S3+Malbon,+Jason

= = =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 understand...), 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=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will understand that famous personalities of the 1920's shared similarities to today's celebrities. **(Where)** This knowledge is important since society is often reflected through who we choose to idolize. For the first time, sports heroes, actors, and a myriad other types of celebrities became larger than life. This is mirrored in today's society. **(Why) Students understand major eras, major enduring themes, and historic influences in the United States and World History, including the roots of democratic philosophy, ideals, and insitutions in the world. (What)**

2. Short YouTube Video to introduce topic and what the unit project will look like. [], **(Hook)**

3. Students will know: Rise in spectator sports as a big business. Movie stars who were major world-wide celebrities and other famous people each with modern day equivilants. Some of the personalities learned will include; Babe Ruth, Bobby Jones, Jack Dempsey, Gene Tunney, Rudolph Vanentino, Josephine Baker, Suzanne Lenglen, Amelia Earhart, Charles Lindburgh, Grant Wood, Charlie Chaplain, Buster Keaton. Students will compare with modern day equivilent personalities. **(Equip)** Class will use KWL charts to check knowledge individually and identify further questions. After a suitable amount of time has passed, teacher will ask students to share what they have on their charts. A few minutes of question and answer will accompany this exercise. **(Explore)** Round robin brainstorm excercise will allow groups to share knowledge and expand understanding. A fact sheet describing famous people from the 1920's will be provided and the recorder will write down modern day equivilants the group comes up with. Students will be asked to explain to the rest of the class why their person matches up with the 1920's counter-part and share their significance. **(Experience)** Each group will spend some time talking about their ultimate lesson project - A four minute iMovie describing no less than eight famous people of the era.

4. Students are **rethinking** their knowledge during the roundrobin activity. Students will then make **revisions** to their KWL charts. Students will be **refining** their knowledge by sharing their group data with the class.

5. Formative Assessmant: The class will be given a KWL chart to asses what is know or not known. Progress will primarily be measured by group participation and regular checks by the teacher. KWL's will be collected for comments and handed back to students. **(Evaluate)**

6.**Tailoring:** 7.Students will be able to design an iMovie presentation about a famous person of the era. (Organize) explain **Product** iMovie **(3 days 80)** || =Lesson 2=
 * Verbal:** Students will have group discussions on several occasions.
 * Visual:** Final product of iMovie will allow for visual learners as will the initial lesson video.
 * Interpersonal:** Students must interact with each other to gain knowledge.
 * Intrapersonal:** Individual time to think during the initial KWL excersice will aid these learners.
 * Logical:** Will be asked to be the group expert and record data for the group.
 * Naturalist:** Will be able to relate to various personalities in how they fit into or changed they way they fit into their environment. Were they in hamony with their surroundings or at odds. This point of view can easly be brought into the iMovie experince to provide a unique perspective.


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.Students will understand that contributions of a famous person through a skype interview and post a blog entry. **(Where)** This is important in further understanding the significance of 1920's personalities. Learning about these important people in our culture will help us understand ourselves and who and what we value as a society. **(Why) Students understand major eras, major enduring themes, and historic influences in the United States and World History, including the roots of democratic philosophy, ideals, and insitutions in the world. (What)**

9. Pose a question to class: Why are we so interested in famous people today and what kinds of technologies bring them to us? Why are we so interested? **(Hook)**

10. Students will know why we value celebrity so much today. Why were the 1920's the first major decade of the American celebrity. At the onset of the lesson, the teacher will tell the students they are about to play a little game. The teacher will have a small stuffed animal. The teacher will then ask who can name a famous person of the 1920's and give who they modern equivalent might be as a review. The teacher will toss the stuffed animal to a student raising his or her hand. After giving an answer that student will the animal back to the teacher. The process will begin again with another student. This fast paced game will last several minutes until most if not all students have named someone. Students can consider sports figures, actors, writers, polititians, women leaders, musicians, etc. They will have a choice. **(Equip)** Students will use a graphic organizer (spider chart) to record main ideas on their topic. **(Explore)** Cooperative learning will be through a think-pair-share exercise. Main idea will be given to each group and pondered individually, then with a partner, then with the class. **(Experience)**

11. Students teams will **rethink** knowledge though think-pair-share activity. They will **revise** their ideas after sharing data with their partner and **rehearse** knowledeg together before sharing with the class.

12. Formative evaluation will be a written journal summarizing learned knowledge and self check. Summative evaluation will be through a skype interview of five minutes and self reflection blog entry. **(Evaluate)**

13.**Tailoring: Musical:** Teacher will play background music as teams discuss topics. Stopping the music will signal students to move on the the next segment of group activity.
 * Linguistic:** Students will be able to speak to group members and to class. Teacher explanations will benefit linguistic learners.
 * Visual:** Students with this modality will be able to watch videos and skype interviews.
 * Kinesthetic:** Will be able to choose a setting and scenario for their skype interview. Someone playing the part of Bobby Jones can pretend to be on a golf course.
 * Intrapersonal:** Will be able to reflect individually in their blog post.
 * Interpersonal:** Will be able to react with team member, classmates and understand relationships between famous people and fans.

14. Students will be able to analyze contributions and significance of famous personalities (Perspective) **Product** Skype interview **(2 days) organize**. || =Lesson 3=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.Students will understand that important events in a court case by role playing and producing a play. (one of two cases) Students will produce a detailed, and numbered sequence of events on a wiki page. **(Where)** Students will learn major events of a court case and explain significance of its outcome. Are these same issues present in today's society? Students will answer how and why. **(Why) Students understand major eras, major enduring themes, and historic influences in the United States and World History, including the roots of democratic philosophy, ideals, and insitutions in the world. (What)**

16. Show/read newspaper clipping about teaching evolution in the classroom without revealing when the article was written. Ask class to guess when the article came out. Tell them that it is recent and explain the issue of evolution in curriculums and the science vs. religion antagonism. Introduce Scopes Monkey Trial. **[]** **(Hook)**

17. Students will know details and significance of Sacco and Vanzetti, Scopes-Monkey trial, John Scopes, Charles Darwin, Modernists vs. Traditionalists - who was who. Judge Webster Thayer, Xenophobia, anarchists, Red Scare. **(Equip)** Students will use a graphic organizer (fact & opinion) to record key information on the court case. Students will choose which court case they will have by a random lottery. **(Explore)** Cooperative learning will be from a Jigsaw activity. Jigsaw will follow classic form. Students with the same subsection of info will group and discuss. Each member will fill out a checklist suited to their trial. The checklist will allow space for added notes. Students wll be encouraged to think of character personalities and life situations since they will produce a short play to be done with video if they choose. Otherwise it will be done live in class. Plays should be about three or four minutes in length. **(Experience)**

18.Students will **rethink** ideas during the hook and/or during fact & opinion phase. They will **revise** their beliefs during the jigsaw activity and **refine** further as they research for their play.

19.Formative evaluation through exit tickets. Slips of paper with enough room to write answers to two major questions will be given out during last 5-10 minutes of class. Students will be ready for dismissal when exit ticket is given to the teacher. **(Evaluate)**

20.**Tailoring: Kinesthetic:** Acting out the play.
 * Intrapersonal:** Reflecting on the hook presentation, fill out own checklist.
 * Interpersonal:** React to group members and leading discussions and gathering information from classmates.
 * Naturalist:** Can describe the outdoor setting of the Scopes - Monkey trial. Hot summer day, Tennessee climate, describe what spectators saw. They will bring the outside setting in for the class.
 * Linguistic:** Developing story for play, writing responses, checklists, exit tickets.
 * Auditory:** Listening to teacher explanations, watching and listening to plays, hearing group teachings.

21. Students will be able to produce a short play of four minutes depicting highlights of the court case (Application) **Product:** play **2 days (Organize)** || =Lesson 4=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.Students will understand that the point of view of either the plaintiff of defendant teaches much about the case by writing a comic life story and posting a blog/journal entry of their experience (what) Students will gain knowledge of both sides of a major political and social issue of the 1920's and reflect on its relevance today. (Why) **Students understand major eras, major enduring themes, and historic influences in the United States and World History, including the roots of democratic philosophy, ideals, and insitutions in the world. (where)**

23. Short video from the point of view of a participant in a court case. Discuss that persons view and ask class to share off the cuff opinions and feelings. [], [] (Hook)

24.Students will know in depth, Creationist vs. Modernist points of view. Ideas of the place religion has in society, free speech, Bryan, Darrow, Scopes, media attention, public interest in case, why the case was and continues to be important. (Equip) Will use spider map to outline facts, ideas about the case. (Explore) Cooperative learning will be numbered heads together, groups of four. Each group member will be given a number 1-4. Groups will discuss, debate, come to a consensus. Teacher will call a number and all of that number will go to the front of the class to share their information with the class. Groups will then have a few minutes to discuss journals/diaries for ideas. (Experience)

25.Students will have a chance to **rethink** ideas during hook video and short discussion. Then they will **revise** what they know by filling out the spider chart. **Refining** will come from the numbered head excercise. **Rehearsing** will be through discussing journal project.

26. Formative assessment will be an open-ended question at the end of class. Students will have 5 minutes to journal in their blogs.

27.**Tailoring:** Verbal - Group discussions from hook, numbered head excercise. Auditory - Hook video, group responses. Logical - Spider chart organization, numbered head excercise. Kinesthetic - Groups will present at the front of class, then choose the next group to follow them. Interpersonal - Engagement in all group related activity. Intrapersonal - Journaling excercises, reflections on video, open ended formative assessment.

28.Students will be able to assume role of either the plaintiff or defendant. Working in teams of two, they will produce a short comic life presentation of their point of view of choice. Empathy - Assume role of, **Product** Comic life. 2 days (80min) **Organize** || =Lesson 5=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.Students will understand that the shift from rural to urban areas and the antagonisms that followed by creating a WebQuest. (What) Students will gain an understanding of the significance of these population shifts on politics, racial issues, culture and the economy. They will examine how population shifts can affect these same areas today e.g. brain drain phenomena. (Why) **Students understand major eras, major enduring themes, and historic influences in the United States and World History, including the roots of democratic philosophy, ideals, and insitutions in the world. (Where)**

30.Pose a question to class; What do you think makes people from rural areas different from those in the urban or city areas? How are they different? Which do you identify yourself with and why? Allow for a few minutes of student feedback, then talk about rural vs.urban antagonisms if any. (Hook)

31. Students will know; Census of 1920, Black migtration north, decline of sharecropping and cotton, Political impact of population shift, what is rural?, what is urban? (Equip) We will use a graphic organizer (persuasion map) to outline tha main idea and supporting facts. Main understanding will be in first box followed by three reasons, followed by several examples. (Explore) Students will work individually while music plays in background. When music stops students get ready for cooperative learning excercise. Students will gather in groups of three and review persuasion maps, compare notes and combine notes. Three minute review excercise will conclude when music stops. (Experience)

32. Students will have a chance to **rethink** ideas during and after the hook question and answer, **refine** during persuasion map work. **Rehearse** will happen during note sharing and during groups of three.

33. There will be several types of formative assessments. One will come from an interactive game called a cauldron game. Each student will write two questions on a piece of paper they deem as essential. They will know the answer will not write it on the paper. They will then crumple up the paper and toss it into the middle of the classroom floor. Each student, one at a time, will walk over and pick up a paper, open it and read the questions out loud to the class. They will try to answer the questions in front of the class. If the student is stuck, the question will be posed to the class. Everyone will leave class knowing the answers. Teacher will take note of any question that seems difficult to answer and provide additional backup. Other foramtive assessments will include the hook question and answer, persuasion map group activity and review exercises. 34. **Tailoring:** Verbal - Group discussions, hook questioning. Musical - Musical cues to transitions, background music. Naturalist - Bringing in outside examples when designing their webquest. Interpersonal - Group talks, consensus building. Intrapersonal - Individual work on persuasion map. Logical - Sequential flow of persuasion map.

35. Students will be able to complete a WebQuest dealing with the population shift and issues of Rural/Urban antagonism. Illustrate **Product**: Webquest. **Organize** (3 days) 80 || =Lesson 6=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that the impact of population shifts on the U.S. and produce a Glogster Map. (What) Students will gain an understanding of where population shifts happened and what caused them. They will theorize on what could cause population shift today, and whether or not it is still on-going. (Why) **Students understand major eras, major enduring themes, and historic influences in the United States and World History, including the roots of democratic philosophy, ideals, and insitutions in the world. (Where)**

37. Ask students how population centers affect the political process and why. Show a map detailing break down of current electoral votes as compatred to the dawn of the 1920's. Ask why this is significant. (Hook)

38. Students will know how population changes can influence electoral votes, members of congress. How can it have an impact culturally. (Equip) Will use KWL chart to preasses knowledge and identify areas of strength and weakness. (Explore) Cooperative learning exercise will be the Think Pair Share activity. Students move to groups of four to begin KWL chart for five minutes, then to stations as activity progresses. Groups of two for five minutes, then individual work to complete chart. (Experience)

39. Students will **rethink** ideas during hook questions and KWL chart completion. **Refining** will take place during group of 4, then pairing off part of the activity. Finally students will **rehearse** knowledge while gathering ideas for the map project.

40.Formative assessment will come from a thumbs up or down exercise to illustrate weak or strong areas. Summative assessment will come from results of map project which will be scored using a rubric.

41. **Tailoring:** Verbal - Groups discussions throughout the lesson. Logical - Map project details, statistics, numbers. Kinesthetic - Moving from station to station during group activities. Naturalistic - Describing geographical elements of population shifts. Interpersonal - Ensuring team members are sharing, getting info from each team member. Intrapersonal - Individual reflection on KWL chart, reflection on map project.

42. Students will be able to produce a map that will show awareness of elements illustrating population shift, political strongholds (Republican/Democtrat), cultural contributions, areas of racial strife i.e. riots. Self-Knowledge Product Glogster page Organize (2 days) 80. ||

2004 ASCD and Grant Wiggins and Jay McTighe