S3+Sawyer,+Brittany

=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 there was a division between the North and the South. **(where)** This information will allow students to understand how our country grew into what it is today. **(why)** //Students understand major eras, major enduing themes, and historic influences in the history of Maine, the United States and in various regions of the world.// **(what)**
 * (H)**1.2 Students will watch a youtube video about the causes of the Civil War. [] **(hook)**
 * (E)** 1.3 Students will know about border states, the Mason-Dixon line, Rebels, Yankees, Abraham Lincoln,and succession. **(equip)** Students will complete a KWL chart and participating in a three step interview to discuss their different views on the differences between the North and South. **(explore)** Students will work in pairs to create a Comiclife visually showing the differences between the North and South and why the differences existed. **(experience)**
 * (R)** 1.4 During the KWL chart students will rethink previous ideas on differences between the North and South, and fill out an exit ticket with one new piece of information they learned and one question they have. **(rethink)** Students will receive peer feedback on their Comiclife to assure each student has all the required parts. They will also receive teacher feedback afterwards on which parts the student needs to improve. **(revise/refine)**
 * (E)** 1.5 The pre-assessment my students will be their completion of the KWL chart and a pretest to gauge their knowledge. The formative assessment will be the completion of their Comiclife. **(evaluate)**
 * (T)** 1.6 **Verbal**: Students will present their Comiclife to the class.
 * Logical:** Students will think through the difference between the North and South and analyze the differences.
 * Visual:** Students will complete a Comiclife to visually represent the differences.
 * Naturalist:** Students will include the geographic and agricultural differences between the North and South.
 * Intrapersonal:** Students will reflect on their own knowledge of the subject.
 * Interpersonal:** Students will work in pairs to create their Comiclife, as well as working in groups for peer feedback. **(tailor)**
 * (O)** 1.7 Students will be able to analyze the reasons behind the differences in the North and South. **(perspective)** **Product:** Comiclife **#Days:** 3-4 **(organize)** ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 Students will understand that the country was dealing with major issues of Constitutional meaning and Democratic freedom. **(where)** This information will allow students to understand why we have the laws that are in place today, and what effected their change. **(why)** //Students understand major eras, major enduing themes, and historic influences in the history of Maine, the United States and in various regions of the world.// **(what)**
 * (H)**2.2 Students will watch a youtube video putting amendments into song form. [] **(hook)**
 * (E)** 2.3 Students will know what Amendments and bills are and how they are created as well as how the government worked in that era. **(equip)** Students will use a T-Chart to compare the laws during the Civil War and today. **(explore)** Students will work in groups to create an iMovie that will demonstrate their understanding of the changes in laws from the Civil War to today. **(experience)**
 * (R)** 2.4 Students will participate in Circle the Sage to discuss the change in laws during the Civil War era. Students will then participate in Slap-it in which they will choose the correct Amendment that goes with the law that the teacher states. **(rethink)** The students will receive teacher feedback on the historical accuracy of their iMovie in which they will have a chance to make changes to. **(revise/refine)**
 * (E)** 2.5 The pre-assessment for students will be the completion of the Circle the Sage activity, with the T-Chart to follow. The formative assessment will be the completion of their iMovie. **(evaluate)**
 * (T)** 2.6 **Logical:** Students will analyze the major issues and changes of the Constitution.
 * Musical:** Students are free to create their iMovie in a rap/song form.
 * Kinesthetic:** Students will participate in the Circle the Sage activity.
 * Interpersonal:** Students will work together to complete an iMovie.
 * Visual:** Students will use other students movies to learn more on the Constitutional changes.
 * Linguistic:** Students will write scripts for the audio overlay of their iMovie. **(tailor)**
 * (O)** 2.7 Students will be able to exhibit the change in the Democratic ideals over time. **(Application)** **Product:** iMovie **#Day** 4-5 **(organize)** ||

[|http://www.history.com/videos/impact-of-the-civil-war#impact-of-the-civil-war] **(hook)** =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand that there are causes and effects of the Civil War. **(where)** This information will allow students to understand how our culture became what it is today. **(why)** //Students understand major eras, major enduing themes, and historic influences in the history of Maine, the United States and in various regions of the world.// **(what)**
 * (H)**3.2 Students will watch a video about the impact of the Civil War on the United States
 * (E)** 3.3 Students will know the sequence of important events such as the Dred Scott Case, Slave Codes, Emancipation Proclamation, Gettysburg Address, Lincoln's Assassination. **(equip)** Students will participate in a Three Minute Interview with a small group to discuss what they believe are causes and effects. which will then be shared with the class. Students will follow with a persuasion map to explain newly acquired knowledge. **(explore)** Students will work in pairs to create a Wiki to explain the causes and effects of the Civil War era on today's society, each student will choose three causes and effects to explain. **(experience)**
 * (R)** 3.4 Students will participate in a Take and Pass activity to display knowledge with peers and receive feedback on ideas. **(rethink)** Students will receive teacher feedback twice through pair-teacher meetings and individual-teacher meetings, they will then be presented with chances to revise their Wiki. **(revise/refine)**
 * (E)** 3.5 The pre-assessment for this lesson will be the completion of the three minute interview, and sharing of results with the class. The formative assessment will be the completion of the Wiki. **(evaluate)**
 * (T)** 3.6 **Intrapersonal:** Students will be able to complete three cause and effect Wiki pages on their own.
 * Interpersonal:** Students will work in groups to complete the Take and Pass activity.
 * Logical:** Student will have to analyze the effect for each cause and explain their reasoning.
 * Naturalist:** Students can choose to pick causes and effects that have to do with land use, effect on animals or other nature related causes.
 * Linguistic:** Students will complete their Wiki pages using properly formed paragraphs and descriptions.
 * Verbal:** Students will share their experiences with the Three Minute Interview and Take and Pass activities. **(tailor)**
 * (O)** 3.7 Students will be able to describe how history can help one better understand and make informed decisions about the present and future. **(Explanation) Product:** Wiki **#Days:** 2-3 **(organize)** ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that there was a division between the North and the South. **(where)** This lesson will allow students to analyze the strategic differences between the North and South and will be able to bring knowledge of strategy to modern wars.**(why)** //Students understand major eras, major enduing themes, and historic influences in the history of Maine, the United States and in various regions of the world.// **(what)**
 * (H)**4.2 Students will play one of the games on the website []. **(hook)**
 * (E)** 4.3 Students will know about General Lee and General Grant, major strategic wins for each side, differences in strategy on each side. **(equip)** Students will participate in a Think Pair Share activity, followed by a Describing Wheel activity to show new and old knowledge. **(explore)** Students will create a blog in which they choose a side based solely on the strategic ability they think worked best. **(experience)**
 * (R)** 4.4 Students will participate in a Think Pair Share to receive peer feedback on what they learned. **(rethink)** Students will receive teacher feedback on their blog, and will be given the chance to revise the blog based on the feedback. **(revise/refine)**
 * (E)** 4.5 The pre-assessment for this lesson will be the completion of a Human Bar Graph based on a series of questions to show their previous knowledge. **(evaluate)**
 * (T)** 4.6 **Interpersonal:** Students will be able to work together to discuss strategic differences during the Think Pair Share activity.
 * Intrapersonal:** Students will create a blog based on their own opinion on strategic abilities.
 * Kinesthetic:** Students will participate in a Human Bar Graph activity.
 * Visual:** Students will play online games that show strategy.
 * Linguistic:** Students will complete a blog with describing details that explain their position.
 * Logical:** Students will decide which side they want to take based solely on strategy. **(tailor)**
 * (O)** 4.7 Students will be able to reflect on which position they would take strategically without considering social aspects. **(Self-Knowledge) Product:** Blog **#Days:** 2-3 **(organize)** ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that there are causes and effects of the Civil War. **(where)** This lesson will teach students that the effects of the Civil War are still visible today. **(why)** //Students understand major eras, major enduing themes, and historic influences in the history of Maine, the United States and in various regions of the world.// **(what)**
 * (H)**5.2 Students will discuss interesting Civil War facts through the website [] to gain some overall knowledge of what was going on. **(hook)**
 * (E)** 5.3 Students will know about what citizens were feeling and how they were handling the situation. Students will know vocabulary such as carpetbagger, popular sovereignty and abolitionist. **(equip)** Students will participate in a Jigsaw activity to share knowledge with other students, and will follow with a Time Order Chart activity to show newly acquired knowledge. **(explore)** Students will create a glogster showing the cause and effects of the Civil War on today's society and government. **(experience)**
 * (R)** 5.4 Students will participate in a fist to five to show their comfort level with the information attained. **(rethink)** Students will complete a self assessment, which will then be discussed with the teacher for feedback. **(revise/refine)**
 * (E)** 5.5 Pre-assessment will take place in the form of the fist to five activity at the beginning of class. Assessment will occur in the same fashion at the end of class as well. **(evaluate)**
 * (T)**5.6 **Musical:** Students can choose to write songs about the causes and effects and implement them into their Glogster.
 * Visual:** Students can display the information they have learned through pictures on their Glogster so long as they can explain them.
 * Naturalist:** Students may choose to focus on environmental, agricultural or physical change.
 * Linguistic:** Students will be able to write out in detail their explanation of their cause and effect Glogs.
 * Logical:** Students will have to show connections between events in history and decide which are most important to them.
 * Kinesthetic:** Student will participate in the fist to five activity to show understanding. **(tailor)**
 * (O)** 5.7 Students will be able to make sense of the effects that the Civil War had on America today. **(Interpretation) Product:** Glogster **#Days:** 2-3 **(organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that the country was dealing with major issues of Constitutional meaning and Democratic freedom. **(where)** This lesson will allow students to empathize with people from another time period. **(why)** //Students understand major eras, major enduing themes, and historic influences in the history of Maine, the United States and in various regions of the world.// **(what)**
 * (H)**6.2 Students will explore [] to make the Civil War come together. **(hook)**
 * (E)** 6.3 Students will know about Amendments that were created in response to the Civil War, Slave Codes, and other laws pertaining to slavery. **(equip)** Students will participate in an Onion Ring activity to begin bringing their knowledge of the Civil War together with their peers. Students will create a Biocube about themselves from the point of view of a Civil War citizen. **(explore)** Students will participate in groups to create a Vlog explaining the cause and effect of the Civil War on today's society and how citizens were effected. Demonstrating Constitutional and Democratic changes for citizens. **(experience)**
 * (R)** 6.4 Students will participate in a Round Robin Brainstorming activity to receive peer feedback for group movies. **(rethink)** Students will self evaluate their participation in the project. Students will also receive teacher feedback on their rough edit of their movie before creating a final product. **(revise/refine)**
 * (E)** 6.5 Pre-assessment will take place in the form of the Onion Ring activity in which they will record their thoughts and pass them in for the teacher to see their level of understanding. **(evaluate)**
 * (T)** 6.6 **Kinesthetic:** Students will act out a role of their choice in their Vlog.
 * Interpersonal:** Students will work together in groups in several activities in this lesson such as the Vlog and Round Robin Brainstorming.
 * Intrapersonal:** Students will be able to create the Biocube about themselves from a Civil War era perspective.
 * Musical:** Students can chose to do their Vlog in a musical or song form.
 * Linguistic:** Students will be able to create a script, and will have to keep a record of their thoughts and ideas.
 * Logical:** Students will need to make connections on a more specific level about the effects of the Civil War.
 * (O)** 6.7 Students will be able to consider what Civil War era citizens felt about the changes occurring around them. **(Empathy) Product:** Vlog **#Days:** 4-5 **(organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe