S3+Hurley,+Patrick

=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= //** (H)  **  1.2 Video clip from Pocahontas, first arrival at Jamestown and the gold songs  // //[]// //** (E)  **  1.3 Students will know: discovery of America, when the major colonies were discovered, Jamestown, Roanoke, Mayflower. ( **  Equip  **  ) Students will get in groups of two or three and use a flow chart to show when the major colonies were created. ( **  Explore  **  ) Use dipity to make a timeline, with the groups you did the flow chart with. Provide the dates, key people, and one interesting fact. ( **  Experience  **  )  // //** (R)  **  1.4 (  **  Rethink  **  ) at the end of class ask students what the muddiest points were, have them write it down. ( **  Revise  **  ) make comments on their points, then have them make some changes and add more after each class. ( **  Refine  **  )  // //** (E2)  **  1.5  **  pre-assessment  **  : think pair share- give students a few minutes to write down their knowledge of the subject, then share them in a group. // //** Formative assessment  **  : one minute essay, give the students a minute or two to write down the key things they learned in class that day. // //** (T)  **  1.6  **  interpersonal:  **  I will have students work in groups for the think pair share about their previous knowledge of the subject. // //** visual:  **  I will have a power point that has pictures of what the colonies looked like to get an idea of the environment and setup of the colonies. // //** natural:  **  The class will discuss the environment of the different colonies, like forests, swamps, etc.  // //** intrapersonal:  **  I will give students time to write brief reflections, one minute essays reflecting on the key facts they learned in class that day. // //** musical:  **  I will play colonial music in class to show a different cultural aspect  // //** verbal:  **  I will describe the landscapes, colonies, perils, etc.  // //** (O)  **  1.7 Students will be able to create a timeline of colonial America (  **  Apply  **  ). Product is a timeline on dipity. days: 3 ( **  organize  **  )  // || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * //** (W)  **  1.1 Students will understand that all History is connected (  **  Where  **  ). We are learning this to demonstrate the the students knowledge of the colonies, because without them the United States may have been a very different place. (  **  Why  **  )  **  Students will understand major enduring themes, and historical influences in the history of Maine, the United States, and various regions of the world  **  . (  **  What  **  )  //

//** (H)  **  2.2 Triangle trade activity: give each student a country or item and have them try and figure out the triangle trade and have them move according to what their role is. // //** (E)  **  2.3 Students will know: British colonies, French Colonies, Spanish colonies, trade routes, important imports and exports (  **  equip  **  ) Students will think pair share to discuss the effects of the colonies on the rest of the world. ( **  explore  **  ) Use garage band to make a podcast (  **  experience  **  )  // //** (R)  **  2.4  **  (rethink)  **  write daily journal log  **  (revise)  **  give students feedback  **  (refine)  **  let students make corrections to journal  // //** (E)  **  2.5  **  pre assessment  **  - Think pair share to think of different goods that were valuable in the colonies  // //** formative assessment  **  - Definitions are us, give students some keys terms they learned during the lesson  // //** (T)  **  2.6  **  verbal/ interpersonal  **  : The class will have a debate about who should own what colony. // //** kinesthetic/ spatial  **  : The class will do the triangle trade activity, acting out the routes on a map (hook). // //** natural  **  : I will explain the perils of sea travel. // //** logica  **  l: I will give percentages of goods shipped to and from the colonies. // //** (O)  **  2.7 Students will be able to analyze the impact of the colonies on Europe (  **  perspective  **  ). Product is a podcast using Garageband. days: 3 ( **  organize  **  )  // || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * //** (W)  **  2.1 Students will understand that the colonies had a large impact on the world (  **  Where  **  ). We are learning this to demonstrate the the students knowledge of the colonies, because without them the United States may have been a very different place. (  **  Why  **  )  **  Students will understand major enduring themes, and historical influences in the history of Maine, the United States, and various regions of the world  **  . (  **  What  **  )  //

//** (H)  **  3.2  []// //** (E)  **  3.3 Students will know life in the colonies, religion in the colonies, Indian/ colonist relations, geography of colonies (  **  equip  **  ) Give each group a colony that they will have to describe briefly to the class (  **  explore  **  ) Use Prezi to make a brochure for your groups colony (  **  experience  **  )  // //** (R)  **  3.4 (  **  rethink  **  ) one minute paper (  **  revise  **  ) Correct the students errors (  **  refine  **  ) Have students fix their mistakes  // //** (E)  **  3.5  **  pre assessment:  **  Walk about review  // //** formative assessment:  **  Index card summary  // //** (T)  **  3.6  **  natural  **  : I will teach a class outside. // //** verbal  **  : The class will discuss the effects of the colonies on Europe. // //** visual  **  : I will show pictures of some important goods, events, and places to the class. // //** interpersonal  **  : The students will do a walk about review. // //** intrapersonal  **  : Students will write a one minute paper. // //** natural  **  : I will discuss the geography of colonies, talking about landscapes and such. // //** (O)  **  3.7 Students will be able to demonstrate knowledge of the colonies effect on Europe. ( **  Explain  **  ) product: prezi. days: 3 ( **  organize  **  )  // || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * //** (W)  **  3.1 Students will understand that the colonies had a large effect on the world (  **  Where  **  ). We are learning this to demonstrate the the students knowledge of the colonies, because without them the United States may have been a very different place. (  **  Why  **  )  **  Students will understand major enduring themes, and historical influences in the history of Maine, the United States, and various regions of the world  **  . (  **  What  **  )  //

//** (H)  **  4.2  []// //** (E)  **  4.3 Students will know all the different laws, what they did, and the colonists responses to these laws (  **  equip  **  ). Jigsaw groups to explore different laws in groups and then teach each other about the different laws. ( **  explore  **  ) Use Comic Life to show the effects of some laws (  **  Experience  **  )  // //** (R)  **  4.4 (  **  rethink  **  ) Fish bowl activity (  **  revise  **  ) take a look at them and fix the mistakes (  **  refine  **  ) have them fix their mistakes  // //** (E)  **  4.5  **  pre assessment:  **  match pairs  // //** Formative assessment:  **  exit cards  // //** (T)  **  4.6  **  verbal  **  : I will describe the different laws passed by Great Britain. // //** logical  **  : I will show the timeline of all the different laws. // //** interpersonal  **  : Students will do the fish bowl activity. // //** intrapersonal  **  : Students will do the match pairs exercise. // //** visual  **  : I will show some reactions to the different laws. // //** kinesthetic  **  : I will have students reenact the reacts to some laws  // //** (O)  **  4.7 Students will be able to evaluate the cause and effect of the laws passed by Great Britain. ( **  interpret  **  ) Product: comic. days: 3 ( **  organize  **  )  // || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * //** (W)  **  4.1 Students will understand that all history is connected. (  **  Where  **  ) We are learning this to demonstrate the the students knowledge of the colonies, because without them the United States may have been a very different place. (  **  Why  **  )  **  Students will understand major enduring themes, and historical influences in the history of Maine, the United States, and various regions of the world  **  . (  **  What  **  )  //

//** (H)  **  5.2 quick debate about whether or not a certain law was justified or not  // //** (E)  **  5.3 Students will know colonists reactions to laws, Kings reactions to the colonists, Boston Massacre. ( **  equip  **  ) 3 minute review (  **  explore  **  ) use xtranormal to make a video (  **  experience  **  )  // //** (R)  **  5.4 (  **  rethink  **  ) concept mapping (  **  revise)  **  peer feedback (  **  refine  **  ) fix concept maps by using peer feedback  // //** (E)  **  5.5  **  pre assessment:  **  Anticipation guide  // //** formative assessment:  **  As I See It  // //** (T)  **  5.6  **  verbal  **  : We will discuss the different laws in class. // //** visual  **  : I will show a picture of tarring and feathering. // //** natural  **  : I will teach a lesson outside. // //** interpersonal  **  : There will be a brief class debate. // //** intrapersonal  **  : The students will fill out the anticipation guide. // //** kinesthetic  **  : The students will act out boston massacre. // //** (O)  **  5.7 Students will be able to consider the reactions of of the colonists to the acts passed by Great Britain. ( **  Empathy  **  ) product: xtranormal. days: 3 // || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * //** (W)  **  5.1 Students will understand that the move to America sparked a desire for freedom in the colonists that led to a revolution (  **  Where  **  ) We are learning this to demonstrate the the students knowledge of the colonies, because without them the United States may have been a very different place. (  **  Why  **  )  **  Students will understand major enduring themes, and historical influences in the history of Maine, the United States, and various regions of the world  **  . (  **  What  **  )  //

//** (H)  **  6.2  []// //** (E)  **  6.3 Students will know tea act, boston tea party, townshend acts, patriotism, taxation without representation, intolerable acts (  **  equip  **  ) round robin brainstorm (  **  explore  **  ) use capzles to make a multimedia project (  **  experience  **  )  // //** (R)  **  6.4 (  **  rethink  **  ) slap it (  **  revise  **  ) tell them correct answer if they slap wrong (  **  refine  **  ) continue game until everyone understands  // //** (E)  **  6.5  **  pre assessment:  **  right angle perspective  // //** formative assessment:  **  index card summaries  // //** (T)  **  6.6  **  verbal  **  : I will discuss the effects of certain laws. // //** visual  **  : I will show pictures of the Boston Tea Party. // //** kinesthetic  **  : The students will reenact the tea party. // //** interpersonal  **  : The students will have some time to work on project in groups. // //** intrapersonal:  **  The students will do their index card summaries. // //** musical  **  : The students will watch the hook video. // //** (O)  **  6.7 Students will be able to recognize the effect of Great Britain's laws on the colonies on the colonists desire for freedom. ( **  reflect  **  ) product: caplze. days: 5 // ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * //** (W)  **  6.1 Students will understand that the move to America sparked a desire for freedom in the colonists that led to a revolution (  **  Where  **  ) We are learning this to demonstrate the the students knowledge of the colonies, because without them the United States may have been a very different place. (  **  Why  **  )  **  Students will understand major enduring themes, and historical influences in the history of Maine, the United States, and various regions of the world  **  . (  **  What  **  )  //

2004 ASCD and Grant Wiggins and Jay McTighe