S3+Chick,+Jennifer

=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] [|Nauralist]
 * (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= =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that linguistic skills as a base can help build collegiate skills when studying literature. (**Where**) Using new words will help students become more effective communicators. (**Why**)Integration of Knowledge and Ideas: //Integrate and evaluate multiple sources of information presented in different media formats as well as in words in order to address a question or solve a problem.// (**What**)
 * (H)** 1.2 Students will enter the room to a cartoon montage about culture to help explain why cultural vocabulary is important and how it can make them more effective communicators. (**Hook**)
 * (E)** 1.3 Students will know vocabulary; culture, ethnicity, background and diversity. (**Equip**) Word web will be used to introduce the similarities and differences between these vocabulary terms in groups of four doing a round robin brainstorm. (**Explore**) Students are going to make a blog explaining what culture means to them and will comment on two other blogs with positive specific feedback. (**Experience**)
 * (R)** 1.4 Students will fill in their thoughts on how cultural vocabulary effects their understanding of culture. (**Rethink**) Students will be able to post comments on two blogs and then add a comment to their blog explaining, based on what they read, what they would like to add to their own blog post. (**Revise/Refine**)
 * (E)** 1.5 Students will be evaluated through a fill in your thoughts activity, self-assessment, and peer assessment. (**Evaluate**)
 * (T)** 1.6
 * Verbal**: Students will think of synonyms to coordinate with words like culture, diversity, background, and ethnicity.
 * Logical**: Students will use word puzzles to learn how to manipulate the vocabulary.
 * Spatial**: Students will create flashcards with pictures of the vocabulary definitions to help them relate the words to a real word.
 * Musical**: Students will use the vocabulary words to make a song that focuses on the definitions and specific examples.
 * Naturalist**: Students will write examples of where these words are used or seen in daily life.
 * Intrapersonal**: Students will reflect on how they have used these in their life with specific examples.
 * Interpersonal**: Students will be able to talk as a group about what words were hard for them.
 * Kinesthetic**: Students will play charades to the new vocabulary. (**Tailor**)
 * (O)**1.7 Students will be able to describe what culture means to them. (**Explain**) Product: Blog # of Days: 2 (**Organize**) ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that multiple sources give a better understanding of culture as a whole. (**Where**) Anytime relating information occurs, having more than one example helps prove the point. (**Why**) //Integrate and evaluate multiple sources of information presented in different media formats as well as in words in order to address a question or solve a problem.// (**What**)
 * (H)** 2.2 Students will watch the video The Danger of a Single Story. (**Hook**)
 * (E)** 2.3 Students will know key factual information; War in the Middle East, Pakistan/Afghanistan history overview etc. (**Equip**) Students will use the idea rake to write about how parts of the War in the Middle East relate to Pakistan/Afghanistan history correlate starting in a Team, Pair, Solo format. (**Explore**) Students will make a ComicLife presentation that explains how other cultures are similar to their own and each other. They will build off this throughout the unit. (**Experience**)
 * (R)** 2.4 Students will write their thinking of what they learned about the Middle East in a circle, triangle, square format. (**Rethink**) Students will partner up and discussed differences in what they learned, found interesting, and agreed with. (**Revise/Refine**)
 * (E)** 2.5 Students will be evaluated through a circle, triangle, square sheet, and peer assessment. (**Evaluate**)
 * (T)** 2.6
 * Verbal**: Students will journal about why they think similarities/differences between culture are the way they are.
 * Spatial**: Students will find pictures that explain the War in the Middle East from both sides.
 * Logical**: Students will discuss as a group stereotypes they have of other cultures and calculate what percentage of the class shares those views.
 * Musical**: Students will discuss how stereotypes or the War in the Middle East tie into modern music.
 * Naturalist**: Students will find similarities in Afghanistan/Pakistan climate and natural environment, then discuss how that affects their culture.
 * Intrapersonal**: Students will reflect on stereotypes of their own culture.
 * Interpersonal**: Students will discuss in groups how the War in the Middle East has affected them personally and their peers.
 * Kinesthetic**: Students will act out a skit of similarities between their culture and the Middle East. (**Tailor)**
 * (O)** 2.7 Students will be able to relate to similarities between cultures using multiple examples. (**Empathy**) Product: ComicLife # of Days: 2 (**Organize**) ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that different media sources provide a concrete base of understanding what culture is. (**Where**) Being fluent in different types of technology can help fit more job requirements. (**Why**) //Integrate and evaluate multiple sources of information presented in different media formats as well as in words in order to address a question or solve a problem.// (**What**)
 * (H)** 3.2 Students will look at a multimedia project made by a kindergartner. (**Hook**)
 * (E)** 3.3 Students will know critical details: setting, author's point of view, first v. third person, tone, voice, conflict, climax. (**Equip**) Flow chart will be used to explain the sequence students will do through to create a multimedia resource. Then students will take a three-minute review to discuss their ideas for a sequence. (**Explore**) Students will create a wikispace as their multimedia resource, adding to it throughout the unit. (**Experience**)
 * (R)** 3.4 Students will journal about things they'd like find for the wikispaces. (**Rethink**) Students will read responses from the teacher in their journals and answer any questions that weren't specifically answered. (**Revise/Refine**)
 * (E)** 3.5 Students will be evaluated using a journal response, and teacher assessment. (**Evaluate**)
 * (T)** 3.6
 * Verbal**: Students will find scholarly articles that comment on cultural similarities, or things that all cultures share.
 * Logical**: Students will find logical patterns on how multimedia resource centers should be organized.
 * Spatial**: Students will create or find symbols that explain culture as a whole or designated parts of culture.
 * Musical**: Students will find ways music expresses the cultural traits of the artist.
 * Naturalist**: Students will find pictures of landscapes that explain cultural similarities.
 * Intrapersonal**: Students will think about which forms of media has presented culture and how that has affected them.
 * Interpersonal**: Students will share one thing that they want the wikispace to contain.
 * Kinesthetic**: Students will use materials around them to help construct the wikispace's physical form. (**Tailor**)
 * (O)** 3.7 Students will be able to create a multimedia resource center integrating their understanding of culture. (**Application**) Product: wikispace # of Days: 2 (**Organize**) ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that linguistic skills as a base can help build collegiate skills when studying literature. (**Where**) Using new words will help students become more effective communicators. (**Why**)Integration of Knowledge and Ideas: //Integrate and evaluate multiple sources of information presented in different media formats as well as in words in order to address a question or solve a problem.// (**What**)
 * (H)** 4.2 Students will use a class Quizlet list to play games and work with vocabulary to increase their communication skills. (**Hook**)
 * (E)** 4.3 Students will know vocabulary; diffusion, cultural hearth, acculturation, enculturation, race, subculture, ethnocentrism, socialization and previously studied vocabulary. (**Equip**) An ISP chart will be used throughout the unit to help map out vocabulary found that needs to be addressed. Then students will use a jigsaw grouping method to go through and help explain certain vocabulary words to each other. (**Explore**) Students will work in small teams and use Quizlet, the novels being used, and any other material covered and class to make an iMovie about what new vocabulary they've learned and how it helped develop their linguistic skills. (**Experience**)
 * (R)** 4.4 Students will participate in a poll about which vocabulary they understand, and which they need more instruction on. (**Rethink**) Students will find those words added on to the Quizlet list for help in further studying and will also work as a class to make examples and connections to how those words are used in their life. (**Revise/Refine**)
 * (E)** 4.5 Students will be evaluated using a poll, teacher assessment and self assessment. (**Evaluate**)
 * (T)** 4.6
 * Verbal**: Students will find ways to break down the words by using the word bases, and thinking of anagrams.
 * Spatial**: Students will create flashcards (Like lesson 1) with pictures of the vocabulary definitions to help them relate the words to a real word.
 * Logical**: Students will solve how to practically teach younger students these words easily.
 * Musical**: Students will tap out rhythms to the words and their meanings to try and make connections through the beat.
 * Naturalist**: Students will find ways these vocabulary words help them further connect to the world around them.
 * Intrapersonal**: Students will reflect on what other words, thoughts, ideas, and memories come to mind with each word.
 * Interpersonal**: Students will share ways with each other on how to learn new words.
 * Kinesthetic**: Students will use objects around them to model the vocabulary as a whole and the words individually. (**Tailor**)
 * (O)** 4.7 Students will be able to analyze how multiple sources develop linguistic skills. (**Perspective**) Product: iMovie # of Days: 2 (**Organize**) ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that different media sources provide a concrete base of understanding what culture is. (**Where**) Being fluent in different types of technology can help fit more job requirements. (**Why**) //Integrate and evaluate multiple sources of information presented in different media formats as well as in words in order to address a question or solve a problem.// (**What**)
 * (H)** 5.2 Students will watch a review of a new technology through video as an example of a technology podcast.
 * (E)**5.3 Students will know key factual information: War in the Middle East, Pakistan/Afghanistan history overview, Hispanic/American integration, North Dakota Ojibwe tribe etc. (**Equip**) Students will split into groups of four and use multiple E Charts to help map out the ways specific media types have helped them understand culture. Then students will use the three step interview process to come up with more concrete ideas to share with the class as a whole. (**Explore**) Students will work with a partner to review one media type, the multiple sources used under it in class, and discuss how effectively it helps them understand culture. They will also follow two other podcasts. (**Experience**)
 * (R)** 5.4 Students will use the fist to five method to show which media sources they've learned about culture best from. (**Rethink**) Students will then anonymously assess how well each group presented the pros and cons of their media source, and what, after viewing other presentations, they would add to their own, if anything. (**Revise/Refine**)
 * (E)** 5.5 Students will be evaluated using a fist to five poll, peer assessment and self assessment. (**Evaluate**)
 * (T)** 5.6
 * Verbal**: Students will discuss how word choice affects views on the usefulness of technology in reviews, samples, sales pitching, etc.
 * Spatial**: Students will discuss how images/imagery affects views on the usefulness of technology in reviews, samples, sales pitching, etc.
 * Logical**: Students will make a database of effective technology and its rating of effectiveness based on the fist to five poll.
 * Musical**: Students will discuss how music/sound/cadence affects views on the usefulness of technology in reviews, samples, sales pitching, etc.
 * Naturalist**: Students will discuss the affects different technologies have on their environment.
 * Intrapersonal**: Students will reflect on which technology in today's world they'd change, why they'd change it and how they'd change it.
 * Interpersonal**: Students will discuss what makes common technologies popular.
 * Kinesthetic**: Students will discuss interactive/action/movement choice affects views on the usefulness of technology in reviews, samples, sales pitching, etc. (**Tailor**)
 * (O)** 5.7 Students will be able to evaluate various media, and the multiple sources in each media source, to understand culture. (**Interpret**) Product: Podcast # of Days: 4 (**Organize**) ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that multiple sources give a better understanding of culture as a whole. (**Where**) Anytime relating information occurs, having more than one example helps prove the point. (**Why**) //Integrate and evaluate multiple sources of information presented in different media formats as well as in words in order to address a question or solve a problem.// (**What**)
 * (H)** 6.2 Students will look at and play around with a sample of what their Glog will look like to help give them a better idea of how to use multiple sources. (**Hook**)
 * (E)**6.3 Students will know key factual information: War in the Middle East, Pakistan/Afghanistan history overview, Hispanic/American integration, North Dakota Ojibwe tribe etc. as well as critical details: setting, author's point of view, first v. third person, tone, voice, conflict, climax. (**Equip**) Students will use a revised planning chart to map out the content they will include in their Glog. Students will then combine the planning chart with a project plan to make sure that their goals are clearly outlined in concordance with the rubrics. (**Explore**) Students will create a Glog that shows what they've learned about culture through literature and the various media sources covered in class, as well as things they find that personally connect them to the culture they've chosen. (**Experience**)
 * (R)** 6.4 Students will use an exit ticket to write how beneficial they thought the final project was, and the unit as a whole. (**Rethink**) Students will also include on the exit ticket what they would have changed about the unit, how they went through the unit, or both. (**Revise/Refine**)
 * (E)** 6.5 Students will be evaluated through exit tickets, and self assessment. (**Evaluate**)
 * (T)** 6.6
 * Verbal**: Students will review how word choice affects presenting skills/the presentation itself.
 * Spatial**: Students will review how images/imagery affect presenting skills/the presentation itself.
 * Logical**: Students will review how problem solving affects presenting skills/the presentation itself.
 * Musical**: Students will review how music/sound affects presenting skills/the presentation itself.
 * Naturalist**: Students will review how environment affects presenting skills/the presentation itself.
 * Intrapersonal**: Students will review how self/personality affects presenting skills/the presentation itself.
 * Interpersonal**: Students will review how others/audience affects presenting skills/the presentation itself.
 * Kinesthetic**: Students will review how movement affects presenting skills/the presentation itself. (**Tailor**)
 * (O)** 6.7 Students will be able to be aware of how differences in culture change their understanding of their own culture. (**Self-Knowledge**) Product: Glog # of Days: 3-4 (**Organize**) ||

2004 ASCD and Grant Wiggins and Jay McTighe