S3+Toto,+Kaitlin

= = =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= =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that there is more than one theme in //The Crucible// (**where**). The play's themes of intolerance, reputation, and guilt are universal, meaning they're relevant even today (**why**). Students read text within a grape appropriate span of text complexity and present analyses of drama using excerpts from the text to defend their assertions (**what**).
 * (H)** 1.2 Students will view a one minute trailer regarding characters from //The Crucible// from 60secondrecap.com (**hook**).
 * (E)** 1.3 Students will know the characters of //The Crucible//: Abigail Williams, John Proctor, Thomas Putnam, Judge Thomas Danforth, Rev. Johnathon Hale, Giles Corey, Rebeca Nurse (**equip**). Using a story map graphic organizer the students will describe each character from //The Crucible// and share their "real life" characters (**explore**). Students will select a character from //The Crucible// and in a blog, will write about the character as the play is read. Students will work in Circle the Sage groups, starting with smaller groups, working to larger ones (**experience**).
 * (R)** 1.4 Students will respond to questions. To check students' understanding, "thumbs up/down" will be used (**rethink**). Once students receive feedback from peers and teacher, they will revise their work. Students will know that since their work is published on their blogs, revision is going to be offered to refine their work (**refine**). Once students receive feedback from peers and teacher, they will use a checklist to revise. Students will know that since their work is published on their blogs, revision is going to be offered to refine their work (**revise**).
 * (E)** 1.5 Students will submit an "exit card" at the end of each class during this lesson. The exit card will consist of one or two questions regarding the given topic of the class. Exit cards will be evaluated each evening in order that students' progress may be assessed. There will be an cumulative checklist for the blog which will be completed with the collection of the blogs (**evaluate**).
 * (T)** 1.6 **Tailors**
 * Visual/Spacial**: 60 second hook at the beginning of lesson which is a minor introduction of the characters from //The Crucible//. [|"Meet the Cast"]
 * Musical/Spacial**: Students will listen to music that contains the same themes as the play.
 * Intrapersonal**: Students will spend the first part of the lesson analyzing the characters, and will then reflect upon people in their own lives that can be represented by a character from the play.
 * Interpersonal**: Students will participate in "Circle the Sage" groups. Each group will be given the task of discussing and analyzing character development.
 * Naturalist**: There will be a discussion regarding the cause of the hysteria, which includes Ergot-infested rye crops.
 * Kinesthetic**: Students will role play the first two scenes from //The Crucible//.
 * (O)** 1.7 Students will be able to design blogs which will focus entirely on one character from the play (**application**).
 * Product**: blog
 * Day**: 1 (**organize**). ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will be familiar with historically relevant locations in Salem, Massachusetts (**where**). Setting is time and place; setting uncovers information regarding culture and society (**why**). Students read text within a grade appropriate span of text complexity, and present analyses of drama using excerpts from the text to defend their assertions (**what**).
 * (H)** 2.2 Students will visit the official website for the city of Salem, Massachusetts to view a map of [|current-day Salem] and a map of [|1692 Salem] (**hook**).
 * (E)** 2.3 Students will be familiar with such historical locations as the Witch House, Salem Woods, Old Burying Point, Salem Witch Trials Tercentenary Memorial (**equip**). Using "spider map" graphic organizers, students will research historical locations and describe said locations. Students will be taken on a virtual tour of Salem, Masschusetts via Google Earth (**explore**). Groups of 2 to 3 students will be given an opportunity of "visit" on of the locations in Salem, Massachusetts. Students will then explain why their locations are relevant and significant to the play (**experience**).
 * (R)** 2.4 Students will respond to a question or questions on an "exit card" (**rethink**). Students will receive feedback on "exit cards" and a question/answer discussion will be the beginning of the following class (**revise**). Using the feedback they received from the exit cards, students will continue work on their Google Earth project (**refine**).
 * (E)** 2.5 Students will be evaluated with a rubric which they've had for the entirety of the project (**evaluate**).
 * (T)** 2.6 **Trailors**
 * Verbal/Linguistic:** Students will receive oral instruction and further description about each historically relevant location.
 * Visual/Spacial:** Students will use Google Earth images to see Salem, Massachusetts.
 * Musical/Rhythmical:** Student's will listen to the song "Under a Killing Moon" by Thrice.
 * Intrapersonal:** Students will spend time in class to individually reflect while completing their exit cards.
 * Interpersonal:** Students work in pairs or groups of 3 during virtual tour.
 * Natuarlist:** Students will become familiar with such locations as the Salem Woods.
 * (O)** 2.7 Students will be aware of historical locations in Salem, Massachusetts that are relevant to the witch trials (**self-knowledge**).
 * Product**: Google Earth
 * Days**: 3 (**organize**) ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand the symbol of McCarthyism presented in //The Crucible// (**where**). Understanding the importance of a particular symbol or symbols from a text uncovers a deeper cultural and societal meaning of the time the author wrote his or her novel (**why**). Students read text within a grape appropriate span of text complexity, and present analyses of drama using excerpts from the text to defend their assertions (**what**).
 * (H)** 3.2 Students will view [|"The Red Lending Menace"] video, courtesy of the Cobert Report (**hook**).
 * (E)** 3.3 Students will know the following concepts: the Red Scare, Senator Joseph McCarthy, McCarthyism, Communism (**equip**). Students will use a cluster word web to help understand the key facts (**explore**). Students will work in pairs create a poster using Glogster to depict the Red Scare and/or McCarthyism (**experience**).
 * (R)** 3.4 Students will respond to exit cards (**rethink**). The exit cards will be assessed that evening. For the following class I will create some clarifying questions if necessary and hold a brief discussion regarding any and all questions that arise (**refine**). Students will use feedback from their exit cards to improve upon their posters (**revise**).
 * (E)** 3.5 Students will present their posters in class and post a link of their presented poster to the class Wikispace. Each student will receive feedback on his or her poster regarding accuracy and will receive any clarification that might be needed. Students will also receive a checklist completed by each of his or her peers. His or her poster will also be a part of a discussion where students can ask questions, give helpful suggestions and give positive feedback regarding the poster (**evaluate**).
 * (T)** 3.6 **Trailors**
 * Verbal:** Students will receive oral feedback from peers regarding posters created on Glogster.
 * Logical/Mathematical:**
 * Visual/Spacial:** Students will be creating a visual representation of the symbol presented in the text.
 * Intrapersonal:** Posters made on Glogster will be individually completed.
 * Interpersonal:** Students will offer each other suggestions, etc. on posters via a completed checklist //and// orally.
 * Natuarlist:** Students will understand the physical climate of 1950's Communist Russia.
 * (O)** 3.7 Students will be able to illustrate the symbols present within the text (**perspective**).
 * Product**: poster using Glogster
 * Days**: 3 (**organize**) ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that there is more than one theme in //The Crucible// (**where**). //The Crucible's// themes of intolerance, reputation and guilt are universal, meaning that they're relevant even today (**why**). Students read text within a grade appropriate span of text complexity, and present analyses of drama using excerpts from the text to defend their assertions (**what**).
 * (H)** 4.2 Students will view the video [|"The Salem Witch Trials"] (**hook**).
 * (E)** 4.3 Students will know the characters of //The Crucible//: Abigail Williams, Giles Corey, John Proctor, Elizabeth Proctor, Thomas Putnam, Ann Putnam, Reverend John Hale, Judge Thomas Danforth (**equip**). Students will create podcasts using GarageBand. Each podcast will be an interview-esque recording between John Proctor, Abigail Williams and an interviewer (**explore**). The three members need to select who will play the part of John, Abigail and the interviewer. Once those roles are decided upon, the students will be asked to create an interview which offers insight into the conflicts between John and Abigail. Students will work together in groups of 5 in "Numbered Heads." Each student will receive one character to represent and interpret and to share all of his or her information with the group (**experience**).
 * (R)** 4.4 Students will be given the opportunity to ask an questions that haven't been answered or to ask clarifying questions by writing each question on an index card (**rethink**). Once each student has filled out his or her index card, I will go through the pile, reading each on to the class. Other students will be able to answer the questions from the index card and/or provide help and perspective (**refine**). Students will be able to reflect on their podcasts, first individually and then as a group, after the question/answer discussion. They will defend if they believe their interpretation of Miller's characters to be correct. If they've changed their minds, they will be asked to explain why they've changed their minds (**revise**).
 * (E)** 4.5 The students will receive recorded feedback from the teacher using GarageBand (**evaluation**).
 * (T)** 4.6 **Trailors**
 * Verbal/Linguistic:** Students will receive recorded feedback.
 * Visual/Spacial:** Salem Witch Trial video from History Channel website.
 * Musical/Rhythmical:** Students will listen to songs that contain similar characters as those from the play.
 * Intrapersonal:** Students will have time to work individually and reflect upon their podcasts.
 * Interpersonal:** Students will be working together in "Numbered Heads" groups.
 * Natuarlist:** The Salem Witch Trial video presents the possibility of Ergot-infested rye crops.
 * (O)** 4.7 Students will be able to express major themes from the text (**empathy**).
 * Product**: Podcast using GarageBand
 * Days**: 7 (**organize**) ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand the symbol of McCarthyism presented in //The Crucible// (**where**). Understanding the importance of a particular symbol or symbols from a text uncovers a deeper cultural and societal meaning of the time the author wrote his or her novel (**why**). Students read text within a grape appropriate span of text complexity, and present analyses of drama using excerpts from the text to defend their assertions (**what**).
 * (H)** 5.2 Students will view the video [|"The Hollywood Ten - McCarthy Communist Hunts"] (**hook**).
 * (E)** 5.3 Students will know the following concepts: the Red Scare, Senator Joseph McCarthy, McCarthyism, Communism (**equip**). Working in pairs, students will use a tree chart to help understand the key facts (**explore**). Students will be responsible for taking a series of digital photographs which represent the theme of McCarthyism and uploading them to their Wikispaces. Each photograph will be required to have a minimum of a one paragraph explanation as to how it depicts McCarthyism (**experience**).
 * (R)** 5.4 Students will respond to exit cards (**rethink**). The exit cards will be assessed that evening. For the following class I will create some clarifying questions if necessary and hold a brief discussion regarding any and all questions that arise (**refine**). Students will use feedback from their exit cards to improve the photography and explanations on their Wikispaces (**revise**).
 * (E)** 5.5 Students will receive feedback from the teacher on their photographs via the Wikispace (**evaluate**).
 * (T)** 5.6 **Trailors**
 * Logical/Mathematical:** Students will use graphic organizers to track information.
 * Visual/Spacial:** Students will be using digital photography to capture the symbol from the play.
 * Intrapersonal:** Students will work individually on their photography and on their Wikispaces.
 * Interpersonal:** Students will work in pairs while working on their graphic organizers.
 * Natuarlist:** Students will have the opportunity to use the outdoors in their photography.
 * Kinesthetic:** Students will be not only allowed, but expected, to move around and search for the subjects of their photographs.
 * (O)** 5.7 Students will be able to analyze the symbol of McCarthyism presented in the text (**interpretation**).
 * Product**: digital photography
 * Days**: 10 (**organize**) ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that there is more than one theme in //The Crucible// (**where**). //The Crucible's// themes of intolerance, reputation and guilt are universal, meaning that they're relevant even today (**why**). Students read text within a grade appropriate span of text complexity, and present analyses of drama using excerpts from the text to defend their assertions (**what**).
 * (H)** 6.2 Students will view 60second Recap's video on themes within //The Crucible.//
 * (E)** 6.3 Students will know the characters of //The Crucible//: Abigail Williams, John Proctor, Thomas Putnam, Judge Thomas Danforth, Rev. Johnathon Hale, Giles Corey, Rebeca Nurse (**equip**). Students will use ComicLife to create illustrated representations of the themes found within Miller's play (**explore**). Students will participate in "Numbered Heads" to brainstorm together, receive better understanding, and to ask questions. Students then will use idea wheels to organize their thoughts regarding themes (**experience**).
 * (R)** 6.4 Students will self-assess themselves by completing a checklist of components that should be incorporated into the ComicLife. Students will also work in groups of three, each completing the checklist for one another while providing comments and feedback (**rethink**). Once the comics have be previewed by students, the teacher will collect them and offer feedback (**revise**). Students will then have ample time to make any corrections, edits and/or changes before turning in the final product for scoring (**refine**).
 * (E)** 6.5 Once the final comic is complete, the teacher will score them by using the same checklists the students used and by offering sandwich-style feedback (**evaluate**).
 * (T)** 6.6 **Trailors**
 * Verbal/Linguistic:** In addition to illustrations, students will be asked to use words for explanation as well in their comics.
 * Logical/Mathematical:** Students will graphic organizers
 * Visual/Spacial:** Students will use ComicLife to create a visual of the themes presented in the play.
 * Musical/Rhythmic :**
 * Intrapersonal:** Students will work individually on ComicLife.
 * Interpersonal:** Students will work in "Numbered Heads" groups while brainstorming.
 * Kinesthetic:**
 * (O)** 6.7 Students will be able to relate themes to actual life (**explanation**).
 * Product**: ComicLife
 * Days**: 5 (**organize**) ||

2004 ASCD and Grant Wiggins and Jay McTighe