S3+Brookings,Tyler+Quinn

=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
 * (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**)

Interpersonal Naturalist
 * (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= Verbal-Linguistic : Students will get into groups of 3 or 4 and create questions and discuss the lesson Logical/Mathematical : students will compare societal issues of today with Lincolns era. Visual/Spatial : Movie about Abraham Lincoln and Issues surrounding his presidency. Bodily/Kinesthetic : Students will each stand and present a part of the Gettysburg Address. Intrapersonal : Write an essay about the era. Students will have a choice to pick and issue which they like the most. Interpersonal : group discussions about different issues throughout the era, each group will pick an issue from the text and come up with the most important and relevant information that relates to the class.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that During the Civil War the United States was undergoing political and societal mayhem (**where**) Students will need to know and interpret the successes and mistakes of the past to secure a better future (**Why**) //**Students understand the major eras,major enduring themes and historic influences in the united states and world history including the roots of the democratic philosophy,Ideals and institution in the world.**// (**What**),
 * (H)** 1.2 Video clip chronicling Abraham Lincolns life(**Hook**)
 * (E)** 1.3 Students will know Reconstruction, Union, Confederate, Dred Scott, Emancipation Proclamation.(**Equip**) Students will create a KWL chart to explore and delve deeper into the lesson by creating their own questions and receiving answers(**Explore**)Students will for three-min review groups to share questions and review what was explained in the lesson.(**Experience**)
 * (R)** 1.4 Students will share their KWL charts with at least 2 other students in the class, the students will add 1 new question and 1 new fact which the students do not already have(**Rethink/Revise**) The KWL charts will be reviewed by the teacher and an additional question will be posed to the entire class, a question the instructor feels should be asked and answered but was not(**Rethink/Refise**)
 * (E)** 1.5 students will do corners, where they will walk to each corner based on their understanding, the basics of the corner will be specified by the teacher. Such as, Not really understanding, sort of getting it, almost there, totally getting it. Each corner will come up with a question that they would like the teacher to touch on(**Evaluate**)
 * (T)** 1.6

4 days (**Organize**) || =Lesson 2=
 * (O)** 1.7 Students will be able to exhibit basic knowledge of the Civil War.(**Apply**) Product: Prezi showing major political and societal changes.

Students will need to know the architectural and historical significance of the cities and towns rebuilt during and after the civil war(**Why**)//**Students understand the major eras,major enduring themes and historic influences in the united states and world history including the roots of the democratic philosophy,Ideals and institution in the world.**//(**What**) __**Verbal-Linguistic: **__ Class discussion, teacher leading by asking questions and answering <span class="wiki_link_ext">Logical/Mathematical: The logic behind the layout and construction of the cities will be discussed and shown through text. __**<span class="wiki_link_ext">Visual/Spatial: **__<span class="wiki_link_ext">The words will be written and defined on the board, the students will then be able to ask questions about each word they are unfamiliar with. __**<span class="wiki_link_ext">Bodily/Kinesthetic: **__<span class="wiki_link_ext">If it is feasible, the students will act out a word to the best of their abilities. __**<span class="wiki_link_ext">Musical/Rhythmic: **__<span class="wiki_link_ext"> A word and definition will be taught and each time the student(s) are able to repeat the definition to the student a popular song will be played. __**<span class="wiki_link_ext">Intrapersonal: **__<span class="wiki_link_ext"> The students will read an article and reflect. Then write down 5 things that struck them personally about the article __**<span class="wiki_link_ext">Interpersonal: **__<span class="wiki_link_ext">Group discussion comparing definitions and questions about each question with the teacher.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that the repercussions of the civil war had a devastating effect on the population as well as the infrastructure of the United States(**Where**)
 * (H)** 2.2 Instructor will create a Google earth presentation showing the expansion of major cities from then til now(**Hook**)
 * (E)** 2.3 Students will know important events, dates and people. Such as Lincoln,1865, Atlanta.(**Equip**) Students will fill in a Persuasion map to express what they would like to accomplish and learn by the end of the lesson.(**Explore**) Students will participate in a round robin discussion answering all the questions asked by the instructor.(**Experience**)
 * (R)** 2.4 Students will be assigned an event or person and asked to walk to the board and write 3 important facts, whether they know or not. If the student cannot think of any facts the class will the be asked to help the student by giving him/her hints(**Rethink/Revise**) After the students have written on the board the instructor will allow the students to ask questions about a definition(s) they do not understand(**Rethink/Refine**)
 * (E)** 2.5 The instructor will use the Idea of the Exit Ticket strategy. Each student will need to give the teacher an important event, and a fact of that event before they are able to leave the classroom(**Evaluate**)
 * (T)** 2.6

=Lesson 3=
 * (O)** 2.7 Students will be able to relate common themes to other wars.(**Empathy**) Product: Glogster Comparing and contrasting. 4 days(**Organize**) ||

(H) 3.2 Students will be asked to randomly choose from a hat. The hat will contain cards saying Confederate or Union, whichever the students chooses thus is their side. Mock battle will ensue.(**Hook**) (E) 3.3 Students will know the Generals of the Northern and Southern armies, major battles and their locations, basic impacts.(**Equip**) Students will create a step by step chart showing the major points from beginning to the end.(**Explore**) Students will perform the jigsaw, each student is given a topic to master then the student will teach his/her group about that topic(**Experience**) (R) 3.4 Students will choose a battle,General, and one tactic used by that general to create a 5 min essay outlining the importance of each during the war and that battle specifically(**Rethink/Revise**) Students will then be asked to tell the teacher who they chose, what battle they chose, and what tactic they chose. The teacher will then allow time for each student to read allowed what they have written and give feedback and correct misconceptions(**Rethink/Refine**) (E) 3.5 The Instructor will use the idea of One final Question which will be proposed to each student after they have shared with the class, the student will then be assigned to come to class the next day with the answer to that question(**Evaluate**) (T) 3.6 __<span class="wiki_link_ext">**Verbal-Linguistic**: __ two teams will share their jigsaw topics, hitting on all the major points. __<span class="wiki_link_ext">**Logical/Mathematical**: __<span class="wiki_link_ext">Class will discuss battle tactics and strategies. __<span class="wiki_link_ext">**Visual/Spatial**: __<span class="wiki_link_ext"> A movie will be shown about the major battles/ Civil War __<span class="wiki_link_ext">**Naturalist**: __<span class="wiki_link_ext">The mock battle will take place outside and the students will get a feel of what it was like to have been there.
 * Consider the W.H.E.R.E.T.O. elements. (L) ||
 * (W) 3.1 Students will understand that The civil war was a battle fought between Union and Confederate forces.(Where)Students will know the Northern and southern ideals because of the effect they still have today.(Why)**//Students understand the major eras,major enduring themes and historic influences in the united states and world history including the roots of the democratic philosophy,Ideals and institution in the world.//(What)**
 * __<span class="wiki_link_ext">Bodily/Kinesthetic __**: A mock battle will take place between the class which was split up by picking out of a hat. The instructor will chose the location and battle and the students on each side will study how they're side went about the battle.
 * __<span class="wiki_link_ext">Musical/Rhythmic __**<span class="wiki_link_ext">:Music of the era will be played to evoke a feel

=Lesson 4=
 * (O)** 3.7 Students will be able to express the importance of the Civil War and Reconstruction(**Explain**). Product: Imovie, using clay, simulating a battle during the war. 2 weeks (**Organize**) ||

__**<span class="wiki_link_ext">Verbal-Linguistic: **__ Students will read the vocabulary words aloud in class which were taught on that day, and will then give the definition. __<span class="wiki_link_ext">**Naturalist**: __<span class="wiki_link_ext">Students will pick plants, and animals that begin with the same letter as the vocabulary word use the image to remember the definition.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand the prominent and important vocabulary pertaining to the Civil War(**Where**) Students will know concepts such as what Freedom meant back then compared to now, and Ideas such as the United States(**Why**)//**Students understand the major eras,major enduring themes and historic influences in the united states and world history including the roots of the democratic philosophy,Ideals and institution in the world.**//(**What**)
 * (H)** 4.2 The Instructor will come to class dressed as Abraham Lincoln and deliver the Gettysburg Address(**Hook**)
 * (E)** 4.3 Students will know Definitions: Secession, Union, Confederate, Jim Crow, Inaugural(**Equip**) Students will create their own "Dictionary" which they will write down each definition for future reference, This "Dictionary" will be kept and will be available for tests and quizzes.(**Explore**) Students will do Numbered Heads Together, Each student will be given a definition within their group, the groups will be broken up according to the amount of vocab words and they must memorize it and share it with the class. The class can then put it in their "Dictionary"(**Experience**)
 * (R)** 4.4 Students will choose 10 words from the word bank and they must incorporate each word into a paragraph which they will have 15 minutes to complete(**Rethink/Revise**) The teacher will then read the paragraphs and comment letting the student know whether or not the word they used was correct or incorrect(**Rethink/Refine**)
 * (E)** 4.5 Students will use the concept of "Making it a Priority". Each student will rank the words according to how well they know them by numbering system (1 being the lowest, 10 being the highest) at the very beginning of the lesson before each word is taught, then the student will be asked to review the words they do not know well throughout the lesson. At the end of the lesson they will be asked to re-rank the words and then they will compare their first list to their final list. The instructor will keep the original lists.(**Evaluate**)
 * (T)** 4.6
 * __<span class="wiki_link_ext">Logical/Mathematical: __**<span class="wiki_link_ext">Students will rank the words according to their understanding and present them to the instructor. The instructor will then go over each word that the students had trouble with.
 * __<span class="wiki_link_ext">Visual/Spatial: __** The words will be written on the board and the students will walk up to the board and write the definition.
 * __<span class="wiki_link_ext">Bodily/Kinesthetic __**: Students will each get a card. The cards will either have a definition on them or just the Vocabulary word. The students will then walk around the room searching for their matching cards.
 * __<span class="wiki_link_ext">Musical/Rhythmic __**<span class="wiki_link_ext">: Students will be asked to create a poem, rap, or song with the vocab words and present it to class.

(O) 4.7 Students will be able to understand the Historical concepts and ideas of the Civil War.(**Interpret**) Product: Blog, Having their definitions and ideas available to the whole class, 3 days(**Organize**) || =Lesson 5=

(H) 5.2 Teacher will create a comic life detailing the most important events the led to the uniting of the nation(**Hook**) (E) 5.3 Students will know Students will know the most important events of the Civil War which lead to the beginnings of our Nation(**Equip**) Students will use a flow chart to write down the main point of the lesson that day and then will go with the "flow" adding thoughts, questions and information which will help explain the topic. (**Explore**) Students will use the concept of circle the sage. The teacher will first ask the class who knows anything about the subject before the lesson is taught. Those students who do will be spread throughout the class, and the students who were previously put in groups will circle the student and ask questions about what the student know and takes notes(no students from the same group will circle the same "sage") students will then reconvene in their groups and share what they learned from the sages.(**Experience**) (R) 5.4 Students will choose their favorite event which was explained in class and create an outline for a paper which they will be writing(**Rethink/Revise**) The Instructor will then review the outline and give feedback and suggestions for a more in depth paper(**Rethink/Refine**) (E) 5.5 The instructor will ask the students to create a Venn Diagram from two important events during the War, in the middle the students will think deeply about the similarities and write a paragraph explaining them.(**Evaluate**) (T) 5.6
 * Consider the W.H.E.R.E.T.O. elements. (L) ||
 * (W) 5.1 Students will understand the Impact the Civil War had on the development of the United States(**Where**) Students will know the most important events of the Civil War which lead to the beginnings of our Nation(**Why**)//**Students understand the major eras,major enduring themes and historic influences in the united states and world history including the roots of the democratic philosophy,Ideals and institution in the world.**//(**What**)
 * <span class="wiki_link_ext">Verbal-Linguistic: **<span class="wiki_link_ext">S tudents will have group discussions about events discussed in class.
 * <span class="wiki_link_ext">Logical/Mathematical: **<span class="wiki_link_ext"> Students will be asked to create a timeline of the important events
 * <span class="wiki_link_ext">Visual/Spatial: **<span class="wiki_link_ext"> Students will be shown a movie/tv show which covers events specific to the lesson.
 * <span class="wiki_link_ext">Bodily/Kinesthetic: **<span class="wiki_link_ext"> Students perform in class, roles of the historical figures which were invaluable in ending the war and uniting the nation.
 * <span class="wiki_link_ext">Intrapersonal: **<span class="wiki_link_ext"> Students will pick a letter from a soldier and write a synthesis about the letter and how it relates to the lesson.
 * <span class="wiki_link_ext">Interpersonal: **<span class="wiki_link_ext"> Students will be assigned a team member in class and they must develop a speech which they believe could have helped end the war and unite the nation.

(O) 5.7 Students will be able to analyze the aspects which led to the end of the Civil War(**Perspectives**) Product Xtranormal, place speech on Xtranormal. 4 days (**Organize**) || =Lesson 6=

(H) 6.2 Students will be shown an Xtranormal created by the teacher which will give the students an idea of what is coming in the lesson, Such as important people and events.(**Hook**) (E) 6.3 Students will know the Students will know the events which occured post war and the impact freedom had on African Americans(**Equip**) Students will use a time order chart to pick out specific dates and put them into context that had the biggest impact on the lives of African Americans post war.(**Explore**) Students will get into groups for three-min reviews. The teacher will stop during the lesson and tell the students to get into groups which may or may not already be assigned. In the groups the students need to discuss and ask questions relevant to the current material being taught.(**Experience**) (R) 6.4 Students will choose a side, North or South and pick three reasons why slavery was good and three reasons why slavery was bad for their side. They will then discuss why they chose their reasons in a group discussion(**Rethink/Revise**) The Instructor will then give feedback to the students, such as explain your reasoning further. The students will then turn their argument into a speech that could have been given at a "war rally".(**Rethink/ Refine**) (E) 6.5 After the lesson is given, the teacher will give the students a piece of paper and ask them to write down what is still confusing them. The teacher will then review the papers and synthesize their responses into a review session(**Evaluate**) (T) 6.6
 * Consider the W.H.E.R.E.T.O. elements. (L) ||
 * (W) 6.1 Students will understand the importance of the Civil War, not only from the standpoint of the freeing of slaves but from the uniting of the North and South(**Where**) Students will know the events which occured post war and the impact freedom had on African Americans(**Why**) //**Students understand the major eras,major enduring themes and historic influences in the united states and world history including the roots of the democratic philosophy,Ideals and institution in the world.**//(**What**)
 * <span class="wiki_link_ext">Verbal-Linguistic: **<span class="wiki_link_ext">Students will stand in front of the class and present their argument.
 * <span class="wiki_link_ext">Logical/Mathematical: **<span class="wiki_link_ext"> Events will be looked at from a timeline point of view.
 * <span class="wiki_link_ext">Visual/Spatial: **<span class="wiki_link_ext"> The instructor will show images of what slaves endured and then explain each one.


 * <span class="wiki_link_ext">Intrapersonal: **<span class="wiki_link_ext">Students will pretend to be a slave and write a diary page.
 * <span class="wiki_link_ext">Interpersonal: **<span class="wiki_link_ext">The arguments from the Northerners and Southerners will be discussed through groups of two. Each group will consist of four(two north, two south) and they will explain their reasons for slavery being good and bad.

(O) 6.7 Students will be able to reflect on well known figures throughout the era which were essential in abolishing slavery, and those who were in favor.(**Self-Knowledge**) Product: Imovie, Chronicling the day in the life of a slave, 2 weeks(**Organize**) ||

2004 ASCD and Grant Wiggins and Jay McTighe