S3+Rea,+Brittany

=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= =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **// (W) //**// 1.1 Students will understand that historical aspects of unity and diversity from the Roman Empire have current consequences. **(Where)** Conquering Romans brought together different cultures to make their own culture which became the foundation for the society we live in today. **(Why) Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities. (What)**
 * (H)** 1.2 Find pictures of things in the modern world that have a parallel to things in Ancient Rome and put them up side by side.
 * (E)** 1.3 Students will know invasion by the Gauls, Treaty with Carthage, Greeks, Latins, Gauls, Etruscans, Samnites, Mamertines, ager romanus **(Equip)** Cluster/Word Web 1: The students and I will use this to group different cultures with what they contributed to Roman culture. **(Explore)** Three-minute review. There is a lot of information being given and reviewing it every so often will be helpful. **(Experience)**
 * (R)** 1.4 I will ask them questions that will make them think about their project from a different angle. **(Rethink)** Discuss with the students their work and allow them to add or make corrections to what they have done. **(Revise/Refine)**
 * (E)** 1.5 Checklist with all the parts of the persuasion map laid out. **(Evaluate)**
 * (T)** 1.6 **(Tailor)**
 * Verbal/Linguistic:** Filling out both the graphic organizer and the persuasion map as well as listening to the lesson.
 * Logical/Mathematic:** Being able to logically see the connections between things in the past and the present.
 * Visual/Spatial:** Having the pictures up on the board and the particular graphic organizer that is being used.
 * Interpersonal:** Students have the opportunity to work together as a class to fill out the graphic organizer.
 * Intrapersonal:** The persuasion map is to be filled out on their own.
 * Bodily/Kinesthetic:** While filling out the graphic organizer, there will be a class scribe who will be replaced every time the students finish a section of the organizer.
 * (O)** 1.7 Students will be able to judge the aspects of unity and diversity in both the Roman Empire and the United States and say how they are the same or different. (**Interpret)** Product: Persuasion map. Days: 3 (**Organize**) // ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **// (W) //**// 2.1 Students will understand that historical perspective is developed from concepts and processes from the Roman Empire. **(Where)** Students will see where some of the ideas and processes that we see every day came from and how they were used then. **(Why) Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities. (What)**
 * (H)** 2.2 Make my own Xtranormal video of an old Roman reminiscing about "the good old days."
 * (E)** 2.3 Students will know senate, res publica, consuls, praetors, decemviri, Hortensian law, and about the first laws being set up. **(Equip)** Tree chart. The students will get one chart for processes and one for concepts so they can see how things connect while keeping them separate. **(Explore)** Jigsaw. The students will be separated into groups and each group will be given either a concept or a process to research and then present to the class. **(Experience)**
 * (R)** 2.4 Students will be working with each other to present their information to the class. With the different ideas in the group, they will have to go over their plan to make it as good as possible. **(Rethink)** I will be going around and asking about what the groups are doing and give advice about more information to look up or different ways to present what they have found. **(Revise/Refine)**
 * (E)** 2.5 Rubric describing exactly what is expected in the Xtranormal video.
 * (T)** 2.6 **(Tailor)**
 * Verbal/Linguistic:** They will be making a script for the Xtranormal video and doing research for the Jigsaw activity.
 * Logical/Mathematic:** They can experiment with the angles of the camera for their video.
 * Visual/Spatial:** There is a video at the beginning of class, they will be manipulating an environment for their video, and they can find pictures for their Jigsaw presentation.
 * Interpersonal:** They will be working in groups to research their assigned task and the video will have more than one character in it.
 * Intrapersonal:** The planning and making of the Xtranormal video is to be done alone.
 * Musical:** Their video could be put into a rap or song format rather than just the normal dialog.
 * Bodily/Kinesthetic:** Students are up and moving to get to their groups and then they are presenting to the class.
 * (O)** 2.7 Students will be able to compare the concepts and processes from the Roman Empire. **(Perspective)** Product: Xtranormal video. Days: 4 **(Organize)** // ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **// (W) //**// 3.1 Students will understand that historical perspective is developed from concepts and processes from the Roman Empire. **(Where)** Students will get practice with public speaking, will develop greater problem solving skills, and gain a basic understanding of how the U.S. Senate operates. **(Why) Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities. (What)**
 * (H)** 3.2 Have the classroom set up and decorated as the Senate chamber (or as close as can be).
 * (E)** 3.3 Students will know the rules and procedures of the Senate. **(Equip)** Interactive graphic organizer. The students will choose their own graphic organizer to organize their points for the debate. **(Explore)** Simulation of a Senate debate. **(Experience)**
 * (R)** 3.4 Students will be thinking on their feet to counter-argue their points against the rest of the class to persuade as many people as possible to accept their solution. As the debate goes on, they will have to adapt their solutions to incorporate new ideas until either a consensus is reached or they run out of time. **(Rethink/Revise/Refine)**
 * (E)** 3.5 They will have to follow the rules and procedures of the Roman Senate during the debate.
 * (T)** 3.6 **(Tailor)**
 * Verbal/Linguistic:** Debating and filling out the graphic organizer.
 * Logical/Mathematic:** During the debate, calculations may have to be made for building materials, supplies for the army, or how many people can fit in a given area.
 * Interpersonal:** The students will be working both together and against each other to solve the problem presented for the debate.
 * Intrapersonal:** Students will have to think through their argument before the debate and have a plan already in place.
 * Naturalist:** Students will have to take into account the impact their decisions will have on the environment.
 * Bodily/Kinesthetic:** During the debate, students will be able to walk around, gesture, and use whatever means they can within the rules to persuade their classmates.
 * (O)** 3.7 Students will be able to use concepts and processes from Ancient Rome to solve a problem. **(Application)** Product: Interactive graphic organizer. Days: 3 **(Organize)** // ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **// (W) //**// 4.1 Students will understand that historical aspects of unity and diversity from the Roman Empire have current consequences. **(Where)** It makes these people real and not just someone to read about in a text book. **(Why)** **Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities. (What)**
 * (H)** 4.2 Have students list things they see around them every day.
 * (E)** 4.3 Students will know names and powers of the gods, plebians, and patricians. **(Equip)** Four-Column Chart. Students will use it to write down what needs to be seen in different sections of their Capzles. **(Explore)** Think-Pair-Share. Students can plan how they are going to set up their virtual world. **(Experience)**
 * (R)** 4.4 Through talking with the other students in their Think-Pair-Share they will gain other ideas to incorporate into their project and be given the time to change what they have done. **(Rethink/Revise)** Before the end of the period, each student will present their Capzles to the teacher to receive feedback and then make adjustments before the project is due in the next class period. **(Refine)**
 * (E)** 4.5 Checklist of all the aspects that should exist in the Capzles.
 * (T)** 4.6 **(Tailor)**
 * Verbal/Linguistic:** Organizing their ideas into the chart.
 * Logical/Mathematic:** Making sure everything can fit into the world they have created such as putting houses in or public buildings.
 * Visual/Spatial:** The students will have to make their character move through the Capzles.
 * Interpersonal:** Students will get to plan and discuss their Capzles with other students.
 * Intrapersonal:** Before talking to other students, they must individually come up with a plan for their project on their own, and the list of things they see every day.
 * Naturalist:** Is your character a farmer or do they have a garden?
 * Bodily/Kinesthetic:** They are creating a world on the computer.
 * (O)** 4.7 Students will be able to assume the role of a Roman citizen and imagine how their world would look. **(Empathy)** Product: Capzles. Days: 3 **(Organize)** // ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **// (W) //**// 5.1 Students will understand that issues of continuity and change from Ancient Rome have an effect in the United States and the world. **(Where)** If we can understand what has happened in the past, we can change the future. **(Why)** **Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities. (What)**
 * (H)** 5.2 Have a list of different revolts and revolutions on the board and discuss where they differ and where they are the same.
 * (E)** 5.3 Students will know revolt against the kings, mutiny of the Army, and the 7 kings of Rome. **(Equip)** Five W's Chart. Students will be able to answer the important questions about events being described. **(Explore)** Students will work in partners to complete the podcast assignment. **(Experience)**
 * (R)** 5.4 Students will evaluate their Podcast against the rubric. **(Rethink)** After their evaluation, they will hand in both their evaluation and the project for teacher review before they have a change to make any last minute adjustments. **(Revise/Refine)**
 * (E)** 5.5 Rubric showing what is expected for the Podcast.
 * (T)** 5.6 **(Tailor)**
 * Verbal/Linguistic:** Students will have to write a script of some sort for their Podcast.
 * Logical/Mathematic:** The Podcast can only be so long. Students will have to figure out how to say all their information in the limited amount of time they have.
 * Interpersonal:** The students will work in pairs to complete the assignment and there will be a class discussion after the hook.
 * Intrapersonal:** Students will be given the opportunity to think about the different revolutions and revolts before the class discussion.
 * Musical:** Students, after discussing with the teacher, will have the option of creating a song rather than a Podcast.
 * Bodily/Kinesthetic:** Students can be grouped into the different fractions depending on what revolt or revolution is being talked about.
 * (O)** 5.7 Students will be able to show how the issues of continuity and change have had an effect on the United States and the world. **(Explanation)** Product: Podcast. Days: 3 **(Organize)** // ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **// (W) //**// 6.1 Students will understand that issues of continuity and change from Ancient Rome have an effect in the United States and the world. **(Where)** Seeing the effect the past has on the present might make them think about how what they are doing will affect future generations. **(Why)** **Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities. (What)**
 * (H)** 6.2 Take the list from Lesson 5 and review.
 * (E)** 6.3 Students will know against the kings, mutiny of the Army, and the 7 kings of Rome. **(Equip)** Planning Chart. The students will get organized before making their posters. **(Explore)** Team Pair Solo. Allows students to come up with ideas before they have to work on their own. **(Experience)**
 * (R)** 6.4 Students will hand in their planning charts for feedback from the teacher before they have time to make adjustments before creating their posters. **(Rethink/Revise/Refine)**
 * (E)** 6.5 Rubric telling what is expected in the Glogster poster.
 * (T)** 6.6 **(Tailor)**
 * Verbal/Linguistic:** Students will have to look over their notes and then organize them to complete the project.
 * Logical/Mathematic:** Figuring out how best to fit all the images and word blurbs in the limited amount of space they have.
 * Visual/Spatial:** Figuring out how best to fit all the images and word blurbs in the limited amount of space they have.
 * Interpersonal:** The first stage of their planning will be done in a group, and the second stage will be done in pairs.
 * Intrapersonal:** The final stage of planning and the actual project will be done as individuals.
 * Naturalist:** Students looking for a challenge can attempt to make their Glogster using materials that represent things that can be found in nature.
 * (O)** 6.7 Students will be able to recognize the effect issues of continuity and change from Ancient Rome have in the United States and the world. **(Self-Knowledge)** Product: Glogster poster. Days: 2 **(Organize)** // ||

2004 ASCD and Grant Wiggins and Jay McTighe