S3+Lawson,+Michael

=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** (Summative/Formative Assessment)
 * 6. (T) Tailor** (give an example of each Multiple Intelligences)
 * 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=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand why the 1920s were so influential. **(Where).** Because the 1920's were so influential there are still many elements developed then that are still impacting us today **(Why).** **Students understand major eras, major enduring themes, and historical influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions on the world** **(****What).**

2. When the students enter the room I will be playing [|jazz music] and be dressed in 1920's attire **(Hook).**

3.Students will know Prohibition, Henry Ford, Franklin Roosevelt, Flappers, Gangsters, Al Capone, Jazz, Duke Ellington, Louis Armstrong, Inflation, Charles Lindghberg **(Equip).** Students will use an idea wheel as a graphic organizer in class in order to write down important people, places, and ideas **(Explore).** Students will break into Think, Pair, Share groups and discuss how they feel about the subject so far **(Experience).**

4. Students will answer a set of questions related to the 1920's that are designed to give them ideas and information about their performance task **(Rethink)**. Students will then share their answers to the questions (in the Think, Pair, Share groups first) and the teacher will provide constructive feedback **(Revise).** Students will then regroup into Think, Pair, Share groups and be given a chance to refine their answers, while also strengthening their understanding **(Refine).**

5. Students will turn in their podcasts and article. Performance task will be graded by a rubric and handed back with feedback **(Evaluate).**

6.**Verbal/Linguistic:** I will base much of my class on classroom discussion and small groups. This will allow for my linguistic learners to express their ideas.
 * Logical:** Students will be provided with an idea wheel in order to organize their thoughts and ideas.
 * Visual/Spatial:** Many pictures will be brought into class as examples of people in the 1920's. The teacher will also have movies available to watch covering the decade.
 * Bodily:** Small groups will act out famous situations (stock market crash) and events from the 1920's.
 * Musical:** Background music will always be playing during class. I will also introduce jazz music to the class and other popular music from the time.
 * Interpersonal:** Students will be working very frequently with other classmates to compare and contrast ideas about the topic and performance task.
 * Intrapersonal:** Students will have three minute reflection periods after any major material that is covered, and at the end of class.

7. Students will be able to tell a story of an influential individual from the 1920s.**(Explain)****(Organize)****. Summative Assessment.** Product: Students will create a podcast using Garage Band that emulates an interview with a influential 1920's figure, and also write an article explaining why their figure is so important to the 1920's. This lesson will take two days of 80 minute classes. || =Lesson 2=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. **(W)** Students will understand why government policy largely affects how a country functions. **(Where).** This is important because it not only relates the new information of the 20's to the lives of the students, but also gives them an understanding of how our government affect the country then and now **(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 institutions in the world. (What)**

9. **(H)** A short youtube video will be shown about [|how a bill becomes a law] **(Hook).**

10. **(E)** Students will explain what makes policy so important, who makes it, how it is made, and how the process has changed over the last ninety years. Students will have to look at policy makers and who was in the presidential role at the time **(Equip).** Students will use a graphic organizer (idea sandwich) to record main ideas, themes, and people **(Explore).** Students will be broken into small groups that will form Round Robin Brainstorming groups. I will pose a question like "what do you think would be useful policy in the 1920's?" I will then allow time for students to process the question and come up with a good answer that everyone contributed to **(Experience).**

11.**(R)** Students will rethink questions posed earlier and any new information received in class **(Rethink).** Students will revise personal thoughts and then in groups. Students will **revise** prior answers given in class, **rehearse** them with their partners and then present them to their classmates. Students will also hand in a written copy of answer. Students will receive answers back with feedback and new ideas. Small groups will meet one more time and refine their thoughts before they become concrete **(Refine).**

12.**(E)** Students will be provided with a journal. Students will keep the journal and list anything they want from new ideas to stuff they thought was interesting. Students will also be provided with a list of names, terms, and dates that they should be affiliated with **(Evaluate).**

13.**(T)**
 * Verbal**: Students will work in groups that allows them to express ideas verbally.
 * Logical**: Students will be given worksheets and organizational tools in order to make learning easier.
 * Spatial**: Students will be shown many pictures of who makes laws and where they are made. The video in the hook will also be a good resource for students to learn from.
 * Bodily**: In class activities like mach law making will give bodily learners how a law is made.B
 * Interpersonal**: Small groups will be utilized daily in my class in order for peer teaching and more constructed ideas to form.
 * Intrapersonal**: Reflection periods will be utilized during the day. There will also be a journal that students must keep.
 * Naturalistic**: Class will be held outside at least one of the days to talk about how our environment is also important in policy making.

14.**(O)** Students will be able to decide what makes policy important. **(Explain/Organize)** Summative Assessment: Product: Students will create a Comic Life presentation that shows the process of a bill being made into law. Students will be graded by a rubric that both me and the students agree on so that they will understand what I expect for a product. Lesson will take 2 days of 80 minute classes. || =Lesson 3=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.**(W)** Students will understand that the 1920s was the most influential decade of the last century. **(Where).** Inventions developed in the 1920's impact how people go about their daily lives everyday. **(Why).** **Students understand major eras, major enduring themes, and historical influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions on the world** (**What).**

16.**(H)** I will hook the students with a video depicting how people lived in the 1920's. "[|To Live in the 1920's]".

17.**(E)** Students will know Automobiles, Henry Ford, Band-Aid, combustion engine, lie detector, rocket fuel, space travel **(Equip).** Students will use a Time-Order Chart as a graphic organizer **(Explore).** Students are given three minutes to review how the inventions from the 1920's affect their own lives. And how the invention of the combustion engine affect our future. Then students divided into small groups of 3-4 and review on what they all though. **(Experience).**

18.**(R)** Students will take time in class to rethink all the knowledge and information presented in class **(Rethink).** I will then review all the material covered thus far and ask for any questions, students will then have a short time to revise their thoughts. Students will be asked questions about the topic and hand in the answers. Questions will not be graded just observed and passed back with feedback. **(Revise).** After receiving the feedback, students will meet in groups of two to compare answers. **(Refine).**

19. **(E)** Students will write down all the things they have learned about the inventions of the 1920's and reflect upon how they were looked at then and how we look at them today **(Evaluate).**

20.**(T)** Verbal:Student will share ideas between their peers in small groups. Logical: Students will use a Time-Order Chart in class to organize ideas, vocab, and thoughts. Visual: The video that has pictures of cars developed in the 20's will stimulate the visual learners. Bodily: Students will go outside and inspect a car. They will then compare it to a car from the 1920's at a local museum. Musical:There will be background music playing throughout class. Interpersonal:Students will work in groups to reflect upon what Intrapersonal:Students will reflect in three minute periods at the end of class. Naturalistic: Students will observe what affects cars have on the environment and how that connects to the combustion engine.

21. **(O)** Students will understand how inventions from the 1920's influenced our lives today. Product: Students will create and iMovie about what their day would be like without technology developed in the 1920's **(Organize)** || =Lesson 4=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. (Where) Students will understand that events from the past (history) can change how we live just a few years in the future. (Why) THis information is important because it not only gives the students a background knowledge of the subject, but it also allows them to see how greatly war effects countries. (What) **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.**

23. (Hook) I will hook the students interest on this subject by explaining the Epicurean Lifestyle and showing them exactly what living that way means.

24. (Equip) Students will know what caused World War I and what made people feel that they needed to "burn the candle on both ends." (Explore) Students will use a KWL chart at the end of the introduction class to clearly outline what they know, what they want to know. Then at the end of a couple classes I will pass back the KWL chart and they will be able to write down what they have learned. (Experience) Students will then break into partners and given a specific section of WWI to study and master. After a couple minutes of talking and researching each group will report back to the class.

25. (Rehearse) While students are working together they will be able to share their information with teammates. (Rethink) Students will share all their ideas with the class and allow everyone to rethink their ideas previously conceived about WWI. (Rethink/Revise) Students will be allowed to go back to their KWL charts and fill out another one. This will allow them to see what they've learned and how they have grown.

26.(Evaluate) The students will be given a quiz to take home and work on with a partner. Students will also be asked to keep a running blog sharing what they have learned, what they find interesting, and what else they feel like writing about.

27.(Tailored) The following intelligences will be used during this lesson: (Verbal)-students share information and answer questions. (Interpersonal)- when students are working in small groups. (Intrapersonal) when students are gathering information and filling out graphic organizers on their own, also when they do homework at home. (Kinesthetic) students will be up moving around swapping information with other classmates. (Visual) because students will be showing their KWL charts to the teacher as well as classmates.

28. (Organize) Students will be able to explain how WWI set the foundation for the massive amount of change that took place in the 1920's. Students will create an Power Point Presentation contrasting life before and after WWI || =Lesson 5=

30. (Hook) I will hook the students by playing videos of baseball players from the 1920's and today. I will also do the same for movies and music. This will allow them get interested in the subject. 31.(Equip) Students will know influential people and events such as: Babe Ruth, Red Grange, Red Auerback, Rudolph Valentino, Charlie Chaplin, Clara Bow, Louis Armstrong, Jazz, Talkies. (Explore) Students will use a Time Line and fill in details about how the entertainment business developed through the decade. (Experience) Students will use the Jigsaw technique to get a more overall knowledge of entertainment in the 1920's. 32.(Rethink) Students will be able to rethink all the information they absorb during class discussion and through work assigned. (Revise/Refine) Students will write a short paper discussing what they originally thought about the "entertainment biz" and what they have learned. Students will then get feedback on paper. 33.(Evaluate) Students will be given a take home quiz that will be graded the next day. Students will receive feedback on the quiz and will be able to retake a different version of the quiz and get 10 extra points. 34. (Tailor) Verbal: Students will work in small groups and talk amongst one another. Visual: Students will have visual aids to help them learn the material. Students will also develop an iMovie as a final project. Interpersonal: Students will work in groups daily to grasp the concepts. Intrapersonal: Homework will be assigned almost every night. Students will also have time to reflect in class. Bodily: Students will be up and moving around throughout class. Logical: Students will be asked to write up time lines in class. 35.(Organize) Students will be able to describe similarities and differences between the 1920s and today. Also, how this change in entertainment led to a complete change in social, economic, and marketing for the future. || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. (Where) Students will understand that the 1920s was the most influential decade in the past century. (Why) This information is relevant to real life because our entertainment is based almost completely off the entertainment business developed then. **(What)** **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.**

37.(Hook) I will play a video of Franklin Roosevelt giving a [|speech] as an example of how influential he was. 38. (Equip) Students will know Great Depression, TVA, Franklin Roosevelt, House of Representatives, Senate. (Explore) Students will use a clock graph to map out details from the unit. (Experience) Students will break into groups of two and use the Think Pair Share learning to develop ideas. 39.(Rethink) Students will have five minutes in the middle of class to go over what they have learned. (Revise) Students will the be grouped into pairs and go over what they thought about and how their ideas changed. (Refine) Students will then form a circle and express something they have learned and something they changed their mind about. I will also be in the circle and express something that I learned. I will help guide the conversation and give feedback. 40.(Evaluate) Formative Assessmant: The class will be provided a checklist featuring items students should be learning. 41. (Tailor) Verbal: Students will engage in discussion every class, multiple times. Visual: Students will be shown videos of government now and in the 1920's. Bodily: Students will produce a mach congress meeting and will be moving around the room most of the day. Musical: There will be low background music playing throughout the class. Intra: Groups will be utilized throughout the class and will be encouraged to bounce ideas off one another constantly. Inter: Homework will be assigned and small reflection periods will be used during class. 42. Students will be able to compare and contrast policy and policy makers from the 1920s and today. (Organize) A presentation will be done over a president and why they were so important to the development of the U.S. **Product:** iMovie.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.(Where) Students understand why presidents are so important and exactly what role presidents of the 1920s played in stock market crash. (Why) Students will realize that this information is important because our government and especially our president are very crucial figures to everyday life. And eventually my students will be voting. (What) **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.**

(3 days 80 minutes) ||

2004 ASCD and Grant Wiggins and Jay McTighe