S3+Slack,+Alexander

=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 each country has a location in a world sense.**(Where)** They will understand where the countries are in there section of the world. Having a sense of the world around you opens the doors for not just travel but possibilities of inter-connectivity of the world. **(Why)** S//tudents analyze different sections of the world by culture, History, and individual connections to the world.**(What)**//
 * (H)** 1.2 The hook for this unit will be students come into class and we start having s discussion on where in the world they want to travel, or what excites them about the world out there. Students can talk about where they have been and why they want to go out and see the world. We will transition then the conversation to the idea of how we can connect the world and ways we can find connections between each other and the world. This all will translate into a trailer or section of video from The Amazing Race and what they will be creating and just the idea of seeing the world.
 * (E)** 1.3 Students will know foreign policy, countries names, as well as the countries locations in relevance to the course and areas of the world. **(Equip)** The ladder graphic organizer will be used to introduce the step procedure of making the course as well as effectively plot out there ideas and find similarities in their ideas to find there partners. This will lead to a interview process to see each others ideas and help then build on their own ideas and the best ways to handle their course. **(Explore)** They are going to be put in groups of 2-3 and create a Google Earth course. **(Experience)**
 * (R)** 1.4 During the Three-Step Interview I am going to have the students talk and think about their ideas by bouncing ideas off other people. **(Rethink)** Use the clickers in my class to not just show individual understanding but the understanding of the groups as well. **(Revise)** When the product is finished the students will give positive constructive feedback about other projects as well as each group and person shall receive feedback form myself. **(Refine)**
 * (E)** 1.5 I used the clickers, I used peer feed back, and I used teacher feedback.
 * (T)** 1.6
 * Verbal-** Go over the counties and lessons in group and in discussion format.
 * Logical-** What is the best way to plot a road course the idea of figuring roads vs highway, and all around factions of building a course.
 * Visual-** Google Earth mapping and the use of creative colors in the project.
 * Kinesthetic-** Participate in geography games in class as well is interactive teams about geography.
 * Musical-** Play cultural music that reflects the country they are passing through.
 * Naturalist-** Learn about wildlife and the environment of the cultures and countries they are learning about.
 * Intrapersonal-** Reflections over the course of the Google Earth Map
 * Interpersonal-** Working in groups during the Google Earth Mapping
 * (O)** 1.7 Students will be able to map each countries location in a world sense **(Explain)** Interactive Google Earth Map taking 2-3 days **(Organize)** ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand the areas of the world as they coincide with culture. **(Where)** Students will learn about something in a culture or something another country that really catches there interest this allows them to make connections to it and compare it to their culture. **(Why)** S//tudents analyze different sections of the world by culture, History, and individual connections to the world.**(What)**//
 * (H)** 2.2 The hook for this unit will be students will talk about some of their favorite super heroes or just issues in stories that they have liked. This will then transfer into super heroes that relate to other cultures such a the Black Panther. After this I will ask the class what cultures have we studied that you think you could Americanize or create into your comic strip using a hero method or any they want.
 * (E)** 2.3 Students will know terminology, events in another culture, and important people in other culture. **(Equip)** The Students will use the cluster world web to help them organize their ideas and get the juices flowing to really generate a good idea. Then the group will follow with a think to themselves and this is where the fill out the organizer, then they will move to talking to another person to bounce their ideas, and then finally they will share with the group and we will all help. **(Explore)** They are going to work by themselves and create a comic using Comic Life. **(Experience)**
 * (R)** 2.4 During the Think-Pair-Share people are going to use all the resources of people in the class to help them. **(Rethink)** Students will then evaluate the process with the example/non example process that allows them to show what they like and don't like, and what needs improvement. **(Revise)** Students after using the example piece will then do the same thing at the end of the project to see what they could do better, and will also receive feedback form me. **(Refine)**
 * (E)** 2.5 I used example/non-example, self feedback, and teacher feedback
 * (T)**2.6
 * Verbal-** Students are going to talk to each other and themselves about what they want to do, as well as the process of an Oral Presentation.
 * Logical-** students will have to calculate the exact amount of space and ideas for the comic strip, as well as the logistical process of planning the material of the comic.
 * Visual-** Comic Life is a great tool for the kids to be creative first of all, great planner in a visual aid, and also a lot of fun.
 * Kinesthetic-** Students will be encouraged to act or present their comic in a skit instead of a presentation, yet still also have the comic.
 * Musical-** include music in their comic, have the music playing in the background.
 * Naturalist-** Wildlife can be part of the culture in their comic or include elements of nature that corresponds with the country.
 * Intrapersonal-** Working by themselves to complete this project.
 * Interpersonal-** talking to each other to get ideas is a great resource as well as sharing and interacting with the group allows students to get a multitude of ideas.
 * (O)** 2.7 Students will be able to understand the areas of the world as they coincide with culture. **(Interpret)** Comic and presentation taking 2 days **(Organize)** ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand History in a world sense **(Where)** Students will learn about a section of the world and the History about that area then the students will be asked to create a presentation about the important events that lead to what they believe to be the big turning point or important event that created the country. **(Why)** S//tudents analyze different sections of the world by culture, History, and individual connections to the world.**(What)**//
 * (H)** 3.2 The hook for this assessment will be other students projects about major projects as well as a demonstration of how to use Prezi.
 * (E)** 3.3 Students will know Students will need to know vocabulary, terminology, important events, major turning points, critical details, and important events. **(Equip)** The students will use a flow chart to show a progression of their ideas that leads to the major turning point. The students will also use the circle the stage technique to help build ideas and we will all help other build on each others presentations. **(Explore)** They are going to work by themselves to create an amazing Prezi. **(Experience)**
 * (R)** 3.4 During the Circle the Stage student will use each other to build ideas and also do it in a hands on way. **(Rethink)** Students will evaluate themselves on the decisions/decisions method this allows themselves to give feedback to themselves and me on the project, and I will give them feedback as well individually. **(Revise)** Students will receive feedback from myself, and feedback through the decisions/decisions method. **(Refine)**
 * (E)** 3.5 I used decisions/decisions self feedback, and teacher feedback.
 * (T)**3.6
 * Verbal-** The process of talking to each other and building there ideas to enhance their own projects.
 * Logical-** Setting up a step by step method allows for students to calculate what they need in there project as well, how they can display it.
 * Visual-** Students will create a Prezi which is a visual tool that allows to display that information in an visual way.
 * Kinesthetic-** Students will be up and moving and engaged in the circle the stage activity as well as Prezi allows them to display their information through motion.
 * Musical-** One of the bonuses of a Prezi is to make the project more interpreting students can Incorporate music that aligns with the information in their project.
 * Naturalist-** As part of their project the students can incorporate a section on nature or the environment of what they are studying.
 * Intrapersonal-** This project requires the student to work on the actual process alone.
 * Interpersonal-** The process of gaining information as well as brainstorming will be in a group setting, although the students are working alone they will always have each other for a resource.
 * (O)** 3.7 Students will be able to understand history in a world sense. **(Apply)** create a Prezi and presentation 3 days ||

[|Verbal-Linguistic] Talking to your partner, or interaction between the two partners, as well as writing a script of dialogue. [|Logical/Mathematical] spacing out the time in the music video as well as manipulating the effects. Also you can control the numbers of effects and time of the video. [|Visual/Spatial] The actual aesthetics of the video, as well as dressing up in character, basically making the video overall visual attractive. [|Bodily/Kinesthetic] The acting of the video, making the video as funny, engaging, inspirational as possible. [|Musical/Rhythmic] The music of the video, This means that in you video you can incorporate music or sound effects. [|Intrapersonal] Reflections by themselves, after the video each partners is going to make reflections of there work and the project. [|Interpersonal] Working in a group, or the partnership to complete this project. [|Naturalist] Video tape outside, make the video engaging so therefore let the setting be somewhere creative like outside. =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand Students will understand the areas of the world as they coincide with culture. **(Where)** Students will find an issue that speaks to them in another country and then create a fun music video or public service announcement about the issue.**(Why)** Students analyze different sections of the world by culture, History, and individual connection to the world. **(What)**
 * (H)** 4.2 The hook for this section will be to show the Hamlet music video to my class and get them all laughing and excited about doing this project.
 * (E)** 4.3 Students will know terminology, critical detail in another country, and important people. **(Equip)** The students will complete a story map as a graphic organizer to plot out their ideas as well as working in partners through out this whole project. while rating the system in a 4-3-2-1scoring **(Explore)** They are going to work in a group to create music video **(Experience)**
 * (R)** 4.4 The students will be able to revise there working by working together in a group. **(Rethink)** Students will evaluate themselves in a 4-3-2-1 scoring that allows us to see what things score high and what things score low and I will give feedback. **(Revise)** Students will receive feedback from me and give feedback through 4-3-2-1 **(Refine)**
 * (E)** 4.5 I used 4-3-2-1 scoring and teacher feedback
 * (T)**4.6
 * (O)** 4.7 Students will be able to understand the areas of the world as they coincide with culture. **(Perspective)** Create a video and presentation 5 days ||

[|Verbal-Linguistic] talking to each other during the set up of the project or the actual script or speech of the video. [|Logical/Mathematical] the tech work of the video and podcast as well as the logistical planning. [|Visual/Spatial] the actual video, the video needs to be engaging and visually appealing, whether costume or setting. [|Bodily/Kinesthetic] the round robin, in this process we will be engaging and active, as well making the video fun and engaging. [|Musical/Rhythmic] the sound of the video adding effects, or manipulating the musical or sound of the video. [|Intrapersonal] working on the acting alone, or you may choose to this project alone. [|Interpersonal] bouncing ideas of each other in the round robin or working in a group to complete the project. [|Naturalist] nature in the speech, or video taping the project outside or in the natural setting. =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand culture through History **(where)** Students will pick a political figure from another country or someone improtant that they like and create a video or podcast about them making a speech then upload together as a class. **(Why)** //Students analyze different sections of the world by culture, History, and individual connections to the world.// **(What)**
 * (H)** 5.2 The hook for this lesson is going to be watching SNL celebrity skits as famous people.
 * (E)** 5.3 Students will know terminology, and famous political figures or people from another country pop culture included. **(Equip)** The students are going complete the 5 W's chart to help them understand what they are going to say and we will be doing this as round robin brainstorming so they can generate ideas as a class in hands on way also making the activity fun. **(Explore)** They will be working aloe in the video but in a team to produce both. **(Experience)**
 * (R)** 5.4 They students will be able to build off each other in the brainstorming and working together for technical support. **(Rethink)** students will evaluate with 3-2-1 and peer, and teacher feedback. **(Revise)** Students will be able to score using 3-2-1, they will receive positive constructive feedback from their peers, and feedback from me. **(Refine)**
 * (E)** 5.5 3-2-1 scoring, peer, and teacher feedback
 * (T)**5.6
 * (O)** 5.7 Students will be able to understand culture through history. **(Empathy)** students will create a video and podcast in 5 days ||

Verbal-Linguistic talking to each other to brainstorm ideas about the presentations Logical/Mathematical the plotting of what to write and how to design you Google Earth map. Visual/Spatial The aesthetics of the Map and adding graphics or visual interpretations of the information. Bodily/Kinesthetic the hands on set up of the project or the engaging classroom exercises we will do to get ideas flowing of global diversity.  Musical/Rhythmic adding music to your Map or audio files that coincide with the idea of global diversity. Intrapersonal - writing the cultural data behind the mad while making it personal or giving answers that are personal connections you have made. Interpersonal the team set up to get ideas, or working together as a class to analyze each others maps. Naturalist - make the map have pictures of the environment or cultural reference the their surrounding habitat
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand culture of the world through History as well as where the countries of the world are located **(Where)** Students will take there first project that they did as a class and pick a new section of the world and do a similar structure of a Google Earth map but these students must also include cultural and historical facts about the countries in their presntations.**(Why)** //students analyze different different sections of the world by culture, History, and individual connections to the world.//**(What)**
 * (H)** 6.2 The hook for this will be any deadliest warrior clips that they students want to watch, or another cultural significance they have liked over the class that they want to do again.
 * (E)** 6.3 Students will know countries, capitals, terminology, culture, important people, ideas of world connections, and the rest of the class material. **(Equip)** The students are going to complete a spider map that allows hem to bring all of there ideas into one that they will discuss or write about. The students will be paired off based on the location and interest in information that they express. **(Explore)** They will be working in pairs to do this project **(Experience)**
 * (R)** 6.4 The team, pair, solo will allow for maximum input and every pupil response allows for student feedback to me.(**Rethink)** students will evaluate in every pupil response, peer by reading each others blogs, and student feedback. **(Revise)** The students will watch each others presentations and give input through the creation of this . **(Refine)**
 * (E)** 6.5 every pupil response, peer feedback through positive criticism, and teacher feedback
 * (T)**6.6
 * (O)** 6.7 Students will be able to understand culture of the world through History **(Self-Knowledge)** Google Earth Map 4 days. ||

2004 ASCD and Grant Wiggins and Jay McTighe