S3+Higgins,+Emily

=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= 1.2 I will use a video about economics to hook students into a class discussion about what we already know about economics. http://www.youtube.com/watch?v=PdDuiZwmAfo **(HOOK)** 1.3 Students will know what a stock market, industry, and economics are. **(EQUIP)** Students will use a ladder chart to connect details about economics. **(EXPLORE)** Students will work in teams to create a glogster which explains economics of the 1920's. **(EXPERIENCE)** 1.4 Before making the ladder chart I will check students understanding using Circle, Triangle, Square. **(RETHINK)** Students will use a check list to self-assess their poster and presentation about 1920's economics, by themselves and with their group. I will use the same check list and give them feedback about their poster and presentation by the next class. **(REVISE/ REFINE)** 1.5 **Formative Assessment**: **Pre-Assesmen**t: KWL, **Checking for Understanding**: Circle, Triangle and Square, **Timely Feedback**: Student/ Peer/ Teacher checklist. **(EVALUATE)** 1.6 **(TAILOR)** 1.7 Students will be able to reflect on describe the basics of economics of the 1920's **(EXPLAIN)** **Product**: Glogster, **D****ays:** 5. **(ORGANIZE)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.1 Students will understand that 1920's economics effected today's economics. (**WHERE)** //Students understand major eras and major enduring themes, and historic// influences //in history of Maine, the United States and various other regions of the world//. **(WHAT)** Without the economy of the '20's being as it was, it would have never had the effect on future economies. **(WHY)**
 * Verbal**: Students will give a presentation on about their glogster poster to the class.
 * Logic**: Students will focus on the numerical side of economics.
 * Visual**: Students will create multiple glogster posters about economics.
 * Musical**: Students will make a song to explain the basics of economics.
 * Kinesthetic**: Students will act out a play that will explain the basics of economics to other classmates.
 * Interpersonal:** Students will work as a group to brainstorm potential ideas for their glogster project.
 * Intrapersonal**: Students will write about economics as if it were going into an educational magazine.
 * Naturalist**: Students will use the basic of economics and make correlations with nature.

2.2 I will use a video about flappers and other 1920's social ideas to hook my students and give them a glimpse of life during this time. http://www.youtube.com/watch?v=72oC9_PTiQo **(HOOK)** 2.3 Students will know terms like Flappers, bootleggers, speakeasy, and Roaring twenties are. **(EQUIP)** Students will a time order chart to fill in details and events of society. **(EXPLORE)** Students will make a podcast about social ideals of the 1920's. **(EXPERIENCE)** 2.4 Before students fill in the time order chart, I will check for their understanding by using handprint. **(RETHINK)** Students will use a rubric to assess their podcast along with their partner. Peers will use the same rubric to look at other group's podcast. I will use the same rubric and give students feed back orally on their podcast. **(REVISE/ REFINE)** 2.5 **Formative Assessment:** **Checking for Understanding**: Handprint, **Timely Feedback**: Student/Peer written rubric Teacher: Oral Rubric 2.6 **(TAILOR)** 2.7 Students will be able to design a project relaying a social ideals of the 1920's. **(APPLY)** **Product**: Podcast, **Days:** 4. **(ORGANIZE)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 2.1 Students will understand that 1920's society still impacts today's society of today. **(WHERE)** //Students understand major eras and major enduring themes, and historic influences in history of Maine, the United States and various other regions of the world//. **(WHAT)** Ideals from the 1920's are similar to the ideals that are still used in today's society. **(WHY)**
 * Verbal**: Students could write the script for the podcast for their partner.
 * Visual:** Students can make a visual to go along with their podcast.
 * Kinesthetic**: Students can learn a dance or another social craze and teach it to the class.
 * Intrapersonal**: Students can make a photo collage of social ideas and events.
 * Logic:** Students can use logic to explain why certain crazes stayed around.
 * Musical**: Students can find a song from the 1920's and compare to today's music.

3.2 I will use a video School House Rocks about how a bill becomes a law to hook my students into wanting to learn more about government. http://www.youtube.com/watch?v=_TI8xqLl_-w http://www.youtube.com/watch?v=x5M50xBz1cU&feature=related **(HOOK)** 3.3 Students will know amendment, laws, how the government works, presidents, Congress, House of Representative, Veto, how a bill becomes a law. **(EQUIP)** Students will use a cluster web 2 to write down details about each branch and the laws that were passed. **(EXPLORE)** Students will use google docs to correspond with their partners.**(EXPERIENCE)** 3.4 Before students fill out the cluster web, I will use quick writes to check for understanding. **(RETHINK)** Students will use a checklist to assess their Google Doc letter with their partner. There will be no peer editing this time. I will use the same check list to assess the partners Google Docs. **(REVISE)** 3.5 **Formative assessment:** **Checking for Understanding**: Quick writes, **Timely Feedback**: Student/ Teacher checklist. 3.6 **(TAILOR)** 3.7 Students will be able to argue pros and cons of laws passed in the 1920's.**(PERSPECTIVE)** **Product**: Google docs, **Days:** 3. **​(ORGANIZE)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 3.1 Students will understand that the government and laws changed the lives of the people of America. **(WHERE)** //Students understand major eras and major enduring themes, and historic influences in history of Maine, the United States and various other regions of the world//. **(WHAT)** Laws and amendments that were passed during the 1920's are still in effect today. **(WHY)**
 * Logic**: Students will use logic to assess a law that was created.
 * Musical**: Students will create a new version of School House Rock to assess the laws passed in the 1920's.
 * Interpersonal**: Students will work in partners to brainstorm different laws that were passed and decide as partners which law they will assess.
 * Naturalist**: Students will assess the impact that laws of the 1920's on the environment.
 * Verbal**: Students will analyize the words of the 18th amendment.
 * Visual**: Students will create collage decribing a law.

4.2 I will use pictures of 1920's mobs to hook my students into the lesson. http://www.history.com/topics/mafia-in-the-united-states/photos#al-capone-and-prohibition **(HOOK)** 4.3 Students will know terms like prohibition, bootlegging, amendments, how a bill becomes a law, Congress, House of Representative, Presidents, economy, stock market. **(EQUIP)** Students will use cluster web 3 to make connections to laws and the economy. **(EXPLORE)** Students will use inspiration to draw connections between laws and the economy. **(EXPERIENCE)** 4.4 Before student fill out their cluster web 3 I will check for understanding by 4-3-2-1, 4 being students have a great understanding to 1 students do not understand and have a lot of questions about what they have learned and do. **(RETHINK)** Students will will use a check list to assess their inspiration. Peers will use the same check lists to assess 5 inspirations. I will also use a check list and go over the check list with each student before the inspiration is due. **(REVISE****)** 4.5 **Formative Assessment: Checking for Understanding:** 4-3-2-1, **Timely Feedback:** Student/Peer/Teacher Checklist. 4.6 **(TAILOR)** 4.7 Students will be able to reflect on the laws passed and how they effect the economy of 1920's. **(SELF-KNOWLEDGE)** **Product**: Inspiration, **Days:** 3. **(ORGANIZE)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 4.1 Students will understand that 1920's economies effected the future economies. **(WHERE)** //Students understand major eras and major enduring themes, and historic influences in history of Maine, the United States and various other regions of the world//. **(WHAT)** Laws that were passed, such as prohibition, had effects on the economy by the rise in crime and bootlegging. **(WHY)**
 * Visual:** Students will create a visual to go with their inspiration.
 * Kinesthetic**: Students will physically format their inspiration before using the inspiration program to brain storm ideas.
 * Verbal**: Students will present their inspiration to the class.
 * Logic:** Students will put the laws in a logical order they think the laws should have been passed.
 * Interpersonal**: Students will get into groups to compare their cluster webs to gain more ideas for their inspiration.
 * Intrapersonal**: Students will present their inspiration to the teacher only.

5.2 I will hook my students in with a video explaining prohibition and how it effected life. http://www.youtube.com/watch?v=OiYqFXmVAFg **(HOOK)** 5.3 Students will know Amendments, laws, government, Congress, Presidents, how a bill becomes a law. **(EQUIP)** Students will make a flowchart to jot down information on different laws and amendments passed in the 1920's. **(EXPLORE)** Students will use comic life to make a comic explaining a law and why it is good or bad for America. **(EXPERIENCE)** 5.4 Before students fill out flow chart I will check for understanding by using exit tickets. **(RETHINK)** Students will use a rubric to assess their work with their partners, then have a meeting with me to go over the rubric orally. **(REVISE)** 5.5 **Formative Assessment: Checking for Understanding:** Exit Ticket, **Timely Feedback:** Student/Partner/ Teacher Rubric 5.6 **(TAILOR)** 5.7 Students will be able to judge the laws passed in the 1920's. **(INTERPRETATION)** **Product**: Comic Life, **Days:** 3 **​(ORGANIZE)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L** ||
 * 5.1 Students will understand that the government and laws changed the lives of the people of America.**(WHERE)** //Students understand major eras and major enduring themes, and historic influences in history of Maine, the United States and various other regions of the world//. **(WHAT)** People have different opinions about laws being passes in Congress and choose to express it in many ways. **(WHY)**
 * Interpersonal**: Students partner up with another group to explain their comic.
 * Naturalist**: Students will use the comic to show how laws effects the environment.
 * Logic**: Students will use logic to explain the law and if it worked.
 * Musical**: Students will find songs to go along with their comic about the laws.
 * Intrapersonal**: Students will take time by themselves to reflect on their comic and working with their partner.
 * Verbal**: Students will write a short write up explaining their comic.

6.2 I will hook my students by showing a video about 1920's dance crazes. http://www.youtube.com/watch?v=yNAOHtmy4j0 **(HOOK)** 6.3 Students will know flappers, bootleggers, speakeasy, the mob, dance crazes, social changes. **(EQUIP)** Students will use a tree chart to jot down ideas for their blog. **(EXPLORE)** Students will write blogs as if they were living in the 1920's. **(EXPERIENCE)** 6.4 Before students fill out a tree chart of ideas for their blog, I will check for understanding using 3-2-1. **(RETHINK)** Students will use rubrics to check their own work. I will also use this rubric to assess their blog. **(REVISE)** 6.5 **Formative Assessment: Checking for Understanding:** 3-2-1, **Timely Feedback:** Student/ Teacher Rubric. 6.6 **(TAILOR)** 6.7 Students will be able to relate 1920's society to today's. **(EMPATHY) Product:** Blog. **Days:** 4 **(ORGANIZE)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 6.1 Students will understand that 1920's society still impacts the society of today.**(WHERE)** //Students understand major eras and major enduring themes, and historic influences in history of Maine, the United States and various other regions of the world//. **(WHAT)** By understanding society of the past, we are able to understand society of today. **(WHY)**
 * Intrapersonal**: Students will use the blog to post entries
 * Verbal**: Students will create an audio recording of their blog posts.
 * Visual**: Students can create a picture to go along with their blog posts.
 * Kinesthetic**:Students will perform their blogs to the class.
 * Naturalist**: Students will write from the perspective of a nature loving person.
 * Musical**: Students will add music to their blog postings.

2004 ASCD and Grant Wiggins and Jay McTighe