MeadowS3

=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=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **Self-Knowledge**

1. Reflect on your own writing, the writing of classmates, and Cisneros’ writing via a reading and writing notebook. These reflections will help you in piecing together your final Museum Box (or other) product for presentation to the 5th grade.

Maine Learning Results: English Language Arts - A. Reading A2. Literary Texts Grades 9- Diploma Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.

Maine Learning Results: English Language Arts- B. Writing

B1. Interconnected Elements Grades 9-Diploma Students use a writing process to develop an appropriate genre, exhibiting an explicit organizational structure, perspective, and style to communicate with target audiences for specific purposes.

2. This stream of consciousness type story telling activity should hook most students. I’ll start by telling a story about something that happened yesterday. Each student will connect to that story by telling their own that is connected to the prior piece (however random and removed it may be). (EX. I tell a story about Anders’ first time sitting, John tells a story about his first time singing to a crowd, Paul adds a piece about a specific crowd in Liverpool where a girl kissed him on the lips, George tells a story about a big wet grandmother kiss from… his grandmother, and Ringo, well, you should get the gist). We’ll start one as a class to make sure students get the idea, before breaking into smaller groups. Students need to remember that they need to connect to these pieces they will be reading because of our trip to the 5th grade classroom to present our connections to the chicana girl in The House on Mango Street. We’ll blog the first chapter in class today. Students have their own blogs set up already and are also familiar with writers notebooks from work with our last book (though the focus was not figurative language and personal connections).

3. The book has already been introduced. I want students to write a bit after reading each chapter of the book. They must reflect on Cisneros’ work by making personal connections and comments on her use of language (which lines do you like, et. Cetera). They will eventually reflect on their own work and the work of classmates in the same way. They are going to do this in a blog.

4. Students need to make sure they are making connections as they read. The final product (museum box) will be much easier to piece together if this has been done. They will use the blog as a guide through the process of creating the museum box.

5. The readers/writers notebook will be assessed twice. I will assess them once at the end of break (I’ll give them break to read and respond to the text) and once after we have self and peer-edited.

6. Visual—blog Aural—listening to stories Verbal—sharing stories Physical—moving around and changing grouping a few times (one for hook, one for peer editing group). Students can stand up and can (should) use gestures when speaking. Logical—Blogs are logical (usually), but I'll show students some examples to help them. The agenda will be posted. Social—Students will work together via the blog. Solitary—Students will read and blog on their own.

7. This lesson will take one eighty-minute period. I will give some students class time to work on this (depending on the level of the class and home access to the internet). They will utilize a blog to create a readers/writers notebook (blog—I think I’ll change the name to blog since it’s not a notebook). || =Lesson 2=

1. Students will assume the role of an author and write a series of four vignettes that use descriptive language and connect to themes within the text. Maine Learning Results: English Language Arts - A. Reading A2. Literary Texts Grades 9- Diploma Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions. Maine Learning Results: English Language Arts- B. Writing B1. Interconnected Elements
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **Empathy:**

Grades 9-Diploma

Students use a writing process to develop an appropriate genre, exhibiting an explicit organizational structure, perspective, and style to communicate with target audiences for specific purposes.

2. The experiences of the young narrator in the piece are personal and realistic. They shape her into the adult she will become. What has shaped you? We’ll start by sharing (I’ll share a simple piece (hair) and one that is more complex (my dad’s first bout with cancer).

3. Students know what figurative language is. Students will write down the titles of chapters from The House on Mango Street that they feel they can connect to. They should use their personal connection writers notebooks to help. They will use these titles to generate their own vignettes that use descriptive language. Students will use the computer to type their lists and begin writing their vignettes. Students need to use these vignettes to complete all of the work that ties in with the final product.

4. Students will also reflect on their own vignettes and those of classmates in their readers/writers blog. They will post their vignettes to their blog. Their will comment on the vignettes of others in their blogs (in groups of 3 to 5).

5. Students need to use these vignettes to complete all of the work that ties in with the final product. We will share them and they will get peer and teacher feedback. Students will also reflect on their own vignettes and those of classmates in their readers/writers notebooks. 6. Visual: Students will use the computers and their texts. Aural: Students will listen to my vignettes. Verbal: Students will share their work out loud. Physical: Students will not need to move around much. I will let them change their physical vicinity to something more conducive to writing. Logical: The agenda will be posted on the board. Students will use the example in the text as a guide. Social: Students will share their work. Solitary: Students will write these on their own.

7. Students will be able to write vignettes. They need to type their products for peer review and review their own vignettes via the blog as well as the vignettes of the students in their group. I will give students one full week to write and post these, but we will only use one eighty minute period to introduce and begin the vignettes, and one eighty-minute period to peer edit (blog about) the pieces. || =Lesson 3=

1. Compare and contrast your lives and the life of a chicana living in the United States via an in class discussion.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **Perspective**

Maine Learning Results: English Language Arts - A. Reading A2. Literary Texts Grades 9- Diploma Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.

2. Now that we’ve read the book and written original pieces, I feel it is important for students to have a discussion about how our lives are similar to and different from Esperanza and other Latin Americans. We’re going to generate a list of stereotypes that are connected to people from Maine (or certain towns in this area). What are some stereotypes of Latin Americans? Where do we get these stereotypes?

3. We will watch clips of [Disney films, and 30 days—(t.v. show)] and discuss how Latin Americans area depicted. We will do the same for people from Maine using clips from a Stephen King film (I’m not certain which) and Bob Marley (the comedian). Students will comment on the films in writing as they view. What do they see? How do these images add to stereotypes? Students will discuss with the class as a whole. I will generate notes on my computer.

4. The discussion will not only help rethink previous learning, but will also help them see where their stereotypes stem from.

5. The final product will be the class set of notes on the class discussion. Students will write an exit ticket/discussion self-assessment before leaving class that notes what they learned about stereotypes and how what they said aided the discussion. 6. Visual: notes on wall

Aural: listening to others comments Verbal: speaking Physical: Students can stand/move around if they need to. They can get up and point out examples. Logical: There is an agenda on the board to follow. I'll have the notes written as a guide to the conversation. Logical thinkers should be able to follow these notes. Social: discussion Solitary: independent notes as they view

7. Students will be able to gain perspective on stereotypes. They will be viewing video clips to help facilitate discussion. We will spend two eighty-minute periods on this. || =Lesson 4=

1. Students will create found poems from their own vignettes and the vignettes of Sandra Cisneros. They will be doing this to add the poems to their end products. The poems will reveal a connection between the characters in the text and the students’ lives. Maine Learning Results: English Language Arts - A. Reading
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * =Application=

A2. Literary Texts Grades 9- Diploma Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions. Maine Learning Results: English Language Arts- B. Writing B1. Interconnected Elements

Grades 9-Diploma Students use a writing process to develop an appropriate genre, exhibiting an explicit organizational structure, perspective, and style to communicate with target audiences for specific purposes.

2. We’ve written these pieces from our personal experiences, just as the experiences of our young narrator are personal. It’s time to start connecting to her work, not just her life. How does language affect us? Let’s read a chapter together. As I read, write down any words or phrases that stand out to you as being especially moving or intriguing. We’ll share these words and phrases and create our own found poetry.

3. Students will know what a found poem is. Students will use the following website to begin creating their own pieces from their own work and the work of Cisneros. [] They will also create their own “magnetic poetry” so they can manipulate the words/ phrases.

4. Students need to use found poems in their final product. They can use any or all of the poems they create today in their final products. We will share them and give peer feedback. Students will write an exit ticket before leaving class.

5. Students will bring in final copies of eight found poems to our next class for a score.

6. Visual: the use of the poem generator and the books

Aural: I will read at least one chapter out loud. We will share our lines out loud as it is important to hear the language.

Verbal: Again, we will be reading short lines/words aloud.

Physical: The use of “magnetic poetry” allows students to manipulate words physically.

Logical: There is a logical sequence here. The agenda will be posted on the board. Students will use the found poem graphic organizer. = Social: Students will work together to peer edit/discuss their found poetry. = = Solitary: Students will generate poetry on their own. = = 7. Students will be able to create found poetry. Though they may use the found poem generator and the magnetic poetry website, it is not mandatory to do so. We will spend one eighty-minute period on this. = || =Lesson 5=

1. Students will find quotations that utilize descriptive language within the texts (eight from yours and eight from Cisneros’) and take photographs and use picnik to manipulate the images to synthesize the information. They will be doing this to add the images to their museum boxes. The images will reveal a connection between the characters in the text and the students’ lives. Maine Learning Results: English Language Arts - A. Reading
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **Explanation:**

A2. Literary Texts Grades 9- Diploma Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.

2. I will start class by showing a photograph and pairing it with three different quotations. We’ll discuss which quotation fits best with the photo. We’ll also discuss what we can do with the photograph to make it fit with the other quotations. 3. The last time we met you created found poetry using quotations from our text and your own vignettes. Today we’re going to pull quotations that reveal imagery from the texts. Using the camera in the computer, take photographs that fit with your selected quotations. Using picnik.com, you will manipulate the photos and integrate the quotations.

4. Students need to use manipulated photos in their final Museum Box (or other) product. They can use any or all of the images they create today in their Museum Box (or other) product. We will share the photos/images and give peer feedback. Students will write an exit ticket before leaving class. 5. Students will bring final products to our next class for a score.

6. Visual: photograph as hook Aural: I will be speaking. Verbal: we will share our pieces in small groups Physical: students will walk around the school and take photographs Logical: The directions will be in handout form, and the agenda will be posted. Social: students can work together to take photographs Solitary: students will manipulate photos on their own

7. Students will be able to find imagery in the text. They will pair their quotations with manipulated images. Students will utilize digital cameras, computers and the program picnik (or some other web based photomanipulation web-based source) to create their final products. We will spend two eighty-minute periods on this. || =Lesson 6=

1. Students will evaluate poems, art, images, and songs to illustrate connections to themes in the text and their own text. They will be doing this to add the pieces to their museum boxes. The pieces will reveal a connection between the characters in the text and the students’ lives. **
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **Interpretation:

Maine Learning Results: English Language Arts- B. Writing

B1. Interconnected Elements Grades 9-Diploma Students use a writing process to develop an appropriate genre, exhibiting an explicit organizational structure, perspective, and style to communicate with target audiences for specific purposes.

2. I will start class by listening to a song that connects with my life. I will explain the meaning behind it to students. I will also show students a piece of art and a poem that resonate with me and have a strong connection to my life.

3..Students will use the internet to find famous quotations, poems, images, songs, and such that connect to their own lives and that of the character in the text

4. Students need to use others’ works in their final Museum Box (or other) product. Students will evaluate and interpret each piece they will use by writing a short reflection on each piece. Students will write an exit ticket before leaving class.

5. Students will have a list of their sources with reflections when they come to our next class. They will hand in the reflections for a score.

6. Visual: finding images online Aural: I will share my own selected pieces at the start of class. Students can find music to connect to their pieces. Verbal: Students can share what they find as they work Physical: Students can get up and move around to help each other. Students can also create videos/living statues/et cetera to utilize in their museum box (or other) products. Logical: The directions and agenda will be posted on the board. Students will have a graphic organizer "bingo board" to utilize as they create their museum boxes. Social: Students can work together, though they must have different pieces for each product. Solitary: Students can work on their own. Students will work on the reflections on their own.

7. Students will be able to connect the works of others to their own work and that of Sandra Cisneros. Students will have one eighty-minute period to work on this. ||

2004 ASCD and Grant Wiggins and Jay McTighe