S3+Joiner,+Rachel

=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 are connections and comparisons to the first settlers and more recent immigrant groups **(WHERE).** Students need to know this because our country would not here without our founding fathers, and we would not have a free democratic society as we do now. **(WHY).** **//Students understand major eras, major enduring themes, and historic influnces in the history of Maine, the United States, and various regions of the world (WHAT//).**
 * (H)** 1.2 Students will work in small groups and brainstorm and discuss what life would be like without laws or freedoms.They will discuss how they would feel to live under an opressive government as the colonists did. A class discussion will follow **(HOOK).**
 * (E)** 1.3 Students will know Jamestown, Native Americans, Pilgrims, Mayflower, role of religion in society, reasons for leaving Britain. Flow Chart, students will use this to show events that led up to the colonists leaving Britain **(EQUIP).** Three minute review. Students will discuss what has been covered so far and compare their flow charts, ask questions in the group, and then ask any remaining questions to the teacher. Students will go outside to discover resources colonists used, as well as assume the role of colonists and intimiate their ideals, as well as act them out as students guess who they are. Students will also write short responses on how they would feel being a colonist and coming to a new world. **(EXPLORE/RETHINK).** Students will show colonists reasons for leaving Britain and compare to recent immigrant groups reasons for leaving using Comic Life. This will help students see the points of view of colonists and immigrants in todays world **(EXPERIENCE).**
 * (R)** 1.4 Students will have time outside of class, and a few minutes of a class period to compile information on each groups reasons for leaving **(RETHINK).** Students will be split into groups of two where they will review each others products, and provide peer feedback. They will complete a checklist of the student whose product they are viewing to make sure they have provided all the content **(REVISE).** After recieving feedback and adding anything that is needed from the checklist students will create their final product. **(REFINE).**
 * (E)2** 1.5 For a pre-assessment students will hold up their fingers using numbers to demonstrate their current knowledge. One is the lowest understanding, and ten is the higest understanding.I am going to use a progress checklist as a formative assessment to show the students understandings and keep the students on track. Students will complete a self-assessment in the form of a reflection for a summative assessment **(EVALUATE).**
 * (T)** 1.6 **Spatial:** Have students create mind maps showing the various reasons the colonists left.
 * Naturalist**: Take students outside on a nature walk where we discuss the resources avaiable to the colonists at the time of their arrival in the 17th century.
 * Linguistic:** Students will write a short response on what they would do if they were on a boat and headed to a new world.
 * Bodily-Kinesthic:** Students can immitate and act out important people and key events while other students guess who they are.
 * Musical:** Music will be playing softly in the background during trasitions in order to set the tone for the next activity.
 * Interpersonal:** Students will each be an influential member of the colonial times and they will pretend to be this person at a colonial tea party where they must act like them, and express their views. **(TALIORS).**
 * (O)** 1.7 Students will be able to understand the connections between the colonists leaving Britain and recent immigrant groups **(PERSPECTIVE).** Product: Comic Life. Days: 4-5 days **(ORGANIZE).** ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that the founding of America was shaped by many different people, cultures, and industries **(WHERE).** Students need to know this because our country would not look the way it does if it wasn't for the existance of the Native Americans, colonists, and the geography **(WHY).** //**Students understand major eras, major enduring themes, and historic influnces in the history of Maine, the United States, and various regions of the world (WHAT).**//
 * (H)** 2.2 Students will watch a video at []. The video will be stoped at 43 seconds. A class discussion will follow this video **(HOOK).**
 * (E)** 2.3 Students will know New England, Mid-Atlantic Colonies, Southern Colonies, Massachusetts Bay Colony, Pilgrims, Mayflower, Indentured Servants, Puritian, Sir Walter Raleigh, Roanoke, Anne Hutchinson, Iroquois Confedercy, geogrpahy, tabcco industry. Mind Maps, students will use this to detemine how people, the geography, and events influnced our country **(EQUIP).** Jig-saw, students will each have a key piece of information that they will learn well, and then students will rotate around the room sharing information. Students will listen to music from the Colonial Era. They will also complete a flow chart to better explain their ideas. They will also take a look into Colonial Era art and anaylze it. **(EXPLORE).** Students will film an advertisment using imovie that will attract colonists to this "new world." This will help students understand the reasons colonists left and how they were able to succed. **(EXPERIENCE).**
 * (R)** 2.4 Students will have a little time in class, and time outside of class to collect information on what attracted the colonists to this new world **(RETHNK).** Students will work in small groups and recieve feedback from both their peers and the teacher to make sure they are on the right track **(REVISE).** Students will use this feedback and complete their final product. **(REFINE).**
 * (E)** 2.5 I am going to use an Anticipate Guide as a pre-assessment. Students will complete this guide by responding to a series of statements related to the topic with some misunderstandings included. As a formative assessment students will complete an exit ticket by answering a quick question about the material covered to that point. This will demonstrate student understanding and clear up misconceptions. Students will complete a self-assessment in the form of a reflection for a summative assessment **(EVALUATE).**
 * (T)** 2.6 **Musical:** Students will listen to a few songs of the colonial era, and find the musical insturments used during the colonial era.
 * Naturalist:** Take students outside to complete reading and have a class discussion.
 * Lingustic:** Students will write a response that explains how the geography of Jamestown helped the colonists survive.
 * Spatial**: Students will create a flow chart that shows and explains the events that transformed the headright system into slavery.
 * Visual**: Students will examine and analyze pieces of colonial art, and explain to the class what they see in it.
 * Intrapersonel**: Students will refelct on their learning so far and reflect on what they could have done better **(TALIORS).**
 * (O)** 2.7 Students will be able to understand the colonists reasons for leaving Britain, and what and who made the "new world" so great **(EXPLANATION).** Product: imovie. Days: 3-5 days. **(ORGANIZE).** ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that there are connections and comparisons to the first settlers and more recent immigrant groups **(WHERE).** Students need to know this because if the colonists never left Britain, then we could all be British and live under a monarch **(WHY).** //**Students understand major eras, major enduring themes, and historic influnces in the history of Maine, the United States, and various regions of the world (WHAT).**//
 * (H)** 3.2 Upon entering the classroom students will be put into small groups. Each group has been assigned another country with a totally different culture. There will be breif summaries on the tables of each culture. Students will discuss in these groups what it would feel like if they moved there right now **(HOOK).**
 * (E)** 3.3 Students will know Jamestown, Native Americans, Pilgrims, Mayflower, role of religion in society, reasons for leaving Britain. Ice Cream Cone, students will use this to show how upon arriving the colonists survived by various means **(EQUIP).** Think-Pair-Share. Students will consider a posed question, and then share with another, then share to other group. Students will use math in order to look into the effects of the Great Starvation in Jamestown. Students will reenact major events throughout the 17th century, as well as refelct on their progress so far. **(EXPLORE).** Students will keep an online journal on a blog that describes their experience of a time when they "migrated." They will comment on others offering help, feedback, and support.This will help students make connections to the colonists move and their life **(EXPERIENCE).**
 * (R)** 3.4 Students will have time to think about how moving affected their life, and how the colonists felt as they moved to this new world **(RETHINK)** Students will give comments and feedback on each others responses **(REVISE).** Students will take these comments and continue to work on their final product. **(REFINE).**
 * (E)** 3.5 I am going to use a KWL chart as a pre-assessment. Students will complete the "K" and "W" sections and we will discuss them as a class. Students will do the activity "Is that a Fact?" They will distinguish between opinion-based statements and real fact as a formative assessment. Students will complete a self-assessment in the form of a reflection for a summative assessment **(EVALUATE).**
 * (T)** 3.6 **Logical**: Students will look at the before and after populations of Jamestown after "The Great Starvation." They will find out how much of the population was wiped out. **Spatial:** Students will make graphs showing the decrease in the population of Jamestown starting in 1607.
 * Musical:** There will be quiet background music playing.
 * Lingusistic**: Students will write a short response comparing colonists and a modern day group of immigrants.
 * Intrapersonel**: Students will refelct on their progress so far, and set goals for their future work.
 * Bodily-Kinesthic**: Students can create short skits that reenact an important event from the Pilgrims arriving at Plymouth to the settlers at Jamestown. **(TALIORS).**
 * (O)** 3.7 Students will be able to understand the connections between the colonists and recent immigrant groups **(INTERPRETATION).** Product: Blog. Days: 2-3 days. **(ORGANIZE).** ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that there are connections and comparisons to the first settlers and more recent groups **(WHERE).** Students need to know this because they need to recognize the importance of this event, and how history seems to be repeating itself **(WHY).** //**Students understand major eras, major enduring themes, and historic influnces in the history of Maine, the United States, and various regions of the world (WHAT).**//
 * (H)** 4.2 Students will watch a video at [] **(HOOK).**
 * (E)** 4.3 Students will know Native Americans, Pilgrims, Mayflower, tobacco industry, indentured servants, House of Burgess. Idea Wheel, students will use this to break down their ideas of how colonists are connected to modern day migrants **(EQUIP).** Wait a minute, students will be asked two questions at the beginning and end of class. They will have one minute to write a quick response to each to show their understanding. Students will be looking at how logical it is for a migrant from our society to survive in colonial America in the 17th century, they will also be making visual representations using collages to show their understanding. They will also be reflecting and responding to their own work as well as others **(EXPLORE/RETHINK).** Students will create an xtranormal presentation where they will assume the role of an influential colonial figure and play them at a colonial party. Students will conduct research and act as that person. This will allow students to get into the minds of the colonists and gain a better understanding **(EXPERIENCE).**
 * (R)** 4.4 Students will have time outside of the classroom to conduct research and gather information on their chosen colonial figures, and have time in class to compile this information in some format that works for the student **(RETHINK).** Students will work in groups of four to compare research, and offer ideas to each other. They will look at the rubric to make sure they are meeting the criteria for the research part of the rubric and product. **(REVISE).** Students will take this information and continue to work on their final product **(REFINE).**
 * (E)** 4.5 I am going to use visual representation as a pre-assessment. Students will create some sort of visual web or map that demonstrates the connections and understandings. I am going to use a ven digram as a formative assessment and have students compare and contrast colonists and modern day migrants. As a summative assessment I am going to have students reflect on the work they have completed thus far **(EVALUATE).**
 * (T)** 4.6 **Logical**: Students will decide how a migrant in today's world would survive, and discuss the fesibility of it, and if that person would logically be able to survive.
 * Visual:** Students will create a collage using their own drawings or pictures to show the expressions of the colonists coming to this new world.
 * Interpersonel:** Students will discuss in groups what they believe was the hardest part for the colonists coming to America. They will then share this with the class.
 * Musical:** Background mood music will be playing in the background.
 * Intrapersonel:** Students will reflect on their work, and what they can do to improve.
 * Linguistic:** Students will be responding in the form of comments to each others final products and offering positive feedback **(TALIORS).**
 * (O)** 4.7 Students will be able to understand connections between colonists leaving Britain and more recent immigrant groups. **(EMPATHY).** Product: Xtranormal. Days: 3-4 days **(ORGANIZE).** ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that our democratic ideals played a role in the founding of the country, and served as a model for others **(WHERE).** Students need to know this because our legal system, our country, and our constitution are all based off of these original ideas **(WHY)**. //**Students understand major eras, major enduring themes, and historic influnces in the history of Maine, the United States, and various regions of the world (WHAT).**//
 * (H)** 5.2 Upon entering the classroom students will be given a slip of paper. Some of the papers will have one sentence from an important historical document, while others will have opinion-based statements on them. Students will have five minutes to seperate on each side of the room, one for opinon-based and the other for actual facts. **(HOOK).**
 * (E)** 5.3 Students will know John Locke, Thomas Hobes, Olive Branch Petition, Magna Charter, House of Burgess, Mayflower Compact. Persussain Map, students will use this to break down their ideas on how our democratic ideals shaped the nation **(EQUIP).** Question Box. There will be a box located at a designated area in the classroom where students may put in questions about the topics we are learning. Once a day the questions will be pulled out and gone over so the entire class can obtain the material. **(EXPLORE/RETHINK).** Students will create a Podcast where they will be on a radio editiorial show, and they will discuss and argue the ideas of John Locke and other works that influnced our democratic society. Students will work in pairs **(EXPERIENCE).**
 * (R)** 5.4 Students will have time in class to pair up in groups and discuss possible ideas for their product. They will work outside of class to compile research and form their opinions **(RETHINK).** Students will get together with other groups to share their information and ideas, and offer feedback and share ideas and examples. They will make sure they have met the criteria on a provided checklist before moving on to work on their product **(REVISE).** Students will take this information and continue to work on their final product **(REFINE).**
 * (E)** 5.5 I am going to use the carousel brainstorm as a pre-assessment. Students will move from station to station brainstorming ideas on how the works of the colonial era influnced our democratic ideals and served as a model for other countries. At each station they will read and discuss existing ideas, and add more of their own. As a formative assessment I will use As I See It. Students will be able to express their own opinions, while backing it up with factual information. I will have students reflect on everything we have learned so far as a summative assessment **(EVALUATE).**
 * (T)** 5.6 **Musical:** Music will be playing during the hook part of the lesson to get students in the mood and excited about learning.
 * Lingustic:** Students will be responding to how they think our democratic ideals were shaped by that of the founding works of this country.
 * Bodily-Kinesthic:** Students will be sorting themselves based off their sheets upon entering the room. They will move to one side or the other. They will also be moving from station to station during the brainstorming activity.
 * Intrapersonel:** Students will refelct on what life would be like today if things such as the Magna Charter, or people such as John Locke did not exist. They will reflect on what life would be like in todays world without these ideals.
 * Naturalist:** Class will be held outside where students can complete work and discuss.
 * Interpersonel:** Students will discuss in groups how our democratic ideals have served as an influnce and model to other countries. They will share this information to the class. **(TALIORS).**
 * (O)** 5.7 Students will be able to understand how our democratic ideals shaped our country, and served as a model for others **(APPLICATION).** Product: Podcast. Days: 4-5 days **(ORGANIZE).** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that the founding of America was shaped by many different people, cultures, and industries **(WHERE).** Students need to know this because our culture today has many influnces that can be related back to the colonial era **(WHY).** //**Students understand major eras, major enduring themes, and historic influnces in the history of Maine, the United States, and various regions of the world (WHAT).**//
 * (H)** 6.2 Students will watch a video at [] **(HOOK).**
 * (E)** 6.3 Students will know New England, Mid-Atlantic, Southern Colonies, Massachusetts Bay Colony, Pilgrims, Mayflower, Puritian, Indentured Servant, Sir Walter Raleigh, Anne Hutchinson, Iroquoius Confedercy. Describing Wheel. Students will put the main topic in the center and put supporting evidence around the outside wheel to show their understandings **(EQUIP).** One-Minute-Essay. At the end of the lesson for that day students will write a breif essay that summarizes the main ideas and key events within a few minutes. This will be collected and checked for understanding. **(EXPLORE/RETHINK).** Students will reflect on how the culture of Maine was shaped by the coexistance of the colonists and the Native Americans. They will do this by creating a Wiki **(EXPERIENCE).**
 * (R)** 6.4 Students will have time outside of class to gather their information, and reflect on the main ideas **(RETHINK).** Students will work in small groups to give each other feedback and swap tips and give suggestions. They will check with the rubric to make sure they are meeting all the criteria **(REVISE).** Students will take this information and then continue to work on their final product **(REFINE)**.
 * (E)** 6.5 For a pre-assessment I have chosen to do a Fold-Over-Digram. Students will come up with their own definations, then they will find textbook defintions, and then compare and contrast the two different deffinations. As a formative assessment students will complete an exit ticket to check their understanding. As a summative assessment students will complete a reflection on how well they are doing in this class, and what they can improve on **(EVALUATE).**
 * (T)** 6.6 **Logical:** Students will be split into teams of four. They will pretend to be colonists that just arrived in this new world and they must come up with a strategy to survive the harsh winter.
 * Naturalist:** Students will look at a region of their choice from the 17th century and explain the geography of the land and why this place would be a good place to live or not.
 * Interpersonel:** Students will get on a discussion board and debate their views.
 * Musical:** Students will find a song that best describes an event from the Colonial Era.
 * Visual:** Students will make a timeline of events that occured following the colonists arrival. Include pictures.
 * Linguistic:** Students will comment on each others wiki's and provide positive feedback. **(TALIORS).**
 * (O)** 6.7 Students will be able to understand how the founding of America was shaped by many different people, cultures, and idustries. **(SELF-KNOWLEDGE).** Product: Wiki. Days: 4-5 days **(ORGANIZE).** ||

2004 ASCD and Grant Wiggins and Jay McTighe