S3+Barry,+Lillian

=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= Verbal/Linguistic: Students will discuss questions and debate outcomes of trials dealing with constitutional and legal rights. Logical/Mathematic: Compare rights form the past and present. Visual/Spatia: Movie "Life of David Gale" Intrepresonal: Coming up with questions for the teacher to ask to the class, choosing the topics of the questions based on the material. Intapersonal: Blogging about the material on class wiki. Bodily/Kinesthetic: Doing corners to evaluate the material. =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that all citizens have constitutional and legal rights. **(Where)** All students are citizens and need to know what their constitutional and legal rights are. **(Why) //Students understand the constitutional and legal rights, the civic duties and responsibilities, and roles of citizens in a constitutional democracy and the role of citizens living under other forms of government in the world.// (What)**
 * (H)** 1.2 Students will watch "The life of David Gale" **(Hook)**
 * (E)** 1.3 Students will know Civics, legal, constitution, democracy, government, duties, personal roles, laws, government, "who is a citizen" and rights. **(Equip)** Each student will work on an inverted triangle and narrow ideas so they are not to broad. **(Explore)** Students will be placed into their groups and will understand and use Group and Individual Accountability. This will ensure that all group members contribute to the project. **(Experience)**
 * (R)** 1.4 Students will blog when they come into the classroom. They will have 2-3 questions that each student will have to answer based on the material being covered and students will not be graded on this. (**Rethink/Revise**) The teacher will revise blog entries and find a common questions that students need more understanding with and cover that during the next class. (**Rethink/Refine**)
 * (E)** 1.5 Students will do corners. This consists of students going to the corner that reflects their understanding of the material, Do not understand, Kind of understand, Mostly understand, and I understand. Each corner will come up with one question that they want the teacher to answer and help them with.
 * (T)** 1.6
 * (O)** 1.7 Students will be able to describe constitutional and legal rights of citizens. **(Describe)** Product: Xtra-Normal. Days: 3-4 **(Organize)** ||

Verbal/Linguistic: Students will have a class discussion about the material. Logical/Mathematic: Dates of constitutional rights will be looked at on a time line. Musical: Playing popular music in the back ground on a low volume. Bodily/Kinesthetic: Students preform in class and act out laws and rights. Visual/Spatia: Students will watch Youtube clips showing positive personal roles citizens portrait. Intrepresonal: Each student will right a poem about their own personal roles. =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that in a constitutional democracy citizens must be aware of personal roles.**(Where)** All students need to contribute to everyday life and must know what their personal roles are. **(Why) //Students understand the constitutional and legal rights, the civic duties and responsibilities, and roles of citizens in a constitutional democracy and the role of citizens living under other forms of government in the world.// (What)**
 * (H)** 2.2 The instructor will create a comic life showing citizens that adapt to personal roles in a constitutional democracy. **(Hook)**
 * (E)** 2.3 Students will know personal role, constitutional democracy, recognize the impact citizens make on government.**(Equip)**Students will create a KWL chart to explore the questions and help each other to answer the questions. **(Explore)** Students will form groups for five minutes to review the questions and material of the lesson. **(Experience)**
 * (R)** 2.4 The instructor will give examples and non examples of personal roles on wiki and students will have to answer what are the correct examples. **(Rethink/Revise)**The teacher will revise the wiki (only teacher can see answers)and find a common misconceptions that students have and go further into discussions with those topics. **(Rethink/Refine)**
 * (E)** 2.5 The teacher will ask one final question to the students and they will have to return the next day with the answer to the questions. All students will have different questions but pertains to the same material.
 * (T)** 2.6
 * (O)** 2.7 Students will be able to translate personal roles citizens have in a constitutional democracy. **(Traslate****)** Product: Comic Life Days: 2-3 **(Organize)** ||

Bodily/Kinesthetic: Student will play fly swatter game by hitting different ways to positively impact the government. Verbal/Linguistic: Students will write a 2 minuet speech showing their understanding of citizen impact. Musical: Students will watch clips of government meeting and sessions. Visual/Spatia: Teacher will use interactive SMART Board with sound when going on the material. Intapersonal: Students will brainstorm ideas with each other on different impacts they could make on the government. Naturalist: Students will use interactive tools that will connect with broader resources that will help answer their questions. =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that all citizens impact the government.**(Where)** Everyday the choices made by students and citizens could impact the government, and everyone should understand the positive ways to do so. **(Why) Students understand the constitutional and legal rights, the civic duties and responsibilities, and roles of citizens in a constitutional democracy and the role of citizens living under other forms of government in the world. (What)**
 * (H)** 3.2 Students will draw a piece of paper stating what side they are on pro/con and as a class will debate and criticize the impact citizens make on the government. **(Hook)**
 * (E)** 3.3 Students will know “who is a citizen”, government, voting and impact citizens make. **(Equip)** Students will make a Describing Wheel where they will show and elaborate examples of citizen impact, such as voting. **(Explore)** The students will do think-pair-share where individually students think of examples of how they could positively impact the government, pair up talk about them and share to the class.
 * (R)** 3.4 Every student will choose a impact example that was shared during think-pair-share and compose a short 5 minute written scenario of how it works. **(Rethink/Revise)** The teacher will walk around the classroom and check in with each student and allow the students that want to share aloud to the class do so. **(Rethink/Refine)**
 * (E)** 3.5 At the beginning of the lesson the teacher will pass out a list of good or bad ways citizens impact the government and have students answer, at the end of lesson pass out the same list and see the differences of answers. Do this before a formal test, this will help in review so if students are getting the same things wrong the teacher can dig deeper into them.
 * (T)** 3.6
 * (O)** 3.7 Students will be able to criticize the impact citizens make on the government. **(Criticize)** Product: I-Movie. Days: 3- 5 **(Organize)** ||

Intrapersonal: Students will create insperation idea webs for brainstorming techniques. Naturalist: Teacher will have students do community service around the school as a whole, to show the positive impact they can make. Verbal-Linguistic: two teams will share their ladder sheet topics, hitting on all the major points. Logical/Mathematical: Class will discuss community service strategies. Visual:Each student will make a perzi for the class to view showing their understanding of working for the common good.  Bodily/Kinesthetic : Students will each draw a card with a definition on them. The students will then walk around the room and find their matching cards. =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that people influence government and work for the common good. **(Where)** As citizens our society should have a community feel and we can all come together to work and make our home safe. **(Why) Students understand the constitutional and legal rights, the civic duties and responsibilities, and roles of citizens in a constitutional democracy and the role of citizens living under other forms of government in the world. (What)**
 * (H)** 4.2 The teacher will create a glogster showing citizens working together and having the people shown the same age as the students. **(Hook)**
 * (E)** 4.3 Students will know duties, personal roles, common good, and rights. **(Equip)** Students will create a ladder sheet that will show different ways they could personally influences government. **(Explore)** Students will be put into partners and do a three step interview. During the first step they will interview partners and ask clarifying questions, during the second step partners reverse the roles and the last step is members share their partner's response with the class. **(Experience)**
 * (R)** 4.4 Students will each come up with one idea that they class could do together that would be influential and benefit the common good. **(Rethink/Revise)** The teacher will choose three examples and the class will vote, the chosen idea will be completed by the class through community service. **(Rethink/ Refine)**
 * (E)** 4.5 After each day the teacher will give five minutes at the end of class for the students to post on their wiki what is still confusing them. The teacher will write these down and clarify everything during a review session.
 * (T)** 4.6
 * (O)** 4.7 Students will be able to to recognize the impact and influence citizens make on government.**(Recognize)** Product: Capzles. Days: 3-5 **(Organize)** ||

Logical/Mathematical: Numbering the words in order of importance. Musical/Rhythmic: Students will write a poem about one of the vocabulary words of their choice. Intrapersonal: Students will write a moke letter to the government using the vocabulary word as the main subject.  Interpersonal: Students will work with a partner to create a silent skit on the vocabulary word and have the other students guess what the word is.  Bodily/Kinesthetic: Students will work with a partner to create a silent skit on the vocabulary word and have the other students guess what the word is.(Work for both learners)  Visual: The teacher will ask a local Judge to come in a talk to the class and explain the importance of keeping a good relationship with the government.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that the relationship between government and individuals is important. **(Where)** We live in a society where we have a say in what our government is going to do and we much keep a strong healthy relationship with the government. **(Why) Students understand the constitutional and legal rights, the civic duties and responsibilities, and roles of citizens in a constitutional democracy and the role of citizens living under other forms of government in the world. (What)**
 * (H)** 5.2 Students will be given a vocabulary list. (**Hook**)
 * (E)** 5.3 Students will know government, citizen, and relationship. **(Equip)** Students will each create a word search with their vocabulary words. **(Explore)** Students will be put into partners and complete each others word searches. **(Experience)**
 * (R)** 5.4 Students will be given a quiz where they will number each vocabulary word in order of importance to them. **(Revise/rethink)** The teacher will combined the answers and make a final list and show the average of all the answers.**(Rethink/Refine)**
 * (E)** 5.5 At the beginning of the lesson the students will be given a short vocabulary quiz that is not graded, after the lesson they students will be given the same quiz that is to be graded and it will reflect all the work they have put into this lesson.
 * (T)** 5.6

=Lesson 6=
 * (O)** 5.7 Students will be able to adapt to personal roles citizens have in a constututional democracy. **(Adapt)** Product: Podcast. Days: 2-3**(Organize)** ||

Verbal-Linguistic: S tudents will have group discussions about events discussed in class. Logical/Mathematical: Students will be asked to create a chart showing how rights, duties and responsibilities differ from those of other nations. Visual/Spatial: Students will be shown YouTube Clips showing events specific to the lesson. Bodily/Kinesthetic: Students act out how like or different rights, duties and responsibilities differ. Intrapersonal: Students will write a mock letter asking other nations why they choose to have their rights, duties and responsibilities the way that they do. Interpersonal: Students will be assigned a team member in class and they must develop a speech that explains the different rights, duties and responsibilities different nations have.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that United States of America's rights, duties and responsibilities differ from those of other nations. **(Where)** We must understand how other nations work in order to fully appreciate ours. **(Why) Students understand the constitutional and legal rights, the civic duties and responsibilities, and roles of citizens in a constitutional democracy and the role of citizens living under other forms of government in the world. (What)**
 * (H)** 6.2 Teacher will show youtube clips of other nations and the treatment their citizens get. (**Hook)**
 * (E)** 6.3 Students will know rights, voting, laws, government, and constitution. **(Equip)** Students will be put into groups and research another nations and the treatment citizens get. **(Explore)** The teacher will check in with each group randomly and ask them to give five quick facts on the spot. **(Experience)**
 * (R)** 6.4 Students must reiderate the youtube clips they watched and write a 2 minuet overview to be passed in. **(Revise/rethink)** The teacher will choose the most popular clip and dig deeper into it finding out what nation it is and find more videos for the class to watch. **(Rethink/Refine)**
 * (E)** 6.5 After watching the clips the teacher will ask students to post on the class wiki questions that are open for all students to answer. This is to clear up any misconceptions. The teacher will go over the questions in class.
 * (T)** 6.6
 * (O)** 6.7 Students will be able to be open to the constitutional and legal rights citizens have. **(Be open to)** Product: Glogster. Days: 1-2 **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe