S3+Rose,+Tyler

=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 will be in pairs for the project so they can use peer feedback from their partner or other group. **(Rethink/Revise)** The teacher will provide feedback to the students over any problems with their project. **(Revise/Refine)** (Explanation) Product: Google Earth Images of places where key battles, events, and geographical changes occurred during or after World War II. Days: 3 =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**1.1 Students will understand that World War II has had lasting impacts that are still present in today's world. **(Where)** This is important to real life because the world we live in today has been heavily impacted by the events of the past, especially World War II. **(Why)** //Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.// **(What)**
 * (H)** 1.2 Google Earth will be set up and displayed on a projector for the class to view. **(Hook)**
 * (E)** 1.3 Students will know Germany unites Austria, Germany invades Sudetenland (Czechoslovakia), Germany militarized Rhineland, Germany and Russia invade Poland, Battle of Dunkirk, the attack on Pearl Harbor, the Battle of Britain, the Battle of Midway, the Battle of Stalingrad, D-Day, Operation Market Garden, and nuclear bombs dropped on Japan. **(Equip)** A Time Order Chart will be used to organize events that took place during World War II and the effects that are still present today from those events. **(Explore)** In partners they will be using Google Earth in order to see places where key battles, events, and geographical changes occurred during or after World War II. **(Experience)**
 * (R)** 1.4 Students will be checked for understanding using the "Thumbs Up, Thumbs Down" method to gage what their current level of understanding is using thumbs up as "good/continue" and thumbs down as "not good/slow down". **(Rethink)**
 * (E)** 1.5 **Formative Assessment:** **Pre-assessment:** Students will be given a brief pre-assessment **Checking for Understanding** "Thumbs Up, Thumbs Down". **Timely Feedback** The teacher will be available for oral feedback. **(Evaluate)**
 * (T)**1.6 **(Tailor)**
 * Verbal/Linguistic:** Plenty of opportunities to take down notes comparing or tracing back events of World War II to present day.
 * Logical/Mathematics:** Problem solving of how to compare events of World War II from over 70 years ago to events of today.
 * Visual/Spacial:** Able to see the actual places where events of World War II happened during the project.
 * Bodily/Kinesthetic:** Being in control of where the satellite images are looking and where the camera is going on the computer during the project.
 * Musical/Rhythmic:** Give the option to have these M.I.'s use audio recording to record their findings with the images during the project.
 * Intrapersonal:** Option to work alone during the project.
 * Interpersonal:** Option to work with a partner during the project.
 * Naturalist:** Have the opportunity to see snapshots of what life is currently like in places in Europe and Asia.
 * (O)** 1.7 Students will be able to describe the impacts of World War II that are still present today.
 * (Organize)** ||

Students will be in teams for the project so they can use peer feedback from their partner or other group. **(Rethink/Revise)** The teacher will provide feedback to the students over any problems with their project. **(Revise/Refine)** (Interpretation) Product: Skype debate over the policies of President Roosevelt during World War II. Days: 3 =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that....the U.S. had a significant impact on the outcome of World War II. **(Where)** It is important to be able to analyze some of the policies President Roosevelt followed during World War II so that we will not make the mistake to follow the policies that worked and remember the ones that did work for the future. **(Why)** //Students understand major eras, major enduring themes, and historic influences on the history of Maine, the United States, and various regions of the world.// **(What)**
 * (H)** 2.2 "What if I told you that President Roosevelt extended World War II, perhaps on purpose?" **(Hook)**
 * (E)** 2.3 Students will know Adolf Hitler takes power, Germany attacks and defeats France, Franklin Roosevelt, Pearl Harbor, and Lend Lease. (**Equip)** A Persuasion Map will be used to organize which policies were effective, ineffective, or debatable. **(Explore)** In teams the students will be having a debate over the policies that are considered debatable. **(Experience)**
 * (R)** 2.4 Students will be checked for understanding using the Word Sort method which will allow policies to be organized into three major categories which the students will use in the lesson's project. **(Rethink)**
 * (E)** 2.5 **Formative Assessment:** Word Sort method. **Checking for Understanding** Peer feedback. **Timely Feedback** The teacher will be available for oral feedback. **(Evaluate)**
 * (T)** 2.6 **(Tailor)**
 * Verbal/Linguistic:** The project will be a debate, which will be perfect for the verbal M.I learners.
 * Logical/Mathematics:** The project will be a debate and involve critical thinking and problem solving, which meets the requirements of these M.I. learners.
 * Visual/Spacial:** The debate will take place over Skype, so the visual/spacial M.I.'s will be able to see their opponents and debate directly to them.
 * Bodily/Kinesthetic:** Because the debate will take place over Skype, there is no problem with these M.I. learners being able to get up, pace, etc. during the debate.
 * Intrapersonal:** These M.I. learners will have the option to speak on their own, pick their own side, and work by themselves if they wish.
 * Interpersonal:** These M.I. learners will have the option to talk amongst their teammates before debating to come up with a game plan.
 * (O)** 2.7 Students will be able to make sense of some of the policies President Roosevelt followed during World War II.
 * (Organize)** ||

Students will be in pairs for this project so they can use peer feedback from their partner or other groups as well. **(Rethink/Revise)** The teacher will provide feedback to the students over any problems with their project **(Revise/Refine)** (Application) Product: Comic Life comic about the impact of the U.S. on the outcome of World War II. Days: 3 =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand that the U.S. had a significant impact on the outcome of World War II. **(Where)** It is very important to know that our ancestors and our country as a whole had a very significant impact on the outcome of World War II and are responsible for the aftermath of World War II as well. **(Why)** //Students understand major eras, major enduring themes, and historic influences on the history of Maine, the United States, and various regions of the world.// **(What)**
 * (H)** 3.2 Anecdote "Short Story" will be used to spark students' interests on Adolf Hitler's death and make them question what they have been told. **(Hook)**
 * (E)** 3.3 Students will know Lend Lease, Adolf Hitler, Winston Churchill, Joseph Stalin, Franklin Roosevelt. **(Equip)** A sequence chart will be used in order to help students make sense of when certain things happened and in what sequence they happened in. **(Explore)** In partners using the "Jolly Rancher" Grouping method students will create a comic in Comic Life that represents the impact the United States had on the outcome of World War II. **(Experience)**
 * (R)**3.4 Students will be checked for understanding using the Entrance/Exit Ticket system to make sure that students have comprehended the main points of that particular day's lesson.**(Rethink)**
 * (E)** 3.5 **Formative Assessment:** Entrance/Exit Ticket. **Checking for Understanding** Peer feedback. **Timely Feedback** The teacher will be available for oral feedback. **(Evaluate)**
 * (T)** 3.6 **(Tailor)**
 * Verbal/Linguistic:** The project will be a comic, which will be perfect for verbal/linguistic learners.
 * Visual/Spacial:** The comic will have pictures in it of impacts the U.S. had on the outcome of World War II, which will be perfect for visual/spacial learners.
 * Bodily/Kinesthetic:** These M.I. learners could take pictures of real life images and incorporate them into their comics if they wish, which meets the needs of their M.I. skills.
 * Musical/Rhythmic:** These M.I. learners can embed music or sounds into their comic if they wish.
 * Intrapersonal:** These M.I. learners may choose to work on their own if they wish.
 * Interpersonal:** These M.I. learners may choose to work with a partner if they wish.
 * (O)** 3.7 Students will be able to apply by if the U.S. had a significant impact on the outcome of World War II.
 * (Organize)** ||

Students will be in teams for this project so they will be able to use peer feedback within their team or with other teams. **(Rethink/Revise)** The teacher will provide feedback to the students over any problems with their project **(Revise/Refine)** (Perspective) Product: Poster about the economic, social, or any other changes in the U.S. during the post-war era. Days: 3 =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that the U.S. experienced many changes during the post-war era. **(Where)** It is important to know about the vast amount of changes that took place during the post-war era in the United States and especially the speed at which these changes occurred. **(Why)** //Students understand major eras, major enduring themes, and historic influences on the history of Maine, the United States, and various regions of the world//. **(What)**
 * (H)** 4.2 An artifact from the post-war era that is no longer in use will be displayed and explained to the class of what its purpose was and when it was invented. **(Hook)**
 * (E)** 4.3 Students will know Nuclear bombs dropped on Japan, the Cold War, capitalism, communism, and democracy. **(Equip)** The 5 W's Chart will be used in order to organize the entire story, (who, what, where, when why), of the lesson. **(Explore)** Students will use Glogster in order to create a poster that shows social, economic, and any other changes during the post-war era in the U.S. **(Experience)**
 * (R)** 4.4 Students will use the "Give One, Get One" method for checking for understanding, which involves students writing something that they know about the subject, sharing with a classmate, then writing down one thing that they learned from the other student. This process continues until the student's list is substantially longer and more extensive than it was at first. **(Rethink)**
 * (E)** 4.5 **Formative Assessment:** "Give One, Get One" **Checking for Understanding** Peer feedback. **Timely Feedback** The teacher will be available for oral feedback. **(Evaluate)**
 * (T)** 4.6 **(Tailor)**
 * Verbal/Linguistic:** The poster project for this lesson will be perfect for these M.I.s because they will be able to use key words on the poster in order to describe a much larger and complex subject.
 * Logical/Mathematical:** These M.I.s could choose to have their poster highlight the many technological and mathematical advances in the U.S. during the post-war era.
 * Visual/Spacial:** The poster will give these M.I.s the opportunity to use many pictures in order to back up their text or to describe their poster's theme overall.
 * Musical/Rhythmic:** These M.I.'s could choose to do the changes in the music industry during the post-war era.
 * Interpersonal:** The poster will be completed in a team, so these M.I.s will have teammates to work with.
 * Naturalist:** These M.I.s could choose to have their poster's theme be on environmental changes during the post-war era.
 * (O)** 4.7 Students will be able to see from the points and views the changes the U.S. experienced during the post-war era.
 * (Organize)** ||

Students will be in partners so they will be able to use peer feedback with either their partner or other pairs of students. **(Rethink/Revise)** The teacher will be available for oral feedback to the students over any problems with their project. **(Revise/Refine)** (Empathy) Product: Brochures advertising post-war era cities, events, etc. in the U.S. Days: 5 =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that the U.S. experienced many changes during the post-war era. **(Where)** It is important for students to understand what life was like back in the post-war era so that we can compare it to the lives with live now and see how far we have come from that time period and more importantly how much more further we still need to go. **(Why)** //Students understand major eras, major enduring themes, and historic influences on the history of Maine, the United States, and various regions of the world.// **(What)**
 * (H)** 5.2 For this lesson the students and the teacher will dress like people did during the the 50's or 60's **(Hook)**
 * (E)**5.3 Students will know Nuclear bombs dropped on Japan, the Cold War, capitalism, communism, and democracy. **(Equip)** A Venn Diagram will be used in order to show things that were done in the post-war era, things that are done now, and things that are in common between the two. **(Explore)** Students will be in pairs and use Microsoft Word in order to design and create a brochure advertising a post-war era U.S. city, event, etc. Bonus points will be given if the brochure is advertising something to do with Maine during the post-war era. **(Experience)**
 * (R)** 5.4 Students will use the "Every Pupil Response" method, which involves students as a class to answer pre-assessment questions regarding the lesson in general in order to be checked for understanding. **(Rethink)**
 * (E)** 5.5 **Formative Assessment:** "Every Pupil Response" **Checking for Understanding** Peer feedback. **Timely Feedback** The teacher will be available for oral feedback. **(Evaluate)**
 * (T)** 5.6 **(Tailor)**
 * Verbal/Linguistic:** These M.I.s will be able to describe in detail the places, businesses, etc. that they are trying to persuade or attract people to in detailed words.
 * Visual/Spacial:** These M.I.s will be able to use pictures in order to attract or persuade people to their places, businesses, etc. in their brochures.
 * Musical/Rhythmic:** These M.I.s could possibly be advertising something to do with music either a musical event, musician, etc.
 * Intrapersonal:** There will be the option to work alone.
 * Interpersonal:** There will be the option to work in partners.
 * Naturalist:** These M.I. could possibly be advertising something to do with nature either a environmentalist rally, a national park, etc.
 * (O)** 5.7 Students will be able to emphasize with what life would be like in the U.S. during the post-war era.
 * (Organize)** ||

Students will be working in film teams so they will be able to use peer feedback within their team or other teams. **(Rethink/Revise)** The teacher will be available for oral feedback to the students over any problems with their project. **(Revise/Refine)** (Self-Knowledge) Product: iMovie movie tracing back or comparing events of or the outcome to World War II to the events of today's world. Days: 5
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that World War II has had a lasting impact on today's politics, geography, and the U.S. overall. **(Where)** It is important to understand that many of the things going on in today's world, both positive and negative, can be related back to World War II. **(Why)** //Students understand major eras, major enduring themes, and historic influences on the history of Maine, the United States, and various regions of the world.// **(What)**
 * (H)** 6.2 "What if I told you that many of today's problems in the Middle East can be blamed on the outcome of World War II?" **(Hook)**
 * (E)** 6.3 Students will know D-Day, V-E Day, Nuclear bombs dropped on Japan, Cold War, capitalism, communism, democracy, SS, concentration camps, Franklin Roosevelt, and Winston Churchill. **(Equip)** A "Step by Step Chart" will be used in order to organize and explain how certain events and decisions after the outcome of World War II ultimately led to some of the problems faced in today's world. **(Explore)** Students will be formed into film teams and will create a video entry comparing or tracing back one event from today's world to an event or the outcome of World War II. **(Experience)**
 * (R)** 6.4 Students will use "Example/Non Example" in order to get a clear idea of what a good example and a bad example of comparing or tracing back an event to or the outcome of World War II to today's world. **(Rethink)**
 * (E)** 6.5 **Formal Assessment:** "Example/Non Example" **Checking for Understanding**Peer feedback. **Timely Feedback** The teacher will be available for oral feedback. **(Evaluate)**
 * (T)** 6.6 **(Tailor)**
 * Verbal/Linguistic:** The project will be a movie so there will be plenty of opportunities for these M.I.s to perform, make scripts, etc.
 * Logical/Mathematical:** These M.I.s may want to work with the technical stuff; camera, iMovie, editing, etc.
 * Visual/Spacial:** The project will be a movie so there will be plenty opportunities to add pictures and video to the project.
 * Bodily/Kinesthetic:** These M.I.s will have the opportunity to be actors and create a script which could have them moving around, stunts, etc.
 * Musical/Rhythmic:** These M.I.s will have the opportunity to add music, sound effects, etc. to their iMovie.
 * Intrapersonal:** There will be the option to work alone, although it is suggested that students form a team.
 * Interpersonal:** The students will be working in a team.
 * Naturalist:** The subject on the movie could have something to do with the environment.
 * (O)** 6.7 Students will be able to reflect on events in today's world that can be traced back or compared to events or the outcome of World War II.
 * (Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe