S3+Lebel,+Chelsea

=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]
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (give an example of each Multiple Inteligences)
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology) [|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. Students will understand that the causes, course and consequences of the American Revolution have significant influence (**Where).** MLR: E1- Historical knowledge, concepts, themes, and patterns **(What).** To understand the difficulties created by colonization **(Why).** 2. Play music from the American Revolution (http://www.newton.k12.ks.us/tech/arfling.html) **(Hook)** 3.Students will know: the Intolerable Acts, Boston Massacre, Boston Tea Party, French and Indian War, Sugar Act, Currency Act, Stamp Act, Quartering Act, Tea Act, Townshend Act, Stamp Act Congress, First Continental Congress, Declaration of Independence, Lexington and Concord, Second Continental Congress, Common Sense, Valley Forge, Battle of Saratoga, Articles of Confederation, Yorktown, Treaty of Paris 1783 **(Equip).** Students will use a timeline graphic organizer to track the causes, course and consequences of the American Revolution **(Explore)**. Students will work in a group doing a jigsaw activity **(Experience).** 4. Students will rethink the order in which they listed the events of the timeline (**Rethink)**. Students will revise their timelines to the correct dates **(Revise).** Students will copy timeline to reflect the correct dates **(Refine)**. 5. Students will use blogs for reflection and self-evaluation **(Formative Assessment)** 6.**(Tailors)** 7. Students will be able to exhibit the causes and course of the American Revolution. Students will create an interactive timeline that demonstrates the causes and course of the American Revolution **(Summative Assessment).** **Organize:** Application. This lesson will take 3-4 eighty-minute class periods. // =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Musical**: students will be able to create a song instead of a story
 * Interpersonal:** students will work in groups to discuss content and share out with the class
 * Visual:** Students will add pictures their timelines according to causes, and course
 * Verbal**: Students will write a story that describes the events in timeline form of the American Revolution
 * Intrapersonal**: Students will research various causes, course and consequences of the American Revolution
 * Bodily-Kinesthetic**: Students will place index cards on the board to create a complete timeline for the class

// 8. Students will compare and contrast colonial and other points of view regarding the American Revolution **(Where)** MLR: E: E1: Historical knowledge, concepts, themes and patterns **(What).** In order to understand why the colonists felt as though they could declare independence **(Why).** 9. Students will listen to NPR clip on a book called //// Iron Tears //// that explains the British point of view ([]) **(Hook)** 10. Students will know points of view and cause and effect **(Equip).** Students will complete a persuasion map in preparation for a debate **(Explore)**. Students will participate in a debate between Colonist and English perspectives on the American Revolution **(Experience).** 11. Students will compare persuasion maps for arguments **(Rethink)** Students will revise persuasion maps in order to strengthen debate arguments **(Revise)** Students will rehearse debate in groups in order to refine arguments **(Rehearse & Refine)** 12. Students will write reflections in blogs and self-evaluate the debate and also to write final conclusions following the debate 13:**Tailor:** Naturalist: Students will record observations from debate 14. Students will be able to compare and contrast colonial and other points of view regarding the American Revolution. Summative assessment: Persuasion Map. **Organize: Perspective.** This lesson should take 2 eighty-minute class periods // =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Visual:** Students will organize thoughts using persuasion map
 * Verbal:** Students will write arguments for debates with supporting arguments
 * Interpersonal:** Students will work in pairs to review debate arguments
 * Intrapersonal:** Students will write self-evaluations and conclusions about the debate
 * Logical**: Students will sequence debate arguments in a logical order

// 15. Students will recognize the influence of social contract theory on the American Revolution **(Where).** MLR-E1: Historical knowledge concepts, themes and patterns **(What).** To understand the influences that social contract theory has on our government today **(Why).** 16. Show images of different philosophers ([|http://www.britannica.com/EBchecked/topic/550994/social-contract#]) **(Hook)** 17.Students will know: Thomas Hobbes, Locke, Rousseau, Natural Rights, Law of Nature, and Declaration of Independence, Common Sense, tyranny, and right of rebellion **(Equip).** Students will use a cluster web to cluster the ideas of the philosophers **(Explore).** Students will do a 3-minute review session with the teacher in which they can ask anything to clarify for understanding **(Experience).** 18. Students will rethink ideas from philosophers **(Rethink).**Students will revise podcast scripts with other teams through peer editing **(Revise).** Students will rehearse their podcast scripts before recording **(Rehearse).** Students will refine podcast scripts **(Refine).** 19.Students will write blogs for reflection and use a checklist to track progress for podcast **(Formative Assessment)** 20.**(Tailor)** Musical: Students will be able to use music to supplement their podcasts 21. Students will be able to recognize the influence of social contract theory on the American Revolution Podcast **(Summative Assessment).** This lesson should take 2 eighty-minute class periods. **Organize:** ** explanation ** //
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Visual:** Students will color-code ideas from different philosophers
 * Verbal/Linguistic:** Students will write scripts for their podcasts
 * Interpersonal:** Students will work together to peer-edit and revise podcast scripts
 * Logical:** Students will make sense of the influences of each philosophe
 * Intrapersonal:** Students will reflect upon their podcasts individually

=Lesson 4=

// 22.Students will make sense of the development of the American political system **(Where)** MLR E:E1 Historical Knowledge, concepts, themes and patterns**(What)**To understand why our government is developed the way it is today **(Why)** 23.Students will watch a scene from the HBO miniseries //// John Adams ////, in which the congress is debating the development of the constitution **(Hook)** 24.Students will know: social contract theory, Declaration of Independence, Articles of Confederation, Constitution, Continental Congresses**(Equip)** Students will create a story map (graphic organizer) to outline their comiclifes **(Explore).** Students will use a three-step interview process to understand and clarify questions that they may have which will include a 3 minute review session with the teacher **(Experience)**. 25. Students will discuss in groups to clarify **(Rethink)**. Students will than peer edit their storymaps before creating their comiclife **(Revise).** Students will correct and improve story maps following the peer editing session **(Refine).** 26. Students will write blogs for reflection of the class period and a self revaluation of their comiclife. 27.**Tailor** Interpersonal: Students will create story maps and comiclifes in pairs 28.Students will be able to make sense of the development of the American political system. Interpretation **(Organize).** **Summative assessment**: Comiclife This lesson should take 2-3 eighty-minute class periods //
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Verbal/Linguistic:** Students will write out their comiclifes before finalizing them
 * Visual:** Students will use images to create comiclife
 * Intrapersonal:** Students will write blogs for self reflection and evaluation of their comiclifes
 * Logical:** Students will sequence ComicLife using story map to create a beginning, middle and end
 * Bodily/Kinesthetic:** Students will use the computer to create comic life,

=Lesson 5=

// 29. Students will consider the consequences of the American Revolution **(Where)** MLR: E: E1: Historical knowledge, concepts, themes and patterns **(What)** to understand the consequences of independence **(Why)** 30. Students will see images of propaganda posters **Hook** 31.Students will know the consequences of the American Revolution from both sides **(Equip).** Students will create cause and effect charts to understand consequence**(Explore)** Students will create propaganda posters to show consequences using glogster**(Experience)** 32.Students will create slogans that reflect consequences**(Rethink)** Students will outline poster**(Revise)** Students will have peer input**(refine)** 33.Students will write blogs for self-reflection and evaluation 34.**Tailor** 35.Students will be able to consider the consequences of the American Revolution. **Summative assessment**: glogster: propaganda posters. **Organize:** Empathy. This lesson should take one eighty-minute class period // =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Naturalist:** Students will look at the consequences of the Revolution on the land
 * Visual:** Students will create posters to describe the consequences of the American Revolution
 * Interpersonal:** Students will use a rotating circle to receive feedback about posters
 * Bodily:** Students will share posters in a walk around
 * Verbal/Linguistic:** Students will create slogans representing the Revolution
 * Logical:** Students will create cause and effect posters

// 36. Students will describe the influence of the American Revolution **(Where)** MLR: E: E1 Historical knowledge, concept, themes and patterns **(What)** to understand the influences of the American Revolution **(Why)** 37. Students will be shown the British Library website about the American Revolution (**Hook**) 38.Students will know the influences of the American Revolution on the US today**(Equip)** Students will create a spider chart to describe the influences**(Explore)** Students will work together to create a visual list **(Experience)** 39. Students will complete a blog entry regarding how the US would be today without the American Revolution**(Rethink)** Students will peer edit their blog entries**(Revise)**Students will find two outside sources to add to their blog entries for further understanding **(Refine)** 40.Students will create blogs for reflections and self-evaluation 41.**Tailor** 42. Students will be to describe the influence of the American Revolution. **Organize:** Self-Knowledge. This lesson should take 2 eighty-minute class periods //
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Intrapersonal:**** Students will create a blog to demonstrate understanding
 * Interpersonal:** Students will work together to create visual lists
 * Visual:** Students will create a blog with images
 * Verbal:** Students will write out influences of the American Revolution
 * Logical:** Students will sequence the influences of the Revolution //
 * // Bodily: //**// Students will be able to move during peer-editing

2004 ASCD and Grant Wiggins and Jay McTighe