S3+DeRaps+Hattie

=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 Time frame (total minutes? over how many days?)

=Thread: Historical Allusions (Interpret)=
 * Students will understand that there are enduring themes and conflicts that authors use in their writings to explore common social and societal issues. (**WHERE**) Are there similarities between the issues that Native American teens faced in the mid to late 1800's to ones that modern Native American teens face today? (**WHY**) //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.// (**MLR**)
 * Students will understand that there are enduring themes and conflicts that authors use in their writings to explore common social and societal issues. (**WHERE**) Are there similarities between the issues that Native American teens faced in the mid to late 1800's to ones that modern Native American teens face today? (**WHY**) //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.// (**MLR**)

Do the issues and problems that teens face on a daily basis change over time or do they stay the same? Are the challenges you deal with dramatically different from those teens faced in the late 1800's? What about Native Americans? Do you think that the conflicts and themes that affected the lives of teens on reservations in the late 1800's have stayed the same or have they changed over the past hundred years? Are the conflicts and themes that you face on a daily basis similar or totally different from modern Native American teens who live on reservations? (**HOOK**) Students will apply their knowledge of the basic history of reservations, treaties, and Native American tribes to locate and illuminate allusions found in //The Absolutely True Diary of a Part-Time Indian//. (**EQUIP**) Students will work to identify and list issues they feel Native American teens from the mid to late 1800's would've dealt with as a result of being forced to live on reservations. They will turn this knowledge into predictions as to what the character in the text will continue to experience, though he is a modern Native American teen. We will look for and track historical allusions in the text as we read. (**EXPLORE**) Students will collect the main character's attitude and feelings about the historical events alluded to in the text to help form a belief statement from the perspective of the main character. (**RETHINK**) Students will draft a narrative essay that follows the format of the //This I Believe// project from the perspective of the main character of this text. (**REHEARSE**)

Students will create an outline and a sample narrative TIB essay from the main character's perspective. They will incorporate knowledge of the history of Native American reservation life into their essay. Students will have the opportunity to have peer and teacher feedback as they construct their essay. Students will present their essays to the class as a read-aloud presentation or as a recording on GarageBand. (**EVALUATE**)

(**TAILOR**)
 * Visual:** Whole class tracking sheet
 * Aural:** Audio text and listening to character //TIB// narrative essays
 * Verbal:** Discussion and sharing of character //TIB// narrative essays
 * Physical:** None
 * Logical:** Consider how past events and injustices have affected today's Native American teens in blog and belief statement
 * Social:** Discussion and sharing of character //TIB// narratives
 * Solitary**: Planning and writing of character //TIB// narratives

=Thread: Quotations (Application)=
 * (ORGANIZE)**
 * Students will be able to** connect allusions of historical events to current Native American beliefs.
 * Products**: whole class tracking sheet for historical allusions, outline of //TIB// character essay, presentation of TIB character essay (either read aloud or using GarageBand)
 * Time Frame:** Five to six week unit ||
 * Students will understand that assertions made about the text need to be supported with evidence in the form of quotations from the text. (**WHERE**) Don't you hate it when your words are taken out of context and misinterpreted by parents, friends, teachers, or family? Just as we deserve to be understood and represented in a truthful way, so do the characters we read about. (**WHY**) //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.// (**MLR**)
 * Students will understand that assertions made about the text need to be supported with evidence in the form of quotations from the text. (**WHERE**) Don't you hate it when your words are taken out of context and misinterpreted by parents, friends, teachers, or family? Just as we deserve to be understood and represented in a truthful way, so do the characters we read about. (**WHY**) //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.// (**MLR**)

Understanding a character is a lot like building a case against them. As we've read in other texts, the main character is often unsure of who they are and where they're headed in life. When we seek to prove our observations and feelings about a character, we need to use the evidence (in the form of quotations) we've collected to justify our feelings, reactions, and suppositions about that character. Otherwise, we have no actual proof to back up any claims we may have about the characters or the text. (**HOOK**)

Students will understand that a quotation can come from dialogue or from narration and that they need to record citation information (page number) when using a quotation. (**EQUIP**) Students will be gather quotations by various means. In the beginning of this unit, I will select quotations for discussion/ reflection, but students will move into groups and pairings before they are asked to work on an individual basis as we move through the text. Students will use quotations to track the development of the main character and his narrative voice, to demonstrate an understanding of historical allusions and literary devices within the text, and to react to the issues and themes presented in the text. (**EXPLORE)**

Students will use the quotations they gather to develop predictions related to the text, to formulate character analyses, and to relate the beliefs and assertions made by the main character to their own opinions and experiences. They will revisit their predictions as we proceed through the text and they will review their own beliefs in relation to the main character's as the text progresses. (**RETHINK**) Students will use the quotations they collect and the opinions they form concerning equality and inequality to write a series of belief statements. One of these belief statements will become the focus of their //This I Believe// essay. (**REFINE**)

Students will be assessed on their ability to locate appropriate examples of quotations that demonstrate an understanding of character development, narrative voice, conflict, historical allusion and theme. They will also need to select and interact with quotations that are based in the beliefs of the main character. They will need to compare/ contrast the beliefs of the main character with their own opinions and experiences. (**EVALUATION**)

(**TAILOR**)
 * Visual:** interactive word wall (with quotations), Venn Diagram, cartoon quotations in text
 * Aural:** listen to novel on CD, discussions
 * Verbal:** large group discussion, small group work, work in pairs
 * Physical:** move into groupings, interactive word wall
 * Logical:** Think individually and with peers to formulate information to add to brainstorm
 * Social:** group work and BLOG posting/ commenting
 * Solitary**: individual choice of quotations, BLOG posting, individual belief statement

Students will be able to** locate appropriate quotations within a text to justify the assertions they make about plot and characters. ||
 * (ORGANIZE)
 * **Products**: Blog posts, word wall, brainstorms (recorded on post-it paper), Venn Diagram chart, belief statement(s)
 * Time Frame**: Five to six week unit ||

=Thread: Conflict (Explain)=
 * || Students will understand that characters in novels experience internal and external conflicts. In addition to internal and external conflicts, characters in multicultural literature often experience a type of conflict called double consciousness. (**WHERE**) What are the effects of internal and external conflicts (double consciousness) on the main character of the text? What decisions does he have to make and why does he choose the path he follows in the text? (**WHY**) //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.// (**MLR**)

When you have a tough decision to make do you make it alone or do you take the opinions of others into account? Who are the people that have a say in your decision making process? How do the decisions you make affect others? Should you listen more to your inner voice or follow the desires of others when making important decisions? (**HOOK**) Students will know the difference between internal and external conflict and the definition of double consciousness (as defined by WEB DuBois). (**EQUIP**) Students will explore the internal and external conflicts they face in their lives and compare/ contrast those to the conflicts experienced by the main character.(**EXPLORE**) Students will be asked to reconsider assumptions related to multicultural characters, including access to education, the affect of poverty on teens, and the experience of growing up as a Native American in modern America. (**RETHINK**) Students will evaluate the main character's comic rendition of his two halves to explain which internal and external aspects of conflict are present. (**EVALUATE**) They will use this model to generate a comic of their own. This comic will delineate the conflicts they experience in their own lives.

(**TAILOR**)
 * Visual:** Comic contained in novel, creation of comic
 * Aural:** None
 * Verbal:** None
 * Physical:** None
 * Logical:** Analysis of comic from novel
 * Social:** Blog post of comic analysis and blog post of personal comic
 * Solitary**: Creation of personal comic using Comic Life

Students will be able to** identify and represent the internal and external conflicts that experience in their lives.
 * (ORGANIZE)
 * Products:** Double Consciousness Cartoon (uploaded to student and/ or classroom blog) (created using Comic Life), analysis of main character's comic in blog post
 * Time Frame**: Five to six week unit ||  ||

=Thread: Narrative Voice (Empathy)=

Students will understand how narrative voice is created within a text and how to recreate it within their own writing. (**WHERE**) Teens are often spoken about and for in the world of fiction and even nonfiction, but oftentimes are not able to speak for themselves. Therefore, we have a genre of young adult lit that is written for teens by adults. What if teens were to write for themselves? Would it be similar to or different from the voice that is created by adults? (**WHY**) //Students embed narrative writing in a written text when appropriate to the audience and purpose.// (**MLR**)

What does a teen voice look and sound like in a written text? How would an adult author go about creating a teen voice for a teen audience and make that voice sound real enough that readers of every age lose themselves in the story and forget that the writer is NOT the main character? Is there a difference in the way that you, an actual teen, would make a character sound and speak and think? What if the character were yourself? How would you appeal to readers? How would you get your opinion and your true-life experience across in a believable way? (**HOOK**) Students will apply their knowledge of the techniques and devices used by narrative writers to create a distinct narrative voice that demonstrates an understanding of and evokes an empathetic response in their readers/ listeners. (**EQUIP**) Students will work to reproduce the qualities and characteristics of narrative voice within their own writing after identifying it in the writing of a published author, in this case Sherman Alexie. (**EXPLORE**) Students will recreate the narrative voice of the main character from //The Absolutely True Diary of a Part-Time Indian// in the form of a //This I Believe// essay written from that character's point of view. (**RETHINK**) Students will share and peer edit these drafts of a TIB essay within a writer's group in class. The focus of the writing group will be how well the narrative voice within the essay is developed. (**REFINE**)

Students will create an outline and a sample narrative TIB essay from the main character's perspective. They will incorporate their understanding of narrative voice into this essay. Students will have the opportunity to have peer and teacher feedback as they construct their essay. Writing groups will focus on providing feedback on how well students develop narrative voice within their essays. Students will present their essays to the class as a read-aloud presentation or as a recording on GarageBand. (**EVALUATE**)

(**TAILOR**)
 * Visual:** Word cloud definition of narrative voice with tracking of examples from the text as to how to author develops the main character's voice
 * Aural:** Audio text and listening to character //TIB// narrative essays; writing group workshops
 * Verbal:** Discussion and sharing of character //TIB// narrative essays
 * Physical:** Reader's theater segments, moving into writing groups
 * Logical:** Consider how the author develops the main character's voice and whether or not it is a realistic teen voice
 * Social:** Discussion and sharing of character //TIB// narratives; writing group workshops
 * Solitary**: Planning and writing of character //TIB// narratives

=Thread: Self-Connection to Text (Self-Knowledge)=
 * (ORGANIZE)**
 * Students will be able to** identify characteristics and devices related to narrative writing.
 * Products**: word cloud definition of narrative voice, workshop feedback sheets, reader's theater recordings, character //TIB// narratives
 * Time Frame:** Five to six week unit
 * || Students will understand that some of the same conflicts and themes present in the lives of the main characters in the texts we read are also present in their lives. (**WHERE**) What are the effects of internal and external conflicts (double consciousness) on your life? What themes present in //The Absolutely True Diary of a Part-Time Indian// are also present in your life? What can we learn about ourselves through Arnold's story? (**WHY**) //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// **and** //Students embed narrative writing in a written text when appropriate to the audience and purpose.// (**MLR**)

One of the characteristics of young adult literature is that it shows teens who're struggling with some sort of issue (or a multitude of issues) that is at least somewhat like actual teen life. What are some of the issues that Arnold Spirit deals with in this book that relate to your life? (**HOOK**) Students will apply their prior knowledge of their lives and circumstances to those experienced by the main character of //The Absolutely True Diary of a Part-Time Indian//. (**EQUIP**) Students will explore the conflicts and beliefs presented through the story of the main character, Arnold Spirit and use his issues, struggles, and successful to reflect on their own lives. What experiences have impacted students' lives? How have these experiences shaped the person they've become? (**EXPLORE**) (**RETHINK**) Students will evaluate the main character's comic rendition of his two halves to explain which internal and external aspects of conflict are present. They will use this model to. (**EVALUATE**)

(**TAILOR**)
 * Visual:** Traces of You final product
 * Aural:** Think-Pair-Share
 * Verbal:** Think-Pair-Share activity and report out
 * Physical:** Tracing of Bodies
 * Logical:**List of Events/ Memories
 * Social:** Tracing of bodies, Think-Pair-Share
 * Solitary**: Personal choice of symbolic materials/ characters


 * (ORGANIZE)**
 * Students will be able to** connect the events, conflicts, successes, and obstacles of the main character to their own lives. They will demonstrate an understanding of the events, conflicts, successes, and obstacles they've encountered in their lives through the Traces of You project.
 * Products**: Traces of You project
 * Time Frame:** Five to six week unit ||

=Thread: Narrative Writing (Perspective)=

Students will understand how to develop narrative voice within their own writing. (**WHERE**) Teens are often spoken about and for in the world of fiction and even nonfiction, but oftentimes are not able to speak for themselves. They are often portrayed as having negative qualities and half-hearted, simplistic thoughts and beliefs. If teens were given the power to speak for themselves, what would they say? If a group of teens were asked to share their most firmly-held beliefs, what would they say? (**WHY**) //Students embed narrative writing in a written text when appropriate to the audience and purpose.// (**MLR**)

As a teen, it must be frustrating to feel that others are continually speaking for you. Often, teachers, parents, and other adults in positions of authority seem to think that teen voices and teen beliefs do not hold as much value as adult voices. If you were given a platform from which to voice a belief that you've developed over the course of your life, what would you say? What have you seen, experienced, and come to understand over the course of your sixteen or seventeen years of your life? What is one belief that you would pass to the adults who look at you and judge you harshly because you're a teen? What is the one belief that you'd share with your peers? What is the one belief that you'd like to pass to those who will come after you? What belief defines who you are right now? (**HOOK**) Students will apply their knowledge of the techniques and devices used by narrative writers to create a distinct narrative voice that demonstrates an understanding of and evokes an empathetic response in their readers/ listeners. (**EQUIP**) Students will work to reproduce the qualities and characteristics of narrative voice within their own writing after identifying it in the writing of a published author, in this case Sherman Alexie. (**EXPLORE**) Students will choose a belief statement which they will develop into a //This I Believe// essay. Students will work to shape this belief statement into an essay that meets the criteria established by the editors of the //TIB// website. (**RETHINK**) Students will share and peer edit these drafts of a //TIB// essay within a writer's group in class. The focus of the writing group will be how well each narrative essay meets the requirements of the //TIB// program. (**REFINE**)

Students will create an outline and a sample narrative TIB essay which describes a belief that they hold. They will incorporate their understanding of narrative voice and the expectations of the editors of the //TIB// program into this essay. Students will have the opportunity to have peer and teacher feedback as they construct their essay. Writing groups will focus on providing feedback on how well students develop narrative voice within their essays. Students will present their essays to the class as a recording using the GarageBand application. (**EVALUATE**)

(**TAILOR**)
 * Visual:** Brainstorm of beliefs/ belief subject matter; reading of select //TIB// essays online
 * Aural:** Audio samples from the //This I Believe// program for analysis purposes and listening to final product //TIB// narrative essays; writing group workshop discussions
 * Verbal:** Discussion and the recording of the //TIB// narrative essays
 * Physical:** Moving into writing groups
 * Logical:** Consider how to present such a huge concept (personal belief) in such a short space (word and time limit)
 * Social:** Discussion and sharing of //TIB// narratives; writing group workshops
 * Solitary**: Planning, writing, and recording of //TIB// narratives


 * (ORGANIZE)**
 * Students will be able to** represent a believe they hold in written and verbal form and present this belief to an audience
 * Products**: belief brainstorm, workshop feedback sheets, //TIB// essay recordings, //TIB// narrative essays
 * Time Frame:** Five to six week unit

2004 ASCD and Grant Wiggins and Jay McTighe