S3+Norris,Olivia+Katherine

=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 the events in the 60s can be used to understand the present. **(where)**Today we question authority, our media is censored, our schools are integrated all because of the 60s era. **(why)** //Students understand the major era of the 60s, major enduring themes of the 60s, and major influences in United States history involving the 60s.//**(what)**
 * (H)** 1.2 I will have a poster/projection of a person in the 60s hanging upside down at the front of the room. Students will be curious about why I have it projected upside down and they will ask "why," which will get them to understand that they have the right to ask questions.
 * (E)** 1.3 Students will know about the baby boomers, economic change, teenagers, large number of college students enrolling: these being all events that led up to the 60s era. **(Equip)** Students will use a describing wheel to organize the different events that led up to the 60s era. (**explore**) Students will use a jigsaw method within groups to help split up the work and use each other as resources. (**experience**)
 * (R)** 1.4 Students will think about why we learn about the events that led up to the 1960s. They should ask questions so that they better understand what it is they are trying to learn. (**rethink**) Students will refine their understanding by creating a script and iMovie about people living during the events that shifted the 1960s era. (**revise/refine**)
 * (E)** 1.5 Students will be graded on rubrics of the video and of the oral presentation. (**evaluate**)
 * (T)** 1.6 **Verbal Linguistic:** Students will be able to speak and use their words in the final presentation.
 * Visual/Spatial:** Students can use their spatial and visual learning skills by knowing the space they get to perform in and by watching the perfomance.
 * Body/Kinesthetic**: When acting in front of a group, kinesthetic learners will be able to move around as they act, which could help them retain the information.
 * Musical/Rhythmic:** Music can be use during the performance of the script, and rhythmic learner could make a song or dance that could help describe the events leading up to the 60s era.
 * Intrapersonal:** The intrapersonal learners could record personal ideas through a video project.
 * Interpersonal**: This project can help the interpersonal learner because when working together on the script and performance they are working with their peers which helps them better learn what it is I am teaching.
 * (O)** 1.7 Students will be able to make sense of historical eras, major enduring themes, turning points, events, consequences and people in the US. **(interpret)** Product: script/iMovie 2-3 days **(organize)** ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand the 60s era and turning points within the era. **(where)** Students will understand the importance of knowing what has changed and how it changed because of the influences of an era. **(why)** //Students understand the major era of the 60s, major enduring themes of the 60s, and major influences in United States history involving the 60s.//**(what)**
 * (H)** 2.2 Students will watch a video about the [|1960s era].
 * (E)** 2.3 Students will know how the turning points affected the next stage in the era. (**equip**) Students will use a story map to keep themselves organized throughout the project. (**explore)** Students will work in groups to discuss topics and ideas within a group. (**experience**)
 * (R)** 2.4 Students will reflect on the 1960s era and the changes we say as a nation during that time. (**rethink**) Students will refine their understanding by creating a podcast about what they have learned about the era and turning points within the era. (**refine**)
 * (E)** 2.5 The students will assess their own knowledge and will be graded on a checklist.
 * (T)** 2.6 **Logical and Mathematical:** these students can use an organization method using software organizational tools.
 * Naturalist:** Like the mathematical learner, the naturalist can use organization methods and observe what they are doing and get involved through the organization of the project.
 * Verbal/Linguistic**: Because this is a project where students will be using their voices, the verbal learners will find that this project fits them well as learners.
 * Bodily/Kinesthetic**: In this project, allowing the bodily learner to use the mouse and be hands on with the computer would best meet his/her needs.
 * Visual/Spatial**: In podcasts, the students will be able to post pictures in at certain moments. This adjusts to visual learners.
 * Musical/Rhythmic:** Music can be incorporated with podcasts, and this would get the attention of most musical learners.
 * (O)** 2.7 Students will be able to reflect on the changes of the 60s era from the beginning to the end and relate the changes to their lives. (**self knowledge**) Product: Podcast 2-3 days (**organize**) ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will be able to see from the points of view and interpretations of historic people, issues and events. (**where**) By students taking on the perspective of another person, it can make the learning more personal. (**why**) //Students understand the major era of the 60s, major enduring themes of the 60s, and major influences in United States history involving the 60s.//**(what)**
 * (H)** 3.2 Optical illusion on the board. I would explain that some times we perceive a person or situation one way, we find out more by actually studying what we see, and we end up seeing something new.
 * (E)** 3.3 Students will know about the people who worked hard during the 60s for Civil Rights, and students will have a deeper understanding of the events and people through taking on the perspective of the person they study. (**equip**) Students will use an observation chart to stay organized during the unit. (**explore**) For this unit, I will have my students choose partners so that they can discuss, map out, and organize their thoughts about the unit on perspective. (**experience**)
 * (R)** 3.4 Students will examine the lives of historical people living in the 60s to better understand their motives in the event they experienced. (**rethink**) Students will refine their knowlegde of the people of the 60s by discovering the world they lived in through an interactive Google Earth exercise. (**refine**)
 * (E)** 3.5 Students will stay on task through the use of project meetings with their groups.
 * (T)** 3.6 **Logical/Mathematical**: Interacting with the 3D images on Google Earth will give logical learners an opportunity to use their mathematical abilities.
 * Visual/Spatial:** Visual and spatial learners would love the way they could look at terrain and navigate the earth with a 3D point of view.
 * Verbal/Linguistic:** Meeting in the groups to stay on task would be great for linguistic learners because being able to talk about how the project is going can help them to organize their thoughts and keep them on track.
 * Intrapersonal:** Brainstorming can help the intrapersonal learner to organize their thoughts.
 * Interpersonal:** Meeting in groups would benefit an interpersonal learner.
 * Naturalist**: Naturalists can observe the terrains and make evaluations on what they see.
 * (O)** 3.7 Students will be able to compare interpretations of historic people, issues and events. (**perspective**) Product: Google Earth questions. 3-4 days. (**organize**) ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will be able to apply by producing informed decisions about the present and the future. (where) Students should understand what happened in the 1960s and understand that those events correlate with present day situations. (**why**) //Students understand the major era of the 60s, major enduring themes of the 60s, and major influences in United States history involving the 60s.//**(what)**
 * (H)** 4.2 A large poster of MLK Jr.
 * (E)** 4.3 Students will know about the people in the 60s (MLK Jr., JFK, the Beatles) and draw conclusions about the future based on the actions people took in the past and the effects those actions had on the U.S. (**equip**) Students will use a flow chart to keep track through the unit. (**explore**) I will get my students to think on their own and discuss with each other their thoughts about the people of the 60s with each other through "think-pair-share." (**experience**)
 * (R)** 4.4 Students will learn about our country and have a better understand of political leaders by studying the leaders of the 1960s. (**rethink**) By creating a Glogster, students will refine their knowledge of the people of the 60s era. (**refine**)
 * (E)** 4.5 Students will make observations and take informal notes throughout the unit.
 * (T)** 4.6 **Verbal/Linguistic**: During the "think-pair-share" activity, verbal learners will get a chance to talk about what they were thinking when asked about the people of the 1960s.
 * Logical/Mathematical**: Observing the project and organizing thoughts fits into a logical learning style.
 * Visual/Spatial**: Glogsters are visual projects so these fit into a visual learner's learning style.
 * Intrapersonal**: making the Glogster gives an intrapersonal learner the opportunity to work on their own if they so choose.
 * Interpersonal**: Using the "think-pair-share" method can be useful to an interpersonal learner because it gives them an opportunity to talk to others about their thoughts.
 * Naturalist**: The assessment uses observations, naturalist learners use their observation skills when working.
 * (O)** 4.7 Students will be able to provide informed decisions about the past to today's issues and societal norms. (**application**) Product: Glogster. 1-2 days. (**organize**) ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will be able to explain that history includes the study of the past. (**where**) Students need to understand that we are studying our past because it helps us to see the past and discern how it will affect our future. (**why**) //Students understand the major era of the 60s, major enduring themes of the 60s, and major influences in United States history involving the 60s.//**(what)**
 * (H)** 5.2 Playing "Helter Skelter" by the Beatles.
 * (E)** 5.3 Students will know about historical events of the 60s (Charles Manson, communes, and hippies) and explain how these events changed the past and affected the future. (**equip**) Students will use a idea wheel to organize themselves during the unit. (**explore**) I will give my students the three minute review so that they can ask each other or me any questions about the unit. (**experience**)
 * (R)** 5.4 Students will explore events and discover why the event is historical, and discover why we study it today. (**rethink**) Students will refine their knowledge of the past by creating a comic life. (**refine**)
 * (E)** 5.5 Students get progress reports throughout the unit.
 * (T)** 5.6 **Verbal/Linguistic**: discussion and questions during the 3 minute discussion.
 * Visual/Spatial**: comic life accommodates the needs of a visual learner.
 * Musical/Rhythmic**: when working on the project, I would encourage the musical learners to listen to music and incorporate it into the comic life.
 * Intrapersonal**: intrapersonal learners can benefit form this project because they would be working alone
 * Interpersonal:** during the discussion, the interpersonal learner can get ideas from others.
 * Naturalist:** naturalists can observe and organize their thoughts into the comic life.
 * (O)** 5.7 Students will be able to explain the events of the past in the 1960s. (**explain**) Product: comic life. 2-3 days. (**organize**) ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will be able to empathize with how history can help one better understand the present and the future. **(where)** It's important to realize that what happened in the past directly affects what happens in the future. **(why)** //Students understand the major era of the 60s, major enduring themes of the 60s, and major influences in United States history involving the 60s.//**(what)**
 * (H)** 6.2 I will play a [|clip] from Forrest Gump to get students to empathize with those who faught.
 * (E)** 6.3 Students will know historic events such as Kent State, the peaceful protests and the war in Vietnam that have had a direct influence on our country. (**equip**) Students will use a garden gate template to organize their work. (**explore**) Students will discuss the ideas of the 60s and draw parallels to today with a partner. (**experience**)
 * (R)** 6.4 Students will learn the ways in which our country was formed through the 60s to be the nation that it is today. (**rethink**) Students will refine their understanding of the era and its long term affects through creating an online article where people can post comments. (**refine)**
 * (E)** 6.5 Students will keep a learning log during this unit to keep track of their learning.
 * (T)** 6.6 **Verbal/Linguistic:** the verbal learner can create a debatable topic in his/her online article.
 * Visual/Spatial:** the visual learner can create visual affects/pictures to use in the article.
 * Intrapersonal:**Because this article will be a lot like blogging, intrapersonal learners will like to use this project because it fits so well with their learning style.
 * Interpersonal:**This project will be done in such a way that others can leave comments about the article. An interpersonal learner would like the discussion the article could spark.
 * Bodily/Kinesthetic:**The kinesthetic learner could use 3D animation in their article.
 * Musical/Rhythmic:** The musical learners would be able to post a song to play when people read the article.
 * (O)** 6.7 Students will be able to be aware of the way the events of the era shaped our country and our lives. (**empathize**) Product: online article. 1-2 days (**organize**) ||

2004 ASCD and Grant Wiggins and Jay McTighe