S3+Doughty+Maryellen

=Stage 3 Plan Learning Experiences and Instruction=

// **Note:** **Each lesson 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?

=Interpret= 2.Do you think that people can use words to influence you? You might be surprised to find out that this happens every day. This also happened in the past. Let's look at this Puritan sermon to identify how the minister influenced his congregation. Then we will look at modern examples of how the media tries to influence you. 3.**Equip:** Students will know the basic message of "Sinners in the Hands of an Angry God", the rhetorical triangle, pathos, ethos and logos. **Explore/Rethink:** The teacher will give direct instruction in the rhetorical triangle and logos, pathos and ethos. Teacher will also model coding. Students will examine a [|wordle] of the sermon to get an idea of the tone of the sermon. The students will [|listen to] and [|read] the sermon. Then, in groups, the students will code a part of the sermon looking for the appeals. **Experience/Refine**: Students will then use the information about the appeals and look for how they are used by the modern media. The students will bring in an example of the appeals in modern advertising. 4.**Revise****:** Students will share coding in groups and share with the class. Students will also share their modern example and then post on the class wiki. 5. **Evaluate**: The students will look at each others work, give feedback and then make refinement. Through this sharing, I will informally assess the correct use of the appeals. 6. **Tailor:** 7.**Organize:** Students will be able to evaluate the rhetorical devices used in "Sinners in the Hands of an Angry God" by Jonathan Edwards. Students will also find a modern example and post that also. =Apply=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.**(Where)** Students will understand that authors use literary devices like symbolism, imagery, motifs, rhetorical devices and themes to enhance their works. Why do authors use literary devices in their works? **(Why?**) Words are power and words can be (and are) used to influence your actions. **(What?)** **//Students read texts, 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.//**
 * Visual:** Students will code the sermon using three different colors, one color for each of the appeals. Also, students will examine the wordle.
 * Aural:** Students will listen to the sermon.
 * Verbal:** Students will read the sermon.
 * Physical:** Students will move into groups, and share the modern examples of the the appeals.
 * Logical:** Students will chart or graph the number of times each appeal is used in the sermon. They will then analyze a modern advertisement (TV ad or magazine ad) for any of the appeals.
 * Social:** Students will work in groups for part of this project**,** while coding the sermon.
 * Solitary**: Students individually find examples of how the media tries to influence them and will share with the class.
 * Product:** Analysis of speech (in groups) posted on the class wikispace and an analysis of a modern advertisement presented to the class. Timeframe for unit: three days of a four week unit. ||

9. **Hook:** You work at an ad agency and you have been give the task of creating a set of posters and jingles that explain literary terms and devices. The trick is that you must use an example from The Scarlet Letter. Fortunately, you have just finished re-reading this classic! 10. **Equip:** Students will know the literary terms and how they are used in Scarlet Letter. **Explore****/Rethink****:** Teacher will provide a handout on the basic literary terms found in Scarlet Letter. **Revise/Rehearse/****Experience:** Students will be broken into groups and each group will be given a term. Groups will then look for an example of the term in Scarlet Letter. Students will then create a preliminary storyboard and then a poster (using ComicLife) in order to explain (in their own words) their term and give an example from Scarlet Letter. Students will also create a [|jingle] (perhaps using Garage Band) for a catchy way to remember their term. This will form the basis for our final project. Students will be working cooperatively in groups to complete this project. 11. **Refine:** Groups will review their storyboards with the teacher. Teacher will provide feedback and opportunity for revisions. 12. **Evaluate:** Students will complete a self-evaluation checklist about their individual and group work. 13. **Tailor:** 14.**Organize:** Students will be able to use literary terms and produce evidence of those terms from the readings. =Empathy=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. **(Where)** Students will understand that authors use literary devices like symbolism, imagery, motifs, rhetorical devices and themes to enhance their works. Why do authors use literary devices in their works? **(Why?**) Students will need to be familiar with these terms for the final project. This will also help students as they go on to study other literature. **(What?)** **//Students read texts, 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.//**
 * Visual:** Students will be creating a poster.
 * Aural:** Students will create a jingle.
 * Verbal:** Students will be working with the literary terms.
 * Physical:** Students will move into groups.
 * Logical:** Students will match terms with examples.
 * Social:** Students will be working in groups.
 * Solitary**: Students will self-assess individually.
 * Product:** Students will produce a poster and a jingle for a literary term. Timeframe: Two or three days of a four week unit. ||

16. **Hook:** In order to really experience the motivations of the characters in the novel, you will select one and then write a letter, journal entry or song about one of their experiences in the novel. You may choose one of several **r**oles, **a**udiences, **f**ormats and **t**opics in order to answer this prompt. You must include information about the novel and life in Puritan society in your RAFT. 17. **Equip:** Students will know Puritan ideals and values and the basic characters in //The Scarlet Letter.// **Explore/****Rethink,****:** Teacher will review the RAFT format with the students. Teacher will provide students with several different choices about roles, audiences, formats and topics.Students will be free to choose any of the RAFTs which interest them. Students will also be encouraged to make up or think of their own RAFT. **Experience**: Students will work independently on the RAFT but will be paired with a student who has chosen a different RAFT. They will then critique each others work. 18.**Revise and Refine****:** After they finish the RAFT, students will present to a partner. The partner will critique the RAFT using a written critique sheet/form. Students will then revise the RAFT based on the critique. 19. **Evaluate:** Teacher will review the written critiques, and monitor partner work. 20. **Tailor:** 21.**Organize:** Students will be able to assume the role of Hester Prynne, Arthur Dimmesdale or another character and write a letter or journal article from the character's point of view. **Product:** RAFT, (letter, song, journal) from the point of view of a character from the story. Timeframe: 2 days of a 4 week unit. || =Perspective=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. **(Where)** Students will understand that authors are influenced by the society in which they live. How are authors influenced by society? **(Why?**) Students will empathize with characters and will begin looking at ways in which Puritan values are still alive on our society. **(What?)** **//Students read texts, 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.//**
 * Visual:** Students will be encouraged to be creative with the letter or journal (decorating, calligraphy, etc).
 * Aural:** Students could compose song from a character's point of view as an option for the RAFT.
 * Verbal:** Students write letter, journal or song.
 * Physical:** Students will perform or present their RAFTs.
 * Logical:** The RAFT uses simulation, which appeals to the logical learning style.
 * Social:** Students will share RAFTs with each other.
 * Solitary**: Students will work on the RAFT independently.

23.**(H)** **Hook**: Is what you consider good the same as what a friend or classmate considers good? Why do people have different opinions about the same topic? We will look at how two authors felt about Puritanism and then compare and contrast the two messages. 24.**(E)** **Equip**: Students will know Puritan ideals and values and the basic message of Sinners in the Hands of an Angry God and Scarlet Letter. **Explore/****Rethink**: Students will have read Sinners... and be in the process of reading Scarlet Letter. Students will be asked to take note of how each author feels about Puritan society, either by implication or directly stated. **Experience/****Revise**: Students will work in pairs (one to represent Edwards and one to represent Hawthorne) to produce a product comparing and contrasting Hawthorne's views of Puritanism with Edwards. Students will be asked to complete a Venn diagram graphic organizer, but their finished product may be anything from a written essay to a visual, like a poster or video. 25.**(R)** **Refine**: Pairs will form groups and each pair will present their product, which the rest of the group will critique. Pairs will then revise their final product. 26.**(E)** **Evaluate**: Teacher will monitor pairs and groups and will review the critique sheets. 27.**(T) Tailor** 28.**Organize**: Students will be able to compare & contrast Hawthorne's views with those of Edwards. **Product**: A product of the student's choice. **Timeframe**: 3 days of a 4 week unit. || =Explain=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.**(W)** **Where** Students will understand that authors are influenced by the society in which they live. How are authors influenced by society? **Why** Students will realize that people have differing opinions about what is good and right in the same society. They will recognize this when reading two different authors. **What**: **//Students read texts, 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.//**
 * Visual:** Students may choose to present their product as a visual.
 * Aural:** Students may choose to present their product as a song.
 * Verbal:** Students may choose to present their product as a written document.
 * Physical:** Students will move into pairs and into groups.
 * Logical:** Students will use a graphic organizer (Venn diagram) to analyze the two works.
 * Social:** Students will work in pairs and groups.
 * Solitary**: Students will work individually on one part of the product before bringing it together with a partner.

30.**(H)** **Hook**: How much do you know about the Scarlet Letter? Match your wits against other class members! 31.**(E)** **Equip**:Students will know the basic plot and characters of Scarlet Letter. **Explore/****Rethink:** Students will read the book and will put together a graphic novel based on the book, literary devices used in the book and historical knowledge. **Experience****/Revise**: After the graphic novel has been presented, students will take a quiz about the novel. 32.**(R)** **Rehearse** and **Refine**: A Jeopardy style review of the book and characters. 33.**(E)** **Evaluate**: During the Jeopardy style review, the teacher will determine if there are any key plot details or elements that need to be reviewed. 34.**(T) Tailor** 35.**Organize**: Students will be able to describe the plot and main characters of //Scarlet// //Letter.// **Product**: a quiz completed after the students finish and present the Scarlet Letter graphic novel. **Timeframe**: 1 day of a 4 week unit || =Self-Knowledge=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.**(W)** **Where**: Students understand how authors address the problems they see in society, **Why**: Students will review the characters and plot of Scarlet Letter and understand the importance of the book to the literary tradition of our nation. **What:** **//Students read texts, 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.//**
 * Visual:** Reviewing the graphic novel
 * Aural:** Jeopardy style review
 * Verbal:** The quiz (I am thinking of making the quiz an online quiz).
 * Physical:** Jeopardy style review
 * Logical:** Students will make connections between the novel, the graphic novel and the review game.
 * Social:** Jeopardy style review and the presentation of the graphic novel.
 * Solitary**: Students will take the quiz individually.

37.**(H)** **Hook**: Do you think that the Puritans have had any influence on you and your life? You might be surprised to find out that Puritanism still influences America today. 38.**(E)** **Equip**: Students will know Puritan ideals and values. **Explore****/Rethink:** Students will apply their historical knowledge of Puritan values/beliefs to our society today and look for ways in which those values/beliefs are still evident. **Experience/****Revise**: Students will find modern examples of how and where these beliefs are seen on our country (especially in the Northeast) and will bring these examples to class. Students will partner up and do a Think-Pair-Share about their examples. They will then share the examples with the class. Students will be grouped by choosing similar examples. The groups will them do a write-up (with visuals) of their modern example and post it to the class wikispace. 39.**(R)** **Refine**: Teacher will view wikispace and provide feedback on the modern examples 40.**(E)** **Evaluate**: Teacher will monitor group and pair work. 41.**(T) Tailor** Logical:** Applying background historical knowledge to modern day examples. Solitary**: Finding a modern example. 42.**Organize**: Students will be able to recognize that Puritan values are still alive in our society today. **Product**: Write-up (with visuals) posted to the class wikispace. **Timeframe**: 2 to 3 days of a four week unit ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.**(W)** **Where** (Students understand that authors are influenced by society. **Why**: Students will understand that the influences of Puritanism in America are both deep and far-reaching and still very much alive in our society today. **What**//**:**// **//Students read texts, 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.//**
 * Visual:** Working with the wikispace, finding appropriate visuals.
 * Aural:** Discussions with partners and groups.
 * Verbal:** The write-up of the modern example.
 * Physical:** Moving into pairs and groups, presenting**.
 * Social:** Working in pairs and groups**.

2004 ASCD and Grant Wiggins and Jay McTighe