BethWS3

=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. Lessons need to be in order #7 product. =Lesson 1...KWL Chart / Self-knowledge= 2.Show Utube video.[|Baby] (**HOOK)**How would you describe this baby? 3.Use your KWL (**EQUIP)**Charts to record and reflect, in the K,what you know about character traits in general.(**EXPLORE)** 4. Share what you wrote with your neighbor, and brainstorm what more would you like to know? What's missing? Refine by viewing and critiquing[| Self-Portraits] self-portraits of famous painters.(**RRRR)** 5.Come back together as a class and summarize the main points of the K&W parts of the chart.Make predictions as a group what we might learn and where we are headed with our unit exploration of character traits.(**EVALUATE/KWL chart)** 6.The lesson incorporates verbal, social, solitary and logical learning styles in its implementation and can be adapted aurally and visually by allowing and encouraging students to depict their ideas in drawing or acting out or performing certain traits.(**T)** 7.Students will have an organized framework(**PROD/KWL Chart)** that focuses their knowledge and direction about the unit. Timeframe: 1/80minute class periods(**O)** || =Lesson 2..Exploring Character Traits/Interpretation=
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)..(italics)
 * 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]) (some can be modifications)
 * Visual:
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology), and Timeframe (total minutes? over how many days?)
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.As a way to introduce, organize and focus our unit, students will explore their prior knowledge about character traits.They will reflect on and record what knowledge and /or understanding they have about character traits. They will think about characters we have studied in literary works and reflect on their own character traits.They will consider how character traits affect who they are as a person.(**WWW)** //ELA4.5.3.-Students will establish an organizing structure and maintain a consistent focus.//

2.What's in a picture?(**HOOK)** Let's look at the covers of books we have read this year that depict main characters and evaluate what the image is saying about the character. 3.Review the meaning of an adjective, and brainstorm, as a group or in pairs, a sample list of adjectives. Students may use web resources. [|Using the Thesaurus][|The Language Center: Merriam-Webster Dictionary][|Adjectives] Be creative!! Look up some different, exciting words. Pick a character from our book that you want to focus on with the Character Trait Chart( 2 people will have he same character). Explore connections between the character and the actions they take in the book. Enter the information on the chart.(**EEE)** [|Interactive Character Trait Chart] Directions: 4. Partner with the person who has your character and compare and contrast your lists. Critique and rethink responses. Discuss the traits that you both agree on as most appropriate for the character and use on-line resources to revise weaker adjectives with stronger adjectives.(**Revise, Rethink,Refine)** 5.Think about what traits you and your character have in common. How might you have acted differently or the same in certain situations in the book. Can you relate to your character, or not? Why do you think that is?(**Evaluate/Generate a list/Inspiration Graphic Organizer)** 6. The lesson incorporates verbal, social, solitary, aural and logical learning styles in its implementation with its use of individual and collaborative work. Students who need accommodations are always encouraged to express themselves in a way that maximizes their strengths.(**T)** 7.Students will be able to organize and generate a list of adjectives appropriate for character evaluation that will be transferable to examination of their own character traits.(**PROD/CHARACTER CHART)** Timeframe: 3/80 min class periods(**O).** || =Lesson 3..BioPoem/Application=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will infer abstract traits and values from literal details contained in a text. They will conduct research to generate a list of accurate, appropriate and strong adjectives about literary characters that can then be applied to interpretation of their own character traits.(**WWW)**//ELA 5.21-Students will define and list character traits.//
 * Type your name in the first slot in the interactive.
 * For the title, choose the character name. Students may also indicate the book which includes the character.
 * Click Next to move to the chart screen and enter your information.
 * In the first column, write the character's actions from the book. You can include page numbers also. In the second column, write the character traits related to the action.
 * Demonstrate that writing is not limited to the size of the box shown on screen. Answers will scroll.
 * When you’ve finished writing your responses, click Finish at the top of the screen.
 * In the next window, click Print. Your answers will be displayed in a Web browser window.
 * To print answers, choose the Print command from the File menu. To save your answers, choose the Save As... command from the File menu. Students can open the file later in a Web editor or a word processor that imports HTML (such as Microsoft Word or AppleWorks).
 * Show students that the instructions for using the tool are available by clicking Instructions at the top of the screen.

2.Hey..they are looking for characters in a new movie __The Wicked Adventures of Three Small-Town Mainahs__. Who would you be?(**HOOK)** 3.Students will explore their own character traits. They will think about how they feel about certain suggested scenerios. They will record and organize their thoughts on an Inspiration Web, that will then be word processed to an Inspiration BioPoem format.(**EQUIP)**, that will then be shared with their classmates for feedback.( **EXPLORE)** 4.Share your graphic organizer and thoughts about how you see yourself with your tablemate. Do they see you as you see yourself? Why or Why not? Does this change how you see yourself?(**RRR) Refine** characteristics you may have reconsidered. 5.Does your BioPoem honestly reflect who you are? Would someone be able to match the poem to you without a name on it?(**EVALUATE/Poem Scoring Guide).** 6.The lesson incorporates verbal, social, solitary, aural and logical learning styles in its implementation with its use of individual and collaborative work. Students who need accommodations are always encouraged to express themselves in a way that maximizes their strengths.(**T)** 7.Students will have a finished BioPoem using Inspiration, that creates a clear picture of who they are as person.(**O).**Timeframe: 2/80min class periods. || =Lesson 4...Wordle/Empathy=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will think about the people they know in real life and what character traits they posses. They will then apply their knowledge of character traits and adjectives to the prompts provided into complete a Bio Poem for themselves in the context of their own life. (**WW)** //MLR:.2.1-Students will use context clues to describe a character.(**W)**//

2.Who are you? What makes you unique? What characteristics "scream you"?(**HOOK).** 3.Students will apply their BioPoems to a Wordle[| Wordle]. In doing so they will explore what characteristics of theirs they want to emphasize in the Wordle. What characteristics or adjectives do they want to jump off the page. (**EE)** 4.Students will consider the opinions and ideas of their tablemates when choosing words, what they feel are their strong qualities may not be the same as people view them.They will also pick colors for text and background that "speak" to who they are. Colors and powerful words can be reviewed and refined as students decide what works for them.(**RR)** 5.Students will share their final Wordles with class to promote any further positive discussion or conversation about the whether or not the Wordle accurately represents the student. (**Evaluate/Peer Feedback)** 6.The lesson incorporates verbal, social, solitary, aural and logical learning styles in its implementation with its use of individual and collaborative work. Students who need accommodations are always encouraged to express themselves in a way that maximizes their strengths.(**T)** 7.Students will be able to organize their most prominent character traits with a Wordle to represent who they are.(**O).** Time frame: 1/80min class period. || =Lesson 5...ArtPad/Perspective=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will understand that each character in a book has unique characteristics, as does every person in the world. Students will consider how their lives or the lives of the characters in the book would be affected if they held different character traits. (**WW)** //MLR:5.2.1-Students will make inferences about characters actions and// explain how they affect a story.(**W).**

2.Who Am I? Students will examine and compare a range of self-portraits, painted in different periods by different famous artists. [|Artists Self-Portraits](**HOOK)** They will consider and discuss the following questions with heir classmates: 3.Student will generate a list of visible qualities and characteristics they see in themselves.They will brainstorm and discuss how these qualities and characteristics were depicted by the artists in their self-portraits.They will then go to **ARTPAD** [|artpad] and create a self-portrait that they feel accurately depicts who they are. They will honestly share and critique their work with that of their peers for constructive feedback about their personal depiction of self. (**EEE)** 4.Students will reflect on and consider the obsevations and opinions of their peers to rethink, and if appropriate, revise their portraits to more closely resemble who they are as a person(**RRR).** 5.A self-reflection scoring guide will be completed by students to evaluate(**EVALUATE/Self Reflection Scoring Guide)**Students will consider the questions: 6.The lesson incorporates verbal, social, solitary, aural and logical learning styles in its implementation with its use of individual and collaborative work. Students who need accommodations are always encouraged to express themselves in a way that maximizes their strengths.(**T)** 7.The examination of self-portraits by famous artists and the creation of personal self-portraits with **ARTPAD** will give students a better perspective on what is unique about them compared to their peers.(**O) Timeframe:** 2/80min periods || =Lesson 6...Storyboard/Explanation=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will compare how they see themselves through descriptive language with how they are depicted in a self-portrait piece of artwork. Everyday students look in the mirror, at their peers or at countless images around them to form ideas about their identity. In this lesson, they will gain knowledge as to how we see ourselves compared to how others see us by critiquing each others artwork. //Art: Creative Expression-students will create and /or perform to express ideas, feelings,and meaning. Students will communicate through their artwork.//(**WWW)**
 * What are the distinctive things that make me "me"?
 * How do I want people to see me?
 * How can I express my many different sides?
 * How can I reinvent myself for various purposes or times in my life?
 * How am I changing from day to day or year to year?
 * Who do I want to become?
 * What have I learned about myself from ths process?
 * In what ways does the way I see myself different from the way others see me?
 * Are there things about myself I would change? Why? or Why not?
 * What traits will I continue to work on?
 * Did the student use at least two sets of complementary colors?
 * Did the student use several distinct marks or brushstrokes in the portrait?
 * Does the self-portrait answer some aspect of the question, "Who am I?"

2.What is a Storyboard? Why do I need one? Who cares, I can wing it!!! Students will watch a Digital Presentation done by their teacher that meets the criteria for the class project.(**HOOK)** The presentation will demonstrate the importance of a sequential and fluid story that meets project expectations. 3.Where do we start?[ **Storyboard.doc**] The Interactive Storyboard will help students plan out their digital autobiographies in two phases. First, they will plan the sequence of events and important points of interest, and fill in the appropriate boxes. Second, they will figure out how the story interacts with their images, audio, text and music and add them to the box that seems appropriate. As students plan the different elements of their stories, they are encouraged to support and help one another with feedback as to what images and technical effects go with each box. The boxes will later be transferred to slides in a Keynote presentation.The collaboration process will serve to help students justify their design choices.(**EEE)** 4.Before students present their projects to the class they will present them to a family member for feedback. Family members are asked to indicate what aspects of the presentation show a strong relationship to their student, and what elements or information in the project they find troublesome. Students will then either defend or change their program choices as they see fit.(**Rethink, Refine, Revise).** 5.Students will check their project rubrics against their projects to make sure all the required elements are included.They will then write a short reflection on what they have learned about themselves from the project, and how other people they know perceive them. (**EVALUATE/Project Rubric Review & Self-evaluation about intended impact)** 6.The lesson incorporates verbal, social, solitary, aural and logical learning styles in its implementation with its use of individual and collaborative work. Students who need accommodations are always encouraged to express themselves in a way that maximizes their strengths.(**T)** 7. Students will have a tangible and usable interactive Storyboard that will drive their project. Timeframe: 2/80min class periods ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will understand that a Storyboard is essential to the flow and organization of a well done digital presentation that includes all the required elements. It is a place where students can plan out the impact they would like to have on their audience.(**WWW).**//ELA4.5.3.-Students will establish an organizing structure and maintain a consistent focus.//

2004 ASCD and Grant Wiggins and Jay McTighe