S3+Ford,+Brody

=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= Students need to understand government purposes to understand what their money is going towards and how to influence this with their vote. **(Why)** Students will use a test to determine what knowledge and skills students have upon starting the unit. This will be the pre-assessment of the unit. Students will then use an [|ISP chart] to document information they find that will support their argument for the upcoming Persuasion Map. This information will be based off of a teacher-led discussion concerning past policy issues pertaining to the topic of federal and state power. Students will also be given the chance to explore government candidates' websites to examine the issues on their websites and analyze how their position pertains to state and federal power. **(Explore)** Based off of the government websites, students will use the Think-Pair-Share method to find themes within the websites. Students will partner up with their Skype buddies which have been predetermined based off of drawing similar cards out of a deck. They will first reflect on the websites themselves, pair up and exchange thoughts on the themes, and then share their feelings with another team. Partners will have the simple role of being equal members sharing ideas back and forth. When in the group, roles will include a facilitator, recorder, timekeeper, and process observer. There will then be activity centers throughout the room each representing a different theme. Students will move back into their original pairs and go to these activity centers, where they will race to find all of the themes. **(Experience)** Classmates will then ask clarifying questions based off of the Persuasion Map. The student will be given feedback on what they could do to strengthen their arguments. The student must then write a brief reflection on how they will improve their product. Then they will improve. **(Revise) (Refine)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that there are different purposes of constitutional government at the state and federal level. **(Where)**
 * //Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world.// (What)**
 * (H)** 1.2 Students will watch a [|video] pertaining to state and federal powers.
 * (E)** 1.3 Students will know Barack Obama, Executive Branch, Legislative Branch, Judicial Branch, Senate, House of Representatives, Supreme Court, legislative process **(Equip)**
 * (R)** 1.4 The first part of this section asks students to pause for a three minute review on the powers of government based off of the candidate websites. Here, they will ask clarifying questions about the exclusive powers of state and national government and ponder why we need both a state and national government. They will use a Persuasion Map to plan out their arguments. **(Rethink)**
 * (E)** 1.5 Student Persuasion Maps will be evaluated based off of a rubric provided by the teacher. **(Evaluate)**
 * (T)** 1.6 **Verbal:** Students will use the verbal intelligence to write arguments for their debate about state v. federal power.
 * Interpersonal:** Students will use the Interpersonal Intelligence when doing a Think-Pair-Share to find themes in the website.
 * Intrapersonal:** Team members must reflect on their arguments and make a personalized action plan for improvement. They will also use the intrapersonal intelligence when asked about their feelings concerning the health care debate videos.
 * Logical:** Students use the logical intelligence when organizing their debate, as they plan rebuttals, and correct order of main points.
 * Visual:** Students will use the visual intelligence when using the icivics website, when browsing candidate websites, and when using the ISP chart.
 * Bodily-Kinesthetic:** Students will use the Bodily-Kinesthetic Intelligence when moving to and from activity centers. **(Tailor)**

=Lesson 2=
 * (O)** 1.7 Students will be able to test the different purposes of constitutional government at the state and federal level on current issues. **(Explanation)** Product: Persuasion Map Days: 2-3 **(Organize)** ||

Students need to be informed about government issues that effect their lives. **(Why)** Students will use a KWL chart as a pre-assessment to show what they already know and what they want to know about the United States government. After the lesson, they will fill in the 'L' section of what they learned. Then they will each be given a Supreme Court case where they will need to do brief research about what the case was about, the ruling, and how the issue was related to federal and state power in relation to the Constitution. **(Explore)** Students will then use the [|"Federalist Debate"] website to approach this topic from a historical perspective. They will then use the Partner method to divide into teams of four. Half of a team will be given federal power and the other half will be given state power. They will then look to resources on how the country was formed and how the founding fathers viewed the issue of federal v. state power. As a team, they will make a Voicethread critiquing opinions on the powers of state and federal government. **(Experience)** The teacher will then analyze all responses and provide a class feedback session. During this session, teams review each other's responses while the teacher works with a group. **(Revise)** Teams then make changes to their responses and place them in their portfolios for an end of unit review. **(Refine)** =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that there are different purposes of constitutional government at the state and federal level. **(Where)**
 * //Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world.// (What)**
 * (H)** 2.2 Students will read an [|MSNBC news article] concerning federal v. state power in the state of Alabama.
 * (E)** 2.3 Students will know Executive Branch, Legislative Branch, Judicial Branch, Senate, House of Representatives, Supreme Court. **(Equip)**
 * (R)** 2.4 Students will then rethink this issue by completing a Webquest in teams. They will then work in teams to complete a Webquest based off of the structure of the state and federal governments. They will then apply what they learn and write a short page-length response on the structures of government. **(Rethink)**
 * (E)** 2.5 Students will be evaluated based off of a Webquest rubric. **(Evaluate)**
 * (T)** 2.6 **Interpersonal:** Students will work in teams to complete the State/Federal Webquest.
 * Verbal:** Students will use the verbal intelligence when reading the MSNBC news article.
 * Visual:** The KWL chart provides a visual graphic organizer to record what students know coming into the lesson and what they learned upon completion of the lesson.
 * Intrapersonal:** Students will use intrapersonal intelligence when using the KWL chart as they must understand what they already knew coming in and what they learned coming out. It's all about reflection.
 * Logical:** Students will use the logical intelligence when asked to research Supreme Court cases. They must find a logical explanation for why the Supreme Court Justices rules the way they did.
 * Bodily-Kinesthetic:** Students will use the bodily-kinesthetic intelligence during the partner method because students will be moving around the class to clue in different classmates. **(Tailor)**
 * (O)** 2.7 Students will be able to critique the powers of government at the state and federal levels. **(Interpretation)** Product: Voicethread Days: 3 days **(Organize)** ||

Students need to understand other governments of the world to gain a more complete global perspective as well as to appreciate our own form of government. **(Why)** Students will be broken up into teams of five to complete a library search about forms of government in different countries. They will use a [|Clusterweb] where the inner topic will be forms of government and the outer circles will be examples, definitions, and countries. Use of the internet will be allowed only after a certain amount of required library resource time. Students will then use the three-step interview process to clue in members of their team about their findings. **(Explore)** Teams will then present their findings to the class. While listening to the oral presentations, other students will fill out a worksheet on the types of government. After all teams have gone, students will compare the advantages and disadvantages of all of the government types included in the oral presentations. Students will first pick a country out of a hat. They will then find other countries on their continent and use Springnote to create a "continent page." These pages will provide information on common interests that the countries share. They will then form an action plan for the U.N. simulation, a game where all countries and continents come together to discuss important issues and persuade others to look favorably at their interests. **(Experience)** Based off of the U.N. activity, students will form three person teams where they will debrief by brainstorming lessons that they learned. They will then bring in their findings from the library research activity and revise to include what they learned in the U.N. activity. **(Revise)** Students will refine their Advantages & Disadvantages sheet based off of the research revisal. They will then write a short one-two page reflection saying why they made these changes and what the U.N. game taught them. If a student does not want to write a reflection, they can come up with a song where they sing about the advantages and disadvantages of certain forms of government. **(Refine)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that there are different forms of government in the world. **(Where)**
 * //Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world.// (What)**
 * (H)** 3.2 Students will examine and analyze [|quotes] about different forms of government to spark their interest.
 * (E)** 3.3 Students will know other Democratic countries, Kim Jong Il, Barack Obama, Fidel Castro, Hu Jintao, and Mahmoud Ahmadinejad. **(Equip)**
 * (R)** 3.4 Students will participate in a U.N. simulation by each representing a country of the world. Countries will include a wide array of government types such as parliament, oligarchy, democracy, dictatorship, and monarchy. U.N's job is to promote democracy, keep the peace, improve health and education, minimize nuclear threats, fight poverty, and stand up for human rights. These objectives will conflict with some countries' goals as a government however. **(Rethink)**
 * (E)** 3.5 Students will be evaluated based off of a rubric containing revisal and final product. **(Evaluate)**
 * (T)** 3.6 **Interpersonal:** Students will use the interpersonal intelligence when completing the library search in groups of five.
 * Intrapersonal:** Students will use the Intrapersonal Intelligence when debriefing from the U.N. activity to ponder what they learned.
 * Logical:** Student will use the Logical Intelligence when formulating advantages and disadvantages of different forms of government.
 * Verbal:** Students will use the Verbal Intelligence when writing a short one-two page reflection on the changes they made to their Advantages & Disadvantages worksheet.
 * Visual:** Students will use the Visual Intelligence by using a Clusterweb to sort information on forms of government.
 * Musical:** Students will use the Musical Intelligence when they come up with a song about the advantages and disadvantages of certain forms of government. **(Tailor)**

=Lesson 4=
 * (O)** 3.7 Students will be able to compare governments in the world with the United States government. **(Application)** Product: Springnote Days: 2 days **(Organize)** ||

Students need to understand why other country's governments are different than the United States to empathize with these countries and find common ground. **(Why)** Students will go outside to work on a Scavenger Hunt. On the field outside will be stations of current world leaders. Students will have a worksheet of clues that point them to the correct station. At that station, students will read worksheets on how that world leader came to power. Based off of this worksheet, students will need to fill out a [|5W's chart]to synthesize the information in the worksheet. **(Explore)** Students will use the Numbered Heads Together strategy where they break up into groups of four. Each group member has a postcard from a person of a different country. The person in that postcard is either writing to brag about their government and its leader or ask for help about its government and leader. Either way, details will be given about that country's political history. The group of four works together so every team member knows the details of each other's country. **(Experience)** In a setting much like a science fair, student presentations will be on tables while other teachers and students walk around to give feedback. Students then review this feedback and write a short two-paragraph review of common themes in the feedback. **(Revise)** After this feedback, students refine their PreZentit presentations and turn them in for a summative assessment. **(Refine)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that there are different forms of government in the world. **(Where)**
 * //Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world.// (What)**
 * (H)** 4.2 Students will watch a video on how [|Adolf Hitler]came to power in Germany.
 * (E)** 4.3 Students will know Adolf Hitler, Socialism **(Equip)**
 * (R)** 4.4 Students will rethink the complex issue of government parties and leaders by reading various testimonials from members of their home countries. These testimonials will either be in favor of or in disagreeance with the country's leader. There will be conflicting facts in both testiomonials, so it's up to the student to research these facts to find out what is true and what is false. They will then make a PreZentit where they will analyze the testimonials and formulate their own opinion based off of their newly found facts. **(Rethink)**
 * (E)** 4.5 Student PreZentit products will be evaluated based off of a rubric. **(Evaluate)**
 * (T)** 4.6 **Naturalist:** Students use the Naturalist Intelligence when going outside to work on the scavenger hunt.
 * Bodily-Kinesthetic:** Students use the Bodily-Kinesthetic Intelligence when moving back and forth from station to station during the Scavenger Hunt.
 * Verbal:** Students use the Verbal Intelligence when writing two-paragraph review of feedback.
 * Interpersonal:** Students use the Interpersonal Intelligence when working with the Numbered Heads Together cooperative learning strategy.
 * Intrapersonal:** Students use the Intrapersonal Intelligence when asked to decipher between true and false facts in the testimonials to form their own opinion.
 * Logical:** Students use the Logical Intelligence when deciphering conflicting "facts" to find accurate information. **(Tailor)**

=Lesson 5=
 * (O)** 4.7 Students will be able to consider why other governments are different in structure than the U.S. government. **(Perspective)** Product: PreZentit Days: 2-3 **(Organize)** ||

Students need to understand how they can influence their communities for the greater good. **(Why)** Students will be broken into groups of 5 where they need to answer the question "what would happen if citizens did not actively participate in their community?" They will then do a three-minute review to debrief on the importance of citizen involvement. **(Explore)** Students will explore the [|Citizen Responsibilities] website in pairs. They will each fill out a [|Four-Column Chart]with the four columns representing local, state, countrywide, and worldwide responsibilities of the citizen. They're also advised to search for other websites to add to a class wiki. **(Experience)** The teacher will then pretend to be the governor, writing in response to the letters sent by the students. This response mentions that the governor is unclear about the roles that a "measly" student could have. The students will convince him by going out into the community and performing those roles. They will photograph their roles and revise their letters to be more descriptive. **(Revise)** On the last day of the lesson, students will participate in a "Letter Counseling" session, where they must present their letters to the teacher and two other students. Feedback will be given and teachers will tell the student what they can work on, what their strengths are, and how they'll have the chance to refine these skills through constant revisions. **(Refine)** =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that there are certain roles citizens have in their community, state, country, and world. **(Where)**
 * //Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world.// (What)**
 * (H)** 5.2 Students will reflect on the roles they've had in adolescence and compare those to the roles they believe they'll have as an adult. They'll make one collage for adolescent roles and one collage for adult roles. They will also listen to and have the option to write songs focusing on growing up.
 * (E)** 5.3 Students will know jury duty, voting rights. **(Equip)**
 * (R)** 5.4 They will then send letters and [|e-postcards] using Smilebox to state and local government officials explaining the number of roles they've personally taken as a citizen and what they are. **(Rethink)**
 * (E)** 5.5 E-postcards and letters will be assessed based off of a rubric provided by the teacher. **(Evaluate)**
 * (T)** 5.6 **Visual:** Students will use the Visual Intelligence when making collages of their roles.
 * Musical:** Students will use the Musical Intelligence when they listen to and have the option to write songs.
 * Interpersonal:** Students will use the Interpersonal Intelligence when working in groups of 5 to answer the main question.
 * Intrapersonal:** Students will use the Intrapersonal Intelligence when they reflect on their letters in "Letter Counseling."
 * Verbal:** Students will use the Verbal Intelligence when writing letters to local and state officials.
 * Logical:** Students will use the Logical Intelligence when asked to quantify the number of roles they've had as a citizen. **(Tailor)**
 * (O)** 5.7 Students will be able to reflect on the roles they've had as a citizen of their community, state, country, and world. **(Empathy)** Product: Smilebox Days: 4 **(Organize)** ||

Students need to understand that the roles of the citizen go behind who they are as students. They will understand that adulthood brings many new roles. **(Why)** Students will go out into the community to explore roles of the citizen. They will go to town hall to learn about voting, to the courtroom to learn about jury duty, etc. They will then write reflections on each role after organizing their thoughts in a [|Describing Wheel]. All papers in this lesson will go in a portfolio. **(Explore)** Students will then use these reflections to set up a classroom that reflects a community. The community will have a number of roles including a jury, voters, hall meeting attendees, and volunteering for a political campaign. Students will be assessed on how well they know and perform their roles**.** After this, they will have a three minute review where they will reflect on their role. **(Experience)** Using the Freechild Project website, students revise their reflections and include a new section solely concerned with youth voting. **(Revise)** Based off of what they have learned in this lesson, they will use their reflection and portfolio to implement an action plan to get young people to vote. Using Xtranormal, they will make PSAs assessed off of creativity, persuasion, and knowledge. **(Refine)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that there are certain roles citizens have in their community, state, country, and world. **(Where)**
 * //Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world.// (What)**
 * (H)** 6.2 Students will be shown [|CNN Heroes clips] to spark interest in community involvement. Students will find a song that best fits the theme of helping the community. If they can not find one, they will write their own.
 * (E)** 6.3 Students will know activism, nonprofit organizations, voting, jury duty **(Equip)**
 * (R)** 6.4 Students will use the Jigsaw strategy to research roles of young adults in particular. They will search the [|FreeChild Project]website for resources concerning youth's involvement in voting. **(Rethink)**
 * (E)** 6.5 The Xtranormal project will be assessed using a rubric provided by the teacher. **(Evaluate)**
 * (T)** 6.6 **Musical:** Students will use the Musical Intelligence by finding songs that best fit the theme of helping the community.
 * Naturalist:** Students will use the Naturalist Intelligence by going out into the community to research roles.
 * Verbal:** Students will use the Verbal Intelligence by writing reflections based off of the Describing Wheel.
 * Interpersonal:** Students will use the Interpersonal Intelligence when using the Jigsaw strategy.
 * Intrapersonal:** Students will use the Intrapersonal Intelligence when they have the three-minute review after the community lesson.
 * Visual:** Students will use the Visual Intelligence when using the Describing Wheel to organize information. **(Tailor)**
 * (O)** 6.7 Students will be able to describe the roles citizens have at the local, state, and federal level. **(Self-Knowledge)** Product: Xtranormal Days: 4-5 **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe