Eleni+Stage+3

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 - **Pre-Assessment:** (note: lesson 1 only), **Checking for Understanding**: and **Timely Feedback: (Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7** Students will be able to ..., (**Name the Facet**) **Product:** Type II Technology, **Number of Days:** ( **Organize**)

**(H)**1.2 Role-playing. **(E)**1.3 Students will know how to identify feelings appropriately. .**(Equip)**, [|Graphic Organizer] and [|Cooperative Learning] the content Daily/weekly words posted on kitchen refrigerator. **(Explore)**, Role-playing working on Role-Playing :Consumer will be asked in a natural setting to role-play emotions: Happy, Pain, Mad, Sad **(Experience)** **(R)**1.4 YES/NO SIGNING. BUILD RUBRIC FOR STAFF. Create ISP **(Rethink)**, Self-Assessment using Rubrics or Checklist, feedback by students **(Rethink/Revise)**, and feedback by staff on product **(Revise/Refine),** **(E)**1.5 Formative Assessment -PRE-ASSESSMENT: Ask consumer how they feel when he is showing happiness with feelings icons up and available on iPad.(tally in office for correct answer- discuss appropriate prompt that all staff with do) **Checking for Understanding:** Observation and Role-Playing and Review observation notes and role-playing observation notes- discuss with staff. **Timely Feedback:** Self and Staff. **(T)**1.6 Verbal: Answering by signing 'yes' or 'no' when staff makes a happy face and asks if it is sad. Logic: Set up simple story, ask questions to whether characters are happy or sad. Visual:OWL iPad emotion. Bodily: Role-playing/Pantomime. Musical: sound/music files online relating to emotion. Intrapersonal: Asking if consumer is happy or sad. Interpersonal: Asking consumer if staff or roommate is happy or sad. Naturalist: In the community or on the television staff point out what happy/sad/mad/pain looks like. **(O)**1.7 Students will be able to use the iPad as a communication tool and role-play using feelings, (**Apply/Empathy**), **Product:** iCommunicate, **Number of Days**: work with consumer at least one time per shift and record on records sheet in office. ||
 * Lesson 1**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**1.1 The iPad can be used to speak audibly and express feelings clearly **(Where)** //Common Core Standards. Speaking and listening- Kindergarten. CCSS ELA-Literacy. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.//**(What)** To be able to interact with others and express emotions.

Verbal: Logic:Ask if staff is happy or sad in natural situation. Visual:Role-playing/ feeling written on refrigerator. Bodily: Fine motor skills when using iPad. Musical: Audio recording of staff Intrapersonal: Asking consumer if they are happy/sad Interpersonal: Naturalist:Ask consumer to use iPad to communicate how others are feeling using OWL application. Lesson 3
 * Lesson 2**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students understand that an iPad can be used as a tool to express emotions to support in positive interpersonal relationships and positive behavior (**Where**) I//EP Standard: Consumer will increase their communication skills and peer interactions by learning to use an audible tone (iPad)// **(What)** To be able to interact with others and express emotions **(Why)**
 * (H)** 2.2 Begin to introduce feelings **one** at a time on iPad and sticky on fridge.
 * (E)** 2.3 Students will know how to interact with others in a positive way.**(Equip)** Daily/weekly words posted on kitchen refrigerator. ** (Explore) **, Role-playing working on Role-Playing Consumer will be asked in a natural setting to role-play emotions: Happy, Pain, Mad, Sad ** (Experience) **
 * (R)** 2.4 Ask consumer to show how consumer is feeling when emotions arise (signing yes/no if iPad is not used initially) ** (Rethink) **, Self-Assessment using Rubrics or Checklist, feedback by students ** (Rethink/Revise) ** , and feedback by staff on product ** (Revise/Refine) **
 * (E)** 2.5 .Ask consumer to show how consumer is feeling when emotions arise on iPad. Formative Assessment -PRE-ASSESSMENT: Tin office for correct answer- discuss appropriate prompt that all staff with do) ** Checking for Understanding: ** Observation and Role-Playing and Review observation notes and role-playing observation notes- discuss with staff. ** Timely Feedback: ** Self and Staff.
 * (T)** 2.6
 * (O)** 2.7 Students will be able to use the iPad to compare two feelings and demonstrate appropriate feelings icons **(Perspective/Explain) Product: OWL Number of Days:** work with consumer at least one time per shift and record on records sheet in office. ||

(signing yes/no if iPad is not used initially) ** (Rethink) **, Self-Assessment using Rubrics or Checklist, feedback by students ** (Rethink/Revise) ** , and feedback by staff on product ** (Revise/Refine) ** Formative Assessment -PRE-ASSESSMENT: Tin office for correct answer- discuss appropriate prompt that all staff with do. ** Checking for Understanding: ** Observation and Role-Playing and Review observation notes and role-playing observation notes- discuss with staff. ** Timely Feedback: ** Self and Staff Verbal: Logic: Visual: Video tape self expressing emotions. Bodily: Dancing/arm movements. Musical:Video with emotions. Intrapersonal: Interpersonal: Naturalist: Audio/Visual- seeing happy or sad in animals.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that the iPad can be used to make clear requests at appropriate times **(Where)** //MLR Interpersonal skills. E2. Pre-K-2. Performance Indicator: Students use speaking skills to communicate. a. Make clear requests at appropriate times.//**(What)** To be able to interact with others and express emotions. **(Why)**
 * (H)** 3.2 Create consumer sample Facemaker emotion with consumer.
 * (E)** 3.3 Students will know how expressing feelings and ideas clearly makes them feel.
 * (R)**3.4 Staff supports consumer with using Facemaker, cross-referencing with OWL to ask consumer how the face he made feels.
 * (E)**3.5 Consumer goes to Facemaker and uses Facemaker to make emotions.
 * T)** 3.6
 * (O)** 3.7 Students will be able to ask for help and/or communicate what they need using the iPad and Communicate feelings to others using the iPad **(Interpret/Self-Knowledge). Product:Facemakers/OWL Number of days:** work with consumer at least one time per shift and record on records sheet in office. ||

2004 ASCD and Grant Wiggins and Jay McTighe