S3+Robinson,+Sarah

=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= 2. Show the students an informational video about the Civil War that is a cartoon: http://www.wretch.cc/video/iamsmall&func=single&vid=4557132. **HOOK**. 3. Students will know about slavery, union states, confederate states, abolitionist, Abraham Lincoln, invention of the Cotton Gin, federal rights, and state rights. **EQUIP**. The pre-assessment will collect information from students using a KWL Chart. A spider map will be used as a graphic organizer for the students self-assessment. This spider map will be used to sort and define what students will know. The cooperative learning will be a Round Robin Brainstorming exercise. Students will be given the question of what was the reasons for the start of the Civil War. After thinking my their selfs they will get into groups of four to discuss all their answers. After discussing the answers within their groups all the groups will give their best answers in a round robin fashion. After this the same groups will be able to research the question with the links and information provided. **EXPLORE**. Each group will then be assigned a reason for the start of the Civil War to research more closely. This information will be used to create a Comic Life, and their will be a self-assessment of comic life by a rubric. **EXPERIENCE**. 4. When students are in their round robin groups they are able to rethink their answer for the start of the Civil War with other group member's ideas as they all share and discuss their answers. **RETHINK.** The students in their groups will have time to revise their own comic life with the rubric provided, then have their peers from other groups revise their comic life. **REVISE**. The students will also get the chance to have the teacher revise the comic life. After all this revising the students will have to make sure that everything is fixed on their comic life, and that they understand all the feedback they have gotten. **REFINE.** On the third day of the lesson, students will be able to rehearse how they as a group want to present their comic life to the class. **REHEARSE.** 5. Before the unit starts I will evaluate my students answers from the KWL chart and try to focus on the interest by most students and the least known by students. For the formative assessment I will use a rubric to allow the students to see what I expect from students. For the summative assessment I will use a rubric to judge the comic life made by the students. **EVALUATE**. 6. Verbal: Having students verbally present the comic life to the class. Visual: One of the links for reasons of the start of the Civil War will be a video for the students to watch and learn from. Logical: One of the links for reasons of the start of the Civil War will be a website that gives statics of the number of deaths for each side or the number of battles one for each side. Naturalist: Having students dress up in costumes from that era. Or have students close their eyes and imagine the cold weather and fighting without any shoes on. Kinesthetic: Have students reenact a battle from the Civil War, by splitting the class in half and also showing how many would be dead. Intrapersonal: Have the students do the spider map to sort and define what students will know by themselves. Interpersonal: When students meet in groups for the Round Robin Brainstorming they will compare and contrast all their different answers to what were the reasons for the start of the Civil War. Musical: Have students listen to slave songs, and interpret what is being said through the song. 7. Students will be able to justify the many reasons for the start of the Civil War. Explain summative assessment; product is comic life. **ORGANIZE**. It will take around 3 class periods of 80 minutes. || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that the Civil War was started for many reasons.**WHERE**. **//Students will understand major eras, major enduring themes, and historic influences in the United States and World including the roots of democratic philosophy, ideals and institutions in the world.//** **WHAT**. The outcome of the Civil War united the country, we call the United States today **WHY**.
 * TAILOR.**

9. The hook will be a video of President Obama being elected because this shows how the outcome of the Civil War impacted the U.S. http://www.youtube.com/watch?v=nuwKyaXAQYQ. **HOOK.** 10. Students will know about reconstruction, 13th, 14th, and 15th amendments, radical republicans, assassination of Abraham Lincoln, and the freedmen's bureau. **EQUIP**. For the pre-assessment I want my students to take a survey on topics of how the Civil War's outcome impacted the U.S. and see where my students stand on their knowledge. For a graphic organizer I will use the Ice Cream Cone for students to organize their thoughts on how they think the Civil War impacted the U.S. **EXPLORE**. For cooperative learning I would like to use the exercise of think-pair-share, that will require students to study the links and resources provided. After getting enough information to understand the whole concept of how the Civil War's outcome impacted the U.S. greatly, the students will be put into pairs to make a imovie expressing this information. **EXPERIENCE**. There will be a self assessment done through a rubric where students can see what is expected from the imovie. 11. When students are in their pairs for making the imovie they are able to rethink their thoughts on how the Civil War's outcome impacted the U.S. greatly when they thought about it by themselves. **RETHINK**. The students will have the chance to revise their imovie then they are allowed to share it with other students in the classroom. **REVISE**. The students will also be able to compare their imovie's to other imovie's on the web. The students will be able to at the end of the class period two of the unit will be able to read over their imovie's and make sure their are no mistakes. **REFINE**. After making sure their are no mistakes, the students will be able to rehearse how they want to present their imovie's to the class. **REHEARSE**. 12. Before the unit starts I will evaluate my students answers from the survey they took, see how much information I will have to provide for my students to reach before making their imovie's. For the formative assessment I will be using a rubric so my students will see what exactly is needed in the imovie for the students to get the best grade on their imovie as possible. When doing a summative assessment of the imovie I will be using a rubric that has all the levels of judgement for the imovie. **EVALUATE**. 13. Verbal: The students will verbal present the imovie to the class and show them all how to use the imovie correctly. Visual: In the imovie students will be able to add videos for students to visual learn about the impacts of the Civil War on the U.S. Logical: Students could use critical thinking to see how the future of U.S. was changed by the Civil War's outcome. Naturalist: For naturalist I could have them examine Google Earth and see how where certain towns and cities have changed so much, and have them close their eyes and imagine a horrible world with slavery still. Kinesthetic: Intrapersonal: When the students think by themselves about how the Civil War's outcome impacted the U.S. will give them time to themselves. Interpersonal: When students come together with a partner their will be able to discuss and compare their answers for the how the Civil War's outcome impacted the U.S. Musical: The students will be able to pick music from that time period and this time period to show just how much as changed, and maybe how the Civil War has changed the U.S. all together. 14. Students will be able to realize just how important the Civil War was to the future of the U.S. The organization will be through summative assessment and the product is an imovie. **ORGANIZE**. This should take about 3 class periods of 80 minutes. || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that the Civil War's outcome impacted the U.S. greatly. **WHERE**. //**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**. The outcome of the Civil War has made the U.S. what it is today and had brought upon many other historical events.**WHY**.
 * TAILOR.**

16. Youtube video //Civil War: Promise of Reconstruction//. **HOOK** 17. Students will know about the freedmen's bureau, radical republics, Andrew Johnson, Thaddeu Stevens, Charles Sumner, 13th, 14th, and 15th amendments, black codes, Reconstruction Act, and military enforcement. **EQUIP**. For the pre-assessment I will ask my students to define terms and people that was pervious stated. For a graphic organizer I will ask my students to complete a fact and opinion sheet that will give the students a chance to evaluate the obstacles faced by the U.S. during Reconstruction. **EXPLORE**. Cooperative learning will be done by the exercise partners, this requires students to break into first 4 groups then into pairs and will split up into pairs to learn about a question and learn enough to teach to the other half of the group. The information found within the pairs will be brought together in the group of fours to make a WebQuest. **EXPERIENCE**. Their will be a self-assessment through a rubric. 18. When students are preparing as partners to explain their research to the other half of the group they will be able to rethink how is the best way to explain the new found information to the group. **RETHINK**. When the students meet in their groups of four to teach each other what they have learned, they will be able to revise their information with the reaction from their peers understanding. And as a group they will be able to build off each others ideas and opinions to create and revise a great WebQuest. **REVISE.** After revising their WebQuest, the students will have to chance to refine their WebQuest to make sure it is in it's best form possible according to the rubric. **REFINE**. Students will have the chance to rehearse how the best way is the present the WebQuest to the class is, during the beginning part of the last class of the unit. **REHEARSE**. 19. Before I start to teach this lesson I will evaluate my students responses to defining the terms and people and see where they are with their knowledge of the subject. For a formative assess I will have my students create a rubric on what they want to judged on, and I will okay and build on this rubric, so the students can use this to base their WebQuest on. The summative assessment will be a rubric that I have made that I feel will best assess the WebQuest made. **EVALUATE**. 20. Verbal: The students will verbal explain the WebQuest to the class. Visual: The WebQuest that the students will design could have a example that was made by an imovie. Logical: The students could think of their own strategy of how they would rebuild the south. Naturalist: During the presentation have students dress up in military enforcement clothes. Kinesthetic: How the students reenact many of the protest against black rights. Intrapersonal: When students are researching their subject they could have some alone time revaluate the information they have found. Interpersonal: When students come together to make the WebQuest they will all have to discuss and compare the information they have found with each other. 21. Students will be able to evaluate the obstacles faced by the U.S. during the Reconstruction period. The students will be able to explain the summative assessment; product of the WebQuest. It will take three 80 minute class periods. **ORGANIZE**. || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that the Reconstruction period involved many obstacles for the U.S. **WHERE**. **//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**. Even though the Civil War was resolved that was not the end of the northern and southern arguments, during the Reconstruction period many problems presented themselves for the U.S. to resolve, and these problems shaped the U.S. today. **WHY**.
 * TAILOR**.

23. Show video of the song //Civil Wa//r that discusses the causes of the Civil War: http://www.youtube.com/watch?v=SHoDKldosXk. **HOOK**. 24. Students will know about Abraham Lincoln, Jefferson Davis, slavery, abolitionist, Union States, Confederate States, the cotton gin, textile mills, and the economy. **EQUIP**. For the pre-assessment I will have my students come complete a an observation chart that will have each of the vocabulary words that they need to know in a column, for them to fill out. This will help me as a teacher realize how much they know on this subject. For a graphic organizer I will use the venn diagram. Students will compare and contrast the different reasons for the start of the Civil War also with the different opinions of the north and south. **EXPLORE**. For the cooperative learning section of the unit, I would like to use a jigsaw. For the jigsaw students will be put into groups and the group will each be assigned a reason for the Civil War and if they are a northern or southern state. After using information provided in class students will discuss as a group their answer, and then split up into small groups to share with other groups who are from different states as they are. **EXPERIENCE**. There will be a self-assessment done through a rubric that judges the blog the students will make. 25. When the students are first places into groups to discuss their assigned reason and state of the Civil War, they will be able to rethink the ideas they had from the pre-assessment. **RETHINK**. When making the blog the students will be in their original groups they were assigned at the beginning of the jigsaw, but when they spilt up into groups to discuss the different reasons and perspectives of the states, they will be able to revise their blogs from the advice given from other students about their reasoning. **REVISE.** After revising their blogs the students will be able to refine their blogs by looking over the rubric for the blogs and see what areas need to be refined. **REFINE**. Students will have time to rehearse how they will present their blog to the class, on the third day of the unit. **REHEARSE**. 26. Before I start this unit I would evaluate my students knowledge of the reasons for the start of the Civil War and the northern and southern perspectives of the Civil War through a pre-assessment of the observation chart. The formative assessment will be through the rubric the students will use to refine their blogs. For a summative assessments the students blogs will be judge by a rubric. **EVALUATE.** 27. Verbal: Students will be able to verbal present their blog to the class. Visual: When making the blog students can research educational videos to go into the blog. Logical: I will provide links and information on the economy of the U.S. during this time and students can use the numbers to figure out some of the reasons. Naturalist: Students could dress up as northern and southern citizens when they they present their blogs. Kinesthetic: Students can react some of the first fights between the Northern and Southern states. Intrapersonal: When students work alone on the the observation chart they will have time alone to think. Interpersonal: When students come together to discuss their assigned reason and state they will be able to work together and interact. Musical: The hook I have is a song that will help the musical learns relate to this unit. 28. Students will be able to compare and contrast the many reasons for the start of the Civil War. They will explain through summative assessment; product is a blog. This will take two 80 minute class periods. **ORGANIZE**. || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that Civil War's outcome impacted the U.S. greatly. **WHERE.** //**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**//**. WH****AT**. Even today there is still an argument between the Northern states and Southern states of the U.S. on what caused the Civil War, and how the outcome impacted the both sides differently**. WHY . **
 * TAILOR.**

30. I will show my students an educational video on youtube: Conflict and Compromise during Civil War and Reconstruction. **HOOK**. 31. Students will know about reconstruction, 13th, 14th, and 15th amendments, radical republicans, panic of 1873, the Ku Klux Klan, and the freedmen's bureau. **EQUIP**. A pre-assessment will be done through a KWS that will show how knowledgeable of the subject of the Reconstruction period. For a graphic organizer I will be using the clock to show the order of events that happened in the Reconstruction period. **EXPLORE**. The cooperative learning that will be used is the Team Pair Solo, where students will think first individually about how the U.S. economy was impacted by the Reconstruction period. Then students will be placed into small groups to discuss their answers. Then the small groups will share with the whole group their answers. These answers and comparing will help students do a radio show through Garage Band. There will be a summative assessment with a rubric that evaluates the Garage Band made by the students. **EXPERIENCE**. 32. When students are in the second step of the Team Pair Solo they will be able to rethink their answers as pairs. **RETHINK**. The students will then get to revise their answers and ideas for their radio show through the third and final step of the Team Pair Solo. **REVISE**. When students have the chance to review the rubric for the Garage Band project students will be able to refine their projects according to the rubric. **RETHINK**. On the third day of the unit students will have the whole time to build the radio show and rehearse their project, and on the fourth day they present the project. **REHEARSE**. 33. Before starting the unit, I will evaluate my students through a KWS to see their prior knowledge of the subject, and I will build my unit around the students knowledge. For the formative assessment I will use a rubric to judge the students and the students will know what I expect. For the summative assessment I will use the same rubric to judge the students Garage Bands projects. **EVALUATE.** 34. Verbal: Students will do the Garage Band radio show which is done verbally. Visual: My hook is a video which will help the visual learns want to learn more information through video. Logical: Students will learn how about the economy was impacted which had many numbers. Naturalist: Have students learn how poor citizens live during this time. Intrapersonal: In the first step in the Team Pair Solo, students will have time to individually think. Interpersonal: Students will have many chances to work with others to build their radio show through Garage Band. Musical: Part of the radio show could have music that the students make themselves. 35. Students will be able to consider how the obstacles faced by the U.S. during the Reconstruction period impacted the U.S. economy, and this will be explained through summative assessment; the product through Garage Band. This will take four 80 minute class periods. **ORGANIZE**. || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that the Reconstruction period involved many obstacles for the U.S. **WHERE**. **//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.** After the Civil War was over America had some cleaning up to do, which took a toll on the U.S. economy, which in turn impacted the U.S. forever. **WHY**.
 * TAILOR**.

37. I will get my students attention through a youtube video that shows students how games can teach about the Civil War: http://www.youtube.com/watch?v=GdkhzWVKEfI. **HOOK**. 38. Students will know about the 13th, 14th, and 15th amendments, Little Rock Nine, assassination of John F. Kennedy, Ku Klux Klan, and election of President Obama. **EQUIP.** Before the unit starts I will be using a five W's chart to pre-assess my students on how much they know on the outcome of the Civil War by filling out the parts of the chart. For a graphic organizer I will be using the E chart that consist of having students be places into pairs and each student pick a major effect of the outcome of the Civil War to research and find more information about. **EXPLORE**. For cooperative learning I will be using the partners exercise, and the partners that were together for the E chart will be together for this. This consist of students breaking into fours and those fours breaking into twos which will then the partners will learn about their topic, the impact of the Civil War, and teach the other partners. **EXPERIENCE**. There will be summative assessment through a rubric that judges the jeopardy game that is to be made by the students. 39. When students are in the partners exercise they will have time to rethink the questions they want to put into their jeopardy game. **RETHINK**. After meeting in fours to teach each other the information learned students will have a chance to revise their jeopardy game. **REVISE**. When receiving the rubric that will judge the jeopardy game the students will be able to refine their game to make it as prefect as possible according to the rubric. **REFINE**. Students will have a chance to rehearse their game the second class period, the day before they present it to the class. **REHEARSE**. 40. Before I start this unit I will pre-assess my students through the Five W's chart that will show how much the students know and how much information I will need to provide them in order to make this unit and their project successful. I will give my students the rubric I will use as a formative assessment, so they know what I expect. I will be using the same rubric as a summative assessment for the jeopardy game. **EVALUATE**. 41. Verbal: The jeopardy game will be done verbally. Visual: Students will be able to read the questions on the screen so they can see everything visually. Logical: Some of the questions could have to do with mathematical questions, and critical thinking questions. Naturalist: The host or players of the game could dress up like a Civil War soldier or Citizen during the game to help get into character. Kinesthetic: The students could have bottoms to push and stand up around the classroom. Intrapersonal: Students will have time to sit and think alone about what kind of questions they want in their jeopardy. Interpersonal: When in partners students will be able to discuss all the questions they want to use. Musical: Some of the questions could be musical questions. 42. Students will be able to decide why the Civil War's outcome impacted the U.S. so greatly. This will be explained through summative assessment; the product of a jeopardy game. This will take three 80 minute class periods. **ORGANIZE**. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand the Civil War's outcome impacted the U.S. greatly. **WHERE.** **//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.** To understand how important the outcome of the Civil War was to the U.S. is hugely important to understanding the history and the future of the U.S. **WHY**.
 * TAILOR**.

2004 ASCD and Grant Wiggins and Jay McTighe