CarlosS3

=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= Application

A. Communicate: Students communicate in the target language.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L) Application

A. 1 Interpersonal Students engage in simple interaction to provide and obtain information using single words or learned phrases.** || Students engage in simple interaction to provide and obtain information using simple words and learned phrases. 2.**H**- Tell students that they will write skits, and role-play them for groups of 1st graders, pretending to be professors working in Canada and the Tropical Rain Forest, and who want to share with children what they know about the Monarch butterfly's life cycle and migration. 3.**E**-Students will write skits in Spanish, pretending to be famous scientists from the U.S and Mexico who are experts in the Monarch butterfly's life cycle and migration to Mexico, and who are being interviewed by reporters. The professors from the U.S. work as interpreters for the scientists from Mexico who only speak Spanish. 4.**R**- Teacher asks students the essential question, "How do bugs affect our lives?", and has students discuss among themselves for a few minutes, and then students share with the whole class what they think. Students consider in groups what information they should include in their skits, and translate it into Spanish. Students play "Monarch Butterfly Jeopardy" in order to practice and share what they know about the Monarch butterfly. 5.**E**- Students will write a list of words or phrases they are having trouble saying in Spanish a, and practice them by playing the "Computer" game. Students tap a chart of words in Spanish for personal information vocabulary and phrases. Teacher pretends he is a computer. When students tap on cards teacher pronounces the words, and students repeat. They stop tapping the card when they self-assess and are satisfied with their pronunciation, and move on to other words or phrases. 6.**T**-Visual: Students create skits pretending to be scientists using "Photobooth". Aural: Students listen to other students skits in Spanish about the Monarch butterfly's life cycle and migration. Verbal: Students explain to others in Spanish facts they know about the Monarch butterfly. Physical: Students make props of caterpillar and butterfly, food caterpillar eats, map of USA and Mexico. Students use templates, construction paper, paper bags, glue and scissors to create props. to charts or pictures they use as props to explain the life and migration of the Monarch butterfly. Logical: Students set a logical sequence of events in the Monarch butterfly's life cycle and migration through illustrations they create or maps used to make their "Photobooth" skit. Social: Students work in groups in order to produce their skits. Solitary: Students write a one paragraph answer for the essential question "How do bugs affect our lives?"
 * 1.**W**- Students understand that asking and answering questions in Spanish through a role-play of the Monarch butterfly's life cycle is a way to teach other what they know about a topic. Students will role-play skits with peer in order to demonstrate what they know about a topic.

7**.O**-Students will be able to teach others what they know about the Monarch butterfly's life cycle and migration through skits written in Spanish and English. Product: Using "Photobooth" students create role-play skit videos of personal information with peers in the classroom. Timeframe: 135 minutes or three 45 minute lessons || =Lesson 2= Explanation Explanation Pre-K-2 Students use memorized words or phrases and visuals in short oral/signed presentations.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)

Modern and Classical a. Provide simple descriptions of people, places, and objects.** || We can make new friends by sharing the things we know. Students use memorized words or phrases and visuals in short oral/signed presentations. 2.**H**- Students will create books of the Monarch butterfly in Spanish. Students will create illustrations of the information they find and write captions in Spanish, and read their class books to kindergarten students. 3.**E**- Students read from web sources or library books information about the Monarch butterfly. Students fill out a chart where they write some basic facts of the life cycle of the Monarch butterfly and journey to Mexico. 4. **R**-Students work in groups in order to decide which facts are the most important ones in the Monarch butterfly's life cycle, and do check lists of facts of the Monarch butterfly and its life cycle. Teacher and students work on translating some of the most important facts about the Monarch butterfly's life cycle into Spanish. Students will do role-play using props, and read the Litttle Hungry Caterpillar in Spanish. 5. **E**- Students do a check list where they self-assess individually and as a group on how they feel about the illustrations they have created for the information of the Monarch butterfly and think of improvements to their work. 6. **T**- Visual: Students create book products. Verbal: Students read their stories in Spanish to other children. Aural: Students listen to their peers' stories in Spanish. Logical: Students think of the best sequence in which the life cycle of Monarch butterflies' should be related to kindergarten children. Social: Students share with others what they know by reading to younger children the story books they have created. Physical: Students teach the younger children the motion song "Orugita y Caterpillar". Students use their hands to represent the animals. Solitary: Write a paragraph about how sharing with others the story of the Monarch butterfly's life cycle have helped become friends with others. 7. **O**- Students will be able to read to other children illustrated books they have created of the Monarch butterfly's life cycle in Spanish. Product: Students use the application Powerpoint in order to create the illustrated pages and captions for their books about the Monarch butterfly's life cycle. Timeframe: 270 minutes || =Lesson 3= Self-knowledge
 * 1.**W**- Students will understand that doing short presentations of facts of the Monarch butterfly in Spanish through reading illustrated books is a way of explaining what they know about the Monarch butterfly's life cycle.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)**

Self- Knowledge

B. Cultures:

Students demonstrate an understanding of the culture(s) in which the target language is spoken.

B2 Comparison with own culture

Pre-K-2 No performance indicators

Although no performance indicators are stated, students are expected to have instructional experiences related to comparison of the target culture with the culture where the student lives. || and differences between different cultures in the similar and different ways in which people in the U.S and Mexico celebrate the phenomenon of the Monarch butterfly's migration to Mexico. Learning about other people's cultures can help us achieve cultural awareness, and help us achieve speaking fluency in our second language. Students demonstrate an understanding of the culture(s) in which the target language is spoken.
 * 1. **W**-Students understand that awareness of cultural diversity can be achieve through the appreciation of similarities

2. **H**- students will watch video clips of schools in Mexico and how they prepare themselves for the arrival of the Monarch butterfly to Mexico. 3. **E**- Students will do a web research of what schools in the U.S do in order to prepare for the event of the Monarch butterfly leaving to Mexico. Students do online research of what students do in order to prepare and welcome the Monarch butterfly arriving to Mexico. 4. **R**- While working in groups, students will explain to teacher what information they have found, and explain how they will go about producing the slides for their slideshow in order to answer the essential question, "How knowing our similarities and differences in which children in the U.S prepare for the Monarch butterfly leaving to Mexico and children in Mexico preparing for its arrival help us become more sensitive of other cultures?" 5. **E**- Students will use a check lists for the groups in order to determine if they have produced adequate illustrations for the slides, check for spelling and determine if the slides are interesting. 6. **T**- Visual: Students produce slideshows in order to show the similar and different ways children in the U.S and Mexico celebrate the Monarch butterfly's migration. Aural: Students include narration and music in multimedia slideshows. Verbal: Students describe the differences and similarities of the celebration of the butterfly's migration in the U.S and Mexico through narration of the events they find on the Internet. Physical: Students play "Memory" of facts of the Monarch butterfly's life cycle and migration. The cards for the game are written in both Spanish and English. Logical: Students use pictures or illustrations with captions written at the bottom of slides in order to make slideshows easier to be understood by audience. Social: Students work in groups in the production ot their slideshows. Solitary: Students decide individually what fun facts can be included in their group slidesshows. 7. **O**- Students will be able to identify similarities and differences between American and Mexican cultures in the similar and different ways that the Monarch butterfly's migration to Mexico is celebrated in order to become more aware of diversity. Product: Students produce a slideshow using the application "Presentation" from Apple Works. Timeframe: 225 minutes || =Lesson 4= Perspective EA Heredity and Reproduction Pre-K-2 Students describe the cycle of birth, development and death in different organisms and the ways in which organisms resemble their parents. b. Describe the life cycle of a plant or animal (including being born, growing, reproducing and dying)** || Understanding the life cycle of other animals can help us understand our role in protecting the ecosystem. Students describe the life cycle of a plant or animal (including being born, growing, reproducing and dying). 2.**H**- Teacher starts the topic by asking the essential question: Did you know the Monarch butterfly hovers like a helicopter which makes it hard to fly long distances? So, how can it fly from Canada all the way to Mexico? Students discuss their ideas in small groups, and then they share their ideas with the whole class. Students watch a video from Nova PBS about the journey the Monarch butterfly makes from Canada to Mexico. While they watch the video they answer questionnaires that help them focus on important points made by the movie about the birth, changes, life, and migration of the Monarch butterfly. After watching video, students are given time to discuss their answers to the questionnaires in small groups. Finally after reaching a consensus as a group, they share their answers with the whole class. 3.**E**- Students do online research about the different states the Monarch butterfly travels through in its long journey from Canada all the way to Mexico. Students collect factual information of at least 5 states the butterfly journeys through using charts. The charts include categories such as states' names, states' birds, states' trees or flowers, states' animals and states' famous landmarks. 4.**R**- Students get together in small groups to discuss what would be the best information to include in their compositions about the butterfly's journey, and how to answer the essential question by using the gathered information.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)
 * 1.**W**-Students will understand that migration is very important for the survival of some species.

Logical: Students map out the journey the Monarch butterfly follows from Canada to Mexico while watching video for a second time.

5.**E**- Students do individual and group evaluation check charts including the progress they have made writing the composition, finding relevant and useful information, their roles working in teams, and how well they have cooperated while working in teams. 6.**T**- Visual/ Aural: Students do online research and find videos or websites that show or tracks the journey the Monarch butterfly follows to Mexico. Social: Students share in groups the information they find about the butterflies trip to Mexico. Verbal: They discuss and swap facts they may be missing or give each other feedback on what information would be better for their compositions. Solitary: Students analyze on their own what it is the best information to be included in their stories, and they write a first draft. Logical: Students set their stories in a logical order of how the events of the Monarch butterfly's journey unfolds. Physical: Students do Total Physical Response (TPR) story telling of the journey the Monarch butterfly goes through from the North to Mexico.

7.**O**- Students will be able to write a story of the Monarch butterfly's journey from Canada to Mexico written in the first person pretending they are butterflies traveling to Mexico. Product: Composition written from the Monarch butterfly's point of view, using application Apple Works 6. Timeframe: 135 minutes || =Lesson 5= Empathy B. Culture Students demonstrate an understanding of a culture in which the target language is spoken. b. Recognize cultural differences including dress, mealtime practices, gestures, and/or celebrations.** || Students will recognize cultural differences including dress, mealtime practices, gestures and/or celebrations. 2. **H** - Ask students if they remember some of the characters from Sesame Street. Explain to them that in Mexico they also have this kid's show, but it's called "Plaza Sesamo", where they show how they welcome the Monarch butterflies as they arrive in Mexico. 3. **E** - Students do online research about what people do in Mexico in order to protect the Monarch butterfly. 4. **R** - Students work in groups in order to determine what information is the most useful in order to answer the essential question, "How is the Monarch butterfly important to us?" 5. **E** - Students do a checklist in order to determine how much they have contributed to the project, and how well they cooperate while working in groups. 6. **T** -Visual/ Aural: Students do online research about what children or public in general do in Mexico in order to protect the Monarch butterfly. Social/Physical/Verbal/Logical: Students move around the classroom in order to share information with peers working in groups, analyzing, discussing and deciding what is the best information to be included in their informational brochure. Verbal: students share their brochures with children from kindergarten, and try to convince them to take their Monarch butterfly's tour. Solitary: Students write one paragraph describing how they would protect the Monarch butterfly. 7. **O** - Students will create an informational brochure for their Monarch butterfly sanctuary in Mexico. Students explain the importance of the butterfly to the environment, and why they should come and visit the sanctuary. Product: Informational brochure of Monarch butterfly's sanctuary using AppleWorks 6 application to create it. Timeframe: 225 minutes. || =Lesson 6= Interpretation
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)
 * 1. **W** - Students will understand that we need to take good care of our ecosystem. How can the migration of the Monarch butterfly help me understand that what affects other living things affects us too?

EA Heredity and Reproduction Students describe the cycle of birth, development and death in different organisms and the ways in which organisms resemble their parents. b. Describe the life cycle of a plant or animal (including being born, growing, reproducing and dying).** || Students will describe the life cycle of a Monarch butterfly (including being born, growing, reproducing and dying). 2. **H** - Tell students that we will go to the library and explore what books they have about the Monarch butterfly. Explain also that the class will read the books to Kindergarten students. 3. **E** - Students do online research about the Monarch butterfly's life cycle answering questionnaires that inquire about the different stages of the butterfly's development. 4. **R** - Students and teacher set up an aquarium in order to observe the different stages a caterpillar goes through until it becomes a mature Monarch butterfly and it's released. Students keep journals and share them with peers. Students work in groups in order to determine what information they have gathered would help them answer the essential question "How is the Monarch butterfly connected to us?" 5. **E** - Students do a chart in order to assess their progress toward completing the podcast. 6. **T** - Visual/Aural: Students find books or online information about the Monarch butterfly's life cycle. Solitary/Logical: Students read the information about the butterfly's life cycle on their own and take notes of most important points in its life,using a timeline chart of the butterfly's life in order to set a logical order of the events in the Monarch butterfly's life. Social: Students share with peers the information they consider to be the most important in the butterfly's life cycle, and give each feedback on what they included on their charts. Verbal: Students move to work in small groups and write scripts for their podcast, deciding on how they will produce it. Physical: Students play "Monarch butterfly/ Are you Smarter than a Second Grader?". Follow the Are Smarter than a 5th grader game rules. However, the categories for the game are about the butterfly's life cycle and migration.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)
 * 1. **W** - Students will understand that the Monarch butterfly's life cycle helps us understand our own birth, reproduction, growth and death. Understanding the life cycle of the Monarch butterfly helps us understand that all living things change over time.

7. **O** - Students will create a podcast narrating the story of how a caterpillar changes and transforms into a Monarch butterfly, telling the story as if they were caterpillars, being interviewed by reporters. Product: Podcast (using application Garage Band) about the life cycle of a Monarch butterfly. Timeframe: 360 minutes. ||

2004 ASCD and Grant Wiggins and Jay McTighe