S3+Belton,+Roger

=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= Students will learn about the effects of long-term high military spending, in addition to the effects of constant global military deployment. //including the roots of democratic philosophy.// **(What)** a class discussion about events that led up to this attack, and why the terrorists chose that location. **(Hook)** on as extra details. Importance of events can be determined via a three minute review. **(Explore)** Students will work in pairs to create a vlog describing these events, using the timeline as a base base for each entry. (Experience) Students will have timely self and teacher feedback, and they will be expected to make adjustments. Feedback will be given as quickly as possible for this reason. **(Revise, Refine)** Visual: One section of the lesson will consist of a powerpoint. Verbal: The powerpoint will be supplemented by verbal presentation. Interpersonal: Students will then be able to brainstorm ideas for their project presentation, and each idea will be written up on the board. Kinesthetic: After this, students will have the option to get up, walk around, and find their own partner. Logical:Following the partner selection, each pairing will choose a presentation method from the previously brainstormed list. Naturalist:Weather permitting, the class will go outside, and the next 20 minutes will be dedicated to partners figuring out their presentations. **(Tailor)** =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that the American military has been #1 for a few decades, and that status comes with a price tag. **(Where)**
 * (Who)** //Students will understand major enduring themes, and historic influences in US and world history//
 * (H)** 1.2 At the beginning of class, show a video of the attack on the World Trade Center. If necessary, explain what is happening, then start
 * (E)** 1.3 Students will know major events, people, and locations **(Equip)**. A timeline can be used to display important events, with people and locations added
 * (R)** 1.4, Check for understanding using clickers. Students will use it during their reflection period and have the opportunity to ask questions about the graphic organizer. **(Rethink)**
 * (E)** 1.5 Formative assessment is self and teacher feedback. (**Evaluate**)
 * (T)** 1.6
 * (O)** 1.7 Students will be able to be aware of why various locations were chosen and the affects of these decisions. **(Self-Knowledge)** Product: vlog. Time: 2-3 days. **(Organize)** ||

//including the roots of democratic philosophy.// (**What**) =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W) 2.1** Students will understand that there are several different perspectives in history. **(Where)** Students will learn about how perspective makes a difference when creating history, and how they can see through these biases. (**Who**) //Students will understand major enduring themes, and historic influences in US and world history//
 * (H)** 2.2 Ask students directly when the enter class, then require a free write: Why did America choose to invade Iraq the first time? The second time? (**Hook**)
 * (E)** 2.3 Students will know how different perspectives affect the reasoning behind the selection of various locations, the actions of people, and the initiation of key events since the 1980. (**Equip**) A fact and opinion sheet can be used, allowing students to take facts and form their own opinions based off of them. Opinions can be shared and adapted based off of a three step interview. (**Explore**) Students will use their opinions to form questions on a quizlet, and after completion the quizlets will be shared in groups of three. After everyone completes a quizlet, answers will be shared to show how perspective can skew the facts. (**Experience**)
 * (R)** 2.4 Understanding will be checked by early pupil feedback. Students will interact closely with each other when sharing opinions, and students will correct others on assignment details, and ask questions if something is confusing. (**Rethink**) While forming their graphic organizer, students will give themselves feedback in addition to feedback from their peers. The final product, the quizlet, will be analyzed by their creator, other students, and the teacher. (**Revise, Refine**)
 * (E)** 2.5 Formative assessment was with peer revision before completion of the quizlet, and the rethinking during the three step interview. (**Evaluate**)
 * (T)** 2.6
 * Visual:** Class will start with a visual presentation, such as a powerpoint or whiteboard demonstration, discussing major events since 1980.
 * Verbal:** The presentation will be supplemented by verbal instruction, and will detail more information about the specific facts behind these events.
 * Kinesthetic:** After the initial presentation, students will be allowed to move around and find partners for their three step interview.
 * Interpersonal:** When students get into their groups, they will be allowed to socialize for a few minutes and discuss the assignment. After the next step (below) students will resume working with the group and share one different perspective from their sheet.
 * Intrapersonal:** After the "breaking in" period concludes for the groups, students will be required to work independently on their own fact and opinion sheet.
 * Musical:** While students are working on this, music will be played from the 1980's onward, with one or two songs from each decade. (**Tailor**)
 * (O)** 2.7 Students will be able to analyze and criticize the reasoning for locations of various events. (**Perspective**) Product: Quizlet Time 1-2 days. (**Organize**) ||

=Lesson 4=
 * **(W)**3.1 Students will understand that there has not been a declared war involving the US since WWII. (**Where**) Students will learn about the political implications for declaring war, and about the militaristic rights the president has without declaring war. (**Who**) //Students will understand major enduring themes, and historic influences in US and world history including the roots of democratic philosophy.// (**What**)
 * (H)** 3.2 Show a video or image of the Berlin Wall falling, and ask students who was behind this historic moment and what it meant for the world. (**Hook**)
 * (E)** 3.3 Students will know how the implications of undeclared war played out in determining which important people stayed important, which locations were chosen and why, and how these quasi wars caused important events to happen, like a ripple effect. (**Equip**) The 5 W's worksheet can be used, as it requires students to closely examine and explain the way events have been affected by quasi wars. After each individual student completes all of these questions, they will be placed in a group of four, where they will share and discuss their answers. (**Explore**) Students will then go on to use the common group conclusions and, while still in groups, create a webspiration timeline highlighting each major conflict involving the US since 1980. (**Experience**)
 * (R)** 3.4 Before students progress too far into their webspirations, understanding will be checked by having all groups share some of their answers, using the numbering heads method. This way every group will be able to judge how well they got the assignment based off of other answers, and if any group is off they will be told via instant teacher feedback. (**Rethink**) This initial stage will be assessed using instant peer and teacher feedback. After students complete their wepspirations and present them, the rest of the class will fill out anonymous feedback forms, and the teacher will write their own feedback form. All will be given to the presenting team after one or two days. (**Revise, Refine**)
 * (E)** 3.5 Formative assessment will consist of peer review and the numbering heads method. (**Evaluate**)
 * (T)** 3.6
 * Visual:** At the beginning of class, all students will be given a handout listing every major conflict that the US has been involved in since the 1980's.
 * Logical:** Students will then be given the 5 W's worksheet to analyze
 * Intrapersonal:** They will then work on the worksheets individually for a set time period.
 * Interpersonal:** Students will then form their groups of four and share amongst themselves.
 * Verbal:** Presentation of the webspiriation will have to include some form of student narration.
 * Music:** During the independent work session, the teacher will play music generated from some of the conflicts since 1980. (**Tailor**)
 * (O)** 3.7 Students will be able to exhibit and describe the roles that various people played in modern political affairs. (**Explanation**) Product: Webspiriation Time 2-3 days. (**Organize**) ||
 * (O)** 3.7 Students will be able to exhibit and describe the roles that various people played in modern political affairs. (**Explanation**) Product: Webspiriation Time 2-3 days. (**Organize**) ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that the US has not declared a war since WWII. (**Where**) Students will learn about what influences the president's decision to engage US armed forces. (**Who**)
 * (H)** 4.2 Start of the class with a debate about the motives of war. This could be done by creating a controversial statement, like "Will there ever be peace on Earth?" and having students either agree or disagree. (**Hook**)
 * (E)** 4.3 Students will know why certain individuals made the decisions that they did, how this affected their stature on the world stage, and how these actions shifted geographical boundries and created significant events. (**Equip**) Students can use flowcharts to describe their ideas, and then work with partners to compare answers. (**Explore**) Students will then create a comic life strip about the people behind the scenes with the conclusions that they have made. (**Experience**)
 * (R)** 4.4 A flowchart can be used as a graphic organizer, as it allows students to come up with one broad idea or concept, and then deduce reasoning from it. (**Rethink**) Students will then be placed with partners, where they will share their flowcharts and examine each others' reasoning.Students use a 3-2-1 interaction with the teacher to check for understanding at all points of the project. (**Revise, Refine**)
 * (E)** 4.5 Formative assessment is the 3-2-1 method as well as self and teacher evaluation. (**Evaluate**)
 * (T)** 4.6
 * Logical:** The students will use a worksheet/graphic organizer that is very logical in ordering and in function.
 * Intrapersonal:** Students will be required to complete their flowcharts individually.
 * Interpersonal:** After completing their flowcharts, students will work in pairs to prepare a comic life strip.
 * Verbal:** Instruction on the assignment will be gone over verbally by the teacher, and understanding checks will be verbal.
 * Kinesthetic:** Students will not be restricted in movement and be allowed to move freely after completing their flowcharts.
 * Naturalist:** The option will be made available for students to go outside or work in the greenhouse (if applicable) if they want to. (**Tailor**)
 * (O)** 4.7 Students will be able to read between the lines and make meaning of why the people behind the most important actions of the last 30 years acted the way they did. (**Interpretation**) Product: Comic Life Time 2 days. (**Organize**) ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that there are many perspectives on different aspects of the last 30 years. (**Where**) Students will learn the motivators and reasons behind these different perspectives. (**Who**)
 * (H)** 5.2 As the class enters, the teacher will show a brief video showing the Afghani side of the war. (**Hook**)
 * (E)** 5.3 Students will know how perspectives have altered world views of events, people, boundaries of countries, and locations. (**Equip**) Students can use a sequence chart examine cause and effect of various perspectives and figure out just how they affected these subjects on the global scale. (**Explore**) After creating the basic guideline for the project, students can create an animation using Flash (if available) or other animation program. (**Experience**)
 * (R)** 5.4 Understanding will be checked a various points throughout the assignment with the written 4-3-2-1 method. (**Rethink)** In addition to this, students will use peer and teacher feedback to help determine understanding. The peer feedback can be given during the team-pair-solo activity, where students will interact with each other at the start. (**Revise, Refine**)
 * (E)** 5.5 Assessment is done via the peer review during the creation process and teacher review at the end when the project is presented. (**Evaluate**)
 * (T) 5.6****Visual:** Initial instruction will be a video, followed by a visual presentation.
 * Verbal:** Verbal presentation will supplement the visual, and students will need to communicate verbally to one another when working together.
 * Interpersonal:** Students will work in groups and pairs initially.
 * Intrapersonal:** Following the Team, Pair, Solo method, students will complete their projects independently.
 * Musical:** Music from several different contrasting cultures can be played during the student work session.
 * Logical:** Students' use of a sequence chart to put down and reflect on ideas is a logical part of the development process **(Tailor)**
 * (O)** 5.7 Students will be able to design and build a model showing why important events in the past 30 years happened. (**Applicaton**) Product: Graphic animation Time: 3 days. ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L))** ||
 * **(W) 6.1 Students will understand that the American military has been at the top of the list as far as power and spending go. (Where) Students will learn about the possible reasoning for maintaining a strong military, and whether or not it is worth the price. (Who) //Students will understand major enduring themes, and historic influences in US and world history including the roots of democratic philosophy.// (What)****(H)** 6.2 Soon after the class enters the room, the teacher will display a graphic contrasting the difference between the post WWII US military and the current one. (**Hook**)
 * (E)** 6.3 Students will know about the effects of having a large military on people, how it effects choice of location for events, and even how a large military effects specific events. (**Equip**) Students will use a t-chart to examine things involving the military and list their effects while working in a Round Robin. (**Explore**) With the graphic organizer, students will create a wikispace. The wiki will include everything listed on the t-chart that the students create. (**Experience**)
 * (R)** 6.4 Understanding will be assessed throughout the project by example, non-example. (**Rethink**) Students will also use self and teacher feedback to determine understanding and progress. Self assessment will be given by each student during the round robin, and after presenting their product. (**Revise, Refine**)
 * (E)** 6.5 Formative assessment is done through self assessment and teacher assessment during and after product presentation. (**Evaluate**)
 * (T) 6.6****Logical:** T-chart will be a large part of the lesson.
 * Intrapersonal:** Students will be required to complete projects individually.
 * Interprasonal:** The round robin ensures that students will have to work together at some point, just to toss out ideas and get feedback.
 * Kinesthetic:** Students will be free to move around during the round robin.
 * Visual:** Using a wikispace to create this project will be a very visual aspect, in addition to viewing other presentations.
 * Verbal:** All presentations will be required to have a verbal supplement for explanation. (**Tailor**)
 * (O)** 6.7 Students will be able to remain open to other perspectives and make own conclusions about the effects of having a large military. (**Empathy**) Product: Wiki Time: 2 days. ||

2004 ASCD and Grant Wiggins and Jay McTighe