S3+Lind,+Kevin

=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= amendments) **Equip**. Students will use a sequence chart to list the Bill of Rights and reword each right in a way that is meaningful to each of them. Then students will use the "Circle the Sage" activity to share new information (**explore**). Students will use comiclife to show how the Bill of Rights relates to them (**experience**). =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that they have constitutional rights (**Where**). This information connects to real life by showing students what they are allowed to do as Americans (**Why**). **//Understand the constitutional and legal rights, the civic duties and responsibilities, and roles of citiens in a constitutional democracy and under other forms of government in the world//** (**what**).
 * (H)** 1.2 give an overview of controversial court cases and give the students a chance to think about how they feel about each decision.
 * (E)** 1.3 Students will know vobaulary (constitution, Bill of Rights, Supreme Court) and Factual Information (Supreme Court cases,
 * (R)** 1.4 Students will use the new information learned in the "Circle the Sage" activity and add it to their sequence charts (**rethink**). Students will be given the opportunity to add knowledge learned in the "Circle the Sage" activities and from rubrics of rough drafts to comiclife. Students will also make use of quick writes and group discussions to help clarify information (**revise**). Students will outline any misconceptions that they will need to change on their charts (**refine**).
 * (E)** 1.5 Pre-assessment: Students will use a short quiz (won't be for a grade) to see how much each student already knows. They will then work in pairs to go over the quiz and talk about answers with a classmate.
 * (T)** 1.6 **Naturalist**: Students will compare their rights to their "natural rights" in a quick write.
 * Linguistic**: Students will write rough drafts/storyboards for their comics using comiclife.
 * Logical**: Students will analyze the connections between their individual rights in a class discussion.
 * Interpersonnel**: Students will split into groups of four and discuss their individual rights.
 * Musical**: While discussing their rights in groups, students will be asked to think of songs that require the first amendment.
 * Intrapersonal**: Students will complete quickwrites at the beginning of class over information from the previous class or homwork.
 * (O)** 1.7 Students will be able to analyze constitutional rights (**Perspective)**. Product: Comiclife Days: 2 days **(organize)** ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that they have constitutional rights (**Where**). So they know what social expectations they have (**Why**). **//Students will understand the constitutional and legal rights, the civic duties and responsibilites, and roles of citizens in a constitutional democracy and the roles of citizens living under other forms of government in the world (What).//**
 * (H)** 2.2 Bill of Rights Song (youtube.com/watch?v=KINGYf7pdJE)
 * (E)** 2.3 Students will know vocabulary (constitution, Bill of Rights, amendments) and Factual Information (Supreme Court cases) **Equip** Students will use a flowchart to keep track of all information related to rights (**explore**). Students will complete a podcast with partners to compare their views on their rights (**experience**).
 * (R)** 2.4 Students will think back to what they learned in the first lesson, reflect on prior misconceptions, and change their flowcharts accordingly (**rethink**). Students will use any new information to add to their podcasts (**revise**). Students will hand in a list of any opinions that changed over the course of the assignment (**refine**).
 * (E)** 2.5 Students will be given short answer quizzes that ask for explanations of each right.
 * (T)** 2.6 **Logical**: Students will classify their rights in the form of a flowchart.
 * Intrapersonal**: Students will make a list of their rights without consulting classmates as part of their pre-assessment.
 * Bodily**-**Kinesthetic**: Students will demonstrate actions protected by rights.
 * Naturalist**: Students will use naturally occuring events to explain rights during class discussion.
 * Musical**: Students will show a song that causes them to think of one of their rights during class discussion.
 * Linguistic**: Students will turn in a written script of final podcast.
 * (O)** 2.7 Students will be able to explain constitutional rights (**perspective**). Product: podcast days: 4-5 (**organization**) ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that they are citizens of their country and the world (**what**). In order to allow students to behave like citizens (**why**). **//Students will understand the constitutional and legal rights, the civic duties and responsibilities, and roles of citizens in a constitutional democracy and the role of citizens living under other forms of government in the world (where).//**
 * (H)** 3.2 Class discussion defining "citizen" and different types of citizens.
 * (E)** 3.3 Students will know vocabulary (citizen, civic duties), and Important Events and People (Thomas Jefferson, American Revolution) **EQUIP**. Students will keep track of information on citizenship using a tree chart (**explore**). Students will make a recording using Garageband in which they will portray ideal citizens (**experience**).
 * (R)** 3.4 Students will discuss differing ideas on citizenship and change their tree charts to match their new information (**rethink**). Students will change their Garageband presentations to give new perspectives (**revise**). Students will complete a quick write at the start of class 3 showing they new perspectives they have gained (**refine**).
 * (E)** 3.5 Students will work in groups of 4 to discuss what they know about citizenship.
 * (T)** 3.6 **Linguistic**: Students will hand in script of Garageband recording.
 * Bodily**- **Kinesthetic**: Students will be able to act like ideal citizens.
 * Logical**: Students will classify different kinds of citizens.
 * Intrapersonal**: Students will write a paragraph reflecting on their own civic activities.
 * Naturalist**: Students will reflect on how citizens treat nature.
 * Interpersonal**: Students will work in groups to make their Garageband recordings.
 * Spatial**: Students will discuss what acting like a citizen looks like in pairs.
 * (O)** 3.7 Students will be able to role-play as citizens in a constitutional democracy (**Perspective**). Product: Garageband Days: 2-3 (**Organization**) ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that they are citizens of their country and the world (**what**). In order to make students understand what being a citizen requires (**why**). **//Students will understand the constitutional and legal rights, the civic duties and responsibilites, and roles of citizens in a constitutional democracy, and the role of citizens living under other forms of government in the world (where).//**
 * (H)** 4.2 "True Citizen" video (youtube.com/watch?v=MCLsRg kplpF&feature=related)
 * (E)** 4.3 Students will know vocabulary (citizen, citizenship), and key factual information (civic responsibilities) **EQUIP**. Students will use a fact and opinion chart to record their thoughts on citizenship (**explore**). Students will use imovie to create a public service announcement explaining what being a citizen means (**experience**).
 * (R)** 4.4 Students will participate in class discussions about citizenship (**rethink**). Students will add new ideas mentioned in the discussion and think about ways of adding new ideas to their video (**revise**). Students will make all necessary changes to their video (**refine**).
 * (E)** 4.5 Students will work with partners to explain what citizens do. They will then report out to the class.
 * (T)** 4.6 **Naturalist**: Students will consider how different animals can be considered citizens in their habitats.
 * Linguistic**: Students will be engaged in group discussions about citizenship.
 * Logical**: Students will look at which civic duties correspond with each section of the Constitution.
 * Bodily-Kinesthetic**: Students will exhibit behaviors similar to citizens to better understand what it means to be one.
 * Interpersonal**: Students will have group discussions.
 * Spatial**: Students will analyze various actions of citizens and how these actions make people appear like citizens.
 * (O)** 4.7 Students will be able to make meaning of being a citizen (**perspective**). Product: imovie Days:4-5 (**organization**) ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that they have civic duties and responsibilities (**what**). In order to carry out their civic duties and responsibilities (**why**). **//Students will understand the constitutional and legal rights, the civic duties and responsibilites, and roles of citizens in a constitutional democracy and the role of citizens living under other forms of government (where).//**
 * (H)** 5.2 Students will lead a discussion about what happens when citizens ignore their responsibilities.
 * (E)** 5.3 Students will know vocabulary (citizen), and key factual information (the different duties and responsibilities of citizens) **EQUIP**. Students will use venn diagrams to organize the connections between rights and duties (**explore**). Students will use a Livejournal account to keep track of their daily civic responsibilites (**experience**).
 * (R)** 5.4 Students will work in groups of four to re-organize their venn diagrams in the best possible way (**rethink**). Students will use their new information about duties to add to their Livejournal (**revise**). Students will write down any other questions they still have about duties (**refine**).
 * (E)** 5.5 Students will complete a questionnaire about civic duties to show what they already know.
 * (T)** 5.6 **Logical**: Students will think about correlations between rights and duties in their venn diagrams.
 * Spatial**: Students will discuss how civic duties visually affect the environments of citizens.
 * Intrapersonal**: Students will work alone to pre-assess their knowledge.
 * Bodily-Kinesthetic**: Students will physically participate in civic duties.
 * Interpersonal**: Students will work together to revise their venn diagrams.
 * Naturalist**: Students will consider what happens to a habitat when animals don't complete their duties during a discussion.
 * (O)** 5.7 Students will be able to exhibit civic duties and responsibilities (**perspective**) Product: Livejournal Days: 4-5 (**organization**) ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that they have civic duties and responsibilities (**what**). In order to complete their necessary responsibilities in society (**why**). **//Students will understand the constitutional and legal rights, civic duties and responsibilities, and role of citizens in a constitutional democracy and the role of citizens living under other forms of government in the world (where).//**
 * (H)** 6.2 Government Made Easy: Civic Duty video (youtube.com/watch?v=ZIB24piRlv8)
 * (E)** 6.3 Students will know vocabulary (civic duty, citizen) **EQUIP.** Students will use a four column chart to separate civic duties into different types (**explore**). Students will use a wikipage to express their thoughts on civic duties and to receive peer feedback (**experience**).
 * (R)** 6.4 Students will receive feedback from peers on their wikipages and from myself during class discussions (**rethink**). Students will use feedback to alter ideas on their wikipages (**revise**). Students will make necessary changes to their four column charts (**refine**).
 * (E)** 6.5 Students will take a quiz (not graded) and go over the answers in groups of four.
 * (T)** 6.6 **Bodily-Kinesthetic**: Students will physically display some civic duties during class discussion.
 * Linguistic**: Students will have to write in paragraph form for their wikipages.
 * Intrapersonal**: Students will be given time to reflect on their own thoughts of civic duties after discussions.
 * Naturalist**: Students will discuss how civic duties change in different environments.
 * Musical:** Students will discuss how music can be seen as a civic duty.
 * Spatial**: Students will discuss what kinds of images can represent civic duties.
 * (O)** 6.7 Students will be able to be aware of civic duties and responsibilities (**perspective**) Product: wikipage Days: 4 (**organization**) ||

2004 ASCD and Grant Wiggins and Jay McTighe