S3+Wallace,Megan+Marie

=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, feedback by students **(Rethink/Revise),** and feedback by teacher (**Revise**/**Refine**), [|Checking for Understanding]
 * (E)** **.5** Formative Assessment - Rubrics, Checklist **(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 civilizations today continue to develop in similar patterns to that of early civilizations. (**Where**) You will be the ones changing the country soon and you need to know why it is set up the way that it is now. (**Why**) //Students understand the emergence of civilizations to 1000 B.C. in world history and institutions in the world.// (**What**)
 * (H)** 1.2 I will show a clip from YouTube to grab my students' attention. (**Hook**)
 * (E)** 1.3 Students will know the sequence and timeline of the rise and fall of Ancient Rome, Greece, and Egypt. Step-by step chart. (**Equip**) Students will break into three groups. Each group will get an empire to discuss . Round Robin Brainstorming. (**Explore**) In their groups, students will create podcasts on garage band about the important aspects of their civilization. (**Experience**)
 * (R)** 1.4 Students will create a script and practice their podcast. (**Rehearse**) Students will look at the corrections I make and see what can be changed. (**Rethink**) Students will make corrections to their podcasts. (**Revise**) Students will peer review and give and get peer feedback. (**Refine**)
 * (E)** 1.5 Students will be graded using a checklist of the major events of their civilizations history. (**Evaluate**)
 * (T)** 1.6 **Musical**-Students will add musical elements from their empire into their podcast.
 * Interpersonal**-Students are working together in groups to create their podcasts.
 * Verbal**-Students will be writing and then reading aloud their scripts about their empire.
 * Visual**-Important pieces of art and architecture will be discussed in the podcasts.
 * Naturalist**-Environment and agriculture will be included in the podcast.
 * Logical**-Students will use garage band and other software to create their podcasts.
 * (O)** 1.7 Students will be able to analyze the patterns that civilization make in their creation. (**Perspective**) Podcast on garage band. 2-3 days. (**Organize**) ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that we in the present make decisions because of what happened during the rise of civilizations in the past. (**Where**) If we don't learn from the mistakes of the past, we are doomed to repeat them in the future. (**Why**) //Students understand the emergence of civilizations to 1000 B.C. in world history and institutions in the world.// (**What**)
 * (H)** 2.2 Audio clip from my iTunes. (**Hook**)
 * (E)** 2.3 Students will know important vocabulary that pertains to the major inventions of some of the ancient civilizations. Idea Wheel (**Equip**) Students will break into groups and learn about one particular invention and then break into new groups and teach what they learned to their new group. Jigsaw (**Explore**) Students will work with their original groups to create an advertisement on iMoive to sell their new invention. (**Experience**)
 * (R)** 2.4 Students will write a scrip and practice it. (**Rehearse**) They will look at other advertisements and see what can be improved. (**Rethink**) Students will make any corrections that are needed. (**Revise**) Students will make any additions that they need. (**Refine**)
 * (E)** 2.5 Students will be graded using a rubric. (**Evaluate**)
 * (T)** 2.6 **Musical**-Students will add music and sound effects to their movie.
 * Verbal**-Students will have to write and read a script.
 * Visual**-Students will me making an iMovie.
 * Body/Kinesthetic**-Students will have to move around to make their movie.
 * Interpersonal**-Students will be working in groups.
 * Logical**-Students will have to use cameras to film and edit their movie.
 * (O)** 2.7 Students will be able to adapt an important invention from the past to be used in daily life today. (**Application**) Advertisement on iMovie. 2 days. (**Organize**) ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that we in the present make decisions because of what happened during the rise of civilizations in the past. (**Where**) If we don't learn from the past we will continue to make the same mistakes in the future. (**Why**) //Students understand the emergence of civilizations to 1000 B.C. in world history and institutions in the world.// (**What**)
 * (H)** 3.2 Show newspaper clippings. (**Hook**)
 * (E)** 3.3 Students will know sequence of events that happened in ancient civilizations. Sequence chart. (**Equip**) Students will start to outline their stories in groups or individually. Three minute review. (**Explore**). Students will make a digital story to show to effect the past has had on the present. (**Experience**)
 * (R)** 3.4 Student will create an outline for their story. (**Rehearse**) Students will run the outline by me to make sure it makes sense. (**Rethink**) Students will make any corrections or additions. (**Revise**) Students will create the final product. (**Refine**)
 * (E)** 3.5 Students will be graded using a rubric. (**Evaluate**)
 * (T)** 3.6 **Natural**- We will go outside to make to stories.
 * Body/Kinesthetic**- Students will be moving/running around while making the stories.
 * Interpersonal**- Students can work in groups.
 * Intrapersonal**- Students can work individually.
 * Verbal**- Students will have to create a story.
 * Logical**- The story must contain a certain sequence of events.
 * (O)** 3.7 Students will be able to imagine why we continue to do things in a similar manner now that people did back then. (**Empathy**) Digital story. 2 days. (**Organize**) ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that the Roman empire had a major impact on its surrounding civilizations. (**Where**)
 * (H)** 4.2Youtube clip about some of the Roman rulers. http://www.youtube.com/watch?v=Wkh0__I0ht4 (**Hook**)
 * (E)** 4.3 Students will know important people in the history of Rome. Timeline (**Equip**) Students will divided into teams of four, then broken into partners, and will eventually work on their own to discuss what they have learned. Team Pair Solo (**Explore**) Students will create blogs to show what they have learned about the Roman Empire. (**Experience**)
 * (R)** 4.4 Write sample blogs. (**Rehearse**) Make sure all information is correct. (**Rethink**) Make corrections or additions. (**Revise**) Make sure it fully covers the lesson. (**Refine**)
 * (E)** 4.5 Students won't be graded on the content of the blog but will be checked to see if they have completed them. (**Evaluate**)
 * (T)** 4.6 **Interpersonal**- Students will work in groups for part of the time.
 * Intrapersonal**- Students will work individually for part of the time.
 * Verbal**- Students will be writing blog posts.
 * Visual**- They can decorate their blogs and way they want.
 * Musical**- Students can put in sound effects with their posting.
 * Body/Kinesthetic**- Students can link videos of themselves acting out what they think life was like in the Roman Empire.
 * (O)** 4.7 Students will be able to recognize the impact the Roman Empire had on the rest of the world. (**Self-Knowledge**) Blog throughout the unit. (**Organize**) ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that civilizations today continue to develop in a similar patterns to that of early civilizations. (**Where**) In knowing what we have already done, we can more easily plan what we will do. (**Why**) //Students understand the emergence of civilizations to 1000 B.C. in world history and institutions in the world.// (**What**)
 * (H)** 5.2 Quick power point. (**Hook**)
 * (E)** 5.3 Students will know important events from ancient civilizations. Time order chart. (**Equip**) Students will come up with ideas by themseleves and then share with a partner. Think-pair-share. (**Explore**) Students will come up with argument points to use during a debate over skype with another class. (**Experience**)
 * (R)** 5.4 Students will practice in their groups. (**Rehearse**) Students will look for any weak points in their arguments. (**Rethink**) Students will look for new information. (**Revise**) Students will come up with new arguments. (**Refine**)
 * (E)** 5.5 Students will be graded using a rubric. (**Evaluate**)
 * (T)** 5.6 **Logical**- Students have to come up with strong arguments.
 * Intrapersonal**- Students will begin by finding information on their own.
 * Interpersonal**- Students will be in groups for the debate.
 * Verbal**- Students will be arguing their points.
 * Visual**- Students will have to keep an I on how much time they have left throughout the debate.
 * Natural**- How people have changed the environment will most likely be a big arguing point.
 * (O)** 5.7 Students will be able to demonstrate how civilizations today are similar to pre 1000 B.C. civilizations. (**Explanation**) Debate on Skype. 1 1/2 days. (**Organize**) ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that the Roman empire had a major impact on its surrounding civilizations. (**Where**) Our very own government is based on how Rome set up their government. (**Why**) //Students understand the emergence of civilizations to 1000 B.C. in world history and institutions in the world.// (**What**)
 * (H)** 6.2 My student sample. (**Hook**)
 * (E)** 6.3 Students will know major events in the Roman timeline. Timeline (**Equip**) Students will split into groups to discuss what events they want to cover. Round Robin Brainstorming (**Explore**) Groups will create a wikispace page to show what they have learned about the Roman Empire. (**Experience**)
 * (R)** 6.4 Students will make sketches of what their wiki will look like. (**Rehearse**) Students will make sure they have all relevent information. (**Rethink**) Students will check for any spelling or grammatical errors. (**Revise**) Students will peer review each others sites. (**Refine**)
 * (E)** 6.5 Students will be graded using a rubric. (**Evaluate**)
 * (T)** 6.6 **Interpersonal**- Students will be working in groups.
 * Intrapersonal**- Students will have to look up some information themselves.
 * Natural**- Students should discuss the environment and how the Romans adapted.
 * Musical**- Students will need to add sound effects to the wiki.
 * Visual**- The wiki should be visually appealing.
 * Logical**- The information should follow a logical sequence such as the timeline.
 * (O)** 6.7 Students will be able to illustrate how the Roman Empire affected it surrounding civilizations. (**Interpretation**) Wikispace. 2 days. (**Organize**) ||

2004 ASCD and Grant Wiggins and Jay McTighe