S3+Hoffman,+Megan

=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= // MLR- 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**) The Civil War had detrimental effects on the nation and prevention of repetition is critical. (**Why**) Timeline of key events that led to division (**Equip**) Use KWL graphic organizer to analyze what they know, write what they want to know, then at the end of the lesson they will write what they learned. They are then going to group share to confirm that they understand, then show a fist to five to make sure they are understanding the material. (**Explore**) Introduce to Glogster and have them make a digital poster on a random topic that they like. In pairs, students will use Glogster to create digital propaganda posters reflecting a viewpoint of the Civil War (**Experience**) =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**1.1 Students will understand that the Civil War impacted the foundations of the United States today (**Where**)
 * (H)** 1.2 index card activity simulating the devastation on the population (**Hook**)
 * (E)**1.3 Students will know Union, Confederate, Abraham Lincoln, Harriet Beecher Stowe, Jefferson Davis, Antebellum,
 * (R)**1.4 When the students group share, questions will be asked for the students to reflect upon and share first with each other and at the end, with the class( ** Rethink), ** During the lesson I will have the kids use a fist-to-five to show if they understand the material. Those who are a 2 or a 1 can get extra help from me. ** (Rethink/Revise), ** and feedback by teacher on Product ( ** Revise ** / ** Refine ** )
 * (E)**1.5 Formative Assessment- ** Pre-Assessment: ** Quick Write Web on what they know about the Civil War, ** Checking for Understanding ** :Fist-to Five and ** Timely Feedback: **Self, Peer, Teacher** (Evaluate ** )
 * (T)** 1.6 **Verbal-** The KWL chart allows for students to write their thoughts and the sharing allows for students to verbalize their thoughts of the Civil War.
 * Logic-** The KWL chart allows for the separation and organization of their Civil War knowledge and goals,
 * Visual-** The glogster posters will allow the visual learner to create a visual product showing their knowledge of the Civil War
 * Kinesthetic-** Role playing game about the devastating effects of the Civil War will target the kinesthetic learner
 * Interpersonal-** The group share part will allow students to share their ideas
 * Intrapersonal-** Students have the opportunity to work by themselves on the glogster project
 * Musical-** I will have the musical student do the same glogster project, but make the poster on a Civil War song
 * Naturalist-** The naturalist learner will have the option to do their glogster on a battlefield.
 * (O)** 1.7 Students will be able to describe the importance of the Civil War itself and the effects on government and society (**Explanation**)
 * Product**: Glogster **Number of Days**: 2-3 (**Organize**) ||

// MLR- 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** ) It is important to experience the fear and uncertainty that people in the Civil War felt (**Why**) Logic- The observation chart will allow logical learners to write their thoughts in an organized way. Kinesthetic- Trying the hardtack will help the kinestetic learner feel how the soldiers felt. Interpersonal- Sharing the quick write will allow interpersonal learners time to share and talk with others. Intrapersonal- writing the quick write diary will allow intrapersonal learners time for self- reflection Naturalist- the hardtack paired with being outside in nature will make the survival aspect feel more real to the naturalist learner. =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 Students will understand that the Civil War impacted the foundations of the United States today (**Where**)
 * (H)**2.2 Students will try some "hardtack" which was a cheap, hard bread made of just flour, water and salt. This was a staple in a soldiers' diet, it wasn't very good but it was all they had. If school policy permits, I will take the class outside to eat it so it feels more real. (**Hook**)
 * (E)** 2.3 Students will know Robert E. Lee, Ulysses S. Grant, infantry, artillery, cavalry, general lieutenant, sequence of battles in the civil war (**Equip**) Use observation chart graphic organizer to document what they would be sensing if they were civil war soldiers, they will then do a quick write diary as if they were a soldier, then share with the class (**Explore**) Introduce to JooMag and have them make a mag about about their favorite president. Individually, students will create a diary using this site and write 6 diary entries from the viewpoint of a person in the civil war (president, union soldier, confederate soldier, the wife left behind). (**Experience**)
 * (R)**2.4 When the students do their quick write, there will be prompts on the board for them to think about (** Rethink), ** When they share their quick write, we will discuss each one as a class (** Rethink/Revise **) and feedback by teacher on Product( ** Revise ** / ** Refine ** )
 * (E)**2.5 ** Checking for Understanding ** :Quick write diary and ** Timely Feedback: **Self, Peer, Teacher** (Evaluate ** )
 * (T)**2.6 Verbal- The quick write diary will allow verbal learners to write their feelings.
 * (O)** 2.7 Students will be able to imagine themselves in various roles in the Civil War (**Empathy**)
 * Product**: JooMag **Number of Days**: 4-5 ||

// MLR- 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** ) Not many people, even residents of Maine, know about Maine's involvement in the Civil War (**Why**) Logic- The word web will help logical students organize the events so they can understand better. Visual- The video hook will help the visual learner see what Joshua Chamberlain was like Kinesthetic- The digital collage will help the kinesthetic learner create something of their own. Interpersonal- The Think Pair-Share activity will allow interpersonal learners time to exchange their ideas of the Civil War with others. Naturalist- A special change to the digital collage assignment for the naturalist learner will be for them to take a picture of at least one civil war statue in their town (there are tons of joshua chamberlain ones around) to include in their collage. Or at least find some pictures of little round top to include in their digital collage. =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that Maine contributed many key factors in the Civil War (**Where**)
 * (H)**3.2 Students will watch a short video http://www.youtube.com/watch?v=-kdOKJXfTU4 a clip from Gettysburg movie of Joshua Chamberlain **(Hook).**
 * (E)** 3.3 Students will know Joshua Chamberlain, Oliver Otis Howard (**Equip**) Use word web to help the students keep track of Maine's involvement. They will then Think Pair-Share to make sure they understand and we will discuss it to make sure everyone is on the same page. (**Explore)** Introduce to digital collage and have them start gathering photos of Maine during the Civil War. Students will then work in groups of three or four to make a digital collage of Maine's involvement in the Civil War. (**Experience**)
 * (R)**3.4 When students do their Think Pair-Share they will think about their home state's involvement in the Civil War (** Rethink ** ) When we discuss what we have on our graphic organizer, students will correct the things they might have missed (** Rethink/Revise **) and feedback by teacher on Product( ** Revise ** / ** Refine ** )
 * (E)**3.5 ** Checking for Understanding ** :Think Pair-Share and ** Timely Feedback: **Self, Peer, Teacher** (Evaluate ** )
 * (T)**3.6 Verbal- When students do their pair-share activity, they will have a chance to voice their opinions about the Civil War
 * (O)** 3.7 Students will be able to tell a story of Maine's involvement in the Civil War. (**Interpretation**)
 * Product**: Digital Collage **Number of Days**: 1-2 ||

// MLR- 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** ) Not many people know that we could have had a Maine president, or why we narrowly missed. (**Why**) Verbal- The fakebook will allow, in certain parts, for verbal students to write down information about their prominent Maine resident in a creative way. Logic- The logical learner can use the sequence chart organizer to help keep track of events in chronological order. Visual- the fakebook activity will allow students to visualize their person in different, more modern way. Musical- The musical learner will enjoy the hook of listening to Civil War music to set the tone for the class. Interpersonal- The three minute review will allow students to work in groups to go over what they have learned about the Civil War. Intrapersonal- The intrapersonal learner will have the opportunity to work alone on the fakebook project. **Product:** Fakebook **Number of Days**:1-2 || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that M aine contributed many key factors in the Civil War.**(Where)**
 * (H)** 4.2 At the beginning of class, we will play some Civil War music to set the tone. Songs including "Just Before the Battle, Mother", "Battle Hymn of the Republic" and "Dixie Land" **(Hook)**
 * (E)**4.3 Students will know Harriet Beecher Stowe, Hannibal Hamlin **(Equip)** Use sequence chart to help keep track of events in chronological order. They will then use their cue cards to signal whether they grasp the information**(Explore)** Introduce to fakebook and have them make one for their favorite tv show. They will then work in pairs to make a fakebook for a prominent Maine resident during the Civil War. **(Experience)**
 * (R)** 4.4 Students will do a 3 minute review as groups, summarizing what they've learned and what they need clearing up **(Rethink)** When they share their review there will be a chance to clear up questions and correct any erroneous information **(Rethink/Revise)** They will then have a corrected review of what is going on from teacher feedback. **(Revise/Refine)**
 * (E)** 4.5 **Checking for Understanding**: Cue Cards **Timely Feedback**: Self, Peer, Teacher **(Evaluate)**
 * (T)**4.6
 * (O)**4.7 Students will be able to realize that their home state made an impact on keeping the United States united. **(Self-Knowledge)**

Ratification of 13th, 14th and 15th amendments **(Equip)** Use History Frame graphic organizer to keep track of what is going on at this time.There will be a round robin discussion at the end of class about the question: Did the Civil War have more costs or benefits? The discussion will be a team answer, but the exit ticket will be an individual answer to that same question **(Explore)** Introduce to e-postcard and have them send one from their favorite city. Then send an e-card from a country that was impacted by the effects of the Civil War. **(Experience)** Verbal- The round robin discussion will help linguistic students express their ideas through speech. Logic- The history frame organizer will allow logical students display facts in an organized way to help them understand better. Visual- the e-postcard activity will allow the visual learner to create a visual representation for other countries during the Civil War time period. Musical- Instead of an e-postcard, musical students will write a song about the effects of the Civil War on a country. Interpersonal- the round robin discussion will allow students to engage collaboratively in answering the discussion question as a group. Intrapersonal- the exit ticket will allow the intrapersonal learner to reflect on their opinion of the discussion question individually. **Product**: E-Postcard **Number of Days**:1-2 || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that the Civil War and Reconstruction had an impact on other countries as well. **(Where)** // MLR- 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** ) The Reconstruction stitched this nation back together and brought forth many rights for people, especially people of different race or ethnicity. It is important to learn how this effects us all today. **(Why)**
 * (H)** 5.2 Students will use www.thelincolnlog.org to read about what happened on this date back in Abraham Lincoln's life **(Hook)**
 * (E)**5.3 Students will know Emancipation Proclamation, Andrew Johnson, Timeline of Reconstruction in the US,
 * (R)**5.4 There will be a round robin discussion at the end of class about the question: Did the Civil War have more costs or benefits? The discussion will be a team answer. **(Rethink)** When they share there will be a chance to reflect upon everyone's answers **(Rethink/Revise)** There will then be an exit ticket for them to write down their own answer to the question **(Revise/Refine)**
 * (E)** 5.5 **Checking for Understanding**: Exit Tickets **Timely Feedback**: Self, Peer, Teacher **(Evaluate)**
 * (T)**5.6
 * (O)**5.7 Students will be able to analyze The Civil War's effect on the rest of the world. **(Perspective)**

Verbal- The prezi assignment will allow linguistic learners to write about their world event during the time of the Civil War. Logic- The spider map woll allow logical learners to plot out what was going on at this time Visual- The prezi assignment will allow visual learners to express their world event in a creative presentation. Kinesthetic- the hook activity will allow kinesthetic learners to move around the classroom in order to put the events in order. Interpersonal- the inside-outside circle activity will allow interpersonal learners to interact with each other and actively share their information. Intrapersonal- the intrapersonal learner will have the opportunity to work on their prezi alone.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that the Civil War and Reconstruction had an impact on other countries as well. (Where) // MLR- 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) ** There were other things going on in the world from 1850-1877, It is important to learn about more than just what was happening on our home front **(Why)**
 * (H)**6.2 Students will work as a class to make one large timeline. A fishing wire or clothesline stretched across the room will be the base of the timeline. Students will try to arrange the index cards containing events in order. I will correct the mistakes as we proceed with class. (**Hook**)
 * (E)**6.3 Students will know the s equence of world events connected with The Civil War **(Equip)** Students will use a spider map during the lesson to plot out what was going on at this time. There will be an inside-outside circle activity to give students an opportunity to share what they learned with each other as well as discuss questions. As the lesson goes on, I will check periodically with a thumbs up/down scale to make sure they understand. **(Explore)** Introduce to Prezi and have them create one on their favorite thing to do outside of school to practice. They will then, in pairs or groups of three, create a Prezi on an event that happened in the world during the time of the Civil War. **(Experience)**
 * (R)** 6.4 There will be an inside-outside circle discussion of questions related to world events between 1850-1877 **(Rethink)** I will be giving the discussion question prompts and also walking around giving further discussion questions **(Rethink/Revise)** There will be a point when I have some pairs share their discussion findings **(Revise/Refine)**
 * (E)** 6.5 **Checking for Understanding**: Thumbs up/down **Timely Feedback**: Self, Peer, Teacher **(Evaluate)**
 * (T)**6.6
 * (O)** 6.7 Students will be able to produce a world view of the Civil War and Reconstruction **(Application)**
 * Procuct:** Prezi **Number of Days:** 2-3 ||

2004 ASCD and Grant Wiggins and Jay McTighe