S3+Nerney+Margaret

=Stage 3 Plan Learning Experiences and Instruction=

// **Note:** **Each facet must consider the TPACK framework.** // (How are you using technology as a teacher? How are your students using technology?) Aural: Verbal: Physical: Logical: Social: Solitary**: [|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.
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (use the seven [|Learning Styles])
 * Visual:
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology), and Timeframe (weeks or days or minutes...it is as specific as you want to be)

=Facet 1= 2. **(Hook)** I will ask students to tell me where language came from. They will have to write a journal and share. We then start exploring theories which always incorporate at least one of their ideas. That usually hooks them. We then move to their own names and the way their parents chose them. It allows them to personalize the importance of words and their origins. 3. **(Equip)** Students will know certain terminology- correct references to Native American people and their ways (Wabanaki or specific tribe names, regalia vs. costume, stereotyping vs. racism etc.) 4.**(Rethink, Revise, Rehearse and Refine)** Students will be guided through discussion of language use. They will first have to identify their natural word choices before I am able to help them //rethink// it and //revise// their language understandings. We will have to discuss their use of slang and inappropriate terms. We will //rehearse// the use of those //revised// word choices through class discussions. Eventually students should //refine// their conversational use of cultural words. This will take weeks of practice and discussion before it will truly change. 5.**(Evaluate)** I will be able to assess their understanding through the use of words in their class discussions and writing assignments. Students can correct each other as well as get feedback from me in their journal. I will be able to question their understandings as we discuss. 6. **(T) Tailor** 7. **Facet:** Students will be able to (explain) demonstrate an understanding of the terminology through appropriate use in writing and class discussions. =Facet 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. **(Where)** Students will understand that oral traditions allowed the Native American people to pass down the origins of the world and their people, the history of the tribe, as well as life lessons and cultural beliefs.
 * (Why)** Using appropriate terminology will help you to better socialize with people from other cultures without causing offenses or discomfort. You will feel more comfortable in real life conversations and understand more of what you are reading and writing.
 * (What)** //**Maine Learning Results**//**:**//**Students read and make generalizations from texts, within grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.**//
 * (Explore)** Before students will start the unit, we will spend at least two weeks on vocabulary building through lessons and [|root word games] and the origin of language. Once they are comfortable with the importance of language, we will start reading the novel and keeping a vocabulary journal. Students will pick out words as they read that are confusing or unfamiliar. They will first record them in their vocabulary journal at home or in class and then they will share the words with the group to see if anyone knows. Finally we will look the words up, and record the meaning.
 * (Experience)** I would like for them to look these words up using web-based dictionaries ([|dictionary.com]) after they have first discussed them with the larger group. I really love when they are able to answer each others questions and collaborate in the learning process. Eventually we will start doing this before our class discussion of the book. It will be a natural part of each days lesson. The work will allow them to experience the rich discussion following each students retelling of a traditional Native story. This is a building block experience.
 * Visual**: I will add the words to the list on the board and they will add them to the list in their journal for future reference.
 * Aural**: I will have them pass around a "talking stick" rattle to take turns sharing. They like to shake out patterns to get the classes attention.
 * Verbal:** The discussion will help kids to hear the words used correctly and will help them define their words if others know them.
 * Physical:** Students will be getting their laptops and looking them up.
 * Logical:** Students will try to reason out the definition from where it was found in the book (context clues) and through the knowledge they have of root words.
 * Social:** Students will discuss their words to help each other define them.
 * Solitary:** Students will find their own words while reading.
 * Product:** Vocabulary Journal
 * Timeframe:** Completed at the end of the 1st full trimester ||

Maine Learning Results: Students use a writing process to communicate for a variety of audiences and purposes.**// 9. **(Hook)** I have often started this unit off with a scenario: We have just gotten word that China has taken over the United States government. From this day forward, the country we live in will be known as New China. You have been ordered to pack up your things because you will be sent to an American Residential School. Upon arrival you find that everyone there is Chinese and speaks a foreign language that you can not understand. You are now expected to stop speaking English and completely speak Mandarin Chinese. You are immediately separated from your brothers and sisters. Boys go to one dormitory and girls to another. The adults are aggressive and often strike you for no reason. Every time you speak you are beaten and abused in some way. The food is disgusting. It consists of rotten potatoes and bland porridge. Worst of all, you have to look on while your younger brothers and sisters sustain the same abuse and there is nothing that you can do about it. Now write a diary of your first week there. What is going through your mind? What would you do to survive? How would you get through this? What are your reactions and emotions? 10. **(Equip)** Students will know terminology- correct references to Native American people and their ways (Wabanaki or specific tribe names, regalia vs. costume, stereotyping vs. racism etc.) 11. **(Rethink) (Rehearse) (Revise) (Refine)** In sharing their responses in class, students will be able to //rethink// their first reactions to the book and at times //revise// their thinking. They will also be able to //rehearse// the DED process so that they will improve the depth of their reflections. They will be able to //refine// their analysis of texts and get more out of the text through the deeper discussions and //refined// skills. 12. **(Evaluate)** In class discussions will help students to hear the responses of others and adapt their DEDs to better reflect their understandings and connections from the book. 13. **(T) Tailor** 14. **Facet:** Students will be able to (self-knowledge) b//e aware of// the words that they use in relation to Wabanaki people and other minority groups. =Facet 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. **(Where)** Students will understand that interaction between cultural groups leads to changes in both cultures (languages, tools, belief systems, or behavior) and that oral traditions allowed the Native American people to pass down the origins of the world and their people, the history of the tribe, as well as life lessons and cultural beliefs.
 * (Why)** It is important to make local connections to people they may have known that have been impacted by the events that we are learning about. They will better understand the perspectives of Natives who are currently working to restore the lost languages and those who may feel resentment for the past actions. I like to connect this to their own lives through the discussion of Spanish. People are very sensitive to having Spanish be the first language and yet people had their languages physically beaten out of them. It helps kids to make sense of the importance of the issue in their own lives.
 * (What)** //**Maine Learning Results**//**:**//**Students read and make generalizations from texts, within grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.
 * (Explore)** Students will be reading the nonfiction text //Out of the Depths// in order to really understand and appreciate the situations that lead to the loss of language with the Mik'maq people during the 1930s through the 1970s. Students will be using a double entry diary to select important passages, document the page and paragraph, and then respond to those passages with reactions, connections to other things in their lives or other books, and opinions.
 * (Experience)** Students will experience the feelings of others through the discussion of their reactions in class. They will bring up a section of the text, their reaction and then the others will have a chance to respond and react to that response.
 * Visual:** The kids have a graphic organizer to create a visual of their thinking and help them retain their thoughts. The text is also rich with images to support the explanations of the schools, the students and the working environment.
 * Aural:** Students share out their reactions in a discussion setting. I also read sections of the book aloud to model the responses and stop to record my own. Students are invited to read aloud as well, but are not required to do so.
 * Verbal:** Students are able to discuss in written and verbal form what they have read. They are able to personally and analytically reflect.
 * Physical:** Students are passing around a talking stick. They move together into a circle for the discussion. They are also physically looking up the quotes others mention in the book to follow along.
 * Logical:** The graphic organizer will help the students to break down their thinking into logical patterns. The graphing lets them isolate the part of the text that stood out to them to thoroughly respond. It makes it more formulaic than a typical journal response.
 * Social:** Students are sharing out ideas and discussing divergent thinking. They are interacting with each others reactions in order to reevaluate their own.
 * Solitary:** Students share their own thoughts first in a personal reflection. They read sections of the book alone and post personal connections to the reading.
 * Product:** Double Entry Diary
 * Timeframe:** 10-12 days. (Students read about 15 pages a day.) 60 minute classes will mean about 20 minutes of reading and 40 minutes of discussion and responses. ||

16. **(Hook)** Student are being asked to put themselves in the shoes of different people. The hook is the "role" that they will be asked to play. This allows students to really act out the various 17. **(Equip)** Students will know sequence and timelines- seeing effects on cultures through exploration of timelines related to interaction and adaptation. 18. **(Rethink) (Rehearse) (Revise) (Refine)** Students will be expected to //rethink// their first impressions of the situation by taking on the persona of someone else who is deeply effected by the situation. They will //rehearse// the idea of looking at multiple perspectives by stepping out of their own. This may cause them to //revise// their assumptions or beliefs regarding the assimilation programs and even current issues today with cultural acceptance. They may //refine// their understanding of culture and what is important to different people. 19.**(Evaluate)** Check-ins will occur as the students are working through the R.A.F.T. They will have opportunities to revise their work and add to it. 20.**(T) Tailor** 21. **Facet:** Students will be able to (perspective) c//ompare// cultural similarities and differences between the Wabanaki people and the majority population in Maine. =Facet 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.**(Where)** Students will understand that interaction between cultural groups leads to changes in both cultures (languages, tools, belief systems, or behavior).
 * (Why)** Students need to be able to look at the many sides of a situation in order to really appreciate where people are coming from and the reasons that things occur. In life there are times when people disagree on issues and understanding multiple perspectives will allow them to take a step back and better come to an agreement or realize when there will never be common ground. People do these things naturally all of the time. I am asking them to slow down and think about what they are doing to better understand perspective.
 * (What)** **Maine Learning Results: Students use a writing process to communicate for a variety of audiences and purposes.**
 * (Explore)** The R.A.F.T allows students to reflect on the different perspective through the use of a literary strategy. They will use the R.A.F.T guidelines to reflect on the perspective of one persona and then to interact with another.
 * (Experience)** Students will experience the differing view point through acting as a particular role, be it Native American or white towns person.
 * Visual:** Students will write out their perspectives using the R.A.F.T. guide.
 * Aural:** Students will discuss the issue of assimilation with another student who is acting in the role of the opposite character.
 * Verbal:** Students will be having a discussion with another student.
 * Physical:** Students will be up and interacting with different people. This will have a skit like feel where they can move around and take on the characteristics of someone else.
 * Logical:** Students will be analyzing the thinking of their role and blocking it out through the graphic organizer.
 * Social****:** Students are interacting with other kids to really explore the role.
 * Solitary:** Students will reflect on their own perspective and how it changes as they participate in this activity.
 * Product:** R.A.F.T
 * Timeframe:** 1 week ||

23. (Hook) Middle school students are naturally drawn to computer projects. Part of my hook will be introducing the video [|"Wikis in Plain English."] I will also show the student sample I have created in this class and then let them explore some sample wikis on topics of interest to teens such as [|IPL Teenspace] or one on [|how to wax a snowboard]. These more teen centered sites might make for more interest in making their own. 24.**(Equip)** Students will know sequence and timelines- seeing effects on cultures through exploration of timelines related to interaction and adaptation. 25. **(Rethink)** Through researching other tribes around the nation, students will see the vastness of the problem. **(Rehearse)** They will also practice the skills that they will need in making a wiki for their final project. **(Revise)** They may revise some of their initial responses to the DEDs to include more explanation and delve deeper into their reactions and connections. **(Refine)** They will certainly refine their position on the schools and current trends to revitalize the cultural pride on reservations and in Native schools. 26. **(Evaluate)** I can check to see that they are understanding how to build the wiki page by informal discussions in class. They will have the opportunity to work on this at school, so I will be available for instruction and to answer questions. 27. **(T) Tailor Visual:** Students will see examples of wikis and even a visual demonstration. They will review the process on their own laptops before be turned loose. 28. **Facet:** Students will be able to consider the perspective of modern Natives and the importance of cultural revival. =Facet 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. **(Where)** Students will understand that interaction between cultural groups leads to changes in both cultures (languages, tools, belief systems, or behavior), oral traditions allowed the Native American people to pass down the origins of the world and their people, the history of the tribe, as well as life lessons and cultural beliefs, and that legends differ as a genre from myths, fables, or fairy tales.
 * (Why)** It is important for students to understand the reasons behind the preservation of ones culture in a world where so many interactions and connections are being made available. We are living in a globalized age and some cultural groups do not have the same beliefs or way of viewing the world. This offers students insight into the importance of different beliefs to different people. It is more the appreciation of cultural differences in general and a way to make connections to our modern globalization issues than a study of the Native languages and culture themselves.
 * (What) Maine Learning Results: Students use a writing process to communicate for a variety of audiences and purposes.**
 * Maine Learning Results****:****Students read and make generalizations from texts, within grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.**
 * (Explore)** Students will be able to discuss their reactions to //Out of the Depths// in a wiki. They will pull some of the quotes from their DEDs to discuss the issues that the Mik'maq children faced at the residential school. Students will be researching current ways to heal those old wounds on a tribal and personal level. They will be able to read about and then share the ways that culture and language are being built back into the tribes.
 * (Experience)** Instead of hearing this through lecture, students will get the opportunity to research Native people and their language revival programs. They will get the opportunity to hear the needs and experiences of Native people. It is not the same to just hear it stated, they will get to read personal accounts and better understand the programs offered in their own state of Maine.
 * Aural:** Students will hear the directions from the wiki video, as well as see them. They will also be able to listen to ipods while they are working on their research and creating their pages.
 * Verbal:** Students will have the opportunity to write their reactions and respond to others.
 * Physical:** Students will be getting up to work in groups. They will have more opportunity for movement around their table. Students will not have to worry about "seats" during this. It may be more comfortable for them to stand, kneel, or pace.
 * Logical:** Students will be sorting through and analyzing which sites support their views. They will be brainstorming and researching answers to a larger problem that needs to be worked out- the aftermath of assimilation.
 * Social:** Students will be able to discuss their beliefs and reactions through their wiki. They will also have to work with their group to create the final page for the wiki.
 * Solitary:** Students will be using the reactions from their DEDs. Those were personal and done on their own.
 * Product:** Wiki page with links to more information.
 * Timeframe:** two weeks ||

30. **(Hook)** This lesson will also begin with the DreamKeeper hook mentioned in facet 6. I can easily analyze the story with them as we watch the film. There is clear application, but I am sure they will need it pointed out at first. 31.**(Equip)** Students will know critical details- ways in which customs and culture transfer from one generation to another through stories and other mediums. 32. **(Rethink)** Hopefully, students will be able to rethink some of their ideas about what Native legends are. Some initially presume that they are no more than Native fairy tales.**(Rehearse)** Students will practice their analysis skills. This is crucial for any hope of real reading comprehension. **(Revise)** With study, the students may not only rethink what a Native story is, but also revise their understanding to include specific examples and true appreciation for the differences between myths and fables and the culturally laden tales. **(Refine)** Some may even refine their thinking to include the things that seem to be of most importance to the Wabanaki people. They may better understand the tribes as a whole instead of just understanding and interpreting the stories themselves. 33. **(Evaluate)** Students will analyze stories less formally in class. I will also sit in on their in-class discussions of the analysis of their chosen stories for facet 6. 34. **(T) Tailor Visual:** Students have the video example of a story being told. They will be reviewing examples of how the site works online as well. 35. **Facet:** Students will be able to (interpret) interpret //a story for its// common themes, beliefs, and cultural elements of Native American people. =Facet 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.**(Where)** Students will understand that oral traditions allowed the Native American people to pass down the origins of the world and their people, the history of the tribe, as well as life lessons and cultural beliefs and that legends differ as a genre from myths, fables, or fairy tales.
 * (Why)** Students need to be able to analyze texts for implied content as well as explicit content in order to truly understand what they read. "Reading between the lines" allows people to make deeper connections to the topics they are studying and become more interactive with the text.
 * (What)** **Maine Learning Results: Students use a writing process to communicate for a variety of audiences and purposes.**
 * Maine Learning Results****:****Students read and make generalizations from texts, within grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.**
 * (Explore)** Students will be able to explore the specific elements of Native storytelling through the initial analysis of the film DreamKeeper and the continued reading and analysis of stories in class. The more exposure that they have to stories, the easier it will be for them to identify the beliefs and values of the Natives of Maine.
 * (Experience)** Students will be able to appreciate the true depth and application of the stories through the connections in DreamKeeper and then following up with small group discussions around stories we look at in class. The [|Abbe Museum] offers a great deal of information on reading and analyzing Wabanaki stories.
 * Aural:** Students can post verbal responses or written. It allows for more sound vs. reading. They can even hear the story being told in the center of the "voice thread."
 * Verbal:** Students are responding to the story in written or spoken form. They will be analyzing the story and posting remarks.
 * Physical**: Students will be able to manipulate the website. Things are always changing. They can be standing while working or even kneeling. I also have "frustration frogs" to occupy their hands. This usually helps when a physical person has to listen for any length of time.
 * Logical:** Students will be looking for the patterns in the story. They will be analyzing the stories to identify the cultural trends and appreciations.
 * Social:** Students are collaborating in the analysis. Their group will work through the story in a "thread."
 * Solitary:** Students reflect individually and can take their time in posting. The responses will be done online and allow for personal contemplation before having to share.
 * Product:** Voice Thread Analysis
 * Timeframe:** ~2 weeks ||

37. **(Hook)** I will have students begin this section by watching the film DreamKeeper. It is an exciting and action packed film based on traditional Native stories of the different tribes across the United States of America. The humor of the old storyteller and the application of the stories to modern situations will help to demonstrate the importance of these old tales today as well as show how interesting they can be. 38.**(Equip)** Students will know critical details- ways in which customs and culture transfer from one generation to another through stories and other mediums. 39. **(Rethink)** Students will be able to hear a wide variety of stories that will allow them to rethink their conceptions about the beliefs and values of the Wabanaki people.**(Rehearse)** They will be practicing the use of good gestures and engaging voice in order to better hold the interest of an audience. **(Revise)** Once they have heard the stories of everyone in the class, they may be able revise their thinking and lose some stereotypical images of Native people. **(Refine)** Students will also be refining their presentations skills. It is not enough to just memorize the story; the audience needs to be entertained and captured through words and actions. 40. **(Evaluate)** Students will be asked to respond to the stories after hearing them. Part of this will be done in class and part will be done on the wiki. This response will give a good indication of whether or not the students understand the culture, the story, or even the common beliefs of the people. 41.**(T) Tailor Visual:** Students will be using hand gestures to engage the audience. 42. **Facet:** Students will be able to (apply) p//erform// a traditional Wabanaki story that is engaging, accurate, and clearly demonstrates cultural meaning to the audience.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.**(Where)** Students will understand that legends differ as a genre from myths, fables, or fairy tales and oral traditions allowed the Native American people to pass down the origins of the world and their people, the history of the tribe, as well as life lessons and cultural beliefs.
 * (Why)** Students need public speaking skills and to share what they know in engaging ways. This will help give them an opportunity to work on their gestures and expression in a safe setting. It is also important to expose them to a variety of genres. This is a unique genre that is considered to be nonfiction by the cultural group and fiction by the white world.
 * (What) Maine Learning Results: Students adjust speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose.**
 * (Explore)** Students will be able to view the storytelling of former students and real Native storytellers prior to performing their own. They will learn through example and guidance. I will try to have them draw on personal experiences with telling and listening to stories to get them to better understand the ways of engagement.
 * (Experience)** Instead of just reading or listening to others tell these stories, students are being asked to pull in their own knowledge of Wabanaki people to tell and then guide a discussion about the key elements in the story. They will have to really think about the lessons that were being taught and the
 * Aural:** Students are listening to the stories of others.
 * Verbal:** Students are reciting the tale to the group.
 * Physical:** Hand gestures and moving into circles will allow some movement.
 * Logical:** Students are analyzing the stories for cultural elements and noticing patterns from the different stories that they are hearing and reading.
 * Social:** Students will discuss their stories and ask questions that engage their peers.
 * Solitary:** Students will be able to choose their own story and reflect on it through their wiki prior to sharing. They will also have opportunities to analyze stories on their own.
 * Product:** Storytelling Presentation
 * Timeframe:** ~4 weeks (At least one week will overlap with the analysis because they will need to start picking and learning their stories. It will also take at least a week to share.) ||

2004 ASCD and Grant Wiggins and Jay McTighe