write blog entries reflecting on what they did during the day and what they learned. **(Rethink)** I will comment on each student's blog entry each night and use their reflections to guide what will be discussed in class the following day. **(Revise)** After students have finished their Voicethread they will peer-evaluate them and be given an opportunity to revise their content. **(Refine)**
 * (E)** 1.5 Students will be given a rubric that they will be evaluated based on. **(Evaluate)**
 * (T)** 1.6 **(Tailor)**
 * Verbal-Linguistic:** Writing the lists of themes and discussing it in groups and as a class will allow students to use their verbal-linguistic intelligence.
 * Logical/Mathematical:** Students with strengths in this intelligence like to organize data, so the graphic organizer that they are provided with will help them to do so.
 * Visual/Spatial:** There will be a section on the graphic organizer allowing students to illustrate the themes.
 * Bodily/Kinesthetic:** Movement can be incorporated into the Think-Pair-Share activity as students report out to the class what their findings are. Students can move to one side of the room if they came up with the same theme as the student/pair presenting.
 * Musical/Rhythmic:** Music will be used to time the length of each section of the Think-Pair-Share.
 * Intrapersonal:** At the end of the lesson, students will reflect in their blogs.
 * Interpersonal:** The discussion segment of the Think-Pair-Share will allow students with interpersonal intelligence strengths to use them.
 * Naturalist:** Part of the discussion will include themes related to nature.
 * (O) 1.7** Students will be able to recognize themes present in __The Hunger Games__. **(Self-Knowledge) Product:** Voicethread **Days:** 2-3 **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that universal themes are present and have a purpose in __The Hunger Games__. **(Where)** The themes present in __The Hunger Games__ translate to today's society, such as human suffering, personal identity, and sacrifice. **(Why)** ** //Students read text, within a grade appropriate span of text complexity, and present analyses// ** //**of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.**// **(What)**
 * (H)** 2.2 Students will read Shirley Jackson's short story, "[|The Lottery]." They will then watch the video on themes from [|60secondrecap.com] and create a list of themes in "The Lottery." **(Hook)**
 * (E)** 2.3 Students will know the definitions of theme, characterization, and lottery, as well as the following characters: Katniss, Peeta, Haymitch, Primrose, Gale, President Snow, Cato, Rue. **(Equip)** An Idea Rake graphic organizer will be provided to assist students in keeping track of what themes they uncover and the meaning behind them. They will also have a graphic organizer to assist them in organizing their essay. **(Explore)** Students will work in RoundRobin groups to brainstorm themes present in __The Hunger Games__ and begin analyzing them**.** After the RoundRobin activity, students will work individually on their essays. (**Experience)**
 * (R)** 2.4 At the end of each day students will write an entry in their blog reflecting what they did during class and what they learned. **(Rethink)** I will read and respond to each student's blog entry and use their reflections to guide what will be discussed in class the following day. **(Revise)** As students work on their essays they will have many opportunities to peer evaluate as well as revise, even after turning in drafts. **(Refine)**
 * (E)** 2.5 Students will have a checklist of items that need to be included in the essay, as well as the rubric which will be used to evaluate their essays. **(Evaluate)**
 * (T)** 2.6 **(Tailor)**
 * (O)** 2.7 Students will be able to analyze the purpose of themes present in __The Hunger Games__. **(Perspective) Product**: Crocodocs Digital Essay **Days**: 3-4 **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that essential ideas are present in __The Hunger Games__. **(Where)** Essential ideas can be found in many locations, not only literature. Essential ideas not only connect multiple works but allow ideas to be expressed through various outlets. **(Why)** ** //Students read text, within a grade appropriate span of text complexity, and present analyses// ** //**of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.**// **(What)**
 * (H)** 3.2 Students will receive a map of the thirteen colonies of America when it was ruled by Britain. They will then be given a blank map of the United States and asked to fill out the 13 districts as they think they would be. Then they will discuss how the 13 districts of Panem are similar/different to the 13 colonies of British-ruled America. **(Hook)**
 * (E)** 3.3 Students will know Katniss, Peeta, Haymitch, Primrose, Gale, President Snow, Cato, Rue, essential ideas, characterization, dystopia, point of view/perspective **(Equip)** During the discussion, students will fill out a graphic organizer comparing and contrasting Panem with colonial America. The graphic organizer will also guide them to finding essential ideas in the novel. **(Explore)** A Jigsaw format will be used to explore the essential ideas present in the novel. Each group member will be responsible for one essential idea, which they will make a ComicLife about, and then share it with his/her group members. The groups will then break up into pairs to begin working on their ComicLife project. **(Experience)**
 * (R)** 3.4 Students will write a blog entry at the end of each day reflecting on what they did in class and what they learned. **(Rethink)** Each evening I will review and respond to each student's blog entry and plan the next day's lessons accordingly. **(Revise)** Students will be able to take comments they have received from me and use them to adjust their ComicLife appropriately. They will also have the opportunity to revise their ComicLife after turning it in. **(Refine)**
 * (E)** 3.5 A checklist and rubric will be provided to students so they know what to include in their ComicLife. They will use both the checklist and the rubric to self-assess their work prior to turning it in. **(Evaluate)**
 * (T)** 3.6 **(Tailor)**
 * (O)** 3.7 Students will be able to make meaning of essential ideas present in __The Hunger Games__. **(Interpret) Product:** Comiclife **Days:** 3 **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that essential ideas are present in __The Hunger Games__. **(Where)** Essential ideas are important because they allow people to share opinions and beliefs, express fears and concerns, and pose new thoughts and perspectives. **(Why) //St//**** //udents read text, within a grade appropriate span of text complexity, and present analyses// //of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.// ** **(What)**
 * (H)** 4.2 Students will watch a video segment from the popular reality television show, //Survivor//, and then discuss how reality television is so popular, what makes it appealing, and why people suffer because of / for it. **(Hook)**
 * (E)** 4.3 Students will know Katniss, Peeta, Haymitch, Primrose, Gale, President Snow, Cato, Rue, essential ideas, characterization, dystopia, point of view/perspective **(Equip)** Students will discuss the effects of reality television, using a graphic organizer to collect their thoughts. **(Explore)** Students will work using the Team Pair Solo cooperative learning strategy, first uncovering the essential ideas as a team, then further working with them as a pair, and finally exploring them further individually through the creation of a Glogster. **(Experience)**
 * (R)** 4.4 Students will reflect in their blogs, concentrating on what they did in class and what they learned. **(Rethink)** I will respond to each blog entry and use the students' reflections to adjust the lesson for the following day based on their responses. **(Revise)** Students will be able to use feedback to improve their final Glogster product. **(Refine)**
 * (E)** 4.5 Students will have a checklist and rubric to self-assess their work. **(Evaluate)**
 * (T)** 4.6 **(Tailor)**
 * (O)** 4.7 Students will be able to adapt essential ideas present in __The Hunger Games__ and relate them to the real world. **(Apply) Product**: Glogster **Days**: 3 **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that literary elements create meaning in __The Hunger Games__. **(Where)** Literary elements add meaning and significance to the novel. By understanding this students are able to understand the novel better and able to apply it to their lives. **(Why)** //** Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions. **// **(What)**
 * (H)** 5.2 Students will watch a video from 60secondrecap.com on symbols. **(Hook)**
 * (E)** 5.3 Students will know tone, voice, perspective, symbolism, allusion. **(Equip)** Students will have a graphic organizer to help them locate and keep track of literary elements in the novel. **(Explore)** Students will use Circle the Sage to create leaders in the classroom who know and understand a particular literary element. Students will work together to explore the literary elements, with the leader facilitating.After each student has had time to understand the different literary elements, the students will form pairs to begin working on their podcasts. **(Experience)**
 * (R)** 5.4 Students will use their blogs to reflect on their experience in the classroom and what they learned each day **(Rethink)** I will read and respond to each students' blog and plan my lesson for the following day based on their responses to the previous day's lesson. **(Revise)** As students blog about their learning, they will also provide an update on the status of their podcast, which I will give feedback on. They can then improve their podcasts based on my feedback. **(Refine)**
 * (E)** 5.5 I will provide students with a checklist that includes everything they need to have in their podcast, as well as the rubric which I will be using to evaluate their product. **(Evaluate)**
 * (T)** 5.6 **(Tailor)**
 * (O)** 5.7 Students will be able to consider how literary elements make meaning in __The Hunger Games.__ **(Empathy) Product**: Podcast **Days**: 3 **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that literary elements create meaning in __The Hunger Games__. **(Where)** Understanding the purpose and meaning of literary elements allows students to delve deeper into the meaning of the text. **(Why)** **//Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.// (What)**
 * (H)** 6.2 Students will watch a video from 60secondrecap.com on metaphors. They will also listen to songs containing literary elements and practice analyzing them. **(Hook)**
 * (E)** 6.3 Students will know allusion, imagery, foreshadowing, metaphor. **(Equip)** Students will have a graphic organizer to help them locate and keep track of literary elements that they encounter in the novel. **(Explore)** Students will work in Numbered Heads groups, with each student being assigned one of the four literary elements to research in conjunction with the novel. Students will become experts about the literary elements that they are assigned, and the share their findings with the entire group. Students will work in pairs to create an Xtranormal video. **(Experience)**
 * (R)** 6.4 Students will use their blogs to write reflections about how they felt about the processes they used in class and what they learned during the day. **(Rethink)** I will read and respond to the students' blog entries each night and use their responses to guide my plans for the following day, making adjustments as needed. **(Revise)** Students will be able to revise their work after receiving feedback from one another and from myself. They will have the opportunity to make revisions throughout the entire process. **(Refine)**
 * (E)** 6.5 Students will have a checklist of items that need to be included in their Xtranormal video as well as the rubric that I will be using to evaluate their work. **(Evaluate)**
 * (T)** 6.6 **(Tailor)**
 * (O)** 6.7 Students will be able to justify that literary elements create meaning in __The Hunger Games.__ **(Explain) Product**: Xtranormal **Days**: 3 **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe