S3+Perkins,+Alexa

=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 ..., **(Facet Name)** Product: Type II Technology, Number of Days: (**Organize**)

[|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=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.1 Students will understand that geography had a huge impact on the Expanding Nation **(Where).** //Students understand major eras, major themes, and historic influences in the history of Maine, the US and various regions of the world// **(What).** To understand the importance of land formation and the effects it has on social status **(Why).**

1.2 In the beginning of class the tables will be divided up and each will have a sign that says a state that was fought over in the 1800s. Once students are sitting I will ask them why they choose to sit where they did.**(Hook)**

1.3 Students will know about the Mexican-American war, the gold rush, the Missouri Compromise, and the Fall of the Alamo. (see notes) **(Equip).** The students will use the persuasion map to organize their notes and thoughts. They will state reasons why the land was valuable and then create facts and examples to back up their reasons **(Explore).** In partners, students will be assigned an area of land to search on Google Earth and embed reasons the land was fought over **(Experience).**

1.4I will use thumbs up and exit tickets to check for understanding **(Rethink)**. Students will self assess their work using a check list and peers will give feedback to improve the Google earth links. **(Rethink/Revise).** The teacher will give written feedback to all of the groups. **(Rethink/Refine)**

1.5 **Formative Assessments:** **Preassessment:** I will use a pretest to find out what the students already know about the 1800s. **Checking for Understanding:** Thumbs up/down and exit tickets. **Timely Feedback:** Written feedback in a rubric by the teacher. Self assessment check lists. Peer feedback

1.6 **Tailors**
 * Visual:** Use charts and graphic organizers for arranging notes about the class discussion about geography.
 * Logical:** Use math to figure out how far Texas, Florida, California and the Great lakes are from one another.
 * Verbal:** Time to talk with one another about the effects land has on change.
 * Bodily:** Arrange into a "map" of the different areas of the US that were fought over.
 * Musical:** As the students talk with one another about the effects land has on change, I will play music from the time period.
 * Interpersonal:** Time to talk with partners about the effects land has on change.
 * Naturalist:** Create a list of geological features that would make specific places in the US valuable.
 * Intrapersonal:** Create a written list of reasons of why Texas, Florida, California and the Great Lakes were fought over.

1.7 Students will be able to propose a reason why many states were fought over. **(Application)** Products: Google Earth. Days: 2 **(Organize)** || =Lesson 2=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 2.1 Students will understand that without the changes made in the 1800's Native Americans and people of color enabled them to live a free and independent life **(Where)**. //Students understand major eras, major themes, and historic influences in the history of Maine, the US and various regions of the world// **(What).** To understand that people have not always had equal rights and to learn from the past's mistakes **(Why).**

2.2 I will open class by reading a passage from a journal written by a slave **(Hook).**

2.3 Students will know about the Missouri Compromise, The Indian Removal act, The Black Hawk War, Nat Turner, The Compromise of 1850 and The Fugitive Slave Act (see notes) **(Equip)**. Students will use a Goal reason graphic organizer to take notes in class. The goal will be to free slavery and Native American abuse **(Explore).** Students will get into groups based on their MIs and create a blog written by a slave or a Native American from the 1800s **(Experience).**

2.4 I will use Quick writes to check for understanding **(Rethink)**. I will use self assessment check lists to improve the student's blogs (**Rethink/Revise).** The teacher will use written notes to give students feedback (**Refine).**

2.5 **Formative Assessments:** **Checking for Understanding:** Quick writes. **Timely Feedback:** Written feedback in note from by the teacher. Self assessment checklist

2.6 **Tailors**
 * Interpersonal:** Each student go around the room and name a right they feel they take for granted.
 * Naturalist:** Take a walk outside and observe how different life would be if they were denied the rights Native Americans and slaves were.
 * Visual:** Create a collage that represents life for Native Americans or slaves in the 1800s.
 * Musical:** Listen to a collection of songs and chants that slaves use to create(While working on the collage).
 * Intrapersonal:** Create a blog that could have been written by a Native American during the 1800s.
 * Logical:** Do the math to find out the slave to African American ratio and the Native American to European ratio.

2.7 Students will be able to imagine how challenging life would be for Native Americans and people of color without the changes made in the 1800's. **(Application)** Product:Blog. Days: 2 **(Organize)** || =Lesson 3=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 3.1 Students will understand that because changes were made in the 1800's, woman now live a free and equal lifestyle **(Where).** //Students understand major eras, major themes, and historic influences in the history of Maine, the US and various regions of the world// **(What).** To understand the changes that the country had to make to give woman equal rights and why they are so important **(Why).**

3.2 In the beginning of class I will have the students close their eyes and imagine themselves to all be woman living in the 1800s. I will list the rights they have and don't have and ask them to open their eyes and tell me how they felt **(Hook)**.

3.3 Students will know about the first high school made for girls, the woman's rights convention and the Woman's suffrage law(see notes) **(Equip)**. Students will create a Venn-Diagram comparing current life of woman to life for woman in the 1800s **(Explore)**. Students will create a timeline of the progression of woman's rights in iMovie **(Experience).**

3.4 I will use a exit ticket to check for understanding **(Rethink)**. I will use peer review rubrics to improve the student's blogs (**Rethink/Revise).** The teacher will use oral comments to give students feedback (**Refine).**

3.5 **Formative Assessments:** **Checking for Understanding:** Exit tickets. **Timely Feedback:** Written rubrics from by the teacher. Peer review rubrics.

3.6 **Tailors**
 * Verbal:** Students will close their eyes and imagine themselves to all be woman living in the 1800s. I will list the rights they have and don't have and ask them to open their eyes and tell me how they felt
 * Musical:** I will end the class playing a chant from the Woman's Rights Convention.
 * Bodily:** A ball will get tossed around the room, when the ball get thrown to you, you are suppose to name a woman's right change made in the 1800's.
 * Interpersonal:** In MI groups, create a iMovie that is a timeline of woman's rights.
 * Naturalist:** Compare woman's life in the 1800s to animals life presently.
 * Visual:** Draw a quick sketch of a scene in the 1800s that would of been seen by a woman in the 1800s.

=Lesson 4=
 * (O)** 3.7 Students will be able to realize the differences in woman's rights though out the past. **(Application)** Product: iMovie. Days: 2. **(Organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 4.1 Students will understand that tax changes had huge effects on the nation and other nations **(Where).** //Students understand major eras, major themes, and historic influences in the history of Maine, the US and various regions of the world// **(What)**. To understand how economics has a social impact and creates both rebellion and power **(Why).**

4.2 The class will begin by "going over homework" and tell them that they are required to pass in twice as much home work tomorrow. I will look for student reactions and then tell them that I am not serious. I will use these reactions to begin a discussion about change in taxes(or their homework) and ask them how they feel about it **(Hook).**

4.3 Students will know about the second bank made in the US, the Tardiff of 1916, the Financial panic of 1819, the Land Act of 1820, the Tardiff of 1828, and the Panic of 1837(See notes) **(Equip).** Students will use a timeline to fill in the events we cover in class. They can later use this timeline in their Skype debate **(Explore).** Students will create a debate at home between another student. They will record this debate on Skype and then link it to the class wiki. The debate will be over the issues of taxes **(Experience).**

4.4 I will use Fill in your thoughts to check for understanding **(Rethink)**. Peers will asses each others debates using a rubric. (**Rethink/Revise).** The teacher will use written comments to give students feedback on their argument and debate (**Refine).**

4.5 **Formative Assessments:** **Checking for Understanding:** Fill in your thoughts. **Timely Feedback:** Written comments from the teacher. Peer review rubric.

4.6 **Tailors**
 * Musical:** Together, the class will work to create a song or jingle that will help them to remember the events regarding economics during the 1800s.
 * Bodily:** Students will have a brief period of time to arrange themselves into the North vs. the South based on if they live South from the school or North. (They can use a map to figure it out)
 * Logical:** Students will figure out what raising taxes on land by 50 cents would be equivalent to now.
 * Verbal:** Students will verbally debate and use written notes to look at when expressing their ideas.
 * Interpersonal:** Students will create a debate at home between another student. They will record this debate on Skype and then link it to the class wiki. The debate will be over the issues of taxes.
 * Visual:** A brief clip will be shown that captures the feelings shown in the 1800s when taxes were raised.

=Lesson 5=
 * (O)4**.7 Students will be able to make sense of the tax changes and their effects. **(Application)** Product: Skype. Days: 2. **(Organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 5.1 Students will understand that life would not be the same if the event that occured in the 1800's had not happened **(Where).** //Students understand major eras, major themes, and historic influences in the history of Maine, the US and various regions of the world// **(What)**. To learn from the pasts' mistakes and to not repeat them/ Also to learn from the successes and follow in their directions **(Why).**

5.2 In the beginning for class a trashy pop song will be played and then followed by a song from the 1800s. Students will be asked to write down what the meaning of each of the songs was **(Hook).**

5.3 Students will know about the current issues happening in the US and recap of the changes made in the 1800s that we learned about.(See notes) **(Equip).** Students will use a describing wheel to recap all of the key event we learned about in the 1800s. They can use this wheel to look at the events of the 1800s as a whole **(Explore).** Students will create a garage band presentation in partners that will compare music from the 1800s to music from the present. Students can mix and match songs. The goal will for them to compare the songs meanings, composition and references **(Experience).**

5.4 I will use timed peer share and quick writes to check for understanding **(Rethink)**. Peers will asses each others songs using a oral feedback in groups (**Rethink/Revise).** The teacher will meet with each team to listen to their composition and give them oral feedback (**Refine).**

5.5 **Formative Assessments:** **Checking for Understanding:** Quick writes and timed peer share **Timely Feedback:** Oral comments from the teacher. Peer's oral feedback.

5.6 **Tailors**
 * Musical:** The class will hear music in the beginning of the class and create their own music for the project.
 * Interpersonal:** The class will work together as a whole to create the timeline on the back board of the 1800's.
 * Verbal:** The class will have a discussion about the importance of music and its effects on a society.
 * Intrapersonal:** Students will get a chance to record their thoughts regarding the meaning of the two songs.
 * Visual:** Together the class will create a timeline on the white board of the events of the 1800s.
 * Logical:** Students will have to use math to create the right timing of the music and to record.

5.7 Students will be able to analyze the past and relate it to present time. **(Application)** Product: Garageband. Days: 2. **(Organize)** || =Lesson 6=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L** ||
 * 6.1 Students will understand that life would not be the same if the events that occured in the 1800's had not happened **(Where).** //Students understand major eras, major themes, and historic influences in the history of Maine, the US and various regions of the world// **(What)**. To learn about the importance of change and equality **(Why).**

6.2 In the beginning of class, the students will log onto their computers and begin exploring the web quest **(Hook).**

6.3 Students will know about all of the events of the 1800s that we have covered and create proof of their knowledge (See notes) **(Equip).** Students will use the web quest to create their projects in iMovie. **(Explore).** Students will create a advertisement on iMovie that depicts what life was like for a specific group of people in the 1800s **(Experience).**

6.4 I will use timed peer share and quick writes to check for understanding **(Rethink)**. Peers will asses each others iMovies using rubrics. (**Rethink/Revise).** The teacher will meet with each student, watch their movie and give them oral feedback (**Refine).**

6.5 **Formative Assessments:** **Checking for Understanding:** Quick writes and timed peer share **Timely Feedback:** Oral comments from the teacher. Peer's rubric.

6.6 **Tailors**
 * Musical:** The class will hear music in the beginning of the class and create their own music for the project.
 * Interpersonal:** The students will work together to peer edit work.
 * Verbal:** The class will have a discussion about the project and how it is going.
 * Intrapersonal:** Students will have time to work on their own on the projects.
 * Visual:** The class will use visual tools to add into their advertisements.
 * Logical:** Students will have to use math to create the right timing of the music and to record.

6.7 Students will be able to analyze the past and relate it to present time. **(Application)** Product: iMovie. Days: 4. **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe