S3+Couture+Jenny

=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?

= = = = = = = = = = =Outline # 1=
 * 1.**(Where)** Students will understand that comprehension develops as a result of careful reading and the making of connections.

2. Day 1- (light music in the background) "Come in, lay down, and close your eyes. Today you'll be closing your eyes while I read you a story. When I'm through you'll open your eyes, go to your table (without any talking) and draw what you were thinking about as I read to you." Day 2- I'll tell them about the three different connections using a poster. They will circle which connection they think they made the previous day before breaking into groups of two to tell another student which connection they think they were using as they listened to me reading aloud.
 * (Why)** Making connections helps you understand and remember new information better.
 * MLR:** English Language Arts A1. Pre K-2 a) Students will use comprehension strategies to understand texts within a grade appropriate span of text complexity.

3. **Equip:** Students will use (book to book, book to self, and/or book to world) connections to better understand the big ideas in the story. **(Explore)** As a class, students will draw and tell about a connection they made.
 * (Experience)** After creating a picture and choosing which connection was used to gain a better understanding of the book, students will discuss with others why he/she chose this connection, and how it helped them remember and/or gain a better understanding of the story.

4.**Rethink** What were you thinking about as I read you this story?
 * Revise** What 'connection' were you making?
 * Refine** How did this connection hep you understand and/or remember the new story?
 * Rehearse** Ask and discuss these three questions with a partner.

5. **Evaluate/Interpret:** Students will draw and tell about a connection he/she made. They will articulate how this helped to remember a big idea in the story.

6. **Visual:** Students will see the poster I made, and eventually their fellow students visual connections.
 * Aural:** Background music. Students will listen to each other's connections and how it helped them remember the story. (Another idea, would be to practice listening to music and drawing what they picture before jumping into mind pictures you make while listening to stories. ).
 * Verbal:** Students will tell about the connection they think they made. If there's a difference of opinions they will discuss why or why not they agree or disagree.
 * Physical:** Lay down and close your eyes. Get up and move to the table. Partner up and move to a corner of the room.
 * Logical:** Students will think about which connection best fits their picture. They will tell their partner why this picture fits best with a certain connection. They will discuss why they agree or disagree on the chosen connections.
 * Social:** Partner work.
 * Solitary**: Quiet listening and drawing.

7.Students will use (book to self, book to book, and book to world) connections to better understand and remember the big ideas in the story.
 * Product:** A drawing and a written explanation of what connection was used. An explanation of how these connections help student remember the big ideas in stories.
 * Time frame:** One of 6 to 8 weeks (thirty minutes per day, three days per week).

=Lesson 3= ||
 * 1. **(Where)** Students will understand that retelling is a way to communicate ideas about the books we read.
 * (Why)** Being able to retell will not only help you tell your friends about a great book, your parents about what happened at school that day, but it can also help you get a super job some day! Being able to retell your life's experiences helps employers know what kind of a person and worker you are.
 * MLR:** English Language Arts 2.1- Students will retell a story sequentially including the main ideas, important details about characters, setting, problem, and solutions.

2. "Today you can be a photographer, computer artist, or an illustrator! After reading your story, you will be capturing the big ideas from the beginning, middle, and end of this story in picture form. You may take a picture using a digital camera, you may use pixie, markers, or crayons to draw these big ideas. You will sequence and write about these pictures using this (BME) "flip chart."

3.**Equip:** Students will demonstrate their abilities to find the big ideas in the beginning, middle, and end of a story using pictures and words on a BME flip chart. (**Explore)** Before this actual project, my students will read a book at their Development Reading Assessment book level. They will be given pictures from the beginning, middle, and end of this book. They will be asked to organize these pictures in the correct order (this can be done with photocopied pictures or using a white board). After they have organized their pictures sequentially, they will write about the setting, the characters, and the big ideas in the beginning, middle and end. I will use a student friendly rubric to critique them. They will sit with me as I fill this out.

4.**Rethink-** Look over your pictures. Do they best represent the big ideas in the story? Are they in the correct sequence?
 * Revise-** Did you start your retelling with one of the three prompts? Did you include the characters and setting? Is your retelling in the correct order and include the most important parts from the beginning, middle, and end?
 * Rehearse-** Work with a partner. Listen to your partners retelling. Fill out the student friendly rubric.
 * Refine-** Go back and fix if needed.

5. **Assessment-** Two Student friendly rubrics (1 filled out by the teacher, the other filled out by the students). 6.**Visual:** Draw or take pictures for your BME flip chart. 7. Students will be able to demonstrate comprehension of a text by choosing the big ideas, organizing them sequentially, and retelling it in writing. product: BME flip chart, and rubrics. Time frame: Two of 6-8 weeks (thirty minutes per day, three days per week). ||
 * Aural:** Listen to your partner read his or her flip chart project.
 * Verbal:** Convey your retelling and work together to fill out a student friendly rubric.
 * Physical:** Move about the room while cutting, pasting, or dragging your pictures. Move about the room during cooperative learning time.
 * Logical:** You must think about your story and what sequence your pictures go in. Later you will create or draw pictures of the big ideas from each part of your story. You will sequence your pictures and retell your story.
 * Social:** Partner work
 * Solitary**: Create your own flip chart.

=Lesson 2=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. **(Where**) Students will understand what story components they need to include when retelling a story.


 * (Why)** Retelling is a way to get others interested in reading your favorite story. If you forget to tell about the characters or any of the big ideas, your audience may lose interest in reading your book.
 * MLR:** English Language Arts 2.1- Students will retell a story sequentially including the main ideas, important details about characters, setting, problem, and solutions.

2. Imagine telling a story without characters! Imagine listening to Little Red Riding Hood who walked on the beach to grandmothers house! How would you feel if I read a spectacular story, but forgot to read the end? These are important parts of stories that must be told so that we don't leave our audience hanging and feeling frustrated!

3. **Equip:** Students will know what important story components they need to include when retelling a story. They will understand the terminology, //main idea, characters, setting, problem,// and //solution.//


 * (Explore)** I will begin by reading them "The Retelling Rhyme." We could learn and read this as a group, and also add hand movements. As we read it, I want them to think about what the poem suggest would be good things to tell about when retelling a story. Following my hook, and poem, we will brainstorm story components that we think are needed to successfully retelling a story. What do you think should be included when you retell a story?

On day two, we'll discuss the "high five" retelling guide and I'll model retelling using my character puppets and poster. Finally, students will read a chosen story and fill in a "high five" worksheet to guide them when creating the characters, a setting, and orally retell the main ideas of their own story sequentially.

4. **Rethink-** Did you include all of the important story components in your final product?
 * Revise-** If you forgot something, why is it important that you add it back in?
 * Rehearse-** Practice retelling your story with a partner. Were there any place(s) that seemed unclear? Were there events missing that made it hard for your partner to understand your story?
 * Refine-** Add any important details that were missing. These details will make your retelling much easier to understand.

5. **Assessment-** Retelling rubric.

6.**(Tailor)**
 * Visual:** High five story component worksheet, The Retelling Rhyme, and possibly the "Parts of a Story" page on Pixie.
 * Aural:** Listening to a poem, listening as we brainstorm, listening to others retell their stories, and listening to feedback given after he/she retells their story.
 * Verbal:** Brainstorming of ideas. Retelling orally. Learning and reading the "Retelling Rhyme."
 * Physical:** Putting movements to our rhyme. Moving about the room while creating their characters and setting for their final product.
 * Logical:** Brainstorming. Reading and retelling it's main events in sequence.
 * Social:** Working as a class, with another student, and one on one (at times) with the teacher.
 * Solitary**: High five worksheet, and the creation of their final product.

7. Students will be able to role play the story using homemade characters and setting(s). =Lesson 4=
 * product:** mini comic life or make belief comix project
 * Time frame:** 2 or 3 of 6-8 weeks (thirty minutes per day, three days per week). ||

What are the big ideas in your story and why should you start retelling from the beginning to the end of the story?
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. **(Where)** Students will understand the term main (or big) ideas and the importance of retelling them in a particular order.
 * (Why)** Retelling means you retell the story in your own words. You may not need to tell unimportant details when you retell. You must, however, include the important details, or the big ideas. It is important to start at the beginning because it would be confusing for your listener to hear about the middle details or the ending first.

MLR: English Language Arts 2.1- Students will retell a story sequentially including the main ideas, important details about characters, setting, problem, and solutions.

2. "Today I'll be telling you a story. Relax, close your eyes and listen carefully. I'll be asking you to tell me how you feel about the story when I am finished reading. Tomorrow we'll be using the smart board to sequence and print out the big ideas in a story!"

//Owl swooped by. "SCREECH!" Horse was frightened. "My hiccups are gone!" said Horse. "Thank you, Owl." "Hold your breath like this," said Sheep. So Horse held his breath, but he still had the hiccups. Horse had the hiccups. "Stand on your head like this," said Pig.//

Now, open your eyes. In one word, tell me how you felt about this story. I will chart responses and ask why they think they felt //confused,// for instance.

3. **Equip:** Students will know the terminology: main or big ideas. They will understand why sequence is important when retelling any given story. They will organize main ideas in order to retell in sequence.

(**Explore)** as a class, how it felt to hear a story out of order. Discuss why it's so important to retell a story in a particular order. Learn about main or big ideas of stories. When we retell, do we have to include every little detail? Why or why not? When given the main ideas, can students organize them in the correct order (using a smart board)? They can work with partners to practice sequencing pictures and orally retelling their stories sequentially.

4.**Rethink-** Are your pictures in the correct order? Using your pictures as a guide, can you retell the big ideas from your story in an orderly way? Does your retelling include all the big ideas from your story.
 * Revise-** Why is it important to retell a story starting at the beginning, proceeding to the middle details and eventually the end?
 * Rehearse-** What is a main or big idea? How do you know it's a big idea? Why is it important to retell sequentially?
 * Refine-** Reorder pictures (if necessary). Retell your big ideas in the correct sequence. Work to take any insignificant details out.

5. Assessment- The print off from their smart board work. Possibly a student friendly rubric used when retelling orally. 6. Taylor 7. Students will be able to pick out and organize main ideas in order to retell in a particular sequence. =Lesson 5=
 * Visual:** Watching me sort and print pictures using the smart board.
 * Aural:** Listening to me reading a story out of order, and eventually a story whose main ideas they will sequenced on the smart board.
 * Verbal:** Retell your print off story to your partner.
 * Physical:** Move up to the smart board. Move the story pictures into the correct sequence.
 * Logical:** Understanding big ideas versus unimportant details. Sorting and sequencing pictures in the correct order. Retelling.
 * Social:** Class discussion. Partner activity on the smart board. Retell with a partner.
 * Solitary**: Listening to the stories. Possibly a sorting activity and/or a big idea vs. unimportant details worksheet at their desk.
 * product:** Smart board project, class generated list, and possible two other independent sheets 1.) sequencing big ideas.
 * Time frame:** 1 of 6-8 weeks. ||

(Why) Not only will you be asked to retell to your regular classroom teachers, but you will always be asked to articulate how your day went, how your game went, or about your life (to future employers).
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. (Where) Students will understand how retelling is used in the regular classroom and in the larger world.

MLR: English Language Arts 2.1- Students will retell a story sequentially including the main ideas, important details about characters, setting, problem, and solutions.

2. Today you will be interviewed for your dream job! First you need to choose where you'd love to work, and then you'll be asked a series of questions. These questions will come directly from partnership employee programs via e-mail!

3. Equip: Students will know how retelling is used in the classroom and in the world outside of school. (explore) In small groups, students will be asked to generate a list of questions they think an employer would want to know about someone.

4.**Rethink-** When retelling your past experiences did you think about yourself and the other people who have helped make you who you are today? Did you include important details about where your life events took place, what problems you encountered, and what you did to solve these problems? 5. Assessment- Final review from an employer. 6. Taylor- 7. Students will be able to retell stories sequentially including the main ideas, important details about characters, the setting, problem, and solutions. product: teacher rubric, blog or journal entry Time frame: 1 to 2 of 6-8 weeks. || =Lesson 6=
 * Revise-** Are your answers to future questions about yourself to the point. Did they include a super retelling of one or two past events that have shaped you into who you are today?
 * Rehearse-** Blog, fill in a job or college application, practice answering interview questions with a partner.
 * Refine-** Using your checklists, go back and change any answers (or parts of answers) that you feel need less or more information.
 * Visual:** Video showing employers telling what they look for and questions they ask before hiring someone.
 * Aural:** Listening to employers verbalize what they look for in future employee answers.
 * Verbal:** Answering interview questions.
 * Physical:** Moving about the room as employees ask you to answer one or two questions.
 * Logical:** Retelling parts of your life.
 * Social:** Oral interview
 * Solitary**: Filling in a college, or job application. Possibly blogging with a potential boss.


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. (Where) Students will understand that some authors don't state their exact message in text. Readers therefore have to visualize and infer, or "read between the lines," making book to brain connections as they read. This helps readers gain a deeper understanding of what the author is really trying to say.
 * (Where)** Students will understand that comprehension develops as a result of careful reading and the making of connections.


 * (Why)** Making connections helps you understand and remember new information better. When we read a story, magazine, informational text, CD, or video, the writer relies upon us to create pictures in our minds. These pictures help us to understand what we are reading.
 * MLR:** English Language Arts A1. Pre K-2 a) Students will use comprehension strategies to understand texts within a grade appropriate span of text complexity.

2. Today you will be making mind pictures! First we will draw mind pictures after listening to a piece of music. Tomorrow we will make mind pictures after listening to a story.

3. Equip: Students will know how to Infer, or "read between the lines" in order to grasp what the author is really trying to say.

(explore) As the students come into class they will be asked to lie down on our rug. They will be shown an example of a mind picture, before being told how they will listen to music and eventually draw what they see. After drawing or painting, describe your picture to a partner. Discuss what you liked about your own and your partners mind picture. On day two, we will be doing the same, except with a book. We will discuss what visualization and inferring is, and how it helps us to better understand what we read. Again, they will be asked to Discuss their mind pictures with a partner. I will strategically pick books at their level that work well with our visualization and inferring lessons. Eventually we will be reading a book called __River Rafting Fun__, by Annette Smith. They will first be asked to make mind pictures, write about these mind pictures, and make a book to brain connection about the authors intended message in this story.

4.**Rethink-** How do "mind pictures" help you remember or understand the books you read? Why do you have to take an active part in creating these pictures in your mind? 5. Assessment- __River Rafting Fun__. Inference Rubric 6.Taylor- 7. Students will be able to visualize and infer or "read between the lines" in order to grasp what the author is really trying to say. product: mind pictures, journal entries, circled worksheets, inference rubrics. Time frame: 2 of 6-8 weeks. ||
 * Revise-** In multiple lessons the students will be asked to read the passage again for ideas or feelings which add details to their own mind picture. They will be circling the words in the text that best helps them form great mind pictures. What ideas of your own did you add which make the picture vivid or more interesting?
 * Rehearse-** Continue to discuss mind pictures, the authors message (or intended message), and inferring.
 * Refine-** Eventually we will be reading a book called __River Rafting Fun__, by Annette Smith. They will first be asked to make mind pictures, write about these mind pictures, and make a book to brain connection about the authors intended message in this story.
 * Visual:** Visualizing and inferring posters. Eventually, mind pictures.
 * Aural:** Making mind pictures while listening to music
 * Verbal:** Discussing their mind pictures.
 * Physical:** Laying down, circling key words that helped in creating the pictures in their minds.
 * Logical:** Thinking about the story. What did the author want us to learn and remember from this book? Why is it important to make mind pictures as we read.
 * Social:** Partner up and discuss your mind pictures together.
 * Solitary**: Silently listening to music and stories. Silently creating our mind pictures.

2004 ASCD and Grant Wiggins and Jay McTighe