DarleneStage3

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // How are you using technology as a teacher? How are your students using technology? [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR or CCSS **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] and[| Cooperative Learning] the content (**Explore**), working on product (partners, teams...) (**Experience**)
 * (R)** **.4** Checking for Understanding Strategies during instruction (**Rethink),** Self-Assessment using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher on Product (**Revise**/**Refine**),
 * (E)** **.5** Formative Assessment - List the one's used in this lesson. **(Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7** Students will be able to ...( **Organize**), Product: Type II Technology, Number of Days:

[|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= Verbal/Linguistic: Students will share their ideas and use their written expression skills in the writing of the code. Intrapersonal: Students will generate their own ideas of behaviors they feel are important to the topic of cooperation and write them on a graphic organizer. Interpersonal:Students will participate in a Round Robin Brainstorming activity sharing their ideas collectively. Bodily/Kinesthetic: Students will use cut out letter shapes and place them on poster board and glue the letters to create words. Visual/Spatial: Students will create a poster displaying Code of Cooperation with color and design. Logical/Mathematical: Students will sequence ideas to create an acrostic pattern. =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**1.1 Students will understand that others will have opinions different from their own and they can learn from them. **(Where),** Students will identify positive behaviors that apply to cooperation. **(Why),** //Learning about Self-Knowledge and Interpersonal Relationships// **(What)**
 * (H)** 1.2 The code of cooperation will be posted in classroom and featured in the video.
 * (E)** 1.3 Students will know how to use appropriate vocabulary, identify appropriate social behaviors and assist, listen and share. **(Equip),** Students will use the Ice Cream Cone graphic organizer to brainstorm behaviors related to the topic of cooperation. **(Explore),** Students will perform a Round Robin Brainstorming cooperative learning activity to share their ideas on cooperation. **(Experience)**
 * (R)** 1.4 Teacher will observe students during brainstorming process and question students for further explanation. **(Rethink),** Students will use a checklist to assess cooperative behaviors **(Rethink/Revise),** Teacher will provide feedback using checklist. **(Revise/Refine)**
 * (E)**1.5 **Check for understanding**: observations. **Timely feedback**: self assessment rubric and teacher feedback **(Evaluate)**
 * (T)** 1.6
 * (O)**1.7 Students will recognize positive behaviors related to cooperation. **(Self-knowledge), Product:** Code of Cooperation Poster using computer application such as Inspiration, **Number of Days:** 2 days ||

Verbal/Linguistics: Students will write rules for the game. Intrapersonal: Students will self-reflect on ideas of how game should be played in a Think, Pair, Share activity. Interpersonal: Students will share ideas in a Think, Pair, Share activity. Bodily/Kinesthetic: Students will practice game and move game pieces on the board. Visual/Spatial: Students will design a pattern for movement of game pieces. Logical/Mathematical: Students will use measurements to design game board. =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 Students will understand that others will have opinions different from their own and they can learn from them. **(Where),** Students will understand the give and take of cooperation leads to a successful interaction. **(Why)**, //Learning about Self-Knowledge and Interpersonal Relationships// **(What)**
 * (H)** 2.2 Students will be able to design a game with their own rules and play it during lunch with Mrs. Pietz. **(Hook)**
 * (E)**2.3 Students will know how to use appropriate social language and non verbal language, how to take turns, how to work as a team, how to listen and share with each other. **(Equip)**, Students will use the step by step chart as a graphic organizer outlining the steps needed to make the game and then will use the same tool to write the directions for playing the game. **(Explore),** Students will perform a Think, Pair, Share as they work through the process of design. **(Experience)**
 * (R)** 2.4 Teacher will observe students using graphic organizers to design game and use questioning techniques to encourage clarification. **(Rethink),** Students will use self assessment rubric to rethink or revise their individual choices and behaviors during the process. **(Rethink/Revise).** Teacher will score a rubric and discuss the results with students individually. (**Revise/Refine)**
 * (E)** 2.5 **Check for understanding**: observations. **Timely feedback**: self assessment rubric and teacher feedback **(Evaluate)**
 * (T)** 2.6
 * (O)**2.7 Students will be able to build positive relationships with others (**Application**), **Product:** Simple game using Boardmaker software, **Number of Days:** 2-3 days ||

Verbal/Linguistics: Students will identify and label behaviors and feelings depicted in photos. Intrapersonal: Students will display and identify emotions. Interpersonal: Students will share ideas while identifying behaviors and emotions. Bodily/Kinesthetic: Students will perform behaviors relating to appropriate actions and emotions. Visual/Spatial: Students will place photos in a photo album collage. Naturalist: Students will interact with the playground environment as they are photographed. =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand that to be able to have positive experiences in my environment I must manage my negative emotions. **(Where),** Students will understand how negative body language is perceived by others and develop skills to cope with negative feelings. **(Why)**, //Learning about Self-Knowledge and Interpersonal Relationships// **(What)**
 * (H)** 3.2 Students will be photographers taking pictures of themselves and their friends.
 * (E)**3.3 Students will know how to use and interpret appropriate facial expressions and body language. **(Equip),** Students will use a Describing Wheel to brainstorm descriptors for what they see in the pictures. (**Explore**), Students will work in teams using a Jigsaw activity to interpret each others pictures and share with the group.**(Experience)**
 * (R)**3.4 Teacher will observe students as they share their ideas and ask students as a group to create a concept map identifying positive and negative feelings. **(Rethink),** Students will use the concept map to self assess their interpretations. **(Rethink/Revise),** Teacher will use a checklist and discuss results with students individually (**Revise**/**Refine**)
 * (E)**3.5 **Check for understanding**: observations and questioning. **Timely feedback**: Checklist and teacher feedback **(Evaluate)**
 * (T)** 3.6
 * (O)**3.7 Students will be able to analyze the feelings of others through the use of pictures. **(Perspective), Product:**Photo Album using iPhoto, **Number of Days:** 2-3 days ||

//Learning about Self-Knowledge and Interpersonal Relationships// **(What)** Verbal/Linguistics: Students will write social skills stories. Intrapersonal: Students will emote feelings to be photographed. Interpersonal: The jigsaw activity will require students to share their ideas. Generating ideas for the social skills stories will require students to identify different emotions. Bodily/Kinesthetic: Students will use body language and movements to depict behaviors and emotions. Visual/Spatial: Students will use a template from an application to create illustrations and story lines. Logical/Mathematical: Students will analyze cause and effect relationships to create social skills story. =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that to be able to have positive experiences in my environment I must manage my negative emotions. **(Where),** Students will be able to examine a negative situation and problem solve for positive solutions. **(Why)**,
 * (H)** 4.2 Students will use the computer to write stories to read with younger students.
 * (E)**4.3 Students will know how to use coping skills, such as walking away, seeking adult help and deep breathing, to manage negative emotions**. (Equip),** Students will use a Problem Solving Chart to help them identify problems and possible solutions. (**Explore**), Students will work in small groups using a Jigsaw activity to share their thoughts on solving situational problems with others in the group.**(Experience)**
 * (R)**4.4 Teacher will observe students during the problem solving chart activity and use questioning to encourage use of problem solving skills. **(Rethink),** Students will create drawings to illustrate problems and solutions. **(Rethink/Revise),** Teacher will score rubric and review results with students individually. (**Revise**/**Refine**)
 * (E)**4.5 **Check for understanding**: interviews. **Timely feedback**: peer review rubric and teacher feedback **(Evaluate)**
 * (T)** 4.6
 * (O)**4.7 Students will be able to explain positive social behaviors (**Explain**), **Product**: Social Skills story using Stories2Learn, an ipod application, **Number of Days**: 2-3 days ||

Verbal/Linguistic: Students will share ideas and share in the writing of the skit. Intrapersonal: Students will identify and display feelings during the performance. Interpersonal: Students will dialog with others during the performance. Bodily/Kinesthetic: Students will act out the parts of the skit. Naturalist: Students will create a scene outside on the playground. Musical/Rhythmic: Students will use Garageband and choose sound effects and music for the skits =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that one's behavior can effect others in a positive or negative way. **(Where),** Students will be able to identify other's reactions to their behavior and use strategies to adjust their behavior. **(Why)**, //Learning about Self-Knowledge and Interpersonal Relationships// **(What)**
 * (H)** 5.2 Students will be able to use computer software to create awesome sound effects to add to their voice performances.
 * (E)**5.3 Students will know how to use appropriate social language, both verbal and non-verbal to maintain positive social interactions.
 * (Equip),** Students will use a story map to create the setting, plot, problem and solution of their skits. (**Explore**), Students will use a Team Pair Solo activity to start the process of identifying problems and solutions, then discuss with a partner and finally, share individual thoughts. **(Experience)**
 * (R)**5.4 Teacher will observe during story map building and use questioning to encourage expansion of story elements. **(Rethink),** Students will use a checklist to self assess. **(Rethink/Revise),** Teacher will use checklist for story writing and appropriate use of social language. Teacher will meet with individuals to provide feedback. (**Revise**/**Refine**)
 * (E)**5.5 **Check for understanding**: observations. **Timely feedback**: peer review using a rubric and teacher feedback **(Evaluate)**
 * (T)** 5.6
 * (O)** 5.7 Students will be able to role-play positive social interactions. **(Empathy), Product:** Skit using Garageband, **Number of Days** 4 days ||

Verbal/Linguistic: Students will use appropriate voice and intonation during performance. Musical/Rhythmic: Students will create a rhyme to accompany presentation of poster in the video. Interpersonal: Students will display appropriate social behaviors. Bodily/Kinesthetic: Students will perform the actions to depict appropriate social behaviors in the video. Visual/Spatial: Students will assist in editing the video. Logical/Mathematical: Students will use a story map graphic organizer and place story events in logical sequence.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that one's behavior can effect others in a positive or negative way. **(Where),** Students will display appropriate social behaviors and understand the positive social outcomes. **(Why)** //Learning about Self-Knowledge and Interpersonal Relationships// **(What)**
 * (H)** 6.2 Students will perform for a video which will be entered in a contest.
 * (E)**6.3 Students will know how to use appropriate social language and non verbal language, how to take turns, how to work as a team, how to listen, to share with each other and to use coping skills during difficult situations. **(Equip),** Students will use a story map graphic organizer to develop their script. They will map the script onto a storyboard and include scene information. (**Explore**), Students will use a Round Robin Brainstorming activity to share ideas for their script. **(Experience)**
 * (R)**6.4 Teacher will observe students during brainstorming activity and use questioning techniques. **(Rethink),** Students will use a self-assessment rubric to assess the content and their behaviors during the process. **(Rethink/Revise),** Teacher will score a presentation and product rubric and provide feedback to individual students. (**Revise**/**Refine**)
 * (E)**6.5**Check for understanding**: observations. **Timely feedback**: self assessment rubric and teacher feedback **(Evaluate)**
 * (T)** 6.6
 * (O)** 6.7 Students will be able to tell a story of positive social interactions **(Interpret**) **Product:** Video using iMovie, **Number of Days:** 5 days ||

2004 ASCD and Grant Wiggins and Jay McTighe