S3+Lane,+William

=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= Product: Blog, Days: 1-2 **(Organize)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that a strong thesis is necessary to formulate an argument. **(Where)** When one has an argument, it is important to get the point across and believing in what idea they're defending. **(Why)** Students write academic essays that structure ideas and arguments in a sustained and logical fashion. **(What)**
 * (H)** 1.2 An essential question, relating to student's general interest, will be posed on the board to be discussed at the beginning of class. **(Hook)**
 * (E)** 1.3 Students will know terminology such as argument, thesis, logic, outline, counter-argument, conclusion, and point. **(Equip)** Using a KWL chart graphic organizer, students will work to define the various terms. In groups, using the Jigsaw technique, students will work together to reflect and define the terms and then explain to the class what definitions they came up with. **(Explore)** Students will start a blog, posting about various parts throughout the unit, starting with terminology and beginning to think of a strong thesis. **(Experience)**
 * (R)** 1.4 Students will respond to the class lesson in a blog posting, as the teacher will check for understanding of the class concepts. **(Rethink)** Once students receive feedback from the teacher, who will use a checklist to assess, they will reflect and revise the same blog entry. **(Revise)** Upon completion of the revised blog entry, the teacher will assess it based on the same checklist. **(Refine)**
 * (E)** 1.5 Feedback on the blogs will be done to evaluate understanding, using a checklist featuring various concepts such as relevance to class lesson, a spelling and grammar error check, and that the blog stays on topic. **(Evaluate)**
 * (T)** 1.6 **(Tailor)**
 * Verbal:** Students will write out their blog entries using the vocabulary, such as thesis and argument, learned during the class lesson.
 * Logical:** The student should show understanding that an effectively executed thesis statement is meant to logically form their argument.
 * Visual:** The blog can feature various images or graphics to further explain their ideas or thesis.
 * Musical:** The student may write out their ideas related to their thesis in the form of song lyrics.
 * Interpersonal:** If the blogs are written during class, they have the option of sharing their theses for the blog with peers.
 * Intrapersonal:** The students will be able to relate the thesis to things in their personal lives or interests.
 * Kinesthetic:**
 * Naturalist:**
 * (O)** 1.7 Students will be able to start a blog, posting on various things throughout the unit as a means of self and formative assessment. **(Explain)**

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that one must outline their argument before writing it. **(Where)** When one has a point they believe is worth defending, they need several pieces of evidence to defend that idea. Those ideas should be placed in a logical order. **(Why)** Students write academic essays that structure ideas and arguments in a sustained and logical fashion. **(What)**
 * (H)** 2.2 The teacher will start the lesson with a brief demonstration of Inspiration. **(Hook)**
 * (E)** 2.3 Students will know key factual information such as proof, examples, facts, counter-arguments, and persuasion. **(Equip)** Using the fact and opinion graphic organizer, students will utilize the newly learned vocabulary and organize their argument. Using the Think-Pair-Share technique, each student will brainstorm their ideas and map out the various facets of his/her argument. Then, they will pair up with a partner and share the ideas they came up with. **(Explore)** Students will map out all of their ideas, later to be organized into a logical fashion, using Inspiration. **(Experience)**
 * (R)** 2.4 Each student will begin the assignment by brainstorming ideas, then conferencing with a partner to assess what areas may need improvement. **(Rethink)** Then, after receiving feedback, the student will go about organizing his/her argument, thesis, and corresponding facts on his/her candidate using Inspiration. **(Revise)** Upon finishing the Inspiration project, the student will hand in a printed version of their outline. The teacher will assess it using a checklist and handing it back to the student with comments. **(Refine)**
 * (E)** 2.5 The teacher will assess the Inspiration outline by using a checklist, looking to ensure that the student organized his/her argument, thesis, and facts about his/her candidate. **(Evaluate)**
 * (T)** 2.6 **(Tailor)**
 * Verbal:** The student's argument and thesis will be written out in various blurbs on the Inspiration software.
 * Logical:** The student will organize his/her argument and thesis using outline software, Inspiration.
 * Visual:** The program has many features, allowing the use of various shapes to help outline the student's argument and thesis.
 * Musical:**
 * Interpersonal:** The student's will share their work with peers, to help them organize their argument and theses.
 * Intrapersonal:** The Inspiration project will be worked on alone, with the exception of the 'Rethink' process.
 * Kinesthetic:**
 * Naturalist:** The program allows the use of various natural graphics, like trees and animals, to aid the student in organizing his/her thesis and argument.
 * (O)** 2.7 Students will be able to create an outline using Inspiration, where they will be outlining their argument, thesis, and relevant facts about the presidential candidate of their choice. **(Interpret)** Product: Inspiration Outline Days: 1-2 **(Organize)** ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that one must outline their argument before writing it. **(Where)** When one has a point they believe is worth defending, they need several pieces of evidence to defend that idea. Those ideas should be placed in a logical order. **(Why)** Students write academic essays that structure ideas and arguments in a sustained and logical fashion. **(What)**
 * (H)** 3.2 Bring in and show an example of a good outline.
 * (E)** 3.3 Students will know key factual information such as proof, examples, facts, counter-arguments, and persuasion. **(Equip)** Using the persuasion map graphic organizer, students will utilize the newly learned vocabulary and organize their argument. With partners, before they map out their argument, they can quiz each other in order to learn the vocabulary. **(Explore)** Students will create campaign poster supporting their candidate using Glogster, which will clearly support their argument and thesis. **(Experience)**
 * (R)** 3.4 Students will create preliminary poster samples and bounce ideas off of their peers in order to garner feedback. **(Rethink)** Students will continue working on their product, where the teacher will give feedback, using a checklist to define which areas of the poster need revision. **(Revise)** The students will hand in their final products, where it will then be assessed using a rubric to ensure it supports their candidate, the argument and thesis are clearly stated, and its organization is easy to follow. **(Refine)**
 * (E)** 3.5 The student's poster will be assessed based on the following criteria: it is organized, the candidate is supported, and the argument and thesis are clearly stated. **(Evaluate)**
 * (T)** 3.6 **(Tailor**)
 * Verbal:** The poster presented will feature lots of written and readable text about their argument, thesis and candidate.
 * Logical:** The poster will have to be organized in a fashion is
 * Musical:** The student may organize the poster in a similar fashion to that of an album cover, where the arguable points could act as a track list.
 * Visual:** The student will be urged to use many graphics and images to support their candidate/argument.
 * Interpersonal:** The student will share their preliminary poster ideas with some of the peers in order to garner feedback.
 * Intrapersonal:**
 * Kinesthetic:** The Glogster the students will produce will feature many animated graphics, as long as they are relevant to their argument and thesis.
 * Naturalist:** The student may use images from nature or their own personal photography to enhance their poster, in accordance to their argument, thesis and support for a candidate.
 * (O)** 3.7 Students will be able to make a poster using Glogster to add a visual element to outlining their argument, thesis, and support for their candidate. **(Apply)** Product: Glogster Days: 2-3 **(Organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that one must outline their argument before writing it. **(Where)** When one has a point they believe is worth defending, they need several pieces of evidence to defend that idea. Those ideas should be placed in a logical order. **(Why)** Students write academic essays that structure ideas and arguments in a sustained and logical fashion. **(What)**

=Lesson 5=
 * (H)** 4.2 The teacher will show students how Wikipedia.org is set up and organized. **(Hook)**
 * (E)** 4.3 Students will know key factual information such as proof, examples, facts, counter-arguments, and persuasion. **(Equip)** Using the planning chart graphic organizer, students will utilize the newly learned vocabulary and organize their argument. Using the Think-Pair-Share technique, before they map out their Wikispace, they can brainstorm how to organize their Wikispaces and arguments. **(Explore)** Students will create a Wikispace supporting their candidate, which will clearly support their argument and thesis. **(Experience)**
 * (R)** 4.4 Students will work together, using Think-Pair-Share, and help each other learn how to organize and maintain a Wikispace. **(Rethink)** Each student will set up their own Wikispace, organizing their argument and thesis about the presidential candidate they chose. The teacher will check it frequently to assess they are doing everything correctly and effectively. **(Revise)** Once the students complete their Wikispaces, the teacher will assess them using a checklist to ensure they have all of the necessary components**. (Refine)**
 * (E)** 4.5 The teacher will assess each student's Wikispace, using a checklist, making sure that the argument and thesis are clearly stated, facts about the chosen candidate are relevant to the argument, and the Wikispace is organized. **(Evaluate)**
 * (T)** 4.6 **(Tailor**)
 * Verbal:** The assignment entails each student to write out all of their ideas relating to their argument and thesis on their own Wikispaces.
 * Logical:** The Wikispace each student must create will be formatted and organized in a logical fashion.
 * Musical:** Students may be allowed to apply music or music video clips onto their Wikispaces, as long as it is appropriate and relevant to their argument and thesis.
 * Visual:** Each student will be able to apply various pictures and graphics onto his/her Wikispace, if it is relevant to his/her thesis and argument.
 * Interpersonal:** The student will share their preliminary poster ideas with some of the peers in order to garner feedback.
 * Intrapersonal:** Students will be responsible for any personal creative decisions in relation to the overall appearance of their Wikispace, as long as it is relevant to his/her argument and thesis.
 * Kinesthetic:** Students must type up all of their notes in relation to their thesis and argument on their Wikispace.
 * Naturalist:**
 * (O)** 4.7 Students will be able to create a Wikispace that thoroughly maps out all of the points of their argument and thesis, which will be directly connect with the support for their presidential candidate. **(Self-Knowledge)** Product: Wikispace Days: 4 **(Organize)** ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that facts leading an argument need to be put into a logical order. **(Where)** If the facts leading your argument aren’t in a logical order, it will sound more like incoherent rambling and it will not be taken seriously. **(Why)** Students write academic that structure ideas and arguments in a sustained and logical fashion. **(What)**
 * (H)** 5.2 The teacher will show an example of a political radio talk show. URL: http://www.youtube.com/watch?v=nW8t7O_b6NM **(Hook)**
 * (E)** 5.3 Students will know sequences and timelines like the order of facts and the logical order of the essay or thesis-based argument. **(Equip)** Using the sequence chart graphic organizer, the students will put the facts of the argument in a logical order before their podcast. With partners, they will assess each other's organization of their arguments. **(Explore)** Students will create a podcast, imitating a political news radio talk show in order to endorse his/her presidential candidate, as well as supporting his/her own argument/thesis. **(Experience)**
 * (R)** 5.4 Students will submit their first "draft" of their podcast and will receive feedback from their peers. **(Rethink)** After receiving feedback, the students will edit and continue work on their podcasts. **(Revise)** After submitting their podcast, the teacher will assess the podcast using a checklist. **(Refine)**
 * (E)** 5.5 The podcast will be assessed by the teacher using a checklist, looking for a clearly stated thesis, argument, and support for their candidate. **(Evaluate)**
 * (T)** 5.6 **(Tailor)**
 * Verbal:** The podcast will primarily feature speaking about their argument, thesis, and support for the candidate of the student's choice.
 * Visual:**
 * Logical:** The ideas that the student will speak about will be placed in a logical order to support his/her ideas about the candidate he/she chose.
 * Interpersonal:** The podcast will be heard/presented to the rest of the class, as they speak about their argument, thesis, and facts about their candidate.
 * Intrapersonal:** The finished product will be worked on alone.
 * Naturalist:** In the introduction, the student could incorporate sounds before actually speaking about their argument and thesis.
 * Kinesthetic:**
 * Musical:** Students may incorporate relevant music into their podcast, as it is a radio talk show, it could act as a theme song.
 * (O)** 5.7 Students will be able to create a podcast, thoroughly arguing for the reelection for their chosen candidate by placing their arguable points and facts in a logical order. **(Perspective)** Product: Podcast Days: 3-4 ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that facts leading an argument need to be put into a logical order. **(Where)** If the facts leading your argument aren’t in a logical order, it will sound more like incoherent rambling and it will not be taken seriously. **(Why)** Students write academic that structure ideas and arguments in a sustained and logical fashion. **(What)**
 * (H)** 6.2 The teacher will show an example of a WebQuest. URL: http://questgarden.com/116/41/9/101212095320/index.htm **(Hook)**
 * (E)** 6.3 Students will know sequences and time lines like the order of facts and the logical order of the essay or thesis-based argument. **(Equip)** Using the sequence chart graphic organizer, the students will put the facts of the argument in a logical order before their iMovie. With partners, they will assess each others organization of their arguments. **(Explore)** Students will complete a WebQuest (https://sites.google.com/a/maine.edu/webquest-for-the-presidency/), as they will gain insight and start setting up the final product of an iMovie. **(Experience)**
 * (R)** 6.4 Upon beginning the WebQuest as a class, the teacher will go step by step to ensure everyone is at the right pace. Students will be asked to use the "thumbs up/down" system. **(Rethink)** Once into the WebQuest, the teacher will continue to use the "thumbs up/down" approach, but will lend a hand once students begin the intensive portions of the WebQuest. **(Revise)** After the WebQuest is completed, students' work associated with the WebQuest will be assessed using a rubric. **(Refine)**
 * (E)** 6.5 Any work done for the WebQuest by the students will be assessed using a rubric, assessing whether or not they followed instructions, story-boarded their iMovie presentation, they maintained persuasiveness, and it looked somewhat professional. **(Evaluate)**
 * (T)** 6.6 **(Tailor)**
 * Verbal:** This assignment requires lots of reading and writing about the various facets of advertising, by using a WebQuest.
 * Visual:** The teacher will introduce the lesson by showing students an example of another example of a WebQuest**.**
 * Logical:** Students will learn that WebQuests are organized and structured to ensure that students are able to learn the big picture associate with them.
 * Interpersonal:** Students will work with their peers before doing any intensive work.
 * Intrapersonal:** Students will be working independently when doing the iMovie presentation from the WebQuest.
 * Naturalist:**
 * Kinesthetic:** Students will be act in their campaign ad using iMovie.
 * Musical:** Students can add music to the iMovie presentation if they wish to do so.
 * (O)** 6.7 Students will be able to create a political campaign ad, using iMovie, after successfully navigating through its corresponding WebQuest. **(Empathy)** Product: WebQuest writing assignments Days: 5 **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe