S3+Seliga,+Tyler

=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]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] the content (**Explore**), [|Cooperative Learning] working on product (**Experience**)
 * (R)** **.4** Self-Assessment, feedback by students **(Rethink/Revise),** and feedback by teacher (**Revise**/**Refine**), [|Checking for Understanding]
 * (E)** **.5** Formative Assessment - Rubrics, Checklist **(Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7** Students will be able to ...( **Organize**), Product: Type II Technology, Number of Days:

[|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= **Verbal:** Listening to the teachers presentation. **Logical:** categorizing between macro and micro categories. **Visual:** The online note taking tool **Interpersonal:** Students working together to answer some of each other's misunderstandings. **Intrapersonal:** The notes are taken by students individually. **Naturalist:** **Musical:** =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand the differences between macro and micro economics (**Where**). All things in economics can be categorized as either macro or micro (**Why**). Students understand the principles of personal economics, the role of markets, and the economic system of the United States (**What**).
 * (H)** 1.2 Story: As the first lesson, and with relatively tough economy still around, I might start the lesson, and the entire unit off with a story about the economy, how it has effected people. Most of the students have probably felt the effects one way or another.
 * (E)** 1.3 Students will know the difference between personal or business economics (micro) and the overall, larger scale economics (macro) (**Equip**). Students can get into groups and discuss the differences between macro and micro economics, helping anyone who doesnt completely understand at this point.(**Explore**). Students will take notes on this using a web.20 tool to get used to try out a new technological classroom experience.(**experience**)
 * (R)** 1.4 Student will use the thumbs up/thumbs down method as the material progresses (R**ethink**). If something is misunderstood by a few people, their table group can get together and discuss it. If it is widely misunderstood, the teacher can go into more detail on the subject. (**Revise**)
 * (E)** 1.5 Teacher will look through the notes to make sure a few key points have been taken down. (**Evaluate**)
 * (T)** 1.6
 * Bodily-Kinesthetic: ** During class, students will play the flashcard / memory game with all the new terms introduced. Especially important because its the first lesson, and all kinds of new terms will be thrown at them.
 * (O)** 1.7 Students will be able to describe the difference between macro and micro economics **(Explanation). Product:** Online Note Organizer **Days:** 3 ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand what qualifies as micro economics and what qualifies as macro economics (**Where**). All economics can be categorized as micro or macro, so it is important to know which specifics go where, personal economics and business economics being micro, and business cycles, inflation, and fiscal policy being macro. (**Why**). Students understand the principles of personal economics, the role of markets, and the economic system of the united states. (**What**)
 * (H)** 2.2
 * (E)** 2.3 Students will know which specific economic terms fit into which category, macro or micro (**Equip**). Students will begin brainstorming to decide which terms fit into which categories, creating a diagram on paper (**Explore**). Students will get into groups and combine their brainstormed ideas into a final product, a diagram using webspiration (**Experience**)
 * (R)** 2.4 Students will use the thumb up/thumbs down technique to make sure they understand the topic (**Rethink**). Give feedback to students to help with misconceptions and clear things up (**Revise**). Students can redo or edit their work after their issues have been cleared up before putting their final product up (**Refine**).
 * (E)** 2.5 Students will go through a checklist to ensure they have all the required parts included before finishing the final product (**Evaluation**).
 * (T)** 2.6
 * Verbal:** The teacher presenting the information.
 * Logical:** Organizing the terms into the diagram.
 * Visual:** The diagram is a visual component.
 * Interpersonal:** Working together in the group to pool their brainstorming together.
 * Intrapersonal:** Before they get in groups, students brainstorm on their own.
 * Bodily-Kinesthetic:** While brainstorming which terms fit into which category, they can use sticky notes and are able to reorganize them by hand pretty easily.
 * Naturalist:**
 * Musical:**
 * (O)** 2.7 Students will create a diagram using webspiration to organize terms into micro and macro economics. **(Interpretation) Product:** Webspiration **Days**: 2 ||

Students will get into their table groups and discuss what they think might be some influences to the economy.(**Explore**) For homework, students will do a blog entry explaining what they thought might be some of the influences, and then what they learned in class are some influences to the economy (**Experience**). **Verbal:** The teacher presenting the information. **Logical:** Seeing how one thing effects another. **Visual:** Watching the movie **Interpersonal:** Commenting on each other's blogs. **Intrapersonal:** Working on their blogs **Bodily-Kinesthetic:** **Naturalist:** The movie takes place on an island, follows a cartoon tribe using natures resources as currency. **Musical:** =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that there are a number of influences to the economy (**Where**). To understand the economy, you must understand the various influences to it (**Why**). Students understand the principles of personal economics, the role of markets, and the economic system of the united states (**What**).
 * (H)** 3.2 Start with a movie (I forget the name, but it was a great movie for this topic. I could always email my teacher who showed it to me to find the title). (**Hook**)
 * (E)** 3.3 Students will know some of the various influencing factors of the economy, such as supply, demand, and federal interest rates. (**Equip**)
 * (R)** 3.4 When doing their blogs, students will write what they still don't understand. (**Rethink**). Students have to comment on two other blogs, explaining whatever the blogger didn't understand or wanted to know more about (**Revise**). The teacher can then go through the blogs and answer questions that remain unanswered, and if anything seems especially problematic, spend another day in class discussing those specifics (**Refine**).
 * (E)** 3.5 Students have a checklist of what is expected on their blogs (**Evaluate**).
 * (T)** 3.6
 * (O)** 3.7 Students will be able to analyze different influences to the economy (**Perspective**). **Product:** Blog **Days:** 3 ||

**Verbal:** Listening to the movie **Logical:** Comparing the impact of various economic influences **Visual:** The movie **Interpersonal:** Students getting together to discuss what they feel are the most impactful on the economy. **Intrapersonal:** Working individually on their papers **Bodily-Kinesthetic:** **Naturalist:** **Musical:** In the blog, upload a music file (any song or music) and just have a sentence or two explaining how that music relates to any up or don of the economy. For instance, somber music might fit well in a depression
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand the major influences to the economy and how they influence the economy (**Where**). To understand the economy, you must understand the various influences to it (**Why**). Students understand the principles of personal economics, the role of markets, and the economic system of the united states (**What**).
 * (H)** 4.2 Watch a short film on the federal influence on the economy (**Hook**)
 * (E)** 4.3 Students will be able to classify the different influencing factors on the economy as either macro or micro, focusing mainly on the macro economic elements. (**Equip**). Students will get in their table groups and discuss what factors they think are the most important in influencing the economy (**Explore**). Students then write (250-300) words on what they believe to be the most important influencing factor.(**Experience**)
 * (R)** 4.4 Ask students as we go for a thumbs up/thumbs down to ensure they are following (**Rethink**). A few minutes can be spent going over anything students had questions on (**Revise**). Comments on the students papers can be used to refine knowledge (**Refine**).
 * (E)** 4.5 A rubric for the short paper will be provided so students know what is expected of them in their paper.
 * (T)** 4.6

=Lesson 5=
 * (O)** 4.7 Students will be able to decide what the major or most influential economic influences are. (**Application**) **Product**: Blog **Days**: 2 ||

**Verbal:** Students listening to the presentation. **Logical:** Comparing the different systems and looking at the factors influencing each type. **Visual:** A diagram listing the characteristics of each type of economy. **Interpersonal:** Working in groups to come up with descriptions for each type of economy. **Intrapersonal:** Working alone to write the letters. **Bodily-Kinesthetic:** **Naturalist:** Part of the letter will mention how the economy effects the environment. **Musical:** =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that different nations and regions have different economic systems, and each works in very different ways (**Where**). To understand some of America's economic theories, you must also understand the alternatives that have already been put into place elsewhere, or are developing elsewhere (**Why**).Students understand the principles of personal economics, the role of markets, and the economic system of the united states
 * (H)** 5.2 Start the class with some Marx quotes (**Hook**).
 * (E)** 5.3 Students will be able to recognize the structure of the US economic system and compare it to the structure of foreign economic systems. (**Equip**) Students will be divided into a few groups and each given a different economic system (capitalism, communism, etc) and told to discuss what they know about that system and come up with a list of characteristics. (**Explore**). They will eventually use a blog or wikispace to write a letter to someone as if they were visiting or living in a nation with an economic structure different than capitalism. Their letters will give specific details mentioning what about the economy changes life where they are. (**Experience**)
 * (R)** 5.4 After the groups have their lists of each economic structures "characteristics" the teacher can go through and confirm or debunk some of the thoughts (**Rethink**). The teacher will discuss the actual traits of the structures, and why many of the misconceptions about some economy's develop (**Revise**). Comments on their letters will add additional information or corrections based on what each student says. (**Refine**).
 * (E)** 5.5 There will be a rubric for the letter that students can check (**Evaluate**)
 * (T)** 5.6
 * (O)** 5.7 Students will be able to recognize the structure of different economic structures (**Self-knowledge**). **Product: Letter Days: 3** ||

**Verbal:** During the debate, students will listen to and argue their points **Logical:** Organizing the benefits and potential pitfalls of their groups and the opposing groups economic type **Visual:** **Interpersonal:** Working as a group during the debate **Intrapersonal:** Doing individual research for the group **Bodily-Kinesthetic:** There is sure to be quite a bit of movement involved in the debate **Naturalist:** **Musical:** The clip from the hook will have music
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that different nations and regions have different economic systems, and each works in very different ways (**Where**). To understand some of America's economic theories, you must also understand the alternatives that have already been put into place elsewhere, or are developing elsewhere (**Why**).Students understand the principles of personal economics, the role of markets, and the economic system of the united states (**What**)
 * (H)** 6.2 Listen to a sound clip or film clip of a speech calling for any specific type of economic structure. (**Hook**)
 * (E)** 6.3 Students will be able to empathize with an economic system other than our own, and debate with another group about the merits and downfalls of each type of economy.(Equip). Students will be put into groups, and will study the ins and outs of one particular type of economy (per group). (**Explore**) The groups will then have a debate, each trying to convince the audience why their own economic system is the preferable one. (**Experience**).
 * (R)** 6.4 Before the debate begins, the teacher looks at some of the material, but mainly just answers any last minute questions groups may have (Rethink). Teacher will have comments for individuals and for the group as a whole after the debate (**Refine**).
 * (E)** 6.5 Students will have a rubric for the debate so they can make sure they include everything they need.
 * (T)** 6.6


 * (O)** 6.7 Students will be able to consider economic systems other than their own (**Empathy**). **Product**: Debate Debate **Days**: 4 ||

2004 ASCD and Grant Wiggins and Jay McTighe