S3+Bertino,+Jennifer

=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= ** (H) ** 1.2 I will present various songs to students that are relevant to the struggles of adolescence. [|http://www.youtube.com/watch?v=2gfgUUZj24Y(I'm] just a kid) [] (Over my head) [] (Jeremy) [] (Nobody's Home) [] (Runaway Train) Then we will have a mini discussion about the songs and their relevance. We will try and relate these songs and the difficulties teenagers are having to Holden Caulfield's life and his struggles. ** (E) ** 1.3 ** (Equip) ** Students will know characters, setting, conflict, and plot. ** (Explore) ** Next, the students will move onto an interactive Graphic Organizer. This will help them work on the basic ideas in the first six chapters early on such as plot, setting, character, description, etc. ** (Experience) ** Then we will move onto the Number Head Together activity where I will ask the students questions and give them time as a group to discuss the answers. They will have about 15 mins to do this and then we will move onto a whole class discussion. ** (R) ** 1.4 ** (Rethink) ** I will introduce them to their first task which will be to blog about their understandings of the essential ideas in the book so far and their reflections on the group discussions and things that they learned from it. This will take them about 15 minutes. ** (Revise) ** Then the class will have a whole group discussion on the blogs and share some reflections. We will be discussing for about 20 minutes. Next I will introduce the Smilebox activity and distribute a rubric with the expectations and guidelines for the project. This will be about 5 minutes long. ** (Refine) ** I will give students the whole class period to be working on their Smilebox products. I will walk around the room and have some discussions with students and provide feedback on their products. They will be able to revise and refine this and it will be due at the beginning of class the next day. ** (E) ** 1.5 Students will use the Smilebox program to make a scrapbook of all the essential idea's that are present in The Catcher in the Rye. Student Smileboxes will be evaluated based off a rubric that I provide. (See attached rubric). I will be giving them some feedback on the third day where they will have the whole class period to ask questions and refine the product and it will be due the following day. This lesson deals with the essential ideas present in the beginning of the book and the analysis of the character and this leads into the next lesson very well because then we can discuss the writing style of the author and why he chose to write in the narrative he did. ** (T) ** 1.6 Bodily/Kinestetic- The Onion Ring exercise will allow students to get up and move around and gives them a chance to have a conversation with multiple number of students about the plot, conflict, and setting of the book. Interpersonal- Number Heads Together activity allows students to work in a group and discuss essential idea's in the novel. Naturalistic- The Onion Ring activity will be done outside in order to get students more engaged and allows students to move around and discuss essential idea's outside of the normal classroom. Intrapersonal-Students will be working on the graphic organizers individually in order for the teacher to get an understanding of how much they know related to the essential ideas in The Catcher in the Rye. Verbal/Linguistic- The teacher will be asking the students questions about essential ideas while they are split up into groups during the Number Heads Together activity. Musical- Students are exploring various songs that relate to essential idea's or themes in the book. ** (O) ** 1.7 Students will be able to relate to essential idea's that are present in The Catcher in the Rye. ** (Empathy): ** Product: Smilebox. Days: 2-3. ** (Organize) ** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** (W) ** 1.1 ** (Where) ** Students will understand that essential idea's are present in The Catcher in the Rye. ** (Why) ** Students will understand the struggle of growing up and finding your identity. ** (What) **//** 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. (At this point they have finished reading chapter 6 (first 46 pages)). **//

Student must spend this time finishing up their projects. Anything that is not done by the end of the class period will be completed for homework.** (E) ** 2.5 ** (Evaluate) ** The class will be set up in a horseshoe and everyone will be able to see the board where the student will stand to present their projects. Students will be graded on the content of the product based off of a product rubric. Students will not be graded based off of a presentation rubric. Students will present their projects to the class. Students will fill out a self-assessment on their projects. We will have a debriefing and class reflection about Point of View and discuss the projects and the different ways things work and how those would help or hurt the stories meaning. Intrapersonal- Students will reevaluate an individual piece of writing they did before and rewrite it in a different point of view. Interpersonal- Students will be working in groups during the three step interview to discuss the writing style of the author and how that impacts the story. Visual-Students will present their projects at the end. They will not be graded but they will be doing showing the class their own interpretation of point of view and how it affects a novel. Students will be drawing pictures on their interpretation of the story and discuss how that relates to the narrative of the story and how it would be different if told in a different point of view. Verbal- Students will be having a discussion on the author's point of view and how that influenced the story. Logical- Students will be using this intelligence when they are filling out the point of view graphic organizer because they need to be logical when choosing an alternate character to tell the story, they can't just pick any random character. Musical- Students will use a song that best fits Holden's character in their Xtranormal video and relate it to his point of view of his life. =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** (W) ** 2.1 ** (Where) ** Students will understand that the writing style affects a reader's understanding of The Catcher in the Rye. ** (Why) ** Students will be able to understand the importance of point of view in a story and how different point of views alter someone's perception of what happened. ** (What) **//** 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. (At this point they have finished reading chapter 12 (up to page 87)). **//** (H) ** 2.2 Students will then look back and choose a chapter between chapter 6 and 12 and write an excerpt from a different characters point of view other than Holden Caulfield's.
 * (E) ** 2.3 ** (Equip) ** Students will know the author's point of view. ** (Explore) **Then students will individually work on their Point of View Graphic Organizers and answer the questions only based off of chapter's 6-12. **(Experience)** Students will then discuss with their table groups the Graphic Organizers and which characters point of view they would have chose to tell the story from. Then we will rearrange the room so that it is in a horseshoe and everyone can see each other. Then we will have a class discussion about the different point's of view that the students chose and discuss how that would influence and impact the story and whether or not it would have a positive or negative affect on the story. The teacher will introduce their final assignment for this lesson to them. They will be doing an Xtranormal video taking a different character from the book and telling the story from a different point of view. They may use the same character they chose for their Point of View Graphic Organizer but they are not limited to that. The students will have the rest of the class period to begin working on their Xtranormal videos.
 * (R) ** 2.4 ** (Rethink) ** Students will share their progress of their projects with their peers using the ABCD Whisper technique to show them what they have made so far. This is a time for peer feedback in order for students to get other student’s opinions of their projects rather than just the teacher’s opinion. ** (Revise) ** The teacher has conferences with each student individually at her desk. During this time other students will continue working on their projects and making edits to them. ** (Refine) ** The students will have the rest of the class period to continue making revisions on their products. (30 minutes)
 * (T) ** 2.6
 * (O) ** 2.7 Students will be able to interpret how the writing style affects your understanding of The Catcher in the Rye. ** (Interpret): ** Product: Xtranormal. ** (Organize) ** 3 days. ||

Logical/Mathematical- Students will be using logical thinking and reasoning to interpret the literary devices present and using that to have in depth discussions about them providing examples of how the literary devices were prominent in the book. Interpersonal- The students will be working together and discussing literary elements. Intrapersonal- Students blog will be an individual representation of their understanding of the essential question on the literary devices. Verbal-Students will be sharing one of their important "things" from their childhood that still has significance today. Visual- Students will be presenting their Capzle products. Naturalistic- Students will do the presentations of an important symbol from childhood outside. =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** (W) ** 3.1 ** (Where) ** Students will understand how various literary elements play a significant role in The Catcher in the Rye. ** (Why) Students will be able to understand the relevance of literary devices in Holden Caufield's journey. ** ** (What) **//** 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. (Students will have read chapter 17 before this lesson (will be at pg. 135)). **//
 * (H) ** 3.2 Students will make a list of five symbolic things that were significant in their childhood that are still important today in their adolescence. They will be drawing a picture of each of these things too.
 * (E) ** 3.3 ** (Equip) ** Students will know themes, illusions, personification, and foreshadowing. ** (Explore) ** Students will then do a Symbol Chart Graphic Organizer. ** (Experience) ** Team Pair Solo- Students will discuss as a class the importance of symbolism and discuss their Graphic Organizers. Pair- Students will be broken into groups by counting by fours. All of the one's will be grouped together, the two's together, and so on and so forth. They will come up with as a group why each of these are so important to the story. Individually- The students will individually reflect by writing a blog. They will reflect on what they've learned and incorporate the literary devices significance to the story. I will introduce the Capzle project to the students.
 * (R) ** 3.4 ** (Rethink) **Students will then fill out the literary devices chart for homework. They must find an example for each of the literary devices listed above from the book. Students will bring in their homework the next day and we will review their example and review for the quiz the following day. ** (Revise) ** Students will take a Quiz on the literary devices and the significant role they play in the novel. After the students will have the rest of the period to work on their projects. ** (Refine) ** Next day pass back quizzes. Go over them. Revise projects. I will walk around and check in with student’s progress on their projects.
 * (E) ** 3.5 ** (Evaluate) ** Students will be doing a Capzle project illustrating their knowledge of the literary devices present in the novel. Student will be graded based off of a product rubric.
 * (T) ** 3.6
 * (O) ** 3.7 Students will be able to demonstrate how various literary elements play a significant role in The Catcher in the Rye. ** (Explain): ** Product: Capzle ** (Organize) ** 3 days. ||

Naturalistic- The students will be acting their script out outside and trying to use the outdoors to make Holden's character more real and creative. Bodily/Kinesthetic- Students will be using this multiple intelligence when producing and acting out their script on the essential idea's. Interpersonal- Students will be working in groups to make these short scripts. Also students will be working together in groups during the Three Minute review to discuss essential ideas in the book. Verbal- Students will be talking and discussing amongst their groups and in a class discussion based off of clarifying questions the teacher asks. Intrapersonal- Students will be sharing their own thoughts and understanding with the teacher through the Entrance/Exit interview where they include on a piece of paper their knowledge of the content and some clarifying questions that need to be addressed. Visual- The two minute skit is a visual understanding of the students knowledge on the essential idea's present in The Catcher in the Rye. =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** (W) ** 4.1 ** (Where) ** Students will understand that essential idea's are present in The Catcher in the Rye. ** (Why) ** Students will understand the loneliness of adolescence. ** (What) **//** 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. Students will have finished chapter 22 (up to page 174)). **//
 * (H) ** 4.2 We will start the class off by having students write a short response answering the question "How does the transition from childhood to adolescence influence kids?” Generally speak about how the transition is for a collective number of adolescents but also talk about a specific transition you had to go through and the difficulties or challenges you may have faced. This will be used to help students start thinking about the difficulties of transitioning from childhood to adolescence and allowing students the opportunity to relate more with Holden Caulfield after exploring their own transitions. This will be what gets them interested in the lesson and really enhances higher-level thinking. Students will have the choice to share their paragraphs but it is not mandatory. It will be collected at the end of the class. We will have a class discussion about adolescence and the transition between childhood and adolescence.
 * (E) ** 4.3 ** (Equip) ** Students will know span of time book takes, climax, order of events. ** (Explore) ** Students will do a Literary Element Advanced Graphic Organizer. (15 minutes) This will help students sum up essential ideas in the novel and really understand many of the characters and their traits and the general understanding of the story up to chapter 22 at this point.
 * (Experience) ** The class will do a three-minute review where the teacher stops any time during the class discussion and gives groups three minutes to come up with clarifying questions. Discussion of essential ideas that they have discovered since they've continued reading to chapter 22.
 * (R) ** 4.4 ** (Rethink) ** Next, will be the Exit/Entrance Interview. It allows students to rethink and clarify their thoughts on the essential idea's present in the novel. Each student will hand the teacher a piece of paper at the end of class with the following things on it: "What did I learn today?” "What are some concepts I need to get a better understanding of?” etc. as a way of self-assessing their knowledge.
 * (Revise) ** The teacher will review these and base the next day’s lesson off of these concepts or questions. Discussion based off of questions students wanted to know.
 * (Refine) **We will discuss the rubric of the skit. Students will then make a short skit based off of the essential idea's present in the book. Some of the essential ideas focused on in this lesson will be span of time book takes, climax, order of events. We will also refer back to the essential ideas in chapter one as well (plot, setting, characters, etc.) Students will finish working and editing their skits. I will help revise projects. I will be walking around helping groups and checking to see their progress. Students are able to conference with me, but if they don’t willing conference with me, I will go in and check up on their group.
 * (E) ** 4.5 ** (Evaluate) **Students will present their skit projects just to show (not being graded on presentation). *(Will be graded on content based off a guidelines sheet generated by me. Class discussion on the skits and how they went and what students learned and gained from the experience. Students will write a blog entry reflecting their experiences creating the skit and what they’ve learned through this assignment. They will not have a handout for this assignment because it is such a short assignment. Teacher will introduce the Webspiration/Inspiration project. You will be making Webspirations that illustrate your individual understanding of the essential ideas. You will make your own plot charts based off of your own lives. You will include each of the five story elements (Exposition, Rising Action, Climax, Falling Action, and Resolution). You must include a particular event for each of those as well as a picture. These images could be hand draw or an actual photo but there must be an image to represent what you are trying to convey. These will be presented and be graded based both on the quality and information of the product as well as the presentation.
 * (T) ** 4.6
 * (O) ** 4.7 Students will be able to produce a list of essential ideas both present and significant in The Catcher in the Rye. ** (Apply): ** ** Product: Webspiration/Inspiration (Organize) ** 2 days. ||

Musical- Students will be writing a song in Holden Caufield's point of view about the story. Interpersonal- Students will share their input with the group during the Round Robin Brainstorming activity about the authors writing style. Verbal- Students will be making a podcast/radio show discussing the writing style of the book. Intrapersonal- Students will be individually reflecting on their idea's during the Give One, Get One activity. Bodily- The students will be using themselve and moving around the room to represent different times of the author's life. Visual- The students will be visually illustrating Salinger's life by being a part of the time line. =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** (W) ** 5.1 ** (Where) ** Students will understand that the writing style affects a reader's understanding of The Catcher in the Rye. ** (Why) ** ** (What) **//** 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. Students will have finished the book before this lesson. **//
 * (H) ** 5.2 Students will be individually coming up with five facts about J.D. Salinger's life. Then they will discuss their facts they have come up with and make sure that each table has at least five different facts. Then as a class we will go through all the facts to make sure their are no duplicates and then students in the groups will write down their five facts on five different index cards. Once each group has all five facts written down on index cards with time periods to match each of the five facts on five different index cards they will give them to me. I will have their facts cards separately but I will mix up the date’s cards and give each student a date and they all have to put the dates in order of year in a straight line. Then I will mix up the facts cards and give each student a fact to see if they can match with the correct date. Then after they have completed that we will go over it. We will have a class discussion about point of view and I will reiterate what point of view is and describe in detail the different points of view, more specifically first person point of view. We will have a brief discussion of point of view in relation to The Catcher in the Rye and discuss what first person point of view is in The Catcher in the Rye.
 * (E) ** 5.3 ** (Equip) **Students will know first person and third person narrative. ** (Explore) **Students will complete the Characterization Graphic Organizer. ** (Experience) ** Students will do a Round Robin Brainstorming activity. They will be divided into small groups and one person will act as the recorder. Students will be asked a question and given time to think about it and then everyone in the group has a chance to give input and the recorder writes down the group’s answers.
 * (R) ** 5.4 ** (Rethink) ** The class will come together as a whole and discuss each groups ideas from the previous day. ** (Revise) ** The class will come together as a whole and discuss each groups ideas from the previous day.
 * (Refine) **Students will write a song about the story in Holden Caulfield’s point off view that can be part of their podcast video. Each student will do this individually. Each student will also choose a song that best describes Holden's personality and be prepared to share both of these with their group members. These may be incorporated in various places in the podcast but it is important that at least the top choice is present in the podcast. I will introduce their Podcast assignments. Students will work on their Podcasts, make revisions and have conferences. They will also do a peer review on projects. Different groups will share ideas and get feedback as well as my own feedback.
 * (E) ** 5.5 ** (Evaluate) ** Students will make a podcast as a radio talk show, discussing the author's writing style and why J.D. Salinger chose to write the story they way he did, (in Holden Caulfield’s perspective) and how if written in a different point of view that would have affected the novel. The students will present their products but they will not be graded based off of their presentation. They will also evaluated through their self assessments and their group assessments.
 * (T) ** 5.6
 * (O) ** 5.7 Students will be able to reflect on why the author chose that particular writing style and how it impacts the reader's understanding. ** (Self Knowledge): ** ** Product: ** Podcast ** (Organize) ** 3 days. ||

** (E) ** 6.5 ** (Evaluate) ** Students will make a visual and written product using Glogster to illustrate their understanding of the literary devices significance in the novel. This will be graded based off the product rubric provided by the teacher. ** (T) ** 6.6 Bodily- Students will be using this intelligence in the Slap It activity where they are using the fly swatter to hit the board and connect the literary devices to an example written on the board that correlates with that literary device. Intrapersonal- Students will be doing the first part of think pair share individually and thinking about the entire book collectively and taking the analysis throughout the whole unit so far to a deeper level and coming up with other connections to literary devices not presented so far. Interpersonal- Students will be working together during the Pair part of think pair share to discuss more idea's in The Catcher in the Rye. Verbal- The whole class will be having a discussion during the share part of think pair share and really characterizing Holden Caufield and his struggles throughout the whole book. Visual- The Slap It game or activity is a good way for visual learners to see the idea's of the book and relate them to the literary devices that we have been talking about so far. Logical- Students Glogster product and presentation has to emphasize that they used logical thinking to come up with a new book title and through their analysis they have to illustrate that they really understood the importance of many essential idea's and literary devices used.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** (W) ** 6.1 ** (Where) ** Students will understand that how various literary elements play a significant role in The Catcher in the Rye. ** (Why) ** ** (What) **//** 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. (Students will be done with the book by the time we start this lesson) **//
 * (H) ** 6.2 - Students will (individually) draw a picture of themselves illustrating their journey from childhood to adolescence. We will have a class discussion where I will introduce new literary terms such as: metaphors, motifs, symbolism, tone and imagery. We will have a lengthy class period where I really delve into the meaning of each one of these literary terms and the meanings of them. Then I will explain their relevance to literature.
 * (E) ** 6.3 ** (Equip) ** Students will know metaphors, motifs, symbolism, tone and imagery. ** (Explore) ** Students will use **Analyzing a Story's Theme Graphic Organizer.** ** (Experience) ** Students will do a ThinkPairShare where they will be asked a question regarding one of the literary devices in this lesson or present in the book and they will have to analyze the use and significance of it to the Holden. Then they will partner up and discuss their idea's and then the whole class will come together and compile a list of essential reasons for why the author used those literary devices and how it influenced the readers understanding of the story.
 * (R) ** 6.4 ** (Rethink) ** Students will use the Slap It activity. The class will be divided into two groups and they will use a fly swatter to slap the correct answer to the question the teacher poses. ** (Revise) ** Students will then come together as a whole class and have a discussion on their understandings of the novel. ** (Refine) ** Students will write a journal entry explaining the activity and the discussion and how much they got out of it and whether or not it helped clarify idea's and what idea's they would continue to discuss in further detail. I will introduce the final Glogster project. I will explain the product rubric to them and make expectations specific and clear. Students will begin brainstorming about ideas for their Glogster (significant points and literary devices they are going to include).
 * (O) ** 6.7 Students will be able to argue the significance of the various literary elements in The Catcher in the Rye. ** (Perspective): ** Product- Glogster ** (Organize) ** 1-2 days. ||

2004 ASCD and Grant Wiggins and Jay McTighe