S3+Santamore,+Paul

=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= =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**1.1 Students will understand that technological changes during the industrial period had massive effects on today's society and environment. **​(Where)**​ //Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities. Performance indicators: a, d// **(What)** The industrial revolution has massive impacts on today's society, economy, and diplomacy in the United States and around the world. **​(Why)**
 * (H)**1.2 http://www.youtube.com/watch?v=QcGaPuDzzis&feature=related **(Hook)**
 * (E)** 1.3 Students will know SES, poverty, urbanization, technological innovation, growth, revolution, economy, Carnegie, monopoly. **​(Equip)**​ The groups will use a fact-opinion graphic organizer in order to formulate their ideas and get ready to film their iMovie. **(Explore)** Introduce the students to iMovie and give them short assignment on how to use it. Students will work individually and use checklist provided by me in order to begin production of the iMovie and have the script produced as well. **(Experience)**
 * (R)** 1.4 While using the fact-opinion graphic organizer the students will explore and ponder how their thoughts connect to current society and their own life. Quick writes will be used to collect their thoughts as well. **(Rethink)** Students will assess their own scripts and pre-film work with a checklist. **(Rethink/Revise)** A peer will help with aesthetic qualities of the film. **(Revise)** I will look at the student's script and suggest changes while also viewing the peer's feedback on the film itself. **​(Rethink/Revise)**​
 * (E)**1.5 Formative Assessment - **Pre-Assessment:**This will take the form of a short survey that questions the students' knowledge of big themes, names, and happenings during the revolution. (note:lesson 1 only), **Checking for Understanding**: Quick write/discussion and **Timely Feedback:** self/peer/teacher(Evaluate)
 * (T)** 1.6 **(Tailor)**
 * Verbal-Linguistic: **These students can talk to me about their project, meet with me, and use the video in order to display understanding. They can take the lead role in production of the movie.
 * Logical/Mathematical: ** These students can use other graphic organizers and get their thoughts into some sort of outline format. They can also have a less flowery and more direct script and production.
 * Visual/Spatial **: This unit will be perfect for this kind of learner since they learn best through watching and reflecting on the information through drawings organizers.
 * Bodily/Kinesthetic: ** These learners can incorporate different types of movement into their activities and possibly lead a discussion or move groups around the room.
 * Musical/Rhythmic: **<span class="wiki_link_ext"> These students can contribute to the presentations during class through musical or artistic expressions. They can use pictures or videos to connect material to what they like and can add music and effects into their productions.
 * <span class="wiki_link_ext">Intrapersonal **<span class="wiki_link_ext">: The intrapersonal learner will be allowed to use reflective pieces such as quick writes and short exercises in order to display their knowledge and may reflect their thoughts of off me at any time.
 * <span class="wiki_link_ext">Interpersonal **<span class="wiki_link_ext">: Interpersonal students can work together in the formulation of their ideas.
 * <span class="wiki_link_ext">Naturalist **<span class="wiki_link_ext">: The naturalist learner will be given things to connect the tasks to the environment and this task actually asks them to think about environmental impacts so they are at home here.
 * (O)**1.7 Students will be able to recognize what industrialization did for our nation, whether it be economic, diplomatic, or social. (**Self-Knowledge)**​ **Product**: iMovie **Number of Days**: 3 **​(Organize)**​ ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 Students will understand that technological changes during the industrial period had massive effects on today's society and environment. **​(Where)** //Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities. Performance indicators: a, d// **(What)** Urban centers are the lifeblood of societies all across the globe. **(Why)**
 * (H)**2.2 http://www.youtube.com/watch?v=d3572kq_V-E **(Hook)**
 * (E)** 2.3 Students will know modern urban centers, urban plans, government, production, change, public housing, crime, social problems. **(Equip)** Students will fill in their individual T-charts in order to share their ideas before doing their recording in Garage Band. **(Explore)** Record a commercial or advertisement for one aspect of urban centers that you think is integral to society. A rubric will be provided in order the assess the accuracy and effort put into the two to three minute recording. **(Experience)**
 * (R)** 2.4 Through the use of the T-charts the students will be able to collect ideas from their fellow class mates in order to bulk up their own graphic organizers. I will provide fill in thoughts for them to complete as well. **(Rethink)** Checklists will be handed out to check progress on their recording ideas **(Rethink/Revise)** A peer will listen to the recording for sound quality and quality voice **(Revise)** I will listen to the recording and give feedback on how it can be improved, content wise. **(Rethink/Revise)**
 * (E)**2.5 Formative Assessment - **Pre-Assessment:** (note:lesson 1 only), **Checking for Understanding**: Fill in thoughts and **Timely Feedback:** self/peer/teacher **(Evaluate**)
 * (T)** 2.6 **(Tailor)**
 * <span class="wiki_link_ext">Verbal-Linguistic **<span class="wiki_link_ext">: They can use articles and other readings to comprehend the tasks and can write a script for their recording.
 * <span class="wiki_link_ext">Logical/Mathematical **<span class="wiki_link_ext">: They can use data and statistics to interpret the answers and theories on urbanization and can lay out a specific organizer for their tasks.
 * <span class="wiki_link_ext">Visual/Spatial **<span class="wiki_link_ext">: These students can use fact sheets or drawings to understand the material.
 * <span class="wiki_link_ext">Bodily/Kinesthetic **<span class="wiki_link_ext">: Kinesthetic learners can move around the room and ask around for reflection and answers in terms of the tasks given. They can use noise and movement in their recording to keep them on track.
 * <span class="wiki_link_ext">Musical/Rhythmic **<span class="wiki_link_ext">: This task is perfect for musical and rhythmic learners.
 * <span class="wiki_link_ext">Intrapersonal **<span class="wiki_link_ext">: These students can practice the recording by using it multiple times then reflecting upon their own work through self-checks.
 * <span class="wiki_link_ext">Interpersonal **<span class="wiki_link_ext">: Interpersonal students will be allowed to work in groups in order to fit their needs.
 * <span class="wiki_link_ext">Naturalist **<span class="wiki_link_ext">: Naturalist students can use happenings and sounds from outside of school within their recordings to give them an edge in this task.
 * (O)**2.7 Students will be able to exhibit what qualities of today's urban centers can compare to those of the industrial period. **(Application)** **Product**: Garage Band **Number of Days**: 2 ​**(Organize)** ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand that industrialization diversified where people live in the United States today. **​(Where)**Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities. Performance indicators: a, d **​(What)** Culture is an integral cog in the economic and social machine that runs our world and nation today. **​(Why)** ​
 * (H)** 3.2 Students each show what they are most proud of from their culture **​(Hook)**
 * (E)** 3.3 Students will know economy, culture, rituals, common practices, urbanization, urban examples of life, urban US areas, welfare, dependency, community. **​(Equip)** Students will use a time-line graphic organizer in order to produce an accurate sequence of cultural factors that influenced urbanization. **​(Explore)**​ Begin to put together a series of economic and cultural happenings and then show how they connect to urbanization. In groups of two, collaborate and create a short 2-3 minute Prezi. **​(Experience)**
 * (R)** 3.4 The students' time-line graphic organizers will be reviewed by a peer to see how they could be bolstered and strengthened before moving on. They will give a thumbs up or thumbs down when I ask for understanding. **​(Rethink)**​ Students will use a simple rubric to assess their own progress. **(Rethink/Revise)** Peers will give some limited feedback on actual display of the product. **(Revise)** I as the teacher will meet with each student for five minutes to discuss possible changes and strengths. **(Refine)**
 * (E)**3.5 Formative Assessment - **Pre-Assessment:** (note:lesson 1 only), **Checking for Understanding**: Thumbs up/down and **Timely Feedback:** self/peer/teacher **(Evaluate**)
 * (T)** 3.6 **(Tailor)**
 * <span class="wiki_link_ext">Verbal-Linguistic **<span class="wiki_link_ext">: These students will be able to write and read in order to obtain the necessary information to complete the task. They will use a lot of text based learning within this lesson.
 * <span class="wiki_link_ext">Logical/Mathematical **<span class="wiki_link_ext">: They can bring in their organization and structuring skills to aid their classmates and take the lead in timing and organization or material.
 * <span class="wiki_link_ext">Visual/Spatial: ** This exercise is perfect for this MI.
 * <span class="wiki_link_ext">Bodily/Kinesthetic **<span class="wiki_link_ext">: Kinesthetic learners will be able to take advantage of the opportunity to incorporate movement of objects throughout this lesson as Prezi is soley based on movement and change of pace.
 * <span class="wiki_link_ext">Musical/Rhythmic **<span class="wiki_link_ext">: They can add sound and music to their presentation as well as incorporate music into their culture section of this lesson.
 * <span class="wiki_link_ext">Intrapersonal **<span class="wiki_link_ext">: They can look within themselves for cultural relevance in the lesson and incorporate their opinions and culture into the final product.
 * <span class="wiki_link_ext">Interpersonal **<span class="wiki_link_ext">: Interpersonal learner can compare cultures and their impact on the diversity of the urban environment.
 * <span class="wiki_link_ext">Naturalist **<span class="wiki_link_ext">: They can once again use nature, environment, and culture combined to make the idea of urbanization controversial.
 * (O)**3.7 Students will be able to synthesize how economic and cultural factors influenced urbanization. **(Explanation)** ​**Product**: Prezi **Number of Days**: 2 **(Organize)** ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that technological changes during the industrial period had massive effects on today's society and environment. **(Where)** Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities. Performance indicators: a, d **(What)** The environment is the most important aspect of life on our Earth today; without it we would not be alive, we would have no Earth to even live upon. **(Why)**
 * (H)** 4.2 Each student will bring to class a different piece of their environment that they think is integral to the overall environment then I will present degraded photos of environments worldwide and we will have a chat. **​(Hook)**
 * (E)** 4.3 Students will know environment, degradation, global warming, CO2, carbon decay. **(Equip)** Students will use an E-Chart in order to better organize their thoughts and create an explanation for why they feel this way about the topic. **(Explore)** Students will generate a Wordle about their views on environmental degradation and if was actually influenced by the industrial revolution. **(Experience)**
 * (R)**4.4 In order to check for understanding in this task we will stop and create a T-Chart on the board then discuss their thoughts and ideas about the topic. (**Rethink),** Self-Assessment using Rubrics or Checklist, feedback by peers **(Rethink/Revise),** I will provide them with prompt feedback on the Wordle and then let them express how they might change this through words. (**Revise**/**Refine**)
 * (E)**4.5 Formative Assessment - **Pre-Assessment:** (note:lesson 1 only), **Checking for Understanding**: Search-pair-share **Timely Feedback:** self/peer/teacher **(Evaluate**)
 * (T)** 4.6 **(Tailor)**
 * <span class="wiki_link_ext">Verbal-Linguistic: **<span class="wiki_link_ext"> These students can present their information to the class through a more lecture based format while showing the Wordle on the screen behind them.
 * <span class="wiki_link_ext">Logical/Mathematical: **<span class="wiki_link_ext"> These students may play with more math based assessment of the environment, using statistics and formulas to interpret the modern environmental situation.
 * <span class="wiki_link_ext">Visual/Spatial: **<span class="wiki_link_ext"> This activity will be perfect for these types of learners.
 * <span class="wiki_link_ext">Bodily/Kinesthetic: **<span class="wiki_link_ext"> Bodily and kinesthetic learner can act out their Wordle or create lots of movement within the production itself.
 * <span class="wiki_link_ext">Musical/Rhythmic: **<span class="wiki_link_ext"> These kids can produce their Wordle with some music, lyrics, or even play music to go along with the presentation itself.
 * <span class="wiki_link_ext">Intrapersonal: **<span class="wiki_link_ext"> This type of learner can work in groups and use this to their advantage in producing a quality product that plays off the views of their team mates.
 * <span class="wiki_link_ext">Interpersonal: **<span class="wiki_link_ext"> In this Wordle there can be some interaction between people or perspectives, which will help to cement the different ideas displayed throughout the unit itself.
 * <span class="wiki_link_ext">Naturalist: **
 * (O)**4.7 Students will be able to evaluate the impact of the industrial period upon today's environment. **(Explanation) Product:** Wordle **Number of Days:** 2 **(Organize)** ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that the United States became unified through industrialization and that industrialization diversified where people live in the United States today. **(Where)** Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities. Performance indicators: a, d **(What)** Not everybody thought the same way in the times of industrialization and you need to be autonomous and think for yourself in modern times as well. **(Why)**
 * (H)** 5.2 Democracy vs. Personal Choice, what do the students think democracy is, do we live in one, do we really have personal choice or does someone else make the ultimate personal choices for us? **(Hook)**
 * (E)** 5.3 Students will know personal choice, bipartisan politics, political parties, nature vs. industrialization debate, importance of advocacy, propaganda, yellow journalism, Upton Sinclair **(Equip)** Students will use their idea wheel in order to formulate a coherent message that they are willing to debate for and argue about with fellow class mates and I. **(Explore)** Then, students will create a brochure that outlines their feelings on whether or not they would have wanted to industrialize if they were a citizen during the time of the industrial revolution. This brochure will use propaganda style formatting and delivery to attempt to convince me that the student's idea is the right one. **(Experience)**
 * (R)** 5.4 In order to check for understanding I will use the exit ticket and this will help the students to get questions down on paper and it will give me time to get each one answered. **(Rethink)**Self-assessment will be done through a short debate and discussion with a partner. **(Rethink/Revise),** I will provide them with great feedback and give them some argument in order to further provoke their thoughts. (**Revise**/**Refine**)
 * (E)**5.5 Formative Assessment - **Pre-Assessment:** (note:lesson 1 only), **Checking for Understanding**: I will use an exit ticket in order to check, on the first day, that the kids are understanding the vocabulary and big ideas in order to provide them with a base during the next lesson to start the project. **Timely Feedback:** self/peer/teacher **(Evaluate**)
 * (T)** 5.6 **(Tailor)**
 * <span class="wiki_link_ext">Verbal-Linguistic: **<span class="wiki_link_ext">These students can voice their opinion perfectly through this lesson, because they will be asked to lead debates, conversations, and brainstorms.
 * <span class="wiki_link_ext">Logical/Mathematical: **<span class="wiki_link_ext">Stats can be brought in for these students along with other concrete information pertaining to the environment during both periods of question.
 * <span class="wiki_link_ext">Visual/Spatial: **<span class="wiki_link_ext">Models and different formats will be allowed for these students, because they will certainly enjoy being able to craft their own idea of society and the environment during this time period before deciding which side they will choose and defend.
 * <span class="wiki_link_ext">Bodily/Kinesthetic: **<span class="wiki_link_ext">It is interesting for these learners as well as difficult, but I will give them the option of a digital presence rather than a text oriented brochure. They will be able to get up and interact with their computer in terms of filming and integrating this film or auditory presence into the final production.
 * <span class="wiki_link_ext">Musical/Rhythmic: **<span class="wiki_link_ext">Music can be used by these students in order to produce an ambiance or polarizing view in terms of their propaganda. Music has always reflected its time, so if they choose different selections from the time periods in question then they will have much more fun and they will learn much more in the long run.
 * <span class="wiki_link_ext">Intrapersonal: **<span class="wiki_link_ext">This student will be allowed to basically craft their own production through the use of various graphic organizers. This will greatly help in the crafting of their final project because it will give them an organized view of their opinions and evidence.
 * (O)**5.7 Students will be able to consider if they would have wanted to industrialize as a United States citizen during the industrial period. **(Explanation) Product:** Microsoft Word **Number of Days:** 2​ ||

<span class="wiki_link_ext">**Interpersonal**: These students will be permitted to work in groups of two in order to truly master one of the two big business figures required in the Blogger exercise.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that technological changes during the industrial period had massive effects on today's society and environment. **(Where)** Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities. Performance indicators: a, d **(What)** You must understand history's connections to modern life. This includes business, sports, music, or anything that you are interested in personally. If you do not realize what has happened in the past you are certainly bound to recreate history's bad spots and occurrences. **(Why)**
 * (H)** 6.2 What is your philosophy on how we should move forward in society? Will we repeat the tragedies of our predecessors? **(Hook)**
 * (E)** 6.3 Students will know big business, Carnegie, Rockefeller, monopoly, exploitation, profits, capitalism, etc. **(Equip)** Students will use a Venn diagram in order to compare and contrast modern and past business as well as their two big business figures from then and now. They must create a comparison that takes into consideration areas such as income, tenure, sectors of control, influence, philosophy and philanthropy, etc. **(Explore)** Once they have done a significant amount of research on these two figures, they will start a Blogger account at blogspot.com and they will begin blogging from the perspective of each of their two figures. They will tell the person's story through their eyes and have a small argument between "each other" as to who is doing more for themselves, their workers, and society. **(Experience)**
 * (R)** 6.4 In order to check for understanding I will walk around and work with each student individually or in groups of two so that they can fully grasp the ideas that I am searching for. **(Rethink)** They will consult with one other person who has a similar figure or figures to them and try to pick up new ideas. **(Revise)** Then they will meet one on one with me in order to present their Blogger profile and show me how to the conversation developed between the two figures. **(Refine)**
 * (E)**6.5 Formative Assessment - **Pre-Assessment:** (note:lesson 1 only), **Checking for Understanding**: By doing a walk around and talk with each student I will provide them with critical and intense feedback so that their big business perspectives will be more deep with information **Timely Feedback:** self/peer/teacher **(Evaluate**)
 * (T)** 6.6
 * <span class="wiki_link_ext">Logical/Mathematical: **<span class="wiki_link_ext">These students can lay out their blogs in a more logical and planned out way rather than a simple conversation. This will help keep these directed students on track for the entirety of the exercise.
 * <span class="wiki_link_ext">Visual/Spatial: **<span class="wiki_link_ext"> These students can incorporate pictures and other diagrams into their blogs in order to make their argument more coherent to them.
 * <span class="wiki_link_ext">Bodily/Kinesthetic: **<span class="wiki_link_ext"> These students can act our their blog to me or get into one of these characters through self-taken pictures or film.
 * <span class="wiki_link_ext">Musical/Rhythmic: **<span class="wiki_link_ext"> Music an rhythm can be used within the blogs, but students could also use films with music and other media in order to better understand their big business figures.
 * <span class="wiki_link_ext">Intrapersonal: **<span class="wiki_link_ext"> These students can have their ideas laid out through graphic organizers and will also be permitted to talk with me so that they can reflect their ideas off of me before actually putting their proverbial pen to paper.
 * (O)**6.7 Students will be able to compare and contrast two "big business" figures from now and then. **(Explanation) Product:** Blogger **Number of Days:** 3 ||

2004 ASCD and Grant Wiggins and Jay McTighe