S3+Wilburn,+Tyler

=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= Mathematical - Students will calculate the amount of money Germany has to pay and how long it will take to finish payment. Visual - Students will draw a political cartoon about the desperate times in Germany. Bodily - Students can recreate and eat food that poor Germans had to eat. Musical - Students will create a sound track to the time period using music from that period (end Treaty of Versailles - 1938). Intrapersonal - Students will have a group discussion on the terms of the Treaty of Versailles. Interpersonal - Students will find a personal connection between the student's life and the life of the German people at the time. Naturalist - Students will compare crop yields from before and after WWI. **(Tailor)** =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**1.1 Students will understand that European oppression of Germany after World War I led to German nationalism. **(Where)** Knowing this information allows for effective arguments to be made that are related to issues in today's world.**(Why)**//Students will understand major enduring themes and historic influences in th United States and World History, including the roots of democratic philosophy, ideals, and institutions in the World.// **(What)**
 * (H)**1.2 I will show a Youtube video about the [|Treaty of Versailles]. I will use as the hook to kick off my World War II unit.**(Hook)**
 * (E)**1.3 Students will know that what the Treaty if Versailles is, what war reparations are, and what a depression is and how is affects a country. **(Equip)** Think-pair-share group tactic and the "fact and opinion" graphic organizer will be used to introduce these ideas. (**Explore**) They will create a video debate on German repression in groups of 3-4. **(Experience)**
 * (R)**1.4 When discussing each other's graphic organizers, the students can slap the table when they agree or disagree with a point made by another group member. **(Rethink)** After everyone shares, each student will reflect on their opinions and share any changes they made. "Is it a fact?" requires the students to double check their facts and make sure they are accurate. **(Revise)**
 * (E)**1.5 I use the slap it technique to keep students from talking over each other. I will then have students compare notes to see other people's thoughts. **(Evaluate)**
 * (T)** 1.6 Verbal - Students will be participating in a debate about the terms of the Treaty of Versailles.
 * (O)** 1.7 Students will be able to interpret European repression of Germany. __Product__: Video news debate __Time Frame__- 2-3 days **(Organize)** ||

Mathematical - Calculate how much debt Germany accrued accounting for current inflation. Visual - Draw a picture that depicts German poverty. Bodily - Do push ups until you can not do any more, then try to do more. This simulates how weak you feel when you are starving. Musical - Write a song about German poverty. Intrapersonal - Emulate a common German family. Interpersonal - Write a journal entry about the hard times you have endured. Naturalist - Explain how the Germans used their natural surroundings during this time period. **(Tailor)** =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 Students will understand that European repression of Germany led to German nationalism. **(Where)**Knowing this information is useful because America is enduring toug economic times, much like Germany after World War I. **(Why)**//Students will understand major enduring themes and historic influences in th United States and World History, including the roots of democratic philosophy, ideals, and institutions in the World.// **(What)**
 * (H)** 2.2 I will line up this lesson with Hitler's birthday and give some facts that most people would not know about him. **(Hook)**
 * (E)**2.3 Students will know what a depression is, who Hitler is and how he came to power, what the Nazi Party is, and other influential Germans between WWI and WWII.
 * (Equip)** I will use the 3-step interview to get th students into the mindset of living in Germany during this time period. **(Explore)**I will then have them make a T-chart to compare the similarities between America's current recession and Germany's depression. They will create a documentary about German citizens in this time period in groups of 4-5. (**Experience**)
 * (R)**2.4 Students will use the fist-to-five technique to show how much they agree of disagree with each other's comparisons. **(Rethink)** Students will compare notes and revise their thoughts and ideas. **(Revise)**
 * (E)**2.5 I use the T-chart give the students a relevant comparison to current events and historical events. The fist-to-five technique is meant to create a discussion within the group about their comparisons. **(Evaluate)**
 * (T)**2.6
 * (O)** 2.7 Students will be able to empathize with the life of a German citizen between WWI and WWII. __Product__: Documentary __Time Frame__: 2-3 days **(Organize)** ||

Mathematical - Using troop numbers and available technology, estimate which country is the strongest. Visual - create an interactive map that gives information on the Axis and Allied countries. Bodily - Dress up as people from various countries that were involved in the war. Musical - Find popular music from a variety of countries at the time from that time period. Intrapersonal - Split up into the Axis and Allied alliances and have a mock battle. Interpersonal - Read a journal entry from someone from that time period and reflect on how similar and different your lives are. Naturalist - Find out which countries had the most valuable resources and explain why they are valuable. **(Tailor)** =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand that World War II included countries that did not fight.**(Where)** Students should learn that wars are not all about fighting, but there are countries that provide other vital roles.**(Why)** //Students will understand major enduring themes and historic influences in th United States and World History, including the roots of democratic philosophy, ideals, and institutions in the World.// **(What)**
 * (H)**3.2 My hook will be a world map that shows which countries were involved in World War II and which side they were on. **(Hook)**
 * (E)**3.3 Students will know about Pearl Harbor, Iwo Jima, Normandy, Battle of the Bulge, Zimmerman Note, great generals, RAF, and important technologies that were used. **(Equip)** I will use the Roundrobin Brainstorming to get the class thinking about World War II, then I will use the KWL chart to assess what they know and what to focus on while I teach. **(Explore)** I will have them use Google Earth to show them the countries that existed at the time and then ask them to find which ones no longer exist. **(Experience)**
 * (R)**3.4 The class will complete a Roundrobin Brainstorm to gather ideas about WWII.**(Rethink)** Then they will complete a KWL to review what they know. **(Refine)**
 * (E)** 3.5 Students will need to complete an exit ticket before leaving class so I can see where the class stands on WWII. **(Evaluate)**
 * (T)** 3.6
 * (O)** 3.7 Students will be able to explain why WWII was a world wide war. __Product__: Google Earth project __Time Frame__: 1-2 classes **(Organize)** ||

Mathematical - Compare and contrast the number of deserters in each countries military. Visual - Draw a picture of life in the trenches. Bodily - Chop up some onions to get an idea of what mustard gas does to the eyes. Musical - Find songs that soldiers sang while they were fighting. Intrapersonal - Give war themed nick names to the people who want them in class. Interpersonal - Write a letter back home to your parents that has to do about the war. Naturalist - Find a before and after picture of some of the places where battles were fought. **(Tailor)** =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that World War II was fought in Europe and the Pacific Ocean. **(Where)** While the technology has changed, war is still mostly the same. I believe that students would be interested to get a glimpse of how war affects the mind and body.**(Why)** //Students will understand major enduring themes and historic influences in the United States and World History, including the roots of democratic philosophy, ideals, and institutions in the World.// **(What)**
 * (H)**4.2 My hook will be handing out samples of comic books that were made in the 40s for soldiers on the front lines. **(Hook)**
 * (E)**4.3 Students will know about psycological warfare, trench warfare, effects of the weather on troops, total war, and great generals and leaders.**(Equip)** I will assign one student to be a "sage" for the circle the sage activity to give students ideas on how soldiers lived during WWII.**(Explore)** I will use the flowchart graphic to get students to think of cause and effect situations that have to do with being a soldier during WWII. Then, the students will create motivational comic books for the soldiers on the front lines.**(Experience)**
 * (R)**4.4 I will use KWL to assess what they do and do not know**(Rethink)**, have them compare notes with other students for peer reflection**(Revise)**.
 * (E)**4.5 The KWL is meant to allow students to find out what they know and would like to know. The circle the sage will allow students to think critically about what they know and the exit ticket is to see where they are at the end of class.**(Evaluate)**
 * (T)**4.6
 * (O)**4.7 Students will be able to explain what war was like in the perspective of the soldiers. __Product__: ComicLife __Timeframe__: 1-2 classes **(Organize)** ||

Mathematical - Calculate the percentage of Japanese troops left after each island battle. Visual - Draw a sketch of a new type of fighter plan using technology from the time period. Bodily - Create a replica of a fighter plane, battle ship, or bomb. Musical - Create a music video about World War II. Intrapersonal - Re-enact a battle with a group of friends. Interpersonal - Write an opinion essay on which side you thought you should have won. Naturalist - Compare and contrast the climates of Southeast Asia and Europe. **(Tailor)** =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that World War II was fought in Europe and the Pacific Ocean. **(Where)** The end of World War II led to America becoming a world superpower. Some will argue that this is the beginning of America over-extending its military might.
 * (Why)** //Students will understand major enduring themes and historic influences in the United States and World History, including the roots of democratic philosophy, ideals, and institutions in the World.// **(What)**
 * (H)**5.2 My hook will be showing the class a YouTube video of a time lapse map of the war in Europe. **(Hook)**
 * (E)**5.3 Students will know about major battles in the Pacific and European theaters, which countries were allied and which ones were not, and which countries suffered the most casualties. **(Equip)** I will give the students a Venn diagram to compare and contrast the Axis and Allied powers. After words, they will get partners to share their diagrams. **(Explore)** When the students have finished comparing their diagrams, they will make a video montage of a section of World War II. **(Experience)**
 * (R)**5.4 I will use KWL to assess what they do and do not know**(Rethink)**, have them fill out a Venn diagram, and ask them check their facts with a partners**(Revise)**.
 * (E)**5.5 I will have the students do a quick write so I can assess their progress.**(Evaluate)**
 * (T)**5.6
 * (O)**5.7 Students will be able to reflect on World War II. __Product__: iMovie __Time-frame__: 2-3 classes **(Organize)** ||

//Students will understand major enduring themes and historic influences in the United States and World History, including the roots of democratic philosophy, ideals, and institutions in the World.// **(What)** Mathematical - Find the percentage of countries that sided with the Axis powers, Allied powers, and remained neutral. Visual - Draw a map of the world that shows which countries were involved and which side they were on. Bodily - Build a visual representation of a country, including it where its major cities are, its military installments, and fortifications(natural and man-made). Musical - Research and find if there were any famous musicians that protested the war. Intrapersonal - Forget about the actual alliances in the war and make your own sides with different names. Interpersonal - Explain why a country would want to remain neutral during World War II. Naturalist - Find out which countries had allies that provided them with useful natural resources during the war(i.e. oil, iron, gold...). **(Tailor)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that World War II included countries that did not fight. **(Where)** World politics has been and always will be a hot topic. World War II is a great example of what happens when diplomacy goes terribly wrong.**(Why)**
 * (H)**6.2 My hook will be showing the class a chart of the percentages of people that each country lost during World War II. **(Hook)**
 * (E)**6.3 Students will know the names of important generals, leaders, and heroes, important technological advances, and how and why World War II was started. **(Equip)** I will give the students a fact and opinion worksheet to see what they think of World War II. After which, they will split up into time pair share groups. **(Explore)** Once they have shared their opinions with each other, they will make a podcast about what they think about World War II. **(Experience)**
 * (R)**6.4 I will use KWL to assess what they do and do not know**(Rethink)**, fill out the fact and opinion sheet to spark questions and other thoughts about World War II, and have them share and/or revise their thoughts with a partner.**(Revise)**
 * (E)**6.5 I will have students fill out a hand-print worksheet to see what they understand.**(Evaluate)**
 * (T)**6.6
 * (O)**6.7 Students will be able apply their knowledge in order to propose which country they would ally with. __Project__: Podcast __Time-frame__: 1-2 classes**(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe