S3+Stefanilo,+Daniel

=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]
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (give an example of each Multiple Inteligences)
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology) [|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.

=Part 1=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that they have choices and control over their healthy practices and behaviors. **(where)** This is important because you will be presented with choices in life and through this lesson you will understand pros and cons of what you decide to do. You will most likely be presented with a chance to drink before you become age for example, and this lesson will show you why you will want to say no to participating in drinking. **(why)** //**Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas; healthy eating; physical activity; tobacco; alcohol; other drug use prevention; and prevention of STD's, HIV, and unintended pregnancy.** **(what)**//

2. There will be a guest speaker who was pregnant or used drugs/alcohol in high school, and they will share their experience and choices leading up to outcome. **(hook)**

3. Students will know choices and outcomes of pregnancy, drug use, and unhealthy eating. **(Equip)** The ladder will be used to introduce choices and outcomes.**(explore)** I will provide three important choices that we will cover. Circle the sage will be used for learning the big ideas. **(experience)** My experts will be used to share information they have with the others.

4. Students are sharing their ladders and **rethinking** the parts that need new perspective. Students will then **revise** their ladders with the new ideas. Students will **refine** their ladders through the class sharing their ladders with each other.

5. Formative Assessment- The class will have a discussion on the different choices that will arise to them in the next days, weeks, months, years. Then they will have to react to them. What outcomes will arise from these decisions? This will give me insight as to what they know and what they have learned. **(Evaluate)**

6. **Tailoring:**
 * Verbal-** Students will be able to read each others ladders.
 * Logical/Mathematical-** Students will use logic to find out what responses comes from making different decisions.
 * Visual-** Students will get to see the guest speaker.
 * Bodily/Kinesthetic-** Students can throw ball around to share their ideas during the choices class discussion.
 * Interpersonal-** Students will get to work in groups to share their ladders with each other.
 * Intrapersonal-** Before students share their work they will brainstorm choices and consequences that can arise from their choices, alone.

7. Student will be able to realize their right to choose and make healthy choices. (self-knowledge) **Product:** Garage band **3 Days** **(organizer)** || =Part 2=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that they have choices and control over their healthy practices and behaviors. **(Where)** This is important because you will be presented with choices in life and through this lesson you will understand pros and cons of what you decide to do. You will most likely have a chance to drink before you are twenty-one, a chance to have sex or do drugs in life during high school. This lesson is to learn how to practice healthy behaviors **(why) //Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas; healthy eating; physical activity; tobacco; alcohol; other drug use prevention; and prevention of STD's, HIV, and unintended pregnancy.(what)//**

9. I will make a movie full of different video clips of people making good choices in life. **(Hook)**

10. Students will know how to use their different MI's to make different choices on drugs, alcohol, and sex, and healthy eating.**(equip)** They will do this by using the five W's chart. **(explore)** Students will know drugs, alcohol, sex, and diet and what negative effects they can have in your life. **(equip)** They will use the chart to create situations that can arise in their life. Three step interview will be used to share their situations and get feedback on it. **(experience)**

11. Students will use Five W's chart to **rethink** situations that have come into their lives (ones they feel comfortable sharing) They will **revise** their ideas through sharing their Five W's in the three step interview. To keep students from knowing who's is who's the students will get another students chart to share out loud with the class.

12. Formative Assessment- The class will break up into small groups and discuss their thoughts on what make choices bad. The class will have an open debate (every one for themselves) on what makes a choice labeled as bad or good. This will give me insight to if the students can apply their knowledge of the harmful effects or outcomes to bad and good choices. **(evaluate)**

13. **Tailoring:**
 * Verbal-** The students will get to read aloud other students Five W's charts.
 * Mathematical-** Students will be predicting the "what happens next" with the Five W's.
 * Bodily/Kinesthetic-** Students will get to move around and get knowledge from classmates on what choices they have been a part of. They will also be be moving around during the debate to different thought groups.
 * Musical-** I will have music playing in background during Five W's activity. When a new song comes on you switch partners.
 * Interpersonal-** We will be working in groups during Five W's and the class debate
 * Intrapersonal-** The first thing students will be doing with the Five W's is brainstorming ideas on their own.

14. Students will be able to tell a story of a person making healthy choices. (Interpretation) **Product:** Comic Life **5 days**. **(organize)** || =Part 3=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that healthy relationships have many parts and are important to practice. **(Where)** This is important because for students to be engaged in a healthy relationship in life, they need to know the parts that can make up that healthy relationship (sexuality, freedom, trust, fun, etc.) **(Why) //Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas; healthy eating; physical activity; tobacco; alcohol; other drug use prevention; and prevention of STD's, HIV, and unintended pregnancy.(what)//**

16. Short movie clips of famous people showing signs of healthy and unhealthy relationships **(Hook)**

17. Students will know what different aspects make up a healthy relationship (love, friendship, trust, sexuality, freedom, fun, etc.) **(equip)** Students will use a T-chart to separate and compare the differences in healthy and unhealthy relationships.**(explore)** Students will participate in Think, Pair, Share because it will give them many ideas for their Comic life. **(experience)**

18. Students will **rethink** the ideas in the first section of Think, Pair, Share. Students will **revise** their T-Chart after the class does the share portion of the Cooperative Learning. The cooperative learning as a whole will help the students **refine** ideas for their comic life.

19. Formative assessment for this lesson will be the students keeping a journal on all the things they see during the lesson outside of school that show a healthy or unhealthy relationship and why. **(evaluate)**

20. **Tailoring:** of relationships.
 * Verbal-** Students will discuss their thoughts on aspects of healthy relationships with partners and class.
 * Visual-** Students will watch the movie clips on healthy relationships.
 * Naturalist-** As a class we will have our class discussion and sharing outside in a circle.
 * Kinesthetic-** Students will pass around a ball to be the one to speak during class share time.
 * Intrapersonal-** Students have time to think on their own before sharing with a partner and the class.
 * Interpersonal-** Students will have time to share with a partner and the class to think of the healthy and unhealthy aspects

21. Students will be able to compare similarities and differences in healthy and unhealthy relationships. (Perspective) **Product:** Comic Life **3 days**. **(organize)** || =Part 4=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.Students will understand that healthy relationships have many parts and are important to practice. **(Where)** This is important because for students to be engaged in a healthy relationship in life, they need to know the parts that can make up that healthy relationship (sexuality, freedom, trust, fun, etc.) **(Why)** **//Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas; healthy eating; physical activity; tobacco; alcohol; other drug use prevention; and prevention of STD's, HIV, and unintended pregnancy.(what)//**

23. Students will make a time capsule of what they hope to learn about healthy relationships and open them back up at the end of the unit. **(hook)**

24. Students will know what different aspects make up a healthy relationship (love, friendship, trust, sexuality, freedom, fun, etc.)**(equip)** Students will use a step by step chart to mark of steps towards participating in a healthy relationship.**(explore)** Students will **experience** partners. They will pair up and model a healthy relationship with their partner.

25. Students will **rethink** aspects of a healthy relationship when modeling one for the class. They will be **rehearsing** their ideas with their partner before hand. Students will **revise** and refine their ideas of healthy relationships before making their imovie.

26. Formative Assessment for this lesson will be that students will get opportunity to blog about relationships in their life good or bad. **(evaluate)**

27. **Tailoring:** one. teacher will be available.
 * Verbal-** Students will be blogging and journaling.
 * Logical-** Students will have to use logic to show their models and show how to make a unhealthy relationship a healthy
 * Intrapersonal-** The journal and blog writing will have the students thinking on their own.
 * Interpersonal-** The skit and modeling will have the students working together.
 * Musical-** While blogging and journal writing the option to listen to music of their own, or background music from the
 * Naturalistic-** I will have the students final presentations of their models be outside in the sun among the air and trees.

28. Students will be able to model aspects of a healthy relationship (Explanation) **Product:** Imovie **4 days**. **(organize)** || =Part 5=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that unintended pregnancies can be avoided with the various uses of birth control and contraceptives. **(Where)** This is important because it is better to understand how to avoid pregnancy and practice safe sex than to become pregnant. **(Why)** //**Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas; healthy eating; physical activity; tobacco; alcohol; other drug use prevention; and prevention of STD's, HIV, and unintended pregnancy.(what)**//

30. We will have a class discussion on contraceptives and have the different options in class to let them see what they look like. **(hook)**

31. Students will know factual information on birth control and contraceptives as well as how to use them. **(equip)** Students will use the KWL chart because this way I will be able to address students thoughts and needs anonymously. **(explore)** They will also do three minute review because this will be the closest I have to lecture and that is a good cooperative learning style for lecture.**(experience)**

32. Students will **rethink** knowledge of birth control with the KWL chart, **refine** and **revise** their knowledge by sharing their opinions with me and getting anonymous information back through lecture.

33. The formal assessment during this lesson will be writing to me as if I was the opposite sex. (anonymously with no name on their letter) I want them to share any questions, thoughts, or comments they have. The thought is that I can address these through lecture so they have answers, and help them feel comfortable realizing nothing bad comes from communication. **(evaluate)**

34. **Tailoring:** birth control. contraceptives.
 * Verbal-** Our hook is a class discussion.
 * Bodily-** Students will have a chance to touch the different birth control methods.
 * Intrapersonal-** Students will be writing their letters to the opposite sex.
 * Interpersonal-**Students will get the chance to talk with their peers about the different birth controls in a class debate on
 * Musical-** Students will get the chance to listen to music of their choice while writing their letters.
 * Mathematical-** Students will be working with percentages when talking about the success of different birth control

35. Students will be able to exhibit knowledge of birth control methods and how they work. (Application) **Product:** Imovie truth AD **5 day**s **(organize)** || =Part 6=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that unintended pregnancies can be avoided with the various uses of birth control and contraceptives. **(Where)** This is important because it is better to understand how to avoid pregnancy and practice safe sex than to become pregnant. **(Why)** //**Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas; healthy eating; physical activity; tobacco; alcohol; other drug use prevention; and prevention of STD's, HIV, and unintended pregnancy.(what)**//

37. As a class we will read blogs and articles on teens that became pregnant and the different paths they chose and how things worked out for them. **(hook)**

38. Students will know factual information on pregnancy (time line of events in three trimesters and vocabulary on pregnancy).**(equip)** Students will use Venn Diagrams to show the pros and cons of or both of being pregnant. (Male and Female point of view) **(explore)** They will also try Team Pair Solo to brainstorm ideas about pregnancy and what options you have when pregnant, making personal decisions when pregnant, and outlets you have when pregnant. **(experience)**

39. Students will have to **rethink** their thoughts on pregnancy after rehearsing being that way. Students will be able to **revise** their knowledge when working in pairs and teams.

40. The students will recieve the interactive babies or make flour babies to give insight to having a child. **(evaluate)**

41. **Tailoring:**
 * Verbal-** We will be reading blogs and discussing them as a class.
 * Interpersonal-** Working in teams and pairs for the cooperative learning.
 * Intrapersonal-** Students will work alone to write their venn diagrams.
 * Bodily-** Students will be active in taking care of their flour baby.
 * Logical/Mathematical-** Students will have to be logical when taking care of the flour baby.
 * Musical-** Students will get the chance to listen to music when they are working on their venn diagrams.

42. Students will be able to role play a situation where they are pregnant or have a child. (Empathy) **Product:** WebQuest www2.maxwell.syr.cdu/plegal/tips/typrod/laymanwq2.html **5 days** **(organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe