S3+Carlson,+Andrew

=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 When students come into the classroom there will be pictures of events of the revolutionary era posted around the room. They will all be handed out other events of the era on flash cards. They will then have to line up around the class in chronological order. **(HOOK)** 1.3 Students will know founding fathers, Great Britain figures,, British acts/ decrees, the starting events to the revolution, U.S winning. (see notes) **(EQUIP)** They will use a timeline graphic organizer to get all of the main events of the era down and will then use an organizer of my creation to take a few of the main events of this era and link them to current events and happenings. **(EXPLORE)** In partners students will create a digital timeline of the revolutionary era connecting a few of the main events to today. (each student will have their own product.) **(EXPERIENCE)** 1.4 There will be a thumbs up/ thumbs down activity to gauge the students day to day progress and comfortably with using the timeline app. **(RETHINK)** Checklist- students will self assess and peer assess their timelines throughout the process of constructing them. **(REVISE/REFINE)** I will use the same checklist to grade their timelines. **(RED****EFINE)** 1.5 **Formative assessment: Pre-assessment**- KWL **Checking for understanding-** thumbs up/ thumbs down, exit tickets, journals. **Timely Feed Back-** peer, self, and teacher assessment **(EVALUATE)** 1.6 **(TAILORS)** 1.7 Students will be able to make meaning of the revolution and the impacts it had on today. **(INTERPRETATION)** **Product:** Digital Time Line. Days 4 **(ORGANIZE)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.1 Students will understand that the transformation that the U.S went through during the revolutionary period shaped U.S/ world history for ever. (**WHERE**) //Students understand major areas, major enduring themes, and historic influences of the history of Maine, the United States, and various regions of the world.// **(WHAT)** We need to understand and analyze the past to prevent the faults/ misdoings of the past from happening in the future. **(WHY)**
 * Verbal:** Students will present their completed timelines in class. They will also be writing in their journals at the end of each class.
 * Logical**: The events will be broken down chronologically and will be looked at each separately and as a whole then linked to another era.
 * Musical**: Play music from the time period at the end of the day when they are doing their journals.
 * Kinesthetic**: During the hook activity students will be moving around and creating a physical timeline that spans the entire classroom.
 * Spatial**: The classroom will be organized for group work, the desks or tables will be in small groupings and will allow for them to be easily maneuvered around.
 * Naturalist**: Students will need to incorporate pictures (some scenic) in their digital timeline.
 * Intrapersonal**: Students will be given time at the end of every class to write and reflect in their journals about what they completed for the day and what they still have to work on.
 * Interpersonal**: They will be creating their projects in partners and will be working together with different partners every day.

2.2 I will come dressed up in colonial attire on the first day of the lesson. **(HOOK)** 2.3 Students will know founding fathers, Great Britain figures, war terms, the culture of the era, major battles, why France joined the war, and what it was like to live back then. (see notes) **(EQUIP)** They will use a flow chart to dissect the revolution into four categories: culture, family structure, hardships the people had to face, and the British in N. America. **(EXPLORE)** Students will create a pod cast (acting as a set of journals) of their time during the revolutionary era. **(EXPERIENCE)** 2.4 There will be an exit ticket at the end of the day, where students will express what they are struggling with and what they plan to do for the next class, this will be a time when I can help students who are having trouble with the podcast software. **(RETHINK)** Students will self assess them selves using the exit ticket. **(REVISE/ REFINE)** I will use a checklist to grade the podcasts and will be orally assessing the students from class to class on their podcast progress. **(REDEFINE)** 2.5 **Formative Assessment:** **Checking for understanding-** thumbs up/ thumbs down, exit tickets, journals. **Timely Feed Back-** self assessment and oral evaluation **(EVALUATE)** 2.6 **(TAILOR)** 2.7 Students will be aware of the difficulties and hard ships the revolutionists faced. **(REFLECT)** **Product**: podcast. Days 5 **(ORGANIZE)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 2.1 Students will understand that American Revolution set a model for other countries liberating themselves from their "mother" countries. **(WHERE)** //Students understand major areas, major enduring themes, and historic influences of the history of Maine, the United States, and various regions of the world.// **(WHAT)** It is important to understand what our relatives and friends of relatives went through to gain their independence during the revolutionary period.
 * (WHY)**
 * Verbal**: We will have class discussion at the end of each class about the culture of this era.
 * Logical**:During class we will break down the statistical data of the revolutionary era (death toll, supplies used, food, exc...).
 * Musical**: One class in partners students will look at how music was immersed in the culture of the time period and look into what classes listed to what genre of music.
 * Kinesthetic**: On the day of presentation students will need to be dressed up as their character and play the part (act it)
 * Spatial**: Students will be asked to show pictures with their podcast, that go with the same theme.
 * Interpersonal:** We will have a Socratic circle to talk about the problems the colonists faced while linking the past to present.

3.2 I will read a fictional scenario where the French did not support or help the Americans at all during the revolution (being very creative) and then explain why the French did and the impact it had on many other nations. **​(HOOK)**​ 3.3 Students will know constitutional terms, founding fathers, great Britain figures, British acts and decrees, the sequence of events. (see notes) **(****EQUIP)** They will use a sequence chart to organize their essay and get an idea of the flow of it. **(EXPLORE)** Students will write an essay in Google docs explaining how an event or aspect of this era affected the world during this time period. They will then peer edit each other in Google docs. **(EXPERIENCE)** 3.4 Students will compare notes and anything else worked on during class at the end of each class so that they all are on the same page and are continually gaining ideas from their peers. **(RETHINK)** Students will peer edit each others essays on the Google docs with a checklist made form the rubric I will create. **(REVISE/REFINE)** I will then use an essay rubric I will create from the check list to grade the essay. **(REDEFINE)** 3.5 **Formative assessment: Checking for understanding-** journals, note sharing, exit tickets. **Timely Feed Back-** self assessment and oral evaluation **(EVALUATE)** 3.6 **(****TAILOR)** 3.7 Students will be able to consider the impacts of the U.S revolution on the world during this time period. **(SELF KNOWLEDGE)** **Product**: Google Docs essay, Days: 4. **(ORGANIZE)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 3.1 Students will understand that the transformation that the U.S went through during the revolutionary period shaped U.S/ world history forever. **(WHERE)** //Students understand major areas, major enduring themes, and historic influences of the history of Maine, the United States, and various regions of the world.// **(WHAT)** It is important to not only be aware of our history but of other countries as well, because what other countries have done in the past and will do in the future has just a big of an impact on us as it does them.**(WHY)**
 * Verbal**: Students will end the class writing in their journals about troubles their having with their essay.
 * Logical**: We will look into the economic impact of the revolution on other countries around the world.
 * Spatial**: Students will be asked to create a cover page for their essay that has pictures colors and is very eye appealing. Can be created digitally or by hand.
 * Naturalist**: One class we will go outside for a group discussion on the impacts of the American revolution on the world.
 * Interpersonal**: One class we will go outside for a group discussion on the impacts of the American revolution on the world.
 * Intrapersonal**: Students will be working by them selves for a portion of every class to work on their essays.

4.2 I will use a movie from teacher tube "Constitution Day 2007." **(HOOK)** 4.3 Students will know constitutional terms, process, founding fathers, articles and amendments. (see notes) **(EQUIP)** Students will use a four column chart to organize their thoughts for the iMovie, touching upon several of the main aspects of the U.S constitution. **(EXPLORE)** Students will create an iMovie becoming experts on one or two amendments or articles and explain the importance history of it, and provide a court case that involved that amendment or article. **(EXPERIENCE)** 4.4 Students will write in their journals about how the project is going for them and bring any problems or difficulties to attention. **(RETHINK)** Each group will look at each others projects and offer suggestions on what to improve. We will do this 3 times throughout the process. **(REVISE/ REFINE)** I will use my iMovie rubric to grade the overall presentation. **(REDEFINE)** 4.5 **Formative assessment: Checking for understanding-** journals, thumbs up/ thumbs down, exit tickets. **Timely Feed Back-** peer evaluation and teacher assessment. **(EVALUATE)** 4.6 **(****TAILOR)** 4.7 Students will be able to demonstrate the importance of the U.S constitution. **(EXPLANATION)** **Product**: iMovie, Days: 6 **(ORGANIZE)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 4.1 Students will understand that the Constitutional process was complex and unique. **(WHERE)** //Students understand major areas, major enduring themes, and historic influences of the history of Maine, the United States, and various regions of the world.// **(WHAT)** It is important to understand the rules and laws that we live under. Without the U.S constitution we do not have any rights and the country that we live in now would be completely different without the constitution. **(WHY)**
 * Verbal**: The students will be writing in their journals at the end of each class followed by a group discussion to talk about what problems everyone is having.
 * Logical:**One class we will break down all the numbers and dates that surround the constitution. We will look at the number of drafts, amendments and dates of all of the updates to the U.S constitution.
 * Musical**: Music from the time period will be played when students are writing in their journals.
 * Spatial:** The iMovie is a very spatial oriented activity because it will force the students to visualize the concepts they want to put into the movie before they create it.
 * Interpersonal:**There will be a group discussion about the subjects covered in class at the end of every day.
 * Intrapersonal:**Students will be given a chance at the end of every class to write and reflect in their journals.

5.2 I will use the preamble to the U.S constitution School HOuse Rock video. **​(HOOK)** ​ 5.3 Students will know Students will know constitutional terms, process, founding fathers, articles and amendments, other countries constitutions and constitutional process. (see notes) **(EQUIP)** Students will use a manipulated version of Story Map 2 to plan out their digital story. **(EXPLORE)** Students will create a digital story of the constitution process, while being sure to touch upon major articles and amendments. **(EXPERIENCE)** 5.4 Students will be doing quick writes at the beginner of class so I can assess the progress there making with the material and adapt what I'm going to teach for the day. **(RETHINK)**Each student has a partner for the project, so they will be giving eachother feedback throughout the process, well I also give oral feedback in class. **(REVISE/ REFINE)** I will grade the final product with a checklist. **(REDEFINE)** 5.5 **Formative assessment: Checking for understanding-** quick writes, thumbs up/ thumbs down, exit tickets. **Timely Feed Back-** peer evaluation and oral assessment. **(EVALUATE)** 5.6 **(****TAILOR)** Intrapersonal: They will have time to reflect at the beginning of each class when they are doing the quick writes. 5.7 Students will be able to exhibit the differences and similarities of the U.S constitutional process compared to others. **(APPLICATION)** **Product**: Digital Story, Days: 5. **(ORGANIZE)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 5.1 Students will understand that Students will understand that the Constitutional process was complex and unique. **(WHERE)** //Students understand major areas, major enduring themes, and historic influences of the history of Maine, the United States, and various regions of the world.// **(WHAT)** It is important to understand why we have the constitution and how it came to be because many other countries do not have the same freedom we do. **(WHY)**
 * Verbal**: Students will be given quick writes at the beginning of each class.
 * Kinesthetic**: One day we will role play the continental congress and the students will debate about what amendments to add or take away from the constitution.
 * Spatial:** Students will need to create a costume for the day we do the role play, because they will need to be in character.
 * Naturalist:** Students will need to incorporate scenic pictures into their digital story.
 * Interpersonal**:Students will be debating each other during the role play, they also will be working in partners on the project.

6.2 Show a movie of several revolutions in other countries. **(HOOK)** 6.3 Students will know war terms, battles, reasons for fighting, British reaction, founding fathers, Great Britain figures. (see notes) **(EQUIP)** Students will use a Venn Diagram to compare and contrast the revolutions. **(EXPLORE)** Students will create a digital scrapbook of a different countries revolution and in a reflective piece compare all of the onces seen in class to the United States. **(EXPERIENCE)** 6.4 Students will use 3-2-1 reflection to reflect on their overall progress in the project and the material covered in class. **(RETHINK)** They will peer edit each others projects using a rubric I provide. **(REFINE/ REVISE)** I will then use the same rubric to grade their final presentations. **(REDEFINE)** 6.5 **Formative assessment: Checking for understanding-** 3-2-1 Reflection, thumbs up/ thumbs down, exit tickets. **Timely Feed Back-** peer evaluation and oral assessment. **(EVALUATE)** 6.6 **(****TAILOR)** 6.7 Students will be able to analyze the similarities and differences between the U.S revolution and others. **(PERSPECTIVE)** **Product**: pintrest, Days: 6. **(ORGANIZE)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 6.1 Students will understand that the American revolution set a model for other countries liberating themselves from "mother" countries. **(WHERE)** //Students understand major areas, major enduring themes, and historic influences of the history of Maine, the United States, and various regions of the world.// (**WHAT**) Just because our revolution happened hundreds of years ago doesn't mean that there are not still revolutions today. It is important to see the similarities and differences to the revolutions happening around the world when compared to the U.S revolution in the 1700s. **(WHY)**
 * Verbal:** We will have class discussions on all of the presentations.
 * Logical:** We will break down the logical reasons why countries start revolutions.
 * Musical:**Students will be asked to pick a song that relates to the emotion or some other aspect of the revolution they are covering.
 * Kinesthetic:** I will do an activity where students will be moving around the classroom from station to station (each station being an aspect of a revolution).
 * Spatial:**Students will be asked to make their pintrest visually appealing.
 * Interpersonal:**Students will be working in partners on this project.

2004 ASCD and Grant Wiggins and Jay McTighe