S3+Theriault,+Elizabeth

=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 using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher (**Revise**/**Refine**),
 * (E)** **.5** Formative Assessment - Checking for Understanding Strategies.pdf **(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= // **(H) 2.** //// There will be guest speakers from the local women's prison who used drugs/alcohol in high school, and they will share their experience, choices leading up to outcome, and the positive and negative effects their choices have made. **(Hook)** // // **(** //// **E)** 3. Students will know the names of drugs, background, uses, the negative effects, and choices they have about it all. **(Equip)** The Facts and opinions chart will be used to introduce choices and outcomes. **(Explore)** I will provide two important choices that we will cover. Circle the sage will be used for learning the big ideas. They will produce the wiki throughout the unit. **(Experience)** The class will have a discussion on the different choices that will arise to them in the next days, weeks, months, years. Then they will have to react to them. What outcomes will arise from these decisions? This will give me insight as to what they know and what they have learned // // **(R)** 4. Students will share their fact and opinion sheet and **rethink**the parts that a new perspective using the handprint handout which they will draw their hand and on each finger they will write about one thing they learned//. //Students will then **revise** their fact and opinion sheet with the new ideas. Students will **refine** their fact and opinion sheet through the class sharing their fact and opinion sheets with each other.// // **(E)**5. Formative Assessment- Students will edit their wikis throughout the unit and I will check their progress weekly. When it comes to their worksheets, I will be collecting them at the end of the week to evaluate the students and see their resources. **(Evaluate)** // // **(T)** 6. **Tailoring:** // // **Verbal-** Students will discuss to the class their fact and opinion sheets on tobacco and alcohol aloud. // // **Logical/Mathematical-** Students will group different drugs and alcohol into categories ranging from less harmful to extreme harmful. // // **Visual-** Students will get to see the guest speaker from the local women's prison. // // **Bodily/Kinesthetic-** Students will pretend to be impaired as if they were on drugs or under the influence of alcohol. // // **Interpersonal-** Students will get to work in groups to share their fact and opinion sheets on tobacco and alcohol with each other. // // **Intrapersonal-** Before students share their work they will brainstorm choices and consequences that can arise from their choices, alone. // // **(O)** 1.7 Students will be able to describe different substances and they choices they have. (**Explain**). **Product**- Wiki **2-3 days** (**Organizer**) // || =Lesson 2= // **(H)** 2.2 Students will come into a PSA playing over and over again. **(Hook)** // // **(E)** 2.3 Students will know how to use different MI's to make different choices on drugs. Students will also know that some drugs have worse effects than others. **(Equip)** They will do this by using the five w's chart. **(Explore)** Students will use the chart to create a situation using tobacco or alcohol. A three-minute review will be used to ask any peers any questions that might still need answering or clarification. **(Experience)** // // **(R)** 2.4 Students will use the Bubble Wrap procedure to **rethink** their situations, that are on their five w's chart, (ones that they feel comfortable sharing) that have come into their lives. They will **revise** their ideas through sharing their Five W's on tobacco or alcohol in the three-minute review. // // **(E)** 2.5 Formative Assessment- Students will write an essay on either tobacco or alcohol and will review it themselves before turning it in to the teacher for feedback. Also, students will get feedback from peers to help gather more ideas for their PSAs. **(Evaluate)** // // **(T)** 2.6 **Tailoring:** // // **Verbal-** .Students will share their five w's chart on tobacco or alcohol to the class and gain verbal feedback from them. // // **Visual-** Students will watch different PSA from Drugfreeworld.org or from the Truth.com // // **Bodily/Kinesthetic-** Students will be in two different groups play a game that is about tobacco and alcohol. // // **Musical-** I will have music playing in background during five w's activity and when the song changes it means it's time to switch to a new partner. // // **Interpersonal-** We will be working in groups during the five w's on tobacco or alcohol to make sure any information that might have been missed is covered or any questions that need answering will get answered. // // **Intrapersonal-** The first thing students will be doing with the five w's chart on tobacco or alcohol is to brainstorm ideas on their own about tobacco or alcohol. // // **(O)**2.7 Students will be able to create a Public Service Announcement (PSA) on either tobacco or alcohol. (**Application**) **Product**- PSA using I-Movie **4 days** (**Organizer**) // || =Lesson 3= =Lesson 4= // **(H)**4.2S students will produce a video time capsule of what they hope to learn about healthy relationships and the end of the unit they will open it back up and watch them to see if they learned what they wanted to. **(Hook)** // // **(E)**4.3 Students will know what different aspects make up a healthy relationship (love, friendship, trust, sexuality, freedom, fun, etc.)**(Equip)** Students will use the step by step chart to works towards the steps towards participating in a healthy relationship.**(Explore)** Students will participate in the Number Heads Together to gain more information that could be used in their comic life’s.(**Experience)** // // **(R)**4.4 Students will **rethink** aspects of a healthy relationship while going over they step by step chart. Students will **revise** and **refine** their ideas of healthy relationships before making their comic life’s. // // **(E)** 4.5 Formative Assessment- Students will use the give one, get one technique where they will respond to a prompt given by me and both myself and their peers with evaluate and add positive feedback to help them with their comic life. **(Evaluate)** // // **(T)**4.6 **Tailoring:** // // **Verbal-** Students will be blogging and journaling about healthy and unhealthy relationships. // // **Logical-** Students will have to use logic to show how to make an unhealthy relationship a healthy one. // // **Intrapersonal-** The journal and blog writing will have the students thinking on their own about healthy and unhealthy relationships. // // **Interpersonal-** The students will participate in the number heads together activity which will allow them to work together to gain more ideas for their comic life. // // **Musical-** Students will write a song about what a healthy relationship or unhealthy relationship. // // **Naturalistic-** I will have the students perform their songs on healthy or unhealthy relationships outside on the grass. // // **(O)** 4.7 Students will be able to tell a story of having a healthy or unhealthy relationship with anyone that they want to. **(Interpretation) Product-**Comic Life**2 Days (Organizer)** // || =Lesson 5= // **(H)**5.2 Students will be able to see and touch the different contraception methods. **(Hook)** // // **(E)**5.3 Students will know factual information on birth control and contraceptives as well as how to use them. **(Equip)** Students will use the KWL chart so tell what they know, what they want to know, and what they learned and it will be turned in anonymously so I and address any of the questions students might have.**(Explore)** Students will also participate in the jigsaw activity in which they will teach people in their groups one portion of the material. **(Experience).** // // **(R)**5.4 Students will **rethink** knowledge of birth control with the KWL chart. Students will also **refine** their knowledge by participating in the jigsaw activity and by doing the fill in your thoughts activity. They will then have an opportunity to go back and try to figure it out again if they got it incorrect. They will have to note what they did wrong then fix it. **(Revise).** // // **(E)**5.5 Formal assessment: During this lesson, students will complete the fill in your thoughts activity and I will check for understanding with that activity. **(Evaluate)** // // **(T)**5.6**Tailoring:** // // **Verbal-** The class will discuss the different contraception methods // // **Bodily-** Students will have a chance to touch the different contraception methods if they would like. // // **Intrapersonal-** Students will be writing letters to the opposite sex asking questions about birth control and contraceptives. // // **Interpersonal-**Students will get the chance to talk with their peers about the different birth controls in a class debate on the practicality of birth control. // // **Musical-** Students will get the chance to listen to music of their choice while writing their letters. // // **Mathematical-** Students will be working with percentages when talking about the success of different contraceptives. // // **(O)**5.7 Students will be able to compare and contrast the different types of birth control and contraceptives. **(Perspective) Product-** Podcast **4 Days (Organizer)** // || =Lesson 6= // **(H)** 6.2 Students can watch videos or read blogs about teenage mothers and what they had to deal with. **(Hook)** // // **(E)**6.3 Students will know factual information on pregnancy and vocabulary on pregnancy **(Equip).** Students will use Venn Diagrams to show the pros and cons of or both of being pregnant. (Male and Female point of view) **(Explore).** Students will also do the three-step interview to gain more knowledge about pregnancy. **(Experience)** // // **(R)** 6.4 Students will **rethink** knowledge have pregnancy when doing the Venn diagrams. Students will also **refine** their knowledge while getting feedback from their peers after they present their idea for their video log. Lastly, students will **revise** their storyboards and scripts will all the new information they have gathered. // // **(E)** 6.5 Formal Assessment: For the students final project there will be rubrics that will assess the students. In addition, there will be a rubric for when the students take care of the flour baby. I will be the one who assesses their progress on the flour baby and on the final presentation. **(Evaluate)** // // **(T)**6.6 **Tailoring:** // // **Verbal-** We will be reading blogs about teen pregnancy and discussing them as a class // // .**Interpersonal-** Students will work with a partner during the three-step interview to gain more knowledge about pregnancy. // // **Intrapersonal-** Students will work alone to write their Venn diagrams. // // **Bodily-** Students will be active in taking care of their flour baby. // // **Logical/Mathematical-** Students will need to plan out a week of food, bills, diapers, gas, and other expenses they might have for their them and their baby. // // **Musical-** Students will get the chance to listen to music when they are working on their Venn diagrams. // // **(O)**6.7 Students will be able to role-play being pregnant in high school. **(Empathy)** **Product-** Video Log (I-Movie) **3 Days (Organizer**) // ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **// (W) 1. //**// Students will understand that they will always have choices when it comes to substances such as tobacco and alcohol. **(Where)** This is important because you will be presented with choices in life and through this lesson, you will understand pros and cons of life choices. **(Why)** **Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas; healthy eating; physical activity; tobacco; alcohol; other drug use prevention; and prevention of STD's, HIV, and unintended pregnancy.** //**// (What) //**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **// (W) //**// 2.1 Students will understand that they will always have choices when it comes to substances such as tobacco and alcohol. **(Where)** This is important because you will be presented with choices in life and through this lesson, you will understand pros and cons of life choices. **(Why)** **Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas; healthy eating; physical activity; tobacco; alcohol; other drug use prevention; and prevention of STD's, HIV, and unintended pregnancy.** //**// (What) //**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **// (W) //**// 3.1 Students will understand that healthy relationships are important to being healthy. //**// (Where) //**// This is important because student will always have relationships whether it's with a boyfriend, mother, father, or sibling and they must know what a healthy relationship is. //**// (Why) Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas; healthy eating; physical activity; tobacco; alcohol; other drug use prevention; and prevention of STD's, HIV, and unintended pregnancy.(What) //**
 * // (H) //**// 3.2 Students will watch different clips of famous celebrities having a healthy or an unhealthy relationship. //**// (Hook) //**
 * // (E) //**// 3.3 Students will know what a healthy relationship entails, the difference between love and friendship, and how to point out a healthy relationship versus an unhealthy relationship. //**// (Equip) //**// Students will use a T-chart to compare and contrast the differences in a healthy relationship and in an unhealthy relationship. //**// (Explore) //**// Students will participate in Think, Pair, and Share to gain the information that could be used in their inspirations. //**// (Experience) //**
 * // (R) //**// 3.4 Students will //**// rethink //**// the ideas in the first section of Think, Pair, and Share. Students will //**// revise //**// their T-Chart after the class does Onion ring activity where the students will be able to talk to each other. The onion ring activity as a whole will help the students //**// refine //**// their ideas before putting it all together in inspiration. //
 * // (E) //**// 3.5 Formative assessment- Students will keep a compilation of all the things they see during the lesson outside of school that show a healthy or unhealthy relationship and why in a journal and at the end of the week I will collect it for grading. //**// (Evaluate) //**
 * // (T) //**// 3.6 //**// Tailoring: //**
 * // Verbal- //**// Students will discuss their thoughts on aspects of healthy relationships with the class. //
 * // Visual- //**// Students will watch movie clips of celebrities in movies having a healthy relationship, unhealthy relationship, or both types of relationships. //
 * // Naturalist- //**// Students will go outside for a class to watch the movie clips of the relationships on their laptops. //
 * // Kinesthetic- //**// Students will act out scenarios of a healthy or unhealthy in front of the class and the class will have to guess what type of relationship the students are portraying. //
 * // Intrapersonal- //**// Students have time to think on their own about what a healthy or unhealthy relationship is before sharing with a partner and the class. //
 * // Interpersonal- //**// Students will have time to share with a partner and the class to think of the healthy and unhealthy aspects of relationships. //
 * // (O) //**// 3.7 Students will be able to tell a story or make up a story of having a healthy or an unhealthy relationship. //**// (Self-Knowledge) //****// Product- //**// Inspiration //**// 3 days (Organizer) //** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **// (W) //**// 4.1 Students will understand that healthy relationships are important to being healthy. **(Where)** This is important because student will always have relationships whether it's with a boyfriend, mother, father, or sibling and they must know what a healthy relationship is.**(Why)** ////** Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas; healthy eating; physical activity; tobacco; alcohol; other drug use prevention; and prevention of STD's, HIV, and unintended pregnancy.(What) **//
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **// (W) //**// 5.1 Students will understand that unintended pregnancies can be avoided using any of the various types of contraceptives and birth control. **(Where)** This is important because it is better to understand how to avoid pregnancy and practice safe sex than to become pregnant. **(Why)** **Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas; healthy eating; physical activity; tobacco; alcohol; other drug use prevention; and prevention of STD's, HIV, and unintended pregnancy.(What)** //
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **// (W) //**// 6.1 Students will understand that unintended pregnancies can be avoided using any of the various types of contraceptives and birth control. **(Where)** This is important because it is better to understand how to avoid pregnancy and practice safe sex than to become pregnant. **(Why)** **Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas; healthy eating; physical activity; tobacco; alcohol; other drug use prevention; and prevention of STD's, HIV, and unintended pregnancy.(What)** //

2004 ASCD and Grant Wiggins and Jay McTighe