S3+Whitney,+Christopher

=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= //Students understand major eras, themes and historical influences in U.S and World History// (**​What)**​ This lesson is to show how the hardships of our forefathers translated to a new world dynamic. To show how America started to become a world power.(**Why)** I will have a PowerPoint presentation( students copy the information into graphic organizers fact and opinion) where every 5th slide is a discussion question, and the group changes from partners to small groups and big groups **(Explore)** Imovie will be used to created advertisements for a new American identity (**Experience)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that westward expansion created a new national U.S. identity **(Where)**
 * (H)** 1.2 Class activity **(Hook)**
 * (E)** 1.3 Students will know terms like the Missouri Compromise, the Monroe Doctrine, Trial of Tears, Manifest Destiny (**Equip)**
 * (R)** 1.4 Discussion questions every 5 slides answered in a group setting gives every student a chance to air their questions or confusions while doing the Thumbs up/down activity.(Students will partner up and share concerns and questions they have with each other.) **(ReThink)**
 * (E)**1.5 Formative Assessment - **Pre-Assessment:** (Post it Notes), **Checking for Understanding: Thumb up/down** and **Timely Feedback:Teacher (Evaluate**)
 * (T)**1.6
 * Verbal/Linguistic:** Students take notes in their graphic organizers(fact opinion) during class time about the different vocab terms relating to American expansion.
 * Logical/Mathematical :**I will use Powerpoint and show data related to westward expansion( % of of people moving, average incomes) to keep the interest of mathematical learners
 * Visual/ Spatial:** I will use graphic organizers(fact opinion) so that the visual learners can set up their notes in a way that will help them internalize the information.
 * Bodily Kinesthetic:** The imove project will allow students to act out different roles of important people (Indian tribes, Jefferson, Jackson)
 * Musical:** I will show students the popular music of the time so that they will remember that time period by the type of music used.
 * Intrapersonal:**Students will have time to work by themselves to reflect on their own thinking and how these events relate to them
 * Interpersonal:**Students will work in groups during the imovies and the think pair share activity during the Powerpoint presentation
 * Naturalist:** Connecting expansion to nature, landscapes, terrain.

=Lesson 2=
 * (O)** 1.7 Students will be able to explain how Americans moving west created a new national identity(**explain)** **Product**: Imovie **Number of Days 2-3**(**Organize)** ||

//Students understand major eras, themes and historical influences in U.S and World History// (**What)** Interpersonal An activity where students act out different situations that the Donner Party faced. =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that the act of westward expansion was dangerous and hard.**(Where)**
 * (H)** 4.2Have article of Donner party at desks for students when they walk into class**(Hook)**
 * (E)** 4.3 Students will know the path the Donner Party took and why they were not successful.They will have a map of the United States and will have to draw the path the Donner Party took (**Equip)**
 * (R)** 4.4 After the students learn about the Donner Party, I will have them write a reflection on why the Donner Party failed, and what they would have done differently if my students were in their shoes**(Rethink)**
 * (E)**4.5Formative Assessment blank map- **Checking for Understanding**:thumbs up/down and **Timely Feedback:2 days (Evaluate**) Peer
 * (T)**4.
 * Verbal/Linguistic:** They could concentrate on the title and legends of the map.
 * Logical/Mathematical** Students can find coordinates of the different landmarks on their maps
 * Visual/ Spatial:** The map drawing will help engage the visual learners.
 * Musical** Showing students songs that people moving west sung to help bring the period alive.
 * Intrapersonal** Students will do their reflection on their own so that they can reflect deeper on the subject
 * Naturalist** A powerpoint filled with old maps and the territories these maps covered will help naturalist learners.
 * (O)** 4.7 Students will be able to design a way to the west coast and connect with why their route is successful (**Organize)** **(Perspective)Product: Zee Maps Number of Days 3-4** ||

//Students understand major eras, themes and historical influences in U.S and World History// (**What)** If students can understand the ideology of the past leaders of the country, then they can understand the principals this country was founded on. **(Why)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand different events and people important to this era. **(Where)**

Interpersonal Student will work in big group during the timeline activity =Lesson 4=
 * (H)** 3.2 Drawing on the board **Hook**
 * (E)** 3.3 Students will know Andrew Jackson, Different Indian Tribes, Indian Removal Act, **(Equip)** Each student will have an event or person and must be able to put their person or event, into a group timeline **(Explore)** After learning about the different people of this era, students will make fake facebook accounts and take on the personality of one of these famous figures (Jackson, Indian leaders) **(Experience)**
 * (R)** 3.4 I will have students ask each other questions of why they added certain features.**(Rethink)**
 * (E)**3.5Formative Assessment - blank timeline, **Checking for Understanding:** sit/stand and **Timely Feedback:peer (Evaluate**)
 * (T)**3.6
 * Verbal/Linguistic:** When students finish the timeline they can then convert the facts into a story or narrative.
 * Logical/Mathematical:** Students can calcuate the effects of the Trail of Tears on Indian tribes
 * Visual/ Spatial:** Have an activity where students match a portrait to the name of the person
 * Bodily Kinesthetic**
 * Musical** Finding music online for students to look at how it was written during the 1800's
 * Intrapersonal** Students will work on performance tasks by themselves
 * Naturalist** :While studying the Indian tribes students can focus on terrain and the environments of different tribes
 * (O)** 3.7 Students will be able to empathize with events and people during this time period (1820-1850) **(Empathize) Product : Fakebook Number of Days 3-4 (Organize)** ||

//Students understand major eras, themes and historical influences in U.S and World History// (**What)** The Mexican American War set a tone for U.S expansion and gave the U.S the confidence to propel to a first world country and its important for student to understand that **(Why)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that during this time period the Untied States gained a new national identity(**Where)**
 * (H)** 5.2 Big time line on the board**(Hook)**
 * (E)** 5.3 Students will know terms such as Santa Ana, the treaty of Guadalupe, and the many battles of this war, on both U.S and Mexican fronts **(Equip)** Graphic Organizer(Timeline) Students will each have an event related to the MA War and put them on the timeline when their time comes. (**Explore)** Students will make a magazine dedicated to the Mexican American War. After students have completed these assignments they will create magazine articles describing the war and pretending they are reporting to the U.S. (**Experience)**
 * (R)** 5.4 Students will partner up and compare timelines so they get the information presented to them written in a different way **(Rethink)**
 * (E)**5.5Formative Assessment -blank GO **Checking for Understanding**:green red yellow post its and **Timely Feedback:1 day (Evaluate**) Teacher
 * (T)**5.6
 * Verbal/Linguistic:** Students will really like the magazine assignment as verbal learners
 * Logical/Mathematical** They can record things like death count, army numbers, number of people injuried
 * Visual/ Spatial:** Have an activity where students match a portrait to the name of the person
 * Bodily Kinesthetic** Timeline activity has students move around
 * Musical**Play music for students during class time
 * Intrapersonal** students work on the magazine article by themselves
 * Interpersonal** students do the timeline activity in groups
 * Naturalist:** Can do a magazine article on agriculture and vegetation of Mexico.

=Lesson 5=
 * (O)** 5.7 Students will be able to analyze the Mexican American War and interpret the effects it had on the United States and Mexico (Analyze) **Product: Online Magazine number of days 2-3(Organize)** ||

//Students understand major eras, themes and historical influences in U.S and World History// (**What)** The Gold Rush completed America's goal of a coast to coast nation, empowering the U.S to become a world power in the future.**(Why)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that during this time period the Untied States gained a new national identity(**Where)**
 * (H)** 5.2 Handing out gold gum to the students, intrigue them to talk about gold.**(Hook)**
 * (E)** 5.3 Students will know the who what when where why of the California Gold Rush and how this event completed expansion for the U.S. across the continent. **(Equip)** Graphic Organizer(Compare/Contrast) Students will fill in organizer while class discussion on Gold Rush (**Explore)** Students will make a video debate where they include reasons for American expansion and its effects. One reason must be the Gold Rush. (**Experience)**
 * (R)** 5.4 Students will be able to rethink about past lessons and apply that knowledge to this lesson. **(Rethink)**
 * (E)**5.5Formative Assessment - Pair and Share **Checking for Understanding**:scale of 1-10 **Timely Feedback:1 day (Evaluate**) Teacher
 * (T)**5.6
 * Verbal/Linguistic:** Students will be able to use verbal intelligences in the video debate.
 * Logical/Mathematical** Students can use statistics and numbers to support points in video debate
 * Visual/ Spatial:**
 * Bodily Kinesthetic** Students can be moving in video debate
 * Musical** Have music playing during debate( background)
 * Intrapersonal** students work on the debates by themselves
 * Interpersonal** students do the compare/contrast in groups
 * Naturalist:** Can do a debate on landscapes and how territories changed

=Lesson 6=
 * (O)** 5.7 Students will be able to apply knowledge of Westward Expansion through a video discussion **(Organize) Product:Video Debate** ||

//Students understand major eras, themes and historical influences in U.S and World History// (**What)** Slavery had much to do with the geographic landscape of the time**.Why)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that an expanding nation created a new national identity **(Where)**
 * (H)** 6.2 Have a picture of bleeding Kansas on the board**(Hook)**
 * (E)** 6.3 Students will know terms such as the Missouri Compromise, states that came into the union during this time period, Bleeding Kansas, John Brown**(Equip)** Students will have a debate in class, siding as either the north and the south and they must try to find a compromise, or go to war with each other **(Explore)**Then, students will create comics related to events prior to the Civil War to better understand the events.**(Experience)**
 * (R)** 6.4 Students will write reflections on their debate and will be asked things they could have done differently and it will give them time to reflect and think about the assignment **(Rethink)**
 * (E)**6.5 Formative Assessment- **Checking for Understanding**: and **Timely Feedback: (Evaluate**)teacher
 * (T)**6.6
 * Verbal/Linguistic:** The debate will help keep these learners interested
 * Logical/Mathematical** students can graph the incoming states on where they stand on important issues
 * Visual/ Spatial:** Have an activity where students recreate a battle scene by drawing.
 * Bodily Kinesthetic** Like visual, have students create battle scene with materials
 * Musical**Play music for students during class time
 * Intrapersonal** Students work by themselves during the comiclife
 * Interpersonal** Student work in groups during the debate
 * Naturalist** Add pictures of different regions coming into the US
 * (O)** 6.7 Students will be able to role play events to show a deep understanding of the event and its implications on the U.S **(Organize) is Product:Comiclife Number of days 2-3 (Self Knowledge)** ||

2004 ASCD and Grant Wiggins and Jay McTighe