Multiple Intelligences Unit Plan Template EDUC 522 Unit Title: The Outsiders Teacher: B : !

"E" #int$n Mindi Da%is &rade 'e%el: (th &rade !u)*ect: English 'anguage +rts Time ,rame: !i- .ee/s O)*ecti%es: 0 Use the information they learn in this unit about stereotyping and peer pressure. * Learn about loyalty and rivalry with self, friends, and family. * Expand awareness that all people have common life experiences both positive and negative to promote empathy. Intelligences: Verbal Interpersonal Intrapersonal inesthetic !aturalist Visual "usical Logical Techn$l$gies in the unit: i#ad $omputer Internet !otability %neLoo& #opplet 'oogle $hrome (logger )uic&Voice (ump i*hought ey!ote i"ovie +ropbox "icrosoft ,ord -a&eboo& .pelling/Vocabulary $ity *0$hart Inspiration "aps +ay%ne 1ournal *al&ing *om .tory it

 .ongify *al&ing !ews C$ntent standards: 2eading Literature 2L.3.4 $ite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2L.3.5 6naly7e how particular elements of a story or drama interact 8e.g., how setting shapes the character or plot9 2L.3.: 6naly7e how an author develops and contrasts the points of view of different characters or narrators in text 2L.3.3 $ompare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analy7ing the effects of techni;ues uni;ue to each medium 2eading Informational *ext 2I.3.< +etermine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings= analy7e the impact of a specific word choice on meaning and tone ,riting ,.3.4 ,rite arguments to support claims with clear reasons and relevant evidence a. Introduce claim8s9, ac&nowledge and address alternate or opposing claims, and organi7e the reasons and evidence logically. d. Establish and maintain a formal style. .pea&ing and Listening .L3.4 Engage effectively in range of collaborative discussions 8one0to0one, in groups, and teacher0led9 with diverse partners on grade 3 topics, texts, and issues, building on others> ideas and expressing own clearly. Language L.3.5 Use &nowledge of language and its conventions when writing, spea&ing, reading, or listening.

Techn$l$g standards: 4. $reativity and Innovation b. $reate original wor&s as a means of personal or group expression d. Identify trends and forecast possibilities ?. $ommunication and $ollaboration a. Interact, collaborate, and publish with peers, experts, or others employing in a Variety of digital environments and media 5. 2esearch and Information -luency c. Evaluate and select information sources and digital tools based on the 6ppropriateness to specific tas&s <. $ritical *hin&ing, #roblem .olving, and +ecision "a&ing b. #lan and manage activities to develop a solution or complete a pro@ect A. +igital $iti7enship a. Exhibit a positive attitude toward using technology that supports collaboration, Learning, and productivity :. *echnology %perations and $oncepts a. Understand and use technology systems

b. .elect and use applications effectively and productively

Materials: 1digital and n$n2digital3 +igitalB i#ad $omputer Internet !otability %neLoo& #opplet 'oogle $hrome (logger )uic&Voice (ump i*hought ey!ote i"ovie +ropbox "icrosoft ,ord -a&eboo& .pelling/Vocabulary $ity *0$hart Inspiration "aps +ay%ne 1ournal *al&ing *om .tory it .ongify *al&ing !ews !on0+igital #en #aper C*he %utsidersD (oo& Venn +iagram Eandout Vocabulary Eandout Pr$cedures: .ee/ One Da One: *eacher will provide a vocabulary list from chapters 4 F ? and students will use i*houghts to create a word web that describes each word by listing their definitions, synonyms, antonyms, using the word in your own sentence, facts about the word li&e parts of speech, and drawing a picture or symbol. Da T4$: Loo& up pictures of what is classified as a soc and greaser as well as different things associated with the two social groups, on the Internet using 'oogle search. *hen they will create a collage of the two social groups and share their posters with the class.

Intelligences: Visual, Logical Visual Logical Visual Logical Verbal, Interpersonal Logical Verbal inesthetic !aturalist, Intrapersonal inesthetic, Logical inesthetic, Interpersonal !aturalist Verbal Intrapersonal Verbal Intrapersonal !aturalist Intrapersonal Verbal Visual "usical Interpersonal, Verbal Verbal Verbal, Visual, Logical Visual Visual, !aturalist Interpersonal, Intrapersonal

Intelligences: inesthetic, "usical, Logical, Visual, Verbal

Verbal, Interpersonal

Da Three: Using the Internet, research the different types of music that came from the :G>s specifically loo&ing up artists mentioned in the story, pic& two popular artists or groups from that era, comparing their similarities and differences. *eacher will provide a list of the artists mentioned in the story. Da ,$ur: Using 'oogle search first locate %&lahoma on a map. *hen compare %&lahoma>s population, climate, vegetation, and other distinguishing factors to the state of $alifornia. "a&e sure to ta&e note of the differences between the two states. Da ,i%e: Explain how you Hsi7e people up> are it based on loo&s, grades in school, money, etc. *hen use #opplet to create a web of how you Hsi7e people up> and some students will be as&ed to share with the class .ee/ T4$ Da One: Using the vocabulary words provided for the next two chapters, use %neLoo& httpB//oneloo&.com to loo& up the definitions of the words. *hen go on to .pelling/Vocabulary $ity httpB//www.spellingcity.com and create a game using at least ten of the vocabulary words. Da T4$: -orm groups of 5 or < then go on to 'oogle to loo& up and list describing factors of a soc and greaser, listing things that ma&e them different as well as things that are similar between the two groups. Da Three: Examine various ;uotes from #onyboy and based on what he has said and how he is feeling at different events during the story, develop a plan and give therapeutic advice to #onyboy on different ways to deal with the situation. *hey will use +ropvox to record the advice they would li&e to give. Da ,$ur: $reate a -a&eboo& account as a character of their choosing post/@ournal about daily events in the story and what they thin& that particular character would post. Da ,i%e: 'o through the boo& and write down the various idioms found throughout the boo&. *hen using context clues interpret what each idiom means. $reate a colorful display, using eynote of the different idioms and their meanings. .ee/ Three Da One: #air up with partner and loo& through the story and paraphrase how #onyboy feels about +arry. +iscuss with your partner your thoughts then write and individual blog on 'oogle $hrome blogger httpsB//www.blogger.com, as if you were #onyboy and write about how he feels about his brother. Lastly, use +ayone and interpret if you thin& +arry is to hard on #onyboy, explain why or why not. Da T4$: Use a Venn +iagram on notability to match and organi7e vocabulary words to corresponding group of either soc or greaser. 6lso add three more words to each list. Da Three: ,ith a partner thin& of interview ;uestions to as& one another as if they were eyewitnesses to the fight between 1ohnny and #onyboy and the Socs. Use )uic&Voice to record the interviews. Da ,$ur: $reate a C,antedD poster. Use "icrosoft ,ord and create a wanted poster, naming either 1ohnny or #onyboy giving their physical description, what they are wanted for, personality traits, positive or negative conse;uences for their acts, where they were last seen, favorite hangouts and their a&a. Da ,i%e: Using a *0chart ma&e a stance about 1ohnny and #onyboy>s guilt or innocence. Use the *0chart to organi7e evidence. .ee/ ,$ur Da One: 6s a class, students will act as the @urors in a courtroom and @udge

"usical

!aturalist

Verbal, Interpersonal

Verbal, Intrapersonal

!aturalist, Visual, Logical inesthetic, Intrapersonal

Intrapersonal inesthetic, Visual

Interpersonal, Logical

"usical, !aturalist Interpersonal, Intrapersonal, Visual, Logical inesthetic, Verbal

Intrapersonal Verbal, Interpersonal,

whether 1ohnny should was innocent or guilty based on evidence from the boo& using !otability to @ot down evidence. Da T4$: %rgani7e the notes from notability into an Inspiration "ap, which will put all the notes in logical order to present a case. Loo& for images on the Internet that can be used in the eynote presentation to help the case Da ThreeB Each group will create a &eynote presentation that consists of all evidence and events that will help them convince the C@urorsD 8rest of the class9 if the characters guilt or innocence. Each group needs to ma&e sure they have provided enough evidence to prove their case. Using at least five slides and at least 4G pieces of evidence. Each group needs to ensure there are at least three pictures included in the presentation. *he pictures could be evidence li&e the &nife or pictures of CsocsD and Cgreasers>> Da ,$urB *he paired up groups will each have a turn to present their eynote presentation the rest of the class. *he rest of the class will then be the @urors and decide based on the cases presented whether the characters were guilty or innocent. *hey will need to write a short response as to why they chose the particular verdict after each paired group presentation. Da ,i%e: Use i"ovie and record a video @ournal as if you were #onyboy @ournaling how you would feel while you were hiding out in the church. .ee/ ,i%e Da One: 6fter reading the poem C!othing 'old $an .tayD from $hapter A record yourself using .ongify reciting it out loud then give your opinion on why you thin& #onyboy remembered the poem at that moment in the story. Da T4$: $reate a log of events in +ay%ne @ournal and write down events that too& place from the time the boys met the girls until they were ta&en to the hospital. Da Three: $ategori7e similarities and differences between +ally and (ob using Inspirations "aps. Da ,$ur: In groups of four pic& a scene from the boo& and use i"ovie to re0create a scene. "ovie only needs to be five minutes in length. Da ,i%e: $ontinue to wor& on movie scene with group. $omplete and submit. .ee/ !iDa One: .tudents will pic& a scene from the boo& in which they create a set to fit the most climatic part of the story, using the app .tory it. Da T4$: 6fter watching the movie give your opinion, of which one is the better portrayal of the theme of stereotypes, the boo& or movie, use *al&ing*om to give your response. Da Three: "a&e a @ournal entry on 'oogle $hrome (logger as #onyboy predicting what will happen in his life in five years and then share your response in small groups. Da ,$ur: Examine the idea of real0life stereotypes and if they are different from the ones described in the boo&, using "icrosoft ,ord to type the responses.

inesthetic, !aturalist Logical, !aturalist, Visual, inesthetic, Verbal Verbal, Visual, Logical, Interpersonal, Intrapersonal Interpersonal, Logical, Visual Visual, Logical, Interpersonal, inesthetic Intrapersonal, Verbal

Intrapersonal, Logical "usical, Intrapersonal "usical "usical "usical, inesthetic, Interpersonal Visual, "usical Visual, "usical "usical, Visual, Intrapersonal Verbal, Intrapersonal Logical, Intrapersonal, Verbal

Pr$duct: Vocabulary Lists on i*houghts Soc/Greaser $ollage "usic $omparisons

Intelligences: Verbal, Logical, Visual Verbal, Interpersonal "usical !aturalist

%&lahoma $omparison H.i7e #eople Up> .pelling $ity 'ame 'roup #ro@ect describing Socs/Greasers +ropVox I 6dvice to #onyboy -a&eboo& #osts eynote #ro@ects 8Idioms F *imeline9 (logs Venn +iagrams Interview )uestions/2esponses

C,antedD #oster *0$hart *rial/1urors Video 1ournal .ongify #oem +ay%ne 1ournal Logs (ob/+ally $omparisons 2e0create a scene

Verbal, Interpersonal Verbal, Intrapersonal !aturalist, Visual, Logical inesthetic, Intrapersonal Intrapersonal inesthetic, Visual, "usical Interpersonal, Logical "usical, !aturalist Interpersonal, Intrapersonal, Visual, Logical inesthetic, Verbal Intrapersonal Verbal, Interpersonal, inesthetic, !aturalist Intrapersonal, Logical "usical, Intrapersonal "usical, Intrapersonal "usical, Logical, !aturalist inesthetic, "usical, Interpersonal "usical, Verbal, Intrapersonal Verbal, Intrapersonal

*al&ing*om (oo&/"ovie $omparison 'oogle $hrome (log entries

+ssessment 15uantitati%e ru)ric3: !$c6&reaser C$llage Categ$r Categ$r C$ntent6,acts +ttenti$n t$ Theme Time Use Trial67ur$rs 8 9 2 8 -acts were 9 -acts were 2 -acts were *he student to gives a *he studentto gives student accurate all the accurate JGKaof *he accurate togives LGK a of reasonable reasonable fairly reasonable events in the story. the events in the the events in the explanation of how explanation of how explanation of how story. story. every item in the items in time the LGK in the collage $lassroom time most $lassroom $lassroom time collage is related to collage are related are related to was used to wor& was used to wor& was used to the wor& theon assigned theme. to on thethe assigned assigned theme the pro@ect. pro@ect on the pro@ect -or all items the theme. JGK of JGK -or of the time. LGK of the time. relationship is clear the items, the without relationship is clear explanation without : : -acts were *he student>s accurate to 3GK of explanations the events inare the wea& and illustrate story. difficulty $lassroom time understanding how was used to wor& to relate items to on the pro@ect the assigned theme. 3GK of the time.

C$lla)$rati$n 4ith Peers

Presentati$n6!lides

Listens to, shares with, and supports the efforts of others in the group. *ries to &eep people wor&ing well together. eynote consists of A or more slides of accurate evidence supporting their case. eynote presentation consists of 5 or more pictures pertaining to evidence for their case. 2esponds to all other group presentations and their decision on the verdict and gives at least three reasons why they decided on the verdict.

Presentati$n6Pictures

;esp$nse t$ $ther presentati$ns

Listens to, shares with, and supports the efforts of others in the group JGF of the time. +oes not cause MwavesM in the group. eynote presentation consists of at least < slides of accurate evidence supporting their case. eynote presentation consists of at least ? pictures pertaining to evidence for their case. 2esponds to ? other group presentations and their decision on the verdict and gives at least three reasons why they decided on the verdict.

Listens to, shares with, and supports the efforts of others in the group LGK of the time but sometimes are not a good team member. eynote presentation consists of at least 5 slides of accurate evidence supporting their case. eynote presentation consists of at least 4 picture pertaining to evidence for their case. 2esponds to one other group presentations and their decision on the verdict and gives at least three reasons why they decided on the verdict.

Listens to, shares with, and supports the efforts of others in the group 3GK of the time but is often not a good team member. eynote presentation consists of at least ? slides of accurate evidence supporting their case. eynote presentation does not consist of any pictures pertaining to evidence for their case. !o response to other group presentations.

C+TE&O;> !pelling and Capitali?ati$n

;eada)ilit

C$ntent6,acts

'earning $@ C$ntent

<e =$te Timeline 9 .pelling and capitali7ation were chec&ed by another student and were JGK correct. *he overall appearance of the timeline is somewhat pleasing and easy to read. -acts were accurate -acts were accurate for all events for LGK of all reported on the events reported on timeline. the timeline. *he student can *he student can accurately describe accurately describe 3AK 8or more9 of AGK of the events 8 .pelling and capitali7ation were chec&ed by another student and are correct throughout. *he overall appearance of the timeline is pleasing and easy to read.

2 .pelling and capitali7ation were LGK correct, but were not chec&ed by another student. *he timeline is relatively readable.

: .pelling and capitali7ation were at least 3GK correct. *he timeline is difficult to read.

-acts were accurate for most 8N3AK9 of the events reported on the timeline. *he student can describe any event on the timeline if

-acts were at least 3GK accurate for events reported on the timeline. *he student cannot use the timeline effectively to

the events on the timeline without referring to it and can ;uic&ly determine which of two events occurred first.

on the timeline without referring to it and can ;uic&ly determine which of two events occurred first.

allowed to refer to it and can determine which of two events occurred first.

describe events nor to compare events.