S3+Quinlan,+Diana

=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= Students will understand that ideas which originated during the revolutionary war still impact our lives today (What). //**They will draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and the world**// (Where). Students will understand revolutionary values because such ideas still flow through our homes, schools, and business practices (Why).
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. ||

2. I will show a clip from //School House Rock// which plays the song [|"No More Kings"] to get the students interested in the lesson ahead (Hook). 3. Throughout the lesson students will become familiar with terms and people such as George Washington, independence/freedom, boycott, and patriotism (Equip). Students will use a brainstorming chart to pre-assess their knowledge of revolutionary values. Students will then fill in a describing wheel graphic organizer to name songs and explain why said songs relate to values from the revolutionary war. After the describing wheel is complete, students will demonstrate cooperative learning by gathering in small groups for a three minuet reflection period (Explore). While in small groups, students will students will share their thoughts, and song choices with other classmates (experience). 4. While in small groups students will be able to share their knowledge or revolutionary values (Rehearse), here what other students have to say (Rethink), and make changes to their own presentations based on peer and teacher feedback (Revise/Refine). 5. Students will use the three minuet review discussion for self assessing their song choices based on values which originated during the American Revolution (Evaluate). 6. Intelligences used will include musical (use i-tunes to find music related to revolutionary values), intrapesonal (students will work bu themselves to find songs and fill out graphic organizers), interpersonal (students will meet in small groups during three minuet reflection), verbal (students will share ideas with classmates), logic (students will determine if songs match revolutionary values), and visual (students will present their graphic organizers while in small groups) (Tailored). 7. Students will then be able to relate to revolutionary values still present today (Organize) and will be able to orally present their ideas to the entire class with the help of an i-tunes play-list. This process will take roughly two to two and a half days. =Lesson 2=

9. To capture student's interests I will play a youtube clip of two [|sportscasters] critiquing and discussing baseball players which is essentially what the students will be doing with leaders of the American Revolution (Hook). 10. Throughout this unit students will gain a deeper understanding of men such as George Washington, John Adams, and Thomas Jefferson (Equip).At the beginning of the unit students will fill out a questioner as a way to pre-assess their knowledge of revolutionary leaders. During the course of the unit the students will fill out a T-chart which will show the actions of key leaders on one side and how those actions effected the development of the U.S. on the other side. For a cooperative learning activity students will be placed into small groups to participate in an activity called number heads together (Explore). The students will work together to answer questions then will stand and respond based on their number (Experience). 11. While students are working together they will be able to share their information with teammates (Rehearse), as well as hear the information others have gathered (Rethink). After the students answer the teacher's questions they will have a chance to change and correct the information they have written on the T-charts (Revise/ Refine). 12. Towards the middle of the unit students will take a written quiz as a formative assessment (Evaluate). 13. The following intelligences will be used throughout this lesson: Verbal when students share information and answer questions, interpersonal when students are working in groups, intrapersonal when students are gathering information and filling out graphic organizers on their own, logical because students have to evaluate the effectiveness of the actions, kinesthetic because students will be up moving around swapping information with other classmates, and visual because students will be showing their T-charts to the teacher as well as other students (Tailored). 14.By the end of the lesson students will be able to critique the actions of key revolutionary leaders while using garage band. This entire process will take three to four days. || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.Students will understand that the actions of key revolutionary leaders helped to develop the United States (What). //**Students will draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and the world**// (Where). Without these actions America would look much different today (Why).

16. In order to get students interested in the project I will demonstrate how to use comic life while allowing them to play with the features as they follow along on their own computers. This will give students the chance to be engaged and hands on as they learn how to use the comic life software. 17. Throughout this lesson students will be familiar with terms and events such as boycott, the Boston Tea Party, and the Treaty of Paris (Equip). Students will be pre-assessed using a discussion to demonstrate prior knowledge of colonists business practices. Throughout the lesson students will be required to complete a four column chart. One column will represent national business before independence, the next will represent national business after independence. The last two columns will represent the same as the first two columns for international business. Students will also be participating in a multi-partner cooperative learning activity (Explore). During this activity students will exchange information with a partner while a clip of "God Bless America" plays in the background. Once the music stops students will have to move around and find a different partner. when the music starts again they will repeat the process (Experience). 18. Later in the lesson students will gather into two or three teams to play jeopardy. During the game students will be able to share their answers (Rehearse), and hear other students answers (Rethink). Students will also be able to add to and make adjustments to their charts during the jeopardy game (Revise/refine). 19. Students will be able to use the jeopardy game to self assess their progress and I will count the answers as an oral quiz (Evaluate). 20. During this lesson students will use the following intelligences: verbal when they answer questions and share information, kinesthetic because students will be moving around during the multi-partner activity, interpersonal when students are working in groups, intrpersonal when students are gathering information on their own, musical because music will be playing in the background (musical chairs style) during the multi-partner activity, and visual when students are presenting their comic life (Tailored). 21. Students will be able to exhibit ways in which independence changed the way colonists conducted business using a comic life presentation. || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will exhibit ways in which independence changed the way colonists conducted business nationally and internationally (What). //**Students will draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and the world (Where).**// Theses changes in in business practices have paved the way for business practices used today (Why).

23. In an effort to capture students interest I will show an [|i-move] made about the American Revolution found on youtube (Hook). 24. While studying this lesson students will become familiar with people and terms such as Patriot, independence, sons of liberty, John Adams, and the declaration of independence (Equip). For a pre-assessment activity students will take a short survey dealing with revolutionary values. As the lesson progresses students will fill out a KWS chart to show what they know, what they want to know by the end of the lesson, and the sources where they have found or hope to find the information. Students will also be required to participate in a round robin brainstorming activity (Explore). During the round robin brainstorming students will be sharing their knowledge and sources with other students in the group (Experience). 25. The brainstorming activity will allow students to teach other students about new sources and information (Rehearse), while learning about the same things from other students (Rethink). While in the brainstorming groups, students will be able to add and make changes to their KWS charts (Revise/Refine). 26. After the brainstorming activity takes place students will then be required to write a short essay in order to asses the progress they have made (Evaluate). 27. During the lesson students will be using the following intelligences: natural because i-movie may be filmed out doors, verbal when students are sharing their information, kinesthetic because students will be up acting, intrapersonal while students are writing their essays, interpersonal when students are brainstorming in groups, and visual because students will be required to watch the i-movies created by other students (Tailored). 28. Students will be able to prove that ideas which originated during the revolution are still present today using an i-movie. This will take place within four days. || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will be able to relate to revolutionary values still apparent today (What). //**Students will draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and the world (Where).**// Students will learn this topic because such values effect our everyday lives (Why).

30.To introduce this lesson I plan on showing a video clip of [|John Adams] convincing congress that independence is the right thing to do from the John Adams HBO series (Hook). 31. Throughout this unit students will gain a deeper understanding of men and actions such as Benjamin Franklin, Thomas Pain, Samuel Adams, and the Boston Tea Party (Equip). At the beginning of the lesson students knowledge will be pre-assessed using fill in the blank questions. As the lesson continues students will be required to fill out three different step by step charts (Explore). One side will show the names of revolutionary leaders while the other shows details about their actions which helped to shape America. For a cooperative learning exercise students will participate in a circle the stage (Experience). I the teacher will ask questions to begin then students will take the stage to share their knowledge on the topic. 32.During this activity students will be able to share their knowledge with the class (Rehearse), and hear what other students have to contribute (Rethink), as well as add to their own step by step charts (Revise/refine). 33. Towards the middle of the unit students will be required to express their knowledge of revolutionary leaders through a series of short paragraph essays (Evaluate). 34. Throughout the lesson students will be using the verbal (sharing information), kinesthetic (moving about the stage in cooperative learning activity), logical (critiquing how actions shaped the U.S.), natural (cooperative learning stage will be set up outside), intrapersonal (students gather all their own information and create their own wiki), and visual (create visually interesting wiki spaces) intelligences (Tailored). 35. At the end of the lesson students will analyze the actions of key revolutionary leaders by creating their own individual wiki spaces. The entire lesson will take two to three days. || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Throughout the course of this lesson students will be able to critique how key people effected the development of the United States (What). //**Students will draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and the world (Where).**// The results of these peoples actions still effect the way we live today (Why).

37. In order to get students interested in the blog entries they will be completing I plan on reading excerpts from the diary of [|Anne Frank]. 38. Students will gain a new understanding of the Proclamation of 1763, the Sons of Liberty, and George Washington (Equip). At the beginning of the lesson student's knowledge of such people and events will be pre-assessed by answering questions out loud. As the lesson continues they will have the task of completing a Venn diagram (Explore). One side will be ways in which colonists were governed before independence while the other side will be ways in which colonists governed themselves after independence. For a cooperative learning exercise students will take part in a three step interview (Experience). 39. During the three step interview students will have a chance to share the information they have gathered (Rehearse) as well as hear what other information classmates have found (Rethink). Throughout this process students will also have the opportunity to make changes and add information to their own Venn diagrams (Revise/Refine). 40. Towards the middle of the unit students will participate in a class discussion as a formative assessment (Evaluate). Here they will have the chance to re-share their knowledge and discuss the progress of their bog entries. 41. In this lesson students will be using the following intelligences: Verbal when they answer questions and share information, intrapesonal when they gather their own information, interpersonal when they share information with others, visual when students present their Venn diagrams, logical when they are searching for information and applying it to their bolgs, and natural because the blog entry can take on a naturalistic theme dealing with outdoor businesses (Tailored). 42. As a final product of the lesson students will be aware of ways in which independence changed the way colonists governed themselves. They will do this by taking on the role of a colonists and bloging about their business experiences before and after independence. The entire lesson will take 2 days (Organized). ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Through the course of this lesson students will be aware of way in which independence changed the way colonists governed themselves. (What). //**Students will draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and the world (Where).**// This is important to know because such governing is still evident in today's society (Why).

2004 ASCD and Grant Wiggins and Jay McTighe