S3+Ware,+Morgan

=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= =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that....colonial expansion shifted power in Europe.**(Where)**Students are learning this material because our culture is directly influenced by colonial expansion of Europe. Students will reflect on where their parents came from, which European country or if their ancestors were Native American.**(Why) //Student understand major eras, major enduring themes, and historical influences in United States and World history, including the root of democratic philosophy ideals, and institutions in the world//**.**(What)**
 * (H)**1.2 Students will watch a video. [|AP World History Colonial Expansion and Conflict Project]. A discussion about colonial expansion and its effects will follow.
 * (E)** 1.3 Students will know...colonial expansion, Spanish conquest, Queen Elizabeth, King George**(Equip)** Students will use the Garden Gate graphic organizer to focus thoughts on the parts of colonial expansion, this will also go towards the xtranormal project. Students will use "Partners" for cooperative learning to brainstorm about their projects.**(Explore)** Students in groups of three will create an xtranormal about colonial expansion.**(Experience)**
 * (R)** 1.4 Students will self-assess their xtranormal through graphic organizers, they will have class time and out of class time to work on their ideas for xtranormal.**(Rethink)** Students will share their graphic organizers with their peers for feedback and then create an outline for their project.**(Revise)** Students will then meet with the teacher for feedback and revisions on their outline and then students will create their xtranormal after the okay from the teacher.**(Refine)**
 * (E2)** 1.5 Students will pre-assess themselves by doing the "Definitions are Us" activity to evaluate their learning and understanding of colonial expansion key terms. Students will be given a rubric to follow for their xtranormal so they can also self-assess themselves while working on their xtranormal. Students will also periodically check in with the teacher to get feedback on their xtranormal.
 * (T)** 1.6
 * Verbal:** Students will have group discussions about their colonization xtranormal and Europe's colonization from the class.
 * Logical:** Students will evaluate how the population shifted in Europe after the colonization in the New World.
 * Musical:** Students will listen to music from the time period while working on their xtranormal during class. Students will think about which song they would like to add to their xtranormal colonization project.
 * Visual:** Students will watch the AP World History clip.
 * Naturalists:**Students will have a group discussion on what the New World might have looked like to the colonists. We will talk about what the environment would have looked like; this will be included into the colonization xtranormal.
 * Kinesthetic:**Students will act out the roles of colonists and the mother monarchy/country and show the interactions between them.
 * Interpersonal:** Students will reflect on how they feel about their colonization interview xtranormal and what they learned about colonization during class.
 * Intrapersonal**: Students will use the "Partners" activity to better understand the expansion of Europe.
 * (O)** 1.7 Students will be able to make sense of the effects of colonial expansion on world powers **(Interpret)** Product: Xtranormal Days: 5 **(Organize)** ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that....world historical events influenced the United States**(Where)**. The laws of the United States are influenced by Great Britain and our constitution/revolution influenced France to revolt **(Why)**. **//Student understand major eras, major enduring themes, and historical influences in United States and World history, including the root of democratic philosophy ideals, and institutions in the world.//(What)**
 * (H)** 2.2 Students will receive pieces of paper as they enter the room with a [|famous quote] about the from the Renaissance. Students will get into groups with the same quote and discuss the meaning of the quote and how the United States was influenced by it.
 * (E)** 2.3 Students will know...expansion, monarchy, dates, wars**(Equip)**. Students will use an ISP Chart to organize their sources for their Comiclife project on a specific event that influenced the United States. Students will also use the "Team Pair Solo" cooperative learning activity to brainstorm about ideas for their ComicLife.**(Explore)** Students will create a comic life about an important event in world history that influenced the United States. **(Experience)**
 * (R)** 2.4 Students will self asses their ComicLife through graphic organizers that were given to them ahead of time. Students will have opportunities to peer review each others story lines for the ComicLife. Students will meet with the teacher to show their progress of their projects. **(rethink, revise)**
 * (E2)** 2.5 Students will pre-assess themselves through the activity "exit ticket", students will be given a piece of paper with a question about an upcoming topic and they will pass it in at the end of class. Students will self-assess through a rubric for their ComicLife so they can check to make sure they are on the right track. Students will also meet with the teacher to go over their story boards for their Comic Life to make sure they are going down the right path.
 * (T)** 2.6
 * Verbal:** Students will look at poetry from Europe and Colonial America**.**
 * Musical:** Students will listen to background music while working on their ComicLife.
 * Visual:**Teacher will use color cues for different events, like the Renaissance and the French Revolution, during lecture to better enhance the material.
 * Naturalists:**Students will be asked to think about what the world looked like after colonization. How did the environment of Europe change?
 * Interpersonal:** Students will do the "Team Pair Solo" activity to brainstorm ideas for their ComicLife.
 * Intrapersonal:** Students will write an essay on how Spanish conquest influenced the culture of the United States.
 * (O)** 2.7 Students will be able to consider why the United States was influenced by the world. **(Empathy)**Product: ComicLife Days: 3 **(Organize)** ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that....historical events influence the Modern World.**(Where)**If it wasn't for colonial expansion the United States most likely would not be what it is today. **(Why)** **//Student understand major eras, major enduring themes, and historical influences in United States and World history, including the root of democratic philosophy ideals, and institutions in the world.//(What)**
 * (H)** 3.2 Students will watch two videos one called [|The Renaissance: An Introduction] and the second is[| Black Death(Hollaback Girl Gwen Stefani)].
 * (E)** 3.3 Students will know...the Renaissance, Defeat of Spanish Armada, Colonialism, The Plague. **(Equip)** Students will use the sequence chart graphic organizer to show their understanding of the Renaissance and the events that follow.**(Explore)** Students will create a podcast about colonialism. **(Experience)**
 * (R)** 3.4 Students will meet with their groups to brainstorm about ideas for their podcast. Students will meet with the teacher to make sure they are on track to create their podcast. **(rethink, revise)**
 * (E2)** 3.5 Students will pre-assess themselves through the activity "What's still confusing me?" to brainstorm topics that they still do not fully understand from the lesson. Students will self-asses themselves through rubric for their podcast to make sure they incorporate the required elements. Students will have opportunities to check in with the teacher for feedback on their podcast.
 * (T)** 3.6
 * Verbal:**Students will have pre-mapped out notes to fill out during lecture.
 * Logical:** Students will look at how the percentage of printed books increased after the Renaissance started.
 * Visual:**Students will be given printed out painting from the Renaissance to look at and study.
 * Naturalists:** Students will look at painting of nature scenes.
 * Interpersonal:**Students will work in groups on their Podcasts. Students will also use the activity "3 minute review" to review topics from the lesson and talk about anything they do not understand.
 * Intrapersonal:** At the end of the lesson students will write a reflective essay on what they learned and how they can apply this knowledge to the real world.
 * (O)** 3.7 Students will be able to show how colonial expansion influenced the modern world. **(Explain)** Product: Podcast Days: 5 **(Organize)** ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that....world Historical events influenced the United States.**(Where)**Our culture and government is based on Europe and the Renaissance. With out democratic ideals that came about during the Renaissance we might have a king and queen.**(Why)** **//Student understand major eras, major enduring themes, and historical influences in United States and World history, including the root of democratic philosophy ideals, and institutions in the world.//(What)**
 * (H)** 4.2 Students will vote on what items they could live without if they were taxed like in the colonies.
 * (E)** 4.3 Students will know...American Revolution, King George III, Democracy, Constitution **(Equip)**. Students will use the spider map graphic organizer to organize thoughts about their glogster project**.(Explore)**Students will create a glogster to show how the Renaissance influenced the United States.**(Experience)**
 * (R)** 4.4 Students will use KWL charts to organza their thoughts for the glogster project and peer edit their outlines for the glogster. **(Rethink, Revise)**
 * (E2)** 4.5 Students will pre-assess themselves through the activity sequencing events to see if they can put the major events of the age of expansion. Students will self-assess themselves through rubrics for their glogster projects. Students will have the opportunity to peer edit their work and to meet with the teacher for feedback.
 * (T)** 4.6
 * Verbal:** Students will have opportunities for open discussion with peers on colonization.
 * Logical:** Students will calculate the number of deaths during the Revolutionary war.
 * Musical**:Students will listen to music that they can incorperate in their glogster.
 * Visual:** Students will be given a card with events and they will put them in chronological order**.**
 * Naturalists:**Students will have to opportunity to draw/ look at picture of what a battle field would have looked like.
 * Kinesthetic:** Students will be given a card with events and they will put them in chronological order**.**
 * Interpersonal:** Students will do the activity "number heads together" to talk about ideas fro their glogster, topics that they do not understand, and what they would like to learn about next.
 * Intrapersonal:** Students will have opportunities to work on their glogster during class.
 * (O)** 4.7 Students will be able to produce specific details on how the United States was influenced by the Renaissance. **(Application)** Product: Glogster Days: 5 **(Organize)** ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that....historical events influence the modern world.**(Where)** French Revolution ideals are prevalent today.**(Why)//Student understand major eras, major enduring themes, and historical influences in United States and World history, including the root of democratic philosophy ideals, and institutions in the world.//(What)**
 * (H)** 5.2 Students will participate in the [|3 estates activity].
 * (E)** 5.3 Students will know...French Revolution, constitution, Napoleon, Monarchy, King Louis XVI. **(Equip)** Students will use 5 w's chart and round robin brainstorming for their imovie project.**(Explore)** Students will create an imovie about the French Revolution. **(Experience)**
 * (R)** 5.4 Students will present their outlines for their imovie to the teacher for feed back. Also students will peer edit each others outlines for feedback. **(rethink, revise)**
 * (E2)** 5.5 Students will pre-assess themselves through the 3-2-1 reflection on how well the retained the information. Students will self-assess their learning through rubrics fro their imovie project to make sure they have all of the required components. Students will have to opportunities peer edit their imovie as well as meeting with the teacher for feedback.
 * (T)** 5.6
 * Verbal:** Students will act out the Storming of the Bastille.
 * Logical:**Students will calculate the population of people for the revolution and people against the revolution.
 * Visual:** Students will watch clips about the French revolution.
 * Kinesthetic:** Society (3 estates) activity (Hook)
 * Interpersonal:** Students will peer brainstorm for their imovie project.
 * Intrapersonal:** Students will participate in a [|French Revolution Scavenger]hunt online.
 * (O)** 5.7 Students will be able to analyze sources to prove why the French Revolution happened. **(Perspective)** Product: imovie Days: 5 **(organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that....colonial expansion shifted power in Europe. **(Where)** We were colonies to Great Britain and our culture and government was directly affected by Great Britain's power.**(Why) //Student understand major eras, major enduring themes, and historical influences in United States and World history, including the root of democratic philosophy ideals, and institutions in the world.//(What)**
 * (H)** 6.2 Students will create French and Indian War flashcards on key terms so students can get a general idea of the affect of the power shift in Europe.
 * (E)** 6.3 Students will know...dates, wars, revolution, expansion, Spanish armada. **(Equip)** Students will use an ice cream cone chart for their blog entry to organize their thoughts. **(Explore)** Students will write a blog entry about colonial expansion. **(Experience)**
 * (R)** 6.4 Students will peer brain storm topic for their blogs. Students will have to opportunity to meet with the teacher for feed back on blogs. **(rethink, revise)**
 * (E2)** 6.5 Students will pre-assess themselves by putting questions that they have about colonial expansion in the Question Box. Students will self-assess themselves by looking at a rubric for their blogs to make sure they have all the necessary components for their blogs.
 * (T)** 6.6
 * Verbal:** Students will write a creative essay on what it would have been like to live in Europe at this time.
 * Logical:** Students will look at graphs for the population of the colonies and in Europe.
 * Musical:** Students will have the opportunity to create raps or rhythms to remember key events and terms.
 * Visual:** Students will use word searches for key terms.
 * Interpersonal:**Students will use the activity circle stage for brainstorming ideas and topics for discussion.
 * Intrapersonal:** Students will have class time to work on blogs.
 * (O)** 6.7 Students will be able to recognize why colonial expansion changed the world. **(Self-Knowledge)** Product: Blog Days: 3 **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe