JessS3

=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. =Lesson 1 Empathy= MLR ELA G.1.Dictate or write stories or essays which convey basic ideas, have sequences that make sense, and show evidence of a beginning, middle, and ending. E.3 Respond to remarks or statements orally and in writing. E.2. Tell about experiences and discoveries, both orally and in writing.
 * 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?)
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * W Students will learn to respond to open ended questions and learn to relate to pen pals. Through pen pals students will learn the practical skill of letter writing.

H Practice open ended questions on the smartboard and explain that once proficiency is proven students will be able to begin writing pen pal letters to another 2nd grade class at another school. The students will be given opportunities to write on the smart board to give answers for the questions.

E The smartboard will be used to show the students the questions. Then handouts will be created using various questions to give students extra practice in answering open ended questions. Students will use the Think Pair Share model to complete a set of questions.

R Students will spend time looking through the week's questions. They will then see if they are able to revise any of their answers to add more details and examples to their answers. Students will also spend this portion of class looking again at other student's work and providing feedback for making answers stronger.

E At the end of the week students will be given a set of open-ended questions to complete on their own. They will not be given the chance to share answers with a classmate this time. All answers will be turned in to the teacher for review and affirmation of understanding. Once students are able to fully answer questions they will be ready to discuss the mechanics and stronger english skills as the next lesson aludes to.

T Visual - The questions posted on the smartboard will be colorful and include eye catching graphics to keep the students engaged. Aural - Verbal - Students will be given the opportunity to answer questions on their own, then share with their peers to compare answers. Physical - Students will be gven many chances to move around and see each other's answers. Logical - Students will be given many examples before being set out to answer on their own. Social - After the lesson is introduce and samples are given students will be able to meet one on one with the teacher and also talk with peers. Solitary- Students will also be given the opportunity to work alone and pass in work when finished instead of checking with peers first.

O Students will be able to answer a series of questions using the Turn the Question Around (TQA) model. Through this they will show proficiency in answering questions and supporting their answers with clear evidence. This will be a week long introductory piece that will lead into the actually writing and introduction of comic life. The week long time frame is based on a forty minute daily writing class. || =Lesson 2 Explanation= D2 Mechanics capitalization, punctuation, and spelling to communicate. a. Use commas in the greeting and closure of a letter and in dates. b. Capitalize proper nouns and words at the beginning of sentences. c. Use periods, question marks, and exclamation points. d. Spell high frequency grade-level words. e. Use phonics patterns to aid in spelling
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * MLR: D. LANGUAGE: Students write and speak using the conventions of Standard American English. They apply knowledge of grammar and usage when reading to aid comprehension. They know and apply rules of mechanics and spelling to enhance the effectiveness and clarity of communication.
 * MLR: D. LANGUAGE: Students write and speak using the conventions of Standard American English. They apply knowledge of grammar and usage when reading to aid comprehension. They know and apply rules of mechanics and spelling to enhance the effectiveness and clarity of communication.

W- This lesson is to introduce and build student’s vocabulary with friendly letter writing terminology (date, greeting, body, closing, signature). H- Read //Eats, Shoots, and Leaves// E- Students will share their letter with the class R- Each child will have opportunity to reflect on their own organization and ideas as they share their letter with the class E- Model for students with sample letter that they can use as a guide as they attempt their first letter to a friend of their choosing. T- The charted large letter will enable students to visualize the parts of the letter and their alignment on the page. Visual -Show letter to students that is written on chart paper. Aural-Students will listen to the letter to them written by the teacher Verbal - A class discussion on topics that were talked about in the letter Physical -Students will practice their writing in a draft letter to a family member Logical – Students and teacher will discuss the order of the parts of the letter Social – Students will think about the importance of using a common format when writing a letter to someone Solitary- Students will begin their short practice letter to a friend telling the friend about their day and how to write a friendly letter. O- Students will write a letter to a friend. || =Lesson 3 Self Knowledge=

MLR ELA C.1. Distinguish between and make observations about formal and informal use of English.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * W Students will learn to apply rules of mechanics and spelling to enhance the effectiveness and clarity of communication.

H The teacher will read a story she has written that has the word good used many times. Also, the story will be very plain and boring. After reading the story, students will be given time to express their thoughts. Next, the teacher will read the same story with more exciting words and discuss which story the students liked better. The teacher will then show students the thesaurus and explain that is what she used to make her story sound more exciting.

E The teacher will introduce this graphic organizer to students: [] This website will be used to challenge students to find other words to use instead of words like "good" and "fun". During this time students will be introduced to a thesaurus and how to use it effectively. They will be given time to explore and use the graphic organize to find new words for overused words. The class will practice correcting sentences by putting in periods and making sure the spelling is correct. They will be encouraged to use the dictionary to double check spelling of words and to use the thesaurus to replace overused words.

R During the lessons students will have the opportunity to work with other students and revise their sentences to make stronger ones.

E After two or three days of practicing, students will be given a set of sentences to correct. They will need to check for punctuation and replace dull words with exciting ones. They will not be able to check their work with peers.

T Visual - Students will be using eye friendly children versions of a thesaurus and dictionary Aural - Students will hear a boring story with over used words and compare it to another story that is read aloud with more exciting words and detail. Verbal - Students will be rewriting the sentences and sharing their changes with peers. Physical - During the lesson students will be moving around to other student's desks as they share their sentences. Logical - Students will be able to write their own list of overused words and replace them with exciting new words. Social - There will be one on one time for students to check itheir progress with the teacher. Solitary - Students will have ample opportunity to rewrite sentences and make changes on their own.

O Students will be able to successfully add more color to their sentences with exciting words and correct punctuation. This builds off the previous lesson in which they will work on grammar and spelling more indepth. This lesson should take no more than three days. Once students have shown proficiency they will be able to use the computer to type their corrected sentences. || =Lesson 4 Application=

D1 Grammar and Usage Students demonstrate an understanding of the parts of speech and simple sentence structures to communicate. a. Identify and use nouns and verbs correctly. b. Use simple sentences. ||  || W-Students understand that letter type dictates why and how a letter is written. They will capitalize proper nouns and words at the beginning of sentences, use conventions, spell high frequency grade-level words, and use phonics patterns to aid in spelling. H- Teacher will read a story about letter writing and introduces a model letter where the teacher has written a letter to a character from a book. Teacher asks students to point our punctuation in the letter that they notice. E- Show students [] to reinforce the parts of a letter R- Students will reflect on the site that they explored and give their observations of the character letter that was shared E- Students will explain that commas, periods, etc. are used in the letter Visual - Teacher points out commas to the students on chart paper and explains to students that commas are placed between the day and the year and after the name in the greeting. Verbal - Class discussion about commas and proper placement of punctuation in the friendly letter Physical - Students help to circle or identify the commas in the letter Logical - Students can explain why punctuation must be present in writing Social - Class works together to identify commas Solitary- Students will write their own letters when they have real reasons for writing them i.e. pen pals in another class O- Students practice placing commas into a letter written by the teacher. =Lesson 5 Interpretation=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * D. LANGUAGE: Students write and speak using the conventions of Standard American English. They apply knowledge of grammar and usage when reading to aid comprehension. They know and apply rules of mechanics and spelling to enhance the effectiveness and clarity of communication.
 * D. LANGUAGE: Students write and speak using the conventions of Standard American English. They apply knowledge of grammar and usage when reading to aid comprehension. They know and apply rules of mechanics and spelling to enhance the effectiveness and clarity of communication.

D1 Grammar and Usage Students demonstrate an understanding of the parts of speech and simple sentence structures to communicate. a. Identify and use nouns and verbs correctly. b. Use simple sentences. || W-Students will recognize writing styles used for different audiences and purposes as well as thinking about who to write a friendly letter to. H-.Students will be asked to think of another form of friendly letter. Teacher introduces that Thank-you letter. E-Students will explore [|http://www.eduplace.com/graphicorganizer/pdf/stepchart_eng.pdf] R- Review the parts of a letter, date, greeting, body, and closing. E- Formative Assessment T-Students will organize their letters in publish them on interesting stationary Visual -Teacher will write a letter with the class, discussing possible ideas/topics to include in the letter. What do we want to say and why? Aural-Class discusses who they are thankful for in the building or even at home Verbal -Children discuss who they might want to write a thank-letter to with the class Physical -Students brain storm people whom they would like to write a thank you letter to Logical - Students will need to choose someone who they would genuinely like to thank and for good reason so that the practice is real for them Social -Teacher and Students write a letter together on chart paper. Solitary-Children write their own letters making sure to be specific about why they are thanking this person i.e. what did they enjoy. O-Students will publish letters and prepare to present them =Lesson 6 Perspective=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * D. LANGUAGE: Students write and speak using the conventions of Standard American English. They apply knowledge of grammar and usage when reading to aid comprehension. They know and apply rules of mechanics and spelling to enhance the effectiveness and clarity of communication.

MLR ELA E.3. Respond to remarks or statements orally and in writing
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * W Students will learn about opinions and facts, and also learn to respond with consideration of someone's idea.

H Show students this power point and discuss each on as a class. [|Facto and Opinion power point] From here we will discuss what makes each statement a fact or an opinion.

E This link goes to a chart on fact and opinion. Students will use this chart to distinguish the difference between fact and opinion situations. [[[] ]]The chart will be presented on the smartboard allowing students the opportunity to write their facts and opinions for all to see. Through the Think Pair Share model students will find examples in their reading books.

R Students will have the opportunity to discuss with their peers about fact and opinion and will share what makes a statement a fact and what makes a statement an opinion. They will use the turn and talk method to discuss with peers.

E Students will be given a series of statements and will have to label them fact or opinion. The statements will be placed on the graphic organizer we have used above so students will have seen the activity before.

T Visual - In the beginning of this lesson we will actually use classmates for fact and opinion scenerios. The teacher may say Johnny has brown hair. This is a fact. The class is the best out of the whole school. This is an opinion. Aural - Students can use the basic rules to create a song. Verbal - Students will use the graphic organizer mentioned above with peers to find examples of fact and opinion. Physical - We will begin the lessons as a class in the rug area, then move to seats for further instructions. During the lesson students will also turn and talk with peers. Logical - Students will create a list of rules on how to decide if something is a fact or an opinion. Social - Students will be given opportunities to talk with peers during this lesson. Solitary- Students will have time to work alone to be able to show their own level of understanding.

O By the end of this lesson students will be able to correctly decipher the difference between fact and an opinion. This lesson will take no longer than three days to complete. Students will once again be able to show their proficiency through answering fact and opinion questions much like how this website is designed. [] Once this lesson is finished students will be ready to properly write letters to their pen pals! ||

Thank-you letters with commas and character lessons adapted from //Writing Mini-Lessons for Second Grade// as this is a writing resource that we both refer to over the course of our year.
2004 ASCD and Grant Wiggins and Jay McTighe