S3+Dallaire,+Seth

=Stage 3 - Plan Learning Experiences and Instruction=

// Note: // How are you using technology as a teacher? How are your students using technology? (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) [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist] (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=
 * Consider the W.H.E.R.E.T.O. elements. (L) ||
 * **1.1 (W)** Students will be able to understand the importance of The Declaration of Independence and the effect it had on Revolutionary America. **(Where)** //The Declaration of// Independence helped shape the United States of America and is considered to be one of, if not the, most important document in our country's history. **(Why) //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)**
 * 1.2 (H)** School House Rock: **[]**
 * 1.3 (E)** Students will know: The Declaration of Independence, Thomas Jefferson, unalienable rights, Philadelphia, 1776, The Preamble. **(Equip)** Students will be handed a Word Web 3 and as the teacher lectures fill in the spaces provided. **(Explore)** Students will then break into a //Think-Pair-Share// with the student sitting behind them and compare graphic organizers. **(Experience)**
 * 1.4 (R)** Students will create a podcast of a mock radio program announcing the signing of //The Declaration of Independence//. **(Rethink)** Before recording their podcast students will present a script to teacher. **(Refine)** Teacher comments will facilitate refining. **(Refine)**
 * 1.5 (E)** Students will have access to a rubric to understand what is required in the project. **(Evaluate)**
 * 1.6 (T)**
 * Verbal/Linguistic:** Teacher lecture will allow student to hear ideas and facts giving them the opportunity to piece everything together in their head and on graphic organizer.
 * Visual/Spatial**: Seeing his/her ideas on the organizer will allow for student to piece things together.
 * Interpersonal:** Group work and organizer comparison allow for the interpersonal learner to interact with his/her classmate and hear a variety of ideas.
 * Intrapersonal:** Individually filling out the organizer allows the student time for personal reflection.
 * Naturalist:** Explain the unseasonably hot temperatues during the time the Founding Fathers met and compare them to the Naturalist.

=Lesson 2=
 * 1.7 (O)** Students will be able to understand each event during the Revolutionary Era had its own significant importance. **(Explain)** Product: Podcast Days: 2-3 **(Organize)** ||
 * Consider the W.H.E.R.E.T.O. elements. (L) ||
 * **2.1 (W)** Students will be able to describe and discuss major events from the beginning of the Revolutionary Era and how they ultimatley lead to war. **(Where)** The American Revolution showed that citizens of a country can rise up against the power that rules them and gain freedom, similar to what is happening in the Middle East today. **(Why) //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)**
 * 2.2 (H)** Interactive game. [] **(Hook)**
 * 2.3 (E)** Students will know about the Stamp Act, Quartering Act, Boston Massacre, Boston Tea Party, Intolerable Acts, First Continental Congress. **(Equip)** Five W's on each topic covered. Class will be broken into five groups after lecture, each with their own graphic organizer and topic. After being given ten minutes to complete the organizer the class will re-convine**. (Explore)** Later, the class will be broken into the same groups and the students will create and present a Comic Life based on the event/topic they were assigned. **(Experience)**
 * 2.4 (R)** After each presentation the class will pause for a three-minute review to discuss the event/topic which was just presented. Students are encouraged to express their own opinion and ideas. **(Rethink)** Once all Comic Life projects have been presented and three-minute reviews have been finished the groups will then revise their project. **(Revise)** Teacher comments on comic will facilitate refining. **(Refine)**
 * 2.5 (E)** Students will have access to a rubric to understand what is required in the project. **(Evaluate)**
 * 2.6 (T)**
 * Verbal/Linguistic**: Teacher lecture on Stamp Act, Quartering Act, Boston Massacre, Boston Tea Party, First Continental Congress allow for student to hear the teacher's idea and piece them together in their own head.
 * Visual/Spatial**: Graphic organizer allows the student to see his/her ideas in front of themselves.
 * Interpersonal**: Group work will allow for socialization and new ideas and opinions.
 * Intrapersonal**: Students are asked to reflect upon the American Revolution and connect it to the revolutions in the Middle East.
 * Naturalist**: Description of weather conditions and setting for each event allow the Naturalist student to create a picture in his/her own mind.

=Lesson 3=
 * 2.7 (O)** Students will understand how each individual event lead to the Revolutionary War. **(Interpret)** Product: Comic Life. Days: 3 **(Organize)** ||

Students will then create new identifying clues. **(Refine)** Teacher will then meet with student and evaluate the new clues and create a Capzel about their event/person. **(Revise)**
 * Consider the W.H.E.R.E.T.O. elements. (L) ||
 * **3.1 (W)** Students will identify battles based on factual information presented to them and understand the significance each event had during the war.. **(Where)** Because it is required. **(Why) //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)**
 * 3.2 (H)** "The Revolutionary War" - A Ken Burns Documentary
 * 3.3 (E)** Students will know The Battle of Lexington and Concord, Second Continental Congress, George Washington, Battle of Bunker (Breed's) Hill, Thomas Pane, Benedict Arnold, General Cornwallis, Marquis de Lafayette, Battle of Brandywine, Battle of Germantown, Paoli Massacre. **(Equip)** Students are asked to fill out a flow chart to sequence the events of the war. After lecture students will remain at their desk while they are handed their graphic organizer. From memory, the students will be asked to fill out the flow chart to the best of their knowledge. After ten minutes the class will compare charts. **(Explore)** Each student will play //Who Am I?// The idea behind this game is simple. The teacher will hand each student a piece of paper with identifying clues listed on it. Students then try to identify the person/event based upon the clues given. __Example:__ I was the final battle of the Revolutionary War. __I am:__ The Battle of Yorktown. **(Experience)**
 * 3.4 (R)** Students will then break into //Numbered Head// groups and discuss their events. **(Rethink)**
 * 3.5 (E)** Students will have access to a rubric to understand what is required in the project. **(Evaluate)**
 * 3.6 (T)**
 * Verbal/Linguistic:** Teacher lecture allows for student to hear the teacher's idea and then produce his/her own opinion in their own head.
 * Visual/Spatial:** Flow chart allows students to see sequence of events in front of themselves.
 * Interpersonal:** Group work will allow for socialization and new ideas and opinions.
 * Intrapersonal:** Students will be asked to reflect upon the event covered in their "//Who Am I?"// project and consider its significance in the era and war.
 * Musical:** Time appropriate songs such as "Yankee Doodle Dandy" played and discussed during lecture.

=Lesson 4=
 * 3.7 (O)** Students will be able to determine how each event played a significant role in the Revolutionary Era and War **(Analyze)** Product: Capzles. Days 10 **(Organize)** ||

Something??? **(Refine)** Teacher comments facilitate revision. **(Revise)** =Lesson 5=
 * Consider the W.H.E.R.E.T.O. elements. (L) ||
 * **4.1 (W)** Students will be able to understand the importance of The French Alliance and General Washington's stay at Valley Forge. **(Where)** Without the aid of France the Colonists stood little chance of winning the war against Britain. In the years to come France and the United States joined forces in many large scale wars helping to turn the tide for the allies. **(Why) //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)**
 * 4.2 (H)** Students break into three (un-even) groups representing the British, French and Americans. The British "bully" the Americans until the French come to the aid of the Americans and out number and over power the British.. **(Hook)**
 * 4.3 (E)** Students will know Marquis de Lafayette, Valley Forge, The French Alliance. **(Equip)** Students will be asked to fill out a Venn diagram comparing the French and US military at the time of the Revolution. **(Explore)** The class will then break into //Round-robin brainstorming// groups to compare answers and see what they can add to their own Venn digram's after the session is over. **(Experience)**
 * 4.4 (R)** Students will individually create a "Prezi-ntation" on the topcis covered in the teacher lecture and Venn diagram. **(Rethink)**
 * 4.5 (E)** Students will have access to a rubric to understand what is required in the project. **(Evaluate)**
 * 4.6 (T)**
 * Verbal/Linguistic:** Lecture will allow for the student to hear the teacher's idea and piece his/her own together in their head.
 * Visual/Spatial:** Venn Diagram and Prezi-ntation will allow students to see their ideas in front of themselves.
 * Interpersonal:** While filling out the Venn diagram students will be able to reflect upon the importance of The French Alliance.
 * Intrapersonal:** Group work will allow for the Interpersonal student to obtain new ideas from his/her peers.
 * Body/Kinesthetic:** Hook will allow for the kinesthetic learner to be up and out of his/her seat and move around.
 * 4.7 (O)** Students will understand that much of what happened during the Revolutionary Era and War still effects us today. **(Evaluate)** Project: Prezi. Days: 3. **(Organize)** ||

Student feedback facilitates revision. **(Revisit)** Teacher comments facilitate revision. **(Revise)** =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **5.1 (W)** The surrendering terms of the British, the main points of the Articles of Confederation and Treaty of Paris. **(Where)** The surrender of the British at Yorktown, Articles of Confederation and The Treaty of Paris were all significant occurances that marked the end of the American Revolution. **(Why)** **//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)**
 * 5.2 (H)** Ask students to reflect upon a time when they were in a situation where they would gain no benefit by continuing the task at hand. Then ask them if they tried to persevere or gave up. Did anything good come of their decision? **(Hook)**
 * 5.3 (E)** Students will know Battle of Yorktown, Articles of Confederation, Treaty of Paris. **(Equip)** Students then fill out the S//tep-by-step// chart beginning with General Cornwallis' surrender at Yorktown. **(Explore)** Class will then be divided into //Jigsaw groups// and each will be assigned one of the three terms covered in class. Groups will create either a poster using Glogster on their designated term. **(Experience)**
 * 5.4 (R)** Students then present their projects to the class and allow for feedback. **(Rethink)**
 * 5.5 (E)** Students will have access to a rubric to understand what is required in the project. **(Evaluate)**
 * 5.6 (T)**
 * Verbal/Linguistic:** Lecture allows for student to hear the teacher's ideas which the student then can piece together in his/her head.
 * Visual/Spatial:** Graphic organizer allows student to see ideas in front of him/herself.
 * Interpersonal:** Group work allows the interpersonal student time to interact and hear ideas from other students.
 * Intrapersonal:** The hook allows the interpersonal student a time for self reflection.
 * Musical:** Music could be included in Prezi-ntation or Capzel.
 * 5.7 (O)** Students will be able to understand that the war came to a point where Britian no longer saw a purpose to continue fighting. **(Reflect)** Project: Glogster. Days: 3 **(Organize)** ||

Groups will present iMovie to teacher for evaluation and feedback. **(Refine)** Final presentation and teacher feedback will count as revsion. **(Revise)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **6.1 (W)** Students will understand why many remained loyal to the British during the Revolutionary Era and War. **(Where)** With the United States in a questionable war in the Middle East and protests occuring around the country, students will be able to incorporate the current war with the Revolution. **(Why) //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)**
 * 6.2 (H)** Students will watch the following clip from "The Patriot" []**(Hook)**
 * 6.3 (E)** Students will know: Loyalist. **(Equip)** Students will be broken in half and then break into groups. Using the //Persuasion Map// students will be asked to evaluate the views of the Colonists and Loyalists. **(Explore)** The class will come back together and opposing views will then have a //Think-Pair-Share// in order to obtain a different perspective. **(Experience)**
 * 6.4 (R)** Students with differentiating opinions will be broken into groups and, in iMovie, record a round-table discussion similar to //Real Time with Bill Maher//. **(Rethink)**
 * 6.5 (E)** Students will have access to a rubric to understand what is required in the project. **(Evaluate)**
 * 6.6 (T)**
 * Verbal/Linguistic:** Teacher lecture and student debates allow for the student to hear ideas and organize them in his/her head.
 * Visual/Spatial:** Hook video clip and persuasion map all the student to see the idea and lesson in front of them.
 * Interpersonal:** Group work allows the student to interact and hear multiple points of view.
 * Intrapersonal:** Personal reflection allows the intrapersonal student time to be alone with his/her own thoughts.
 * Naturalist:** Class could be held outside if the weather allows.
 * Body/Kinesthetic:**After the //Think-Pair-Share// students will be asked to go to either side of the room if they agree with the Loyalist or Colonist point of view.
 * 6.7 (O)** Students will understand why many remained loyal to Britain.. **(Produce)** Project: iMovie. Days: 4 **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe