S3+Simmons,Darcie+Jane

=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= Visual: The final product includes a glogster, meaning there will be many images and pictures incorporated from the famous Roman figure. Logical: Many dates, facts and figures from the Roman Empire will be discussed during class. Musical: Music from the Roman Empire will be incorporated into the class, they will also get the chance to listen to music while working in class on their products. Interpersonal: Group work will be incorporated every day, where they will discuss the class, and work on their glogsters together Intrapersonal: Students will have time everyday to have a minute reflection in class on the material they have just been taught on the Roman Empire
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that the Romans built one of the best and longest lasting society's history has ever seen (**where**). There were many significant people in Roman society, who helped to create such a great and powerful society (**why**). //Students understand the Roman Empire, it's major themes, and historical influences in the history of the United States.// (**what**)
 * (H)** 1.2 Students will watch a short video clip that will do a brief cap of the Roman Empire, that grabs the attention of the viewers. [|Roman Empire Overview]
 * (E)** 1.3 Students will know important people (i.e Julius Ceasar, Romulus, Agustus, etc) (**equip**). Students will use the ice cream cone graphic organizer to be able to plot the flow of their presentation (**explore**). Students will use the jigsaw method to learn about a specific person as a group, and then take the information they learned to teach it to the other groups, which in turn will help them with their Glogster. Students will create a glogster, and through creating this product will have a deeper understanding (**experience**).
 * (R)** 1.4 Students will have numerous opportunities to assess their work. They will do this by self assessment by checking to make sure they know the people from the Roman Empire (**rethink, revise, refine**). Peer assessment by working in Jigsaws and making sure they know the information, and also when working on their projects to check and make sure they have all points for their product (**rethink, revise, refine**). There will also be times in class when the teacher will check in with students to make sure they are on the right path. Through this they will be able to make sure they are on the right course (**rethink, revise, refine)**
 * (E)** 1.5 Students will be given a checklist of all the things that must be completed to make sure they reached each component of the project. They will be evaluated by the teacher based off the same checklist, after they have presented their final product (**evaluate**).
 * (T)** 1.6 Verbal: students will keep a journal, as if they were the famous Roman figure that they are doing their project on.

=Lesson 2=
 * (O)** 1.7 Students will be able to make sense of the workings of the Roman Empire to make it last so long (**interpret)**. Product: Glogster. Time: 4-5 days (**organize**) ||

Visual: Using Google Sketch-up, students will be using pictures daily when working on their product. Bodily-Kinesthetic: Before creating their products on Google Sketch-up, students will have the opportunity to physically build their Roman building. Interpersonal: Students will be able to have time and options to work with others on their products, and discuss ideas in class. Intrapersonal: Students will have time and options to work on their products alone, before they put them together in class. Naturalist: After the buildings are created on Google Sketch-up, an environment of the Roman Empire will be created, to make it look real. =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand the great achievements the Romans had throughout their empire (**where**). The Romans built and created many things that we use everyday without even realizing it (**why**). //Students understand the Roman Empire, it's major themes, and historical influences in the history of the United State//s. (**what**)
 * (H)** 2.2 For the hook in this lesson students will watch a clip about the beginning and growth of the Roman Empire [|Roman Empire Growth]
 * (E)** 2.3 Students will know vocabulary such as: The Colosseum, Justinian Code, The Modern Calendar, Road Systems, etc. (**equip**). Students will use the inverted triangle to plot the flow of their process to creating their own Roman Empire through Google Sketch-up (**explore**). Students will use the think-pair-share method for cooperative learning to be able to discuss their thoughts on their building they are going to create (**experience**).
 * (R)** 2.4 Students will have many opportunities to talk with others about their Roman building that they will create on Google Sketch-up (**rethink, revise**). They will personally do a check list to make sure they have done everything that they need to do for this product (**rethink, revise**). They will then spend time with peers making sure they have everything they need, and their building looks realistic (**rethink, revise**). Once they have self assessed and peer assessed, they will then have a chance to go over everything with the teacher before presenting their product (**rethink, revise**).
 * (E)** 2.5 For evaluation the students will be given a rubric at the beginning of the product. This rubric will be the one that the teacher uses to grade the students product. They will have two rubrics: one for their own product, and a second for their involvement with the classroom creating their own Roman Empire with Google Sketch-up (**evaluate**).
 * (T)** 2.6 Logical-Mathematical: The Google sketch-up product will be used, where measurements and angles will be involved to create the architecture from the Roman Empire.
 * (O)** 2.7 Students will be able to exhibit the achievements the Roman Empire had (**apply**). Product: Google Sketch-up. Time: 3-4 days (**organize**) ||

Spatial: students will find pictures offline, or draw their own for the comic life. Muscial: students can incorporate music into their presentation model of their comic life, however they will not be able to put it into their hard copy of the product. Interpersonal: Students will have the option to work on their comic life in a group or alone. They will also have the chance to work with others on their comic life, to get ideas from each other, and help each other with their comic life. Intrapersonal: Students will have the choice to work on their comic alone or in a group. Even if they decide to work in groups, they will also have time to work alone on their comic life as well. Naturalist: in their comic life students will incorporate the Roman Empire's environment, to get a good picture of what it looks like. =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that The Roman Empire was significant to the way the United States runs today (**where**). America's government was built using the Roman Empire's political system, and because of this we have the ability to have choices in America (**why**). //Students understand the Roman Empire, it's major themes, and historical influences in the history of the United State//s (**what**).
 * (H)** 3.2 The hook for this lesson includes a minute clip about the Roman Political system. [|Roman Politics]
 * (E)** 3.3 Students will know sequence and timeline, such as: The start of Rome, the beginning of the political system, major wars, etc (**equip**). Students will use the Story Map 2 graphic organizer to set up the plot of their story of how the Roman political system began (**explore**). Students will use the three minute review in class for cooperative learning, so they are able to answer any questions they may have during class lecture concerning the beginning of the Roman political system (**experience**).
 * (R)** 3.4 Students will have opportunities to review their plot of their comic life with others in class, where they will do peer editing (**rethink, revise**). After students have finished peer editing, and have revised their comic life, students will have a chance to have the teacher read their product before presenting to the class (**rethink, revise**).
 * (E)** 3.5 For evaluation, students will be presented with a rubric of all of the things needed to create a good comic life, when they are assigned this task. With this rubric in hand while they write their comic life script, and produce their product they will be able to know exactly what to do to receive a good grade. The teacher will use the same rubric to grade their comic life when it comes to grading the product (**evaluate**). A week before the students present, they will be given a presentation rubric, so they will know what is expected while presenting (**evaluate**).
 * (T)** 3.6 Verbal: students will create a script for their comic life to tell the story of the beginning of the Roman political system.
 * (O)** 3.7 Students will be able to analyze the Roman political system, how it began, and how it reflects the United States government (**perspective**). Product: Comic Life. Time: 4-5 days (**organize**) ||

Spatial: If students want to go the extra mile with their podcast, they can create a music video for their podcast. Kinesthetic: Even if they don't create a video to go with their podcast, students can create movements to have while recording to make it more fun for them. Musical: students have the option to make their podcast into a song. Interpersonal: Students can work in groups on their podcast, to make the project more fun and eventful for them. Intrapersonal: Students may work alone, if they so chose on this podcast. =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand the great achievements the Romans had throughout their empire (**where**). The Romans built and created many things that we use everyday without even realizing it (**why**). //Students understand the Roman Empire, it's major themes, and historical influences in the history of the United State//s. (**what**)
 * (H)** 4.2 For the Hook, students will watch an example of a rap made by other students about the Roman Empire. [|Roman Rap]
 * (E)** 4.3 Students will know vocabulary such as: The Colosseum, Justinian Code, The Modern Calendar, Road Systems, etc. (**equip**). Students will use a planning chart to be able to organize their ideas for their podcast (**explore**). Students will use the jigsaw method for cooperative learning to learn about the achievements in the Roman Empire, and then take the information and teach the rest of the class about it (**experience**).
 * (R)** 4.4 Students will have numerous times reviewing their podcast before turning in their final product (**revise**). They will have classmates listen to their podcast, who will help them with their script, articulation, and vocabulary (**rethink, revise**). The students will also have the opportunity to review their script with the teacher before creating their podcast, to make sure it flows well (**rethink, refine**)
 * (E)** 4.5 To be evaluated, students will have a checklist of criteria they need to meet in their podcast, and will have a choice between creating a dialog, or just having a straight talk while keeping it creative, or creating a rap/song (**evaluate**).
 * (T)** 4.6 Linguistic: students will create a script/lyrics for their podcast, that they will then record into on garage band to create into a podcast and will put it on a class web page.
 * (O)** 4.7 Students will be able to consider the achievements the Roman Empire had (**empathy**). Product: Podcast (song, interview, etc). Time: 3-4 days (**organize**) ||

Spatial: students will use a video camera to record their movie, that will need editing. Kinesthetic: students will be acting, and playing parts in their movie. Musical: students may add background music to their movie to create a real film-like experience. Interpersonal: students will work together on this movie, and interact with each other in their acting. Naturalist: students will be outside in some parts of their movie to create different scenery for their movie. =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that the Romans built one of the best and longest lasting society's history has ever seen (**where**). There were many significant people in Roman society, who helped to create such a great and powerful society (**why**). //Students understand the Roman Empire, it's major themes, and historical influences in the history of the United States.// (**what**)
 * (H)** 5.2 For this hook, students will play an Emperor game
 * (E)** 5.3 Students will know important people (i.e Julius Ceasar, Romulus, Agustus, (etc.) (**equip**). Students will use the spider map as their graphic organizer, to put their thoughts and ideas into order to create skit on Roman society (**explore**). Students will use the three step interview for cooperative learning to be able to clarify certain things about Roman society, and also teach things to their other partners (**experience**).
 * (R)** 5.4 Students will self assess their movie production, and final product (**revise**). Students will swap movies with other groups to peer review their scripts/movies (**rethink, revise**). Before the production of the movies, students will have the opportunity to run through the script with the teacher (**revise**).
 * (E)** 5.5 At the beginning of the iMovie assignment, each group of students will be handed a rubric with the criteria that needs to be met to have a top notch movie (**evaluate**).
 * (T)** 5.6 Linguistic: students will create a script for their movie.
 * (O)** 5.7 Students will be able to show that history includes the study of past human experience from a variety of sources (**explain**). Product: iMovie. Time: 4-5 days (**organize**). ||

Logical: many dates and events will be relevant to have in the website. Spatial: graphics and pictures will need to be put on the website, to have a creative website. Musical: there can be music added to the page for background while there are viewers on the page. Interpersonal: students have the chance to work in groups on this website. Even if they chose to work alone, they may work alongside classmates receive ideas and feedback. Intrapersonal: students have the choice to work alone on their website, if they so chose.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that The Roman Empire was significant to the way the United States runs today (**where**). America's government was built using the Roman Empire's political system, and because of this we have the ability to have choices in America (**why**). //Students understand the Roman Empire, it's major themes, and historical influences in the history of the United State//s (**what**).
 * (H)** 6.2 For this hook, students will watch a clip that incorporates America into Roman politics. [|Rome and America Politics]
 * (E)** 6.3 Students will know sequence and timeline, such as: The start of Rome, the beginning of the political system, major wars, etc (**equip**). Students will use the idea wheel to put organize their ideas for their website (**explore**). Students will use the numbered heads together for cooperative learning to be able to get their information together to create their political comparison website (**experience**).
 * (R)** 6.4 Students will self assess their work on their website (**revise, rethink**). Students within the class will also peer assess their work, to get ideas and tips from others in the class (**revise, rethink**). Students will also have a chance to have the teacher look over the material on their website to make sure they are on the right track (**revise, rethink**).
 * (E)** 6.5 At the beginning of this assignment students will be given a checklist of everything needed on their website (**evaluate**).
 * (T)** 6.6 Linguistic: students will be creating informational paragraphs on their website
 * (O)** 6.7 Students will be able to realize the history of the Roman democratic ideals and constitutional principles and their importance to the United States (**self knowledge**). Product: interactive website. Time: 4-5 days (**organize**). ||

2004 ASCD and Grant Wiggins and Jay McTighe