S3+Mull,+Casey

=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 Strategies.pdf]
 * (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=  **(H) ** 1.2 Students will watch a short animated movie on the Civil Rights Movement. **(Hook) **  **(E) ** 1.3 Students will know important dates and people including Freedom Riders, Black Panther Party, NAACP, Martin Luther King Jr., Malcolm X, Thurgood Marshall, and Rosa Parks**. (Equip) ** Students will fill in a planning chart to organize their ideas on the one specific person or event that they are going to relate themselves to. **(Explore) ** Students will participate in the team pair solo strategy to receive advice from a classmate. **(Experience) **  **(R) ** 1.4 Students will participate in the whip around strategy to express to the teacher that they can relate to the Civil Rights Movement. **(Rethink/revise) **  **(E) ** 1.5 Students will pass in their planning charts for teacher to look over. **(Evaluate) **  **<span style="font-family: 'Arial','sans-serif';">(T) ** 1.6 <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;"> __Naturalist__: Whip around strategy will take place outdoors. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;"> __Interpersonal__: Group discussion comparing information with classmates. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;"> __Intrapersonal__: Relating Civil Rights Movement to their own lives. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;"> __Bodily/Kinesthetic__: Standing, and moving during whip around activity. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;"> __Visual/Spatial__: Animated movie presented at the beginning of lesson. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;"> __Verbal/Linguistic__: Discussion with classmates in team pair solo activity. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;"> **<span style="font-family: 'Arial','sans-serif';">(O) ** 1.7 Students will be able to relate to influences in the history of Maine, the United States, and various regions of the world and why they are critical to the Civil Rights Movement.**<span style="font-family: 'Arial','sans-serif';">(Empathy) ** Product: Extra-Normal, 3-5 Days **<span style="font-family: 'Arial','sans-serif';">(Organize) ** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">(W) **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> 1.1 Students relate to influences in the history of Maine, the United States, and various regions of the world and why they are critical to the Civil Rights Movement**<span style="font-family: 'Arial','sans-serif';">.(Where) ** Students need to be able to relate to historical influences of this movement to understand why they are crucial to the Civil Rights Movement, and today.**<span style="font-family: 'Arial','sans-serif';">(Why) Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. (What) **

__Verbal/Linguistic__: Students will participate in an open discussion regarding the documents they have just read. __Logical/Mathematical__: Students will analyze the opinions and explain why they are not factual. __Visual/Spacial__: Students will write facts and opinions on the board. __Interpersonal__: Students will participate in an open discussion sharing their facts and opinions. __Intrapersonal__: Students will read the documents and organize them into the fact and opinion graphic organizer. __Naturalist:__ Students will read the three documents outside. =Lesson 3=
 * //**Consider the W.H.E.R.E.T.O. elements**. **(L)**// ||
 * **(W)** 2.1 Students will express that different evidence provides different perspectives during the Civil Rights Movement.**(Where****)**Students need to know and understand that there aer different opinions regarding the Civil Rights Movement and they will notice and come across this through research**.(Why) Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. (What)**
 * (H)** 2.2 Teacher will give students three documents referring to one specific event during the Civil Rights Movement all reflecting opposing views to read.**(Hook)**
 * (E)** 2.3 Students will know important events and people including the Freedom Riders, Black Panther Party, NAACP, Martin Luther King Jr., Malcolm X, Thurgood Marshall, and Rosa Parks**.(Equip)** Students will complete a fact and opinion sheet for each document**.(Explore)** Students will participate in a round robin discussion figuring out what is factual and what is opinionated from the documents that the students have read**.(Experience)**
 * (R)** 2.4 Students will participate in an open discussion and asked to walk to the board to write one thing that they believe is factual and one thing that they believe is opinionated. The class will either respond agreeing or disagreeing. **(Rethink/revise)** After ten lines are on the board, the teacher will discuss what is factual and what is opinionated. **(Rethink/revise)**
 * (E)** 2.5 The teacher will use the Exit Ticket strategy. The students must write down one fact and one opinion from the documents before they are dismissed.
 * (T)** 2.6
 * (O)** 2.7 Students will be able to express that there is different evidence that provides different perspectives during the Civil Rights Movement**.( Explanation)** Product: Prezi. Days: 2-3.**(Organize)** ||

__Visual/Spatial__:Comic Life is presented. __Logical/Mathematical__:Class will discuss why the themes are important and crucial to understanding the Civil Rights Movement. __Musical:__ Music of the era will be played to trigger some thoughts for some of the students. __Verbal/Linguistic:__ Discussion in groups. __Intrapersonal__: Students will reflect about a theme that they were interested in. __Interpersonal__: The themes will be discussed during the jigsaw activity. =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will decide what major enduring themes are important in understanding the Civil Rights Movement**.(Where)** Students need to know what themes of the Civil Rights Movement are to get a good understanding of what was happening during this time period. **(Why) Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. (What)**
 * (H)** 3.2 Teacher will create a Comic Life detailing the most important themes that occurred during the Civil Rights Movement.**(Hook)**
 * (E)** 3.3 Students will know sequence and time lines including the enslavement of African people, de facto and de jureracism, advent of the NAACP and contemporary movements, Garvey-Dubois-Washington, Desegregation of military, desegregation of schools, Freedom Riders, Montgomery Bus Boycott,MLK, Black Power Movement, Civil Right Act 1964, Thurgood Marshall, Barack Obama. **(Equip)** Students will complete a five w's chart to show what they learned about from one specific theme from the teacher's Comic Life. **(Explore)** Students will participate in the jigsaw stragtegy. Each group member will use their five w's sheet to explain to their group members what they have learned. **(Experience)**
 * (R)** 3.4 Students will be asked to complete a handprint, writing five tihngs they have learned from the jigsaw activity. **(Rethink/revise)**
 * (E)** 3.5 The teacher will use the idea of one final question which will be proposed to each student after they have shared with the class, the student will then be assigned to come to class the next day with the answer to that question. **(Evaluate)**
 * (T)** 3.6
 * (O)** 3.7 Students will be able to decide what themes are important in understanding the Civil Rights Movement. **(Application)** Product: Capsule 1-2 Days **(Organize)** ||

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;"> **<span style="font-family: 'Arial','sans-serif';">(H) ** 4.2 Students will watch the movie "Remember the Titans." **<span style="font-family: 'Arial','sans-serif';">(Hook) ** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;"> **<span style="font-family: 'Arial','sans-serif';">(E) ** 4.3 Students will know important events and people including the Freedom Riders, Black Panther Party, NAACP, Martin Luther King Jr., Malcolm X, Thurgood Marshall, and Rosa Parks. **<span style="font-family: 'Arial','sans-serif';">(Equip) ** Students will create a KWS chart to organize their thoughts, questions and facts that they have learned in this lesson.**<span style="font-family: 'Arial','sans-serif';">(Explore) ** Students will gather in the groups assigned for their imovie, and discuss the information that they wrote on their KWS chart. **<span style="font-family: 'Arial','sans-serif';">(Experience) ** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;"> **<span style="font-family: 'Arial','sans-serif';">(R) ** 4.4 Students will use a KWL chart to organize their thoughts onto one chart**<span style="font-family: 'Arial','sans-serif';">.(Rethink/Revise) ** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;"> **<span style="font-family: 'Arial','sans-serif';">(E) ** 4.5 Each group will meet with the teacher to make sure that they have the information that is significant to understanding why each person is significant to the Civil Rights Movement. They will then decide with the teacher which person they will present their imovie on. **<span style="font-family: 'Arial','sans-serif';">(Evaluate) ** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;"> **<span style="font-family: 'Arial','sans-serif';">(T) ** 4.6 <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;"> __Verbal/Linguistic__: Students will meet with their group to discuss information from the lesson. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;"> __Logical/Mathematical__: Students will compare the Civil Rights Movement with issues in society today regarding civil rights. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;"> __Visual/Spacial__: Students will watch the movie "Remember the Titans." <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;"> __Interpersonal__: Students will write a reflection on "Remember the Titans" <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;"> __Intrapersonal__: Students will write a biography on the person they are researching. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;"> __Musical__: Students will choose a song from "Remember the Titans" and discuss why the song fits the movie. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;"> **<span style="font-family: 'Arial','sans-serif';">(O) ** 4.7 Students will be able to make meaning of why historical influences of Maine, the United States, and various regions of the world are critical to the Civil Rights Movement. **<span style="font-family: 'Arial','sans-serif';">(Interpret) ** Product: imovie. Days 2-3. **<span style="font-family: 'Arial','sans-serif';">(Organize). ** || =Lesson 5=
 * //**Consider the W.H.E.R.E.T.O. elements**. **(L)**// ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">(W) **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> 4.1 Students will understand that historical influences in the history of Maine, the United States, and various regions of the world are critical to the Civil Rights Movement.**<span style="font-family: 'Arial','sans-serif';">(Where) ** Students need to know the specific people that significantly impacted the Civil Rights Movement to understand why and how this movement occurred. **<span style="font-family: 'Arial','sans-serif';">(Why) Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. (What) **

// S //// tudents will each be given a card from a deck of cards. There will be mostly black cards, and few red. They will be told not to look at their card until everyone has a card. Once everyone has a card I will tell those who have a red one to go stand in the back of the room and face the wall. I will then continue the lesson for the next five minutes. After about five minutes I will then explain to the students that we did this activity to emphasize that segregation is a key factor in the Civil Rights Movement, and that this activity is an example of it // **(Hook)** __Visual/Spatial__: Pocket dictionary so they can see the terms and definitions to memorize them. __Logical/Mathematical:__ Numbering the words according to their understanding. __Verbal/Linguistic:__ Sharing their group's word with the class. __Bodily/Kinesthetic__: Students will each be given a card with a word or definition, they must find their match. __Musical/Rhythmic__: Students will be asked to create a poem incorporating at least three of the vocabulary words. __Naturalist__: Students can have the option of going into detail with one specific word and going into detail about this word. For example, racism, a naturalist learner could explain the science of this word. =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students recognize that major enduring themes are important in understanding the Civil Rights Movement.**(Where)** Students need to know what major enduring themes are important because there is so much to know about the movement.(**Why) Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. (What)**
 * (H) 5.2** ||
 * (E) 5.3** Students will know vocabulary including racism, bigotry, white supremacy, civil rights, civil disobedience, social inequality, de facto and de jure racism. **(Equip)** Students will create a pocket dictionary on note cards to memorize these vocabulary words**. (Explore)** Students will be put into groups of three with one vocabulary word. Each group will discuss their word with one another and then memorize and share it with the class. The class can add additional information about this word to their pocket dictionary**. (Experience)**
 * (R) 5.4** Students will be given a vocabulary quiz which they will have as much times as they need to complete without using their pocket dictionary. **(Revise/rethink)**
 * (E) 5.5** Students will use the concept of "Making it a Priority." Each student will number the words in order of how well they know the words. Students will be given this assignment prior to taking the quiz and making their pocket dictionaries. After the quiz and making of the pocket dictionary, they will write down the order again. **(Evaluate)**
 * (T) 5.6**
 * (O) 5.7** Students will be able to define vocabulary to understand what the major enduring themes are during the Civil Rights Movement. **(Self-Knowledge)** Product: Glogster, 1-2 Days **(Organize)**


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will analyze the difference evidence and perspectives during the Civil Rights Movement. **(Where)** Students need to be able to analyze perspectives of the Civil Rights Movement to understand why this movement initially occurred.**(Why) Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. (What)**
 * (H)** 6.2 Students will chose a book from the library regarding the Civil Rights Movement.**(Hook)**
 * (E)** 6.3 Students will know sequence and time lines that include the enslavement of African people, de facto and de jure racism, advent of the NAACP and contemporary movements, Garvey-Dubois-Washington, Desegregation of military, desegregation of schools, Freedom Riders, Montgomery Bus Boycott, MLK, Black Power Movement, Civil Right Act 1964, Thurgood Marshall, and Barack Obama. ** (Equip) ** Students will chose a book from the library having to do with the Civil Rights Movement. They will complete a planning chart to organize their thoughts on the book that they have chosen and read in preparation for writing a paper on their topic. **(Explore)** Each student will pass this planning chart in to their instructor to receive comments and feedback on the information they have jotted down. ** (Experience) **
 * (R)** 6.4 Students will write a paper in the length of 2-3 pages to discuss what they have learned. **(Revise/rethink)**
 * (E)** 6.5 Students will pass their paper in to the teacher to be graded. **(Evaluate)**
 * (T)** 6.6

__Visual/Spatial__: Students can create a Glogster for this to show the main points and themes of the book they are reading. __Verbal/Linguistic:__ Students will be able to talk openly to their classmates and teacher about what they are reading through class discussion of the various books. __Bodily/Kinesthetic__: Students will be be able to move around and edit their papers with their peers. __Musical/Rhythmic__: Students will have the option of creating a poem that sums up the book. __Intrapersonal__: Students will be able to relate this book to their own life. __Interpersonal:__ Students will be able to reflect on this book through blogging.


 * (O)** 6.7 Students will be able to analyze different evidence and perspectives during the Civil Rights Movement. **(Perspective)** Product: Blog, 3-4 Days **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe