S3+Perry,+Clayton

=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 6= // Students will understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and // //various regions of the world.//**(What)** It is important to learn this because it is crucial to understanding the outcome of the Civil War.**(Why)** 1.2 Students will participate in a hands-on class activity demonstrating the effectiveness of various pieces of Civil War technology, such as the telegraph and photography. Students will compare the effectiveness of taking a photograph versus drawing a sketch of someone, and compare the effectiveness of sending an instant message(comparable to a telegraph)versus delivering a hand-written message on foot.**(Hook)** 1.3 Students will know...Terminology: Minie ball, telegraph, ironclad, photography, C.S.S. Virginia, U.S.S. Monitor**(Equip)** Use a KWL chart to organize facts based on what they already know versus what they have yet to know and what they have learned during the lesson. **(Explore)** Students will create a product using type II technology, such as an iMovie, a podcast, a blog or Google Earth to prove their understanding of Civil War technology.**(Experience)** 1.4 Students will free write about their current knowledge of the subject, including what they know, what they're not sure about, and what they're planning to do with this knowledge.**(Rethink)** Students will self-assess their work using a teacher-provided rubric and peers will assess their work through the use of checklists.**(Rethink/Revise)**Teacher will provide feedback through the use of rubrics.**(Revise/Refine)** 1.5 **Formative Assessment: Pre-Assessment:** Students will be given a pre-test to see what they already know and don't know about the Civil War. **Checking for Understanding:** Free write. **Timely Feedback:** Self: rubric. Peer: checklist. Teacher: rubric. 1.6 **(Tailors)** 1.7 Students will be able to exhibit the effectiveness of technology in the Civil War.**(Application)** **Product:** iMovie/podcast/blog/Google Earth =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.1 Students will understand that technology changed the course of the Civil War.**(Where)**
 * Verbal-Linguistic:** Students will write a first-hand account from the point of view of a journalist as a series of telegrams.
 * Logical/Mathematical:** Students will calculate the velocities and distances achieved by the weaponry used, the average rate of advancement of soldiers, and the average speed of steam trains used to transport troops and equipment.
 * Visual/Spatial:** Students will explain how photography played an important role in the Civil War and display examples of photography from the era.
 * Bodily/Kinesthetic:** Students will give a physical demonstration of the effect of Civil War technology(e.g. using a telegraph as opposed to delivering a letter).
 * Musical/Rhythmic:** Students will demonstrate how Civil War technology was referenced in song, or write a song referencing a piece of Civil War technology.
 * Interpersonal:** Students will debate over two different pieces of Civil War technology to determine which one had a larger impact.
 * Intrapersonal:** Students will write a journal in the style of someone using Civil War technology(e.g. Ironclad helmsman, photographer, telegraph operator).
 * Naturalist:** Students will examine the terrain in Civil War photographs and use Google Earth to determine where the photo was taken.
 * Number of days:** 7 **(Organize)** ||

// Students will understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and // //various regions of the world.//**(What)** It is important to learn this because it is crucial to understanding the outcome of the Civil War.**(Why)** =Lesson 1=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 Students will understand that technology changed the course of the Civil War.**(Where)**
 * (H)** 2.2 Students will be shown a powerpoint presentation exhibiting several pieces of Civil War technology and their purpose. **(Hook)**
 * (E)** 2.3 Students will know...Key factual information: use of telegraphs, use of photography, Union vs. Confederate weaponry, "ironclad" vessels**(****Equip)**Students will create a timeline showing the development of various pieces of technology and when it entered the war.**(Explore)**Students will create an iMovie, a powerpoint, a slideshow, or some other visual presentation to showcase a piece of Civil War technology.**(Experience)**
 * (R)**2.4 Students will have a group discussion about their current knowledge of the subject, including what they know, what they're not sure about, and what they're planning to do with this knowledge.**(Rethink)**Students will self-assess their work using a teacher-provided rubric and peers will assess their work through the use of checklists.**(Rethink/Revise)**Teacher will provide feedback through the use of rubrics.**(Revise/Refine)**
 * (E)**2.5 **Formative Assessment:**
 * Checking for Understanding:** Group discussion. **Timely Feedback:** Self: rubric. Peer: checklist. Teacher: rubric.
 * (T)**2.6 **(Tailors)**
 * Verbal-Linguistic:** Students will be able to speak to the class explaining the significance of certain pieces of Civil War technology.
 * Logical/Mathematical:** Students will be able to research the schematics and calculations required to construct a piece of Civil War technology.
 * Visual/Spatial:** Students will be able to provide visual aids displaying various pieces of Civil War technology.
 * Bodily/Kinesthetic:** Students will be able to construct three-dimensional models and provide physical demonstrations of various pieces of Civil War technology.
 * Musical/Rhythmic:** Students will be able to record an audio narration of their visual demonstration of Civil War technology.
 * Interpersonal:** Students will work in groups to develop a Civil War technology timeline, as well as visual aids.
 * Intrapersonal:** Students will be able to reflect on their progress in their self-assessments.
 * Naturalist:** Students will be able to demonstrate what natural materials were used to make pieces of Civil War technology.
 * (O)** 2.7 Students will be able to consider the lives changed by Civil War technology. **(Empathy)** **Product:** iMovie, powerpoint, slideshow, model, visual aid, podcast
 * Number of days:** 2 **(Organize)** ||

// Students will understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and // //various regions of the world.//**(What)** It is important to learn this in order to understand the kinds of conditions suffered by Confederate civilians during the war. **(Why)** =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that the Civil War had a devastating effect on the Southern states.**(Where)**
 * (H)** 3.2 Students will be shown scenes from the 1939 film "Gone with the Wind" in order to illustrate the devastation suffered by Southern civilians when Northern troops invaded. **(Hook)**
 * (E)** 3.3 Students will know...Important Events and People: William T. Sherman, Appomattox, Atlanta, Savannah, "Scorched Earth," "March to the Sea"**(Equip)** Students will create a Venn Diagram listing the causes of two or three different kinds of damage inflicted on the South and where they intersect.(i.e. Is one entity responsible for all kinds of damage inflicted on the South?)**(Explore)** Students will split into groups and fill in the Venn Diagrams to the best of their ability and explain their choices.**(Experience)**
 * (R)** 3.4 Students will free write about why they believe the South suffered the way it did.**(Rethink)**Students will self-assess their work using a teacher-provided rubric and peers will assess their work through the use of checklists.**(Rethink/Revise)**Teacher will provide feedback through the use of rubrics.**(Revise/Refine)**
 * (E)**3.5 **Formative Assessment:**
 * Checking for Understanding:** Free write. **Timely Feedback:** Self: rubric. Peer: checklist. Teacher: rubric.
 * (T)**3.6 **(Tailors)**
 * Verbal-Linguistic:** Students will be able to explain their reasoning behind why they believed the South suffered as greatly as it did.
 * Logical/Mathematical:** Student Venn Diagrams will outline their reasoning.
 * Visual/Spatial:** Students will be able to draw their Venn Diagrams in order to organize their thoughts on the subject.
 * Bodily/Kinesthetic:** Students will be able to explain the physical toll that was taken on Confederate civilians and soldiers due to disease, malnutrition, and other factors.
 * Interpersonal:** Students will work in groups to complete a Venn Diagram.
 * Intrapersonal:** Students will reflect on their reasonings for the South's crippling defeat in their free writes.
 * (O)** 3.7 Students will be able to illustrate the devastation suffered by the Southern states. **(Interpretation)** **Product:** Venn Diagram.
 * Number of days:** 1 **(Organize)** ||

// Students will understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and // //various regions of the world.//**(What)** It is important to learn this in order to understand why the South was affected so badly by the war.**(Why)** Students will create a flow chart outlining the causes of the Civil War, and in doing so, will outline the causes of the vast destruction witnessed in the South.**(Explore)** Students will compare their flow charts and use their combined knowledge to expand their knowledge of the subject.**(Experience)** =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that the Civil War had a devastating effect on the Southern states.**(Where)**
 * (H)** 4.2 Students will read first-hand accounts of Confederate civilians and soldiers to understand the conditions they lived in and had to deal with on a daily basis. **(Hook)**
 * (E)** 4.3 Students will know...Important events and people: Robert E. Lee, "March to the Sea," Ulysses S. Grant, Joshua Chamberlain, Appomattox Courthouse, William T. Sherman**(Equip)**
 * (R)**4.4 Students will free write about what they've learned so far in terms of the destruction of the South and how it has shaped their opinion of the war since then.**(Rethink)**Students will self-assess their work using a teacher-provided rubric and peers will assess their work through the use of checklists.**(Rethink/Revise)**Teacher will provide feedback through the use of rubrics.**(Revise/Refine)**
 * (E)**4.5 **Formative Assessment:**
 * Checking for Understanding:** Free write. **Timely Feedback:** Self: rubric. Peer: checklist. Teacher: rubric.
 * (T)**4.6 **(Tailors)**
 * Verbal-Linguistic:** Students will be able to explain their reasoning to other students when they compare flow charts.
 * Logical/Mathematical:** Student flow charts will help them organize their thoughts on the subject.
 * Visual/Spatial:** Students will be able to use their flow charts as visual aids to help them better understand the subject.
 * Bodily/Kinesthetic:** Students will have the chance to move around the room when displaying their flow charts to other people.
 * Interpersonal:** Students will be able to communicate with their peers regarding their flow charts and what information they contain.
 * Intrapersonal:** Students will be able to reflect on the activity and the subject in their free writes.
 * (O)** 4.7 Students will be able to recognize the hardships of Confederate civilians.**(Self-Knowledge)** **Product:** Flow chart.
 * Number of days:** 1 **(Organize)** ||

It is important to learn this in order to understand why differences remain on the legitimacy of the Civil War.**(Why)** =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that the Civil War had a major social and political impact on the country today.**(Where)**// Students will 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)** 5.2 Students will assume the role of Union politicians and generals in coming up with plans for reconstruction after the Civil War. **(Hook)**
 * (E)**5.3 Students will know...Important Events and People: Reconstruction, Abraham Lincoln, John Wilkes Booth, Andrew Johnson, passage of the 13th and 14th Amendments.**(Equip)**Students will draft mock legislation in order to solve many problems faced during Reconstruction.**(Explore)** Students will compare their legislation to both their peers' legislation and actual legislation from the time period.**(Experience)**
 * (R)**5.4 Students will free write about how they think Reconstruction was handled and how they think it could have been improved or how it could have been worse.**(Rethink)**Students will self-assess their work using a teacher-provided rubric and peers will assess their work through the use of checklists.**(Rethink/Revise)**Teacher will provide feedback through the use of rubrics.**(Revise/Refine)**
 * (E)**5.5 **Formative Assessment:**
 * Checking for Understanding:** Free write. **Timely Feedback:** Self: rubric. Peer: checklist. Teacher: rubric.
 * (T)**5.6 **(Tailors)**
 * Verbal-Linguistic:** Students will be able to draft and present legislation in front of the class.
 * Logical/Mathematical:** Students may organize their thoughts and ideas on an issue before drafting legislation.
 * Visual/Spatial:** Students may use visual aids in addition to presenting their legislation to make their argument.
 * Bodily/Kinesthetic:** Students may get up and use materials from around the room and walk around the room while presenting their legislation.
 * Interpersonal:** Students may consult with their peers regarding legislation that was just presented or before deciding to draft legislation.
 * Intrapersonal:** Students may reflect on their legislation or any part of the lesson in their free write.
 * (O)** 5.7 Students will be able to analyze the social and political impact of the Civil War. **(Perspective)** **Product:** Mock legislation proposal.
 * Number of days:** 3 **(Organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that the Civil War had a major social and political impact on the country today.**(Where)**// Students will understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and // //various regions of the world.//**(What)** It is important to learn this in order to fully understand the legacy of the Civil War.**(Why)**
 * (H)** 6.2 Students will get to watch large portions of the film "Gods and Generals" to get a better understanding of how the war was seen from the point of view of both the Confederate and Union armies. **(Hook)**
 * (E)**6.3 Students will know...Key factual information: Union vs. Confederate leadership, causes for secession, Lee's reason for joining the Confederacy, order of secession, Joshua Chamberlain.**(Equip)**Students will be given a final review of the unit using all of the graphic organizers, projects and notes they have created.**(Explore)** Students will be given an exam covering material discussed through the whole unit to fully assess their knowledge of the subject.**(Experience)**
 * (R)**6.4 Students will be given practice questions in order to clear up any remaining misunderstandings of the topic.**(Rethink)**Students will free write discussing how they think they did on the exam and why they think that and peers will be able to study with them before the exam.**(Rethink/Revise)**Teacher will provide feedback through the final exam grade.**(Revise/Refine)**
 * (E)**6.5**Formative Assessment:**
 * Checking for Understanding:** Final exam. **Timely Feedback:** Self: Free write. Peer: Study partner. Teacher: Exam grade.
 * (T)** 6.6 **(Tailors)**
 * Verbal-Linguistic:** Students will be able to explain to their peers any misconceptions they may have while studying.
 * Logical/Mathematical:** Students will be able to organize notes while studying for the exam.
 * Visual/Spatial:** Students will be given diagrams to fill out as part of the exam(e.g. Venn diagrams from earlier lesson).
 * Bodily/Kinesthetic:** Students will be able to take a break after handing in the exam.
 * Interpersonal:** Students may study with partners or groups.
 * Intrapersonal:** Students may reflect on their performance in their free write.
 * (O)** 6.7 Students will be able to describe the social and political impact of the Civil War.**(Explanation)** **Product:** Final exam.
 * Number of days:** 3 **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe