S3+Augustine+Stacey

=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 (total minutes? over how many days?)

=Lesson 1= 2. (**Hook**) I will share a story about myself with the children giving details like age, family, friends, likes, experiences, and values. I will share a story that has details, sequence and a moral. I will then do a guided imagery story that I have the children close their eyes and get a mental picture of my words. I will describe things with specific details they can relate to. I will have some of the children describe a story using details and specifics to help others picture their words. 3. (**Equip)** Children will begin to know about different children, values, beliefs, likes, and experiences. They will know how to tell a story that is personal to them. (**Explore**) Think about a story that you want to share with your friends. How and why is this important to you. What are the details of the story that make it meaningful to you. I will have the children share the their stories and respond to others. (**Experience**) While showing a picture, tell a story about this picture to a friend, now they can begin to share a picture story with the class. The next day, they can tell a story about yourself when looking in the mirror. The children can construct a story together and add more details. The class can create a story together while looking at one picture. Together they can add details, make meaning and connections to make the story stronger. 4. (**Rethink, Revise, Refine**) The children will take the suggestions and edit their stories based on their classmates feedback. 5. (**Evaluate**) The children will receive feedback on their story and will reflect upon their personal story. 6. (**Tailor**)**Visual** - Children will share their pictures and share them, they will look at pictures to begin a story 7. (**Organize**) Tell a story about themselves thus far in life (wishes, strengths). Tell a story using pictures, create a story together as a class =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. **(Where)** Children will understand that people have different experiences that influence who they are. Why do your experiences influence who you are? (**Why**) This lesson will help you to see that people have similar and different experiences in their life. (**What**) Children will orally present stories
 * Aural** - Children will listen to other childrens’ work
 * Verbal** - Children will share their stories and respond to others orally
 * Physical** - Children will sit in the rocking chair to share their work
 * Logical** - Children will create a logical sequence of their story, class story, and listen to their classmates stories
 * Social** - Children will share their stories with others and give feedback
 * Solitary** - Children will write and draw their illustrations individually
 * Product**: oral presentation.
 * Timeframe** : Two days of the four week unit ||

2. (**Hook**)I will share a story with the children about myself and my family. I will then retell my story but I will simultaneously record my story on paper. During this time, I will sound words out slowly and write the sounds I hear, reread my writing, use spaces, etc, demonstrating what good writing is. I will ask if the children have questions about my story and then I will edit and make changes and add clarifying details to my story based on the children’s responses. 3. (**Equip**) The children will know their own personal stories and ideas. They will know that they can share their stories and will be respected and valued. (**Explore**) Individually, the children will draw pictures and write their own stories. After they are done, the children will share their stories with me and I will dictate for them as needed. (**Experience**) Once they are done, the children will share their stories with the class. Each child will receive feedback, the children will get to choose three children to respond to their story. The audience will give a suggestion sandwich, a compliment, a suggestion, and another compliment. Resources 4. (**Rethink, Revise, Refine**) The children will take the suggestions and edit their work based on their feedback. 5. (**Evaluate**) The children will complete an author checklist. 6. (**Tailor**)**Visual** - Children will draw pictures and share their work 7. (**Organize**) Students will be able to write their stories and illustrate their story. They will be able to share their stories and receive and provide appropriate and relevant feedback. =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. (**Where**) Children will understand that stories can be fiction or non-fiction and that they can be written, oral and created. They will begin to become and see themselves as authors. (**Why**) Children have a lot to say and have a voice and a message that needs to be heard and shared. They create and have their own stories, experiences and lessons and they need to record them and share them with others. (**What**) Children will record responses to experiences or discoveries using pictures and words to represent ideas.
 * Aural** - Children will listen to other childrens’ work
 * Verbal** - Children will share their stories and respond to others orally
 * Physical** - Children will sit in the rocking chair to share their work
 * Logical** - Children will demonstrate a difference between fiction and non-fiction stories
 * Social** - Children will share their stories with others and give feedback
 * Solitary** - Children will write and draw their illustrations individually
 * Product** : Written story
 * Timeframe** : Two days of a four week unit ||

2. (**Hook**) I will share pictures with the children and have the children respond to them orally. I will ask questions about how it makes them feel, what they think about it, what their senses would experience in the picture. We will discuss the difference in a simple response to the picture and a detailed and sense experience to the story. I will share a simple story about myself with the children. I will then retell and write my story this time using the children’s ideas and input and using the program Pixie. 3. (**Equip**) The children will know their personal stories and how to create a story using Pixie. The children will know that their stories will be respected and valued. (**Explore**) Individually, the children will draw pictures and write their own stories. After they are done, the children will share their stories with me and I will dictate for them as needed. (Experience) Once they are done, the children will share their stories with the class. Each child will receive feedback, the children will get to choose three children to respond to their story. The audience will give a suggestion sandwich, a compliment, a suggestion, and another compliment. Resources 4. (**Rethink, Revise, Refine**) The children will take the suggestions and edit their work based on their feedback. 5. (**Evaluate**) The children will complete an author checklist. The children will reflect upon the feedback they received. 6. (**Tailor**)**Visual** - Children will draw pictures and share their work 7. (**Organize**) Students will be able to write their stories and illustrate their story. They will be able to share their stories and receive and provide appropriate and relevant feedback. =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.(**Where**) Children will understand that good stories will have details, sequence (beginning, middle, end), characters, plot, and morals or a solution. Children will be aware and provide more details in their illustrations and writing. Children will understand that stories can be enhanced by incorporating the five senses into their writing and illustrations. Children will use the laptops and the program Pixie to record their responses. (**Why**) Children need to understand that there are simple stories and detailed stories and how they are similar and different. They have to understand that different people have different experiences at the same time. They have to respect and be open to others’ opinion and responses. (**What**) Children will record responses to experiences or discoveries using pictures and words to represent ideas.
 * Aural** - Children will listen to other childrens’ work
 * Verbal** - Children will share their stories and respond to others orally
 * Physical** - Children will go upstairs to get laptops. Children will sit in the rocking chair to share their work
 * Logical** - Children will create a story that has logical sequence and structure
 * Social** - Children will share their stories with others and give feedback
 * Solitary** - Children will write and draw their illustrations individually
 * Product** : Pixie page
 * Timeframe** : Two days of a four week unit ||

2. (**Hook**) I will share my self portrait with the children and many other self portraits from famous artists, adults, children, and others. We will discuss the different mediums, perspectives, details, similarities, differences, and necessities of the self portraits. I will create a portrait of someone the children know and discuss the essential details of the work. I will discuss with them about making it realistic using appropriate colors, details, sizing, and other art techniques. (**Equip**) The children will know who they are and what they look like. The children will know that they are similar and different form others (Explore) Individually, the children will draw their self portrait and share it with others. After they are done, the children will share their self portraits with me and other classmates. (**Experience**) Once they are done, the children will share their self portraits with the class. Each child will receive feedback, the children will get to choose three children to respond to their self portrait. The audience will give compliments and suggestions. Resources Life like Crayola paints or crayons Paper Pixie 4. (**Rethink, Revise, Refine**) The children will take the suggestions and edit their work based on their feedback. (**Evaluate**) The children will create a self portrait. The children will reflect upon the feedback they received. (**Tailor**)**Visual** - Children will draw pictures and share their work 7. (**Organize**) Students will be able to write their stories and illustrate their story. They will be able to share their stories and receive and provide appropriate and relevant feedback. Pixie page of self portrait Paper Self Portrait =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.(**Where**) Children will understand that understand that special, different and unique. The children will begin to understand that they are both similar and different from each other. The children will understand that they have five senses that are important to them. The children will understand the different body parts and be able to represent them appropriately. (**Why**) Children need to understand that they are similar to others but also very different. They need to respect each others differences while celebrating their own. Children need to be proud of who they are and who they will become. They children need to be exposed to others to appreciate them. (**What**) Children will create a self portrait.
 * Aural** - Children will listen to other children's work
 * Verbal** - Children will share their work and respond to others orally
 * Physical** - Children will go upstairs to get laptops. Children will sit in the rocking chair to share their work
 * Logical** - Children will create a self portrait and ensure they have the logical parts of the body (five senses), accurately.
 * Social** - Children will share their work with others and give feedback
 * Solitary** - Children will draw their self portrait
 * Product** :
 * Timeframe** : Two days of a four week unit ||

(**Hook**) I will share my Pixie products with them using the Smartboard. I will ask questions about what they like, their strengths, hopes, family, are. I will ask them to think about if some of my pictures and words are similar to theirs or different. We will discuss, compare and contrast, and make connections with my product and what they are planning of their own. (**Equip**) The children will know their personal interests, likes, strengths, family, hopes, dreams, goals, etc. They will know how to create a picture using Pixie. The children will know that their products will be respected and valued. (**Explore**) Individually, the children will use the pixie template to create their pages of likes, strengths, hopes, family, etc. After they are done, the children will share their work with me, they will receive feedback and reflect upon their work. They can share their work with another child discussing, comparing and contrasting their likes, families, strengths, hopes, etc. They can make connections and observations from their work. (**Experience**) Once they are done, the children will share their work with the class. Each child will receive feedback, the children will get to choose three children to respond to their work. The audience will give compliments, ask questions, and compare and contrast. The children will comment and have the opportunity to share personal stories and experiences. Resources Pixie Templates Smartboard 4. (**Rethink, Revise, Refine**) The children will take the suggestions and edit their work based on their feedback. They can change, edit, delete pictures and or words. They can share again if they want. They will compare and contrast their experiences with other classmates. (**Evaluate**) The children will complete different pages in Pixie. The children will reflect upon the feedback they received. (**Tailor**)**Visual** - Children will draw pictures and share their work 7. (**Organize**) Students will be able to create their pages with both pictures and words. They will be able to share their work and receive and provide appropriate and relevant feedback. =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.(**Where**) Children will understand that everyone has different experiences, like, strengths, hopes, families and that is what makes unique. Children will begin to understand that they can represent information to others using pictures and words. The children will begin to understand that they can share this information with others and compare and contrast their experiences with others. Children will begin to appreciate the diversity among their friends in the classroom. (**Why**) Children need to understand that everyone is different and unique and those differences make them special. They need to open to others opinion and experiences and respect everyone. Children need to be exposed to many different things in order for them to grow and develop in all areas (social, cognitive, emotional). (**What**) Children will record their personal responses, about their likes, strengths, hopes, families, stories or discoveries using pictures and words.
 * Aural** - Children will listen to other children's’ work
 * Verbal** - Children will share their work and respond to others orally
 * Physical** - Children will go upstairs to get laptops. Children will sit in the rocking chair to share their work.
 * Logical** - Children will make connections with other children.
 * Social** - Children will share their work with others and give feedback. Children will discuss, compare and contrast each child’s work.
 * Solitary** - Children will write and draw their illustrations individually
 * Product** : Pixie pages
 * Timeframe** : 10 days of a four week unit ||

2. (**Hook**) I will share pictures and my own personal time-line with the children. I will talk about the memories, stories, and experiences that I have had in my life. I will discuss what is important to me in my life and how I feel about what has happened in my life. 3. (**Equip**) The children will know their personal stories and how to create a sequenced story. The children will know that their stories will be respected and valued. The children will have to talk to their parents to create a brief a outline of special events, memories, and traditions. (**Explore**) Individually, the children will draw or collect family pictures and write their own stories. They will have to plan, design and create their time-line. After they are done, the children will share their time-lines with me and I will help them as needed. (Experience) Once they are done, the children will share their time-lines with the class. Each child will receive feedback, the children will get to choose children to respond to their work. The audience will give a suggestions, ask questions, and give compliments. Resources Time-line paper Pictures 4. (**Rethink, Revise, Refine**) The children will take the suggestions and edit their work based on their feedback. 5. (**Evaluate**) The children will complete a time-line. The children will reflect upon the feedback they received. 6. (**Tailor**)**Visual** - Children will draw and collect pictures and share their work 7. (**Organize**) Students will be able to write their work and illustrate their story. They will be able to share their work and receive and provide appropriate and relevant feedback.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Timeline of life ||
 * 1.(**Where**) Children will understand that their life and experiences influence who they are. Children will understand that everyone is different and unique. Children will begin to understand the sequence and see the progression of their life. They children will compare and contrast their lives and experiences with other children in the classroom. (**Why**) Children need to understand their life experiences have influenced who they are and the values and beliefs that they have stem from those people around them. Children need to understand that their lives, experiences, and beliefs are equally important, special and unique as others. They need to be exposed to others beliefs, values, lives, and traditions in order to be open and respectful of the diversity within their classmates. (**What**) Children will create a time-line that represents special events, memories, and experiences.
 * Aural** - Children will listen to other childrens’ work
 * Verbal** - Children will share their work and respond to others orally
 * Physical** - Children will go upstairs to get laptops. Children will sit in the rocking chair to share their work
 * Logical** - Children will follow the sequence of their lives and what happens in chronological order
 * Social** - Children will share their work with others and give feedback
 * Solitary** - Children will write and draw their illustrations individually
 * Product** : Time-line
 * Timeframe** : Seven days of a four week unit ||  ||

2004 ASCD and Grant Wiggins and Jay McTighe