S3+Gauthier,+Andrew

=Stage 3 - Plan Learning Experiences and Instruction= =Part 1= 2. The class will begin with the film of FDR addressing the US on the attacks on Pearl Harbor. **(Hook)** 3. Students will know the "big picture" of events from the rise and fall of the Nazi regime. **(Equip)** Students will use a KWL chart as a form of pre- and self-assessment. **(Explore)** Students will engage the teacher and other students in a three minute review. **(Experience)** 4. Students will review their KWL charts as a class and consider the sequence of events of World War II. **(Rethink)** Students will peer-edit each others Comic Life time lines and give positive feedback. **(Revise)** The teacher will circulate the room making sure students are making an accurate approach at the timeline. **(Refine)** 5. Students will make notes about their working process and post them on the class wiki along with their final product. **(Evaluate)** 6.**(Tailor)** **Verbal**- Students will engage in a peer-editing process and three minute review. 7. Students will be able to use research to outline the events of World War II. **(Application)** **Product: Comic Life time line. (Organize)** || =Part 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will use research to outline the events of WWII. **(Where)** This will help students not only sequence important events in their own lives but also in history. **(Why)** **//Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world//**. **(What)**
 * Visual**- The hook meets the needs of the visual learner.
 * Interpersonal**- The peer-editing and feedback process will meet the needs of these learners.
 * Intrapersonal**- Notes made about their working process posted on the class wiki with their product.

9. The class will open with a clip from the film "Valkyrie" showing a failed assassination attempt on Hitler. We will also listen to the song "Flight of the Valkyrie" and discuss it's significance to Adolf Hitler. **(Hook)** 10. Students will know about FDR, Adolf Hitler, Benito Mussolini, Winston Churchill, Joseph Stalin, General Dwight Eisenhower, D-Day, and General George Patton. **(Equip)** Students will use a story map to detail the possibilities of World War II. **(Explore)** Students will engage in a round-robin brainstorming session. **(Experience)** 11. Students will draft multiple story maps for their projects. **(Rethink)** Students will choose their favorite draft of their story maps and edit them. **(Revise)** Students will check in with the teacher and peers to make sure they are taking a realistic approach. **(Refine)** 12. Students will blog about the working process discussing what seems to work for the project and what isn't working. **(Evaluate)** 13. **(Tailor) Verbal**- Round-robin brainstorming session and peer-editing process. 14. Students will be able to consider possible outcomes of WWII if events had unrolled differently.**(Interpretation)** **Product: Free choice Type II technology. (Organize)** || =Part 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will consider possible outcomes of World War II if events had unrolled differently. **(Where)** This will work the students minds in interpreting future events in their own lives. **(Why)** **//Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world//**. **(What)**
 * Visual**- The hook.
 * Music**- The hook.
 * Naturalistic**- If work is done in iMovie software, the option will be open for students to go outside with teachers assistant to film or work.
 * Kinesthetic**- Students may or may not participate in the creation of iMovie projects which would demand some kinesthetics.
 * Interpersonal**- Students will work in groups on this projects.
 * Intrapersonal**- Student blogs.

16. Class will start with some time period appropriate music while students are being role called and taking their seats. **(Hook)** 17. Students will know about FDR, Adolf Hitler, Benito Mussolini, Winston Churchill, Joseph Stalin, General Dwight Eisenhower, D-Day, and General George Patton. **(Equip)** Students will organize their thoughts for their wiki page on Inspiration software. **(Explore)** Students will show each other their ideas and continue brainstorming. **(Experience)** 18. Students will create brainstorming webs or trees on Inspiration software. **(Rethink)** Students will add to their webs and trees during the brainstorming session and edit inaccurate ideas. **(Revise)** Students will bring forward a preliminary idea to the teacher who will accept it or deny it based on quality and expectations. **(Refine)** 19. Students will write an abstract of their wiki page and a reflection of the working process. **(Evaluate)** 20.**(Tailor) Logic**- The use of an organizer (Inspiration software). 21. Students will be able to trace and critique the evolution of democratic ideals and constitutional principles.**(Self-Knowledge)** **Product: wiki page. (Organize)** || =Part 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will trace and critique the evolution of democratic ideals and constitutional principles. **(Where)** This will help students understand where some of the democratic ideals we have today came from. **(Why) //Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world//**. **(What)**
 * Visual**- Students will be able to decorate their wiki page as desired provided it is classroom appropriate and has professional quality.
 * Music**- The hook.
 * Interpersonal**- Brainstorming sessions.
 * Intrapersonal**- Their personal reflection of the working process and their own abstract of their own works.

23. The class will start with hard copies of two unmarked and unidentified written notes. The teacher will read them both aloud and ask the students to make guesses on which ones were written during the time period and which ones were written afterward.**(Hook)** 24.Students will know the "big picture" of events from the rise and fall of Adolf Hitlers Nazi regime. **(Equip)** Students will use a Venn diagram to document as a class what the similarities and differences are between primary and secondary source documents. **(Explore)** Students will engage in a three minute review with the teacher and peers about primary and secondary sources. **(Experience)** 25. Students will use their Venn diagrams while reviewing articles and documents online or otherwise that may pertain to a possible thesis for a short term paper. **(Rethink)** Students will begin creating one of their annotated bibliography entries by hand and engage other students in a one-on-one peer review session, deciding whether these sources are useful or not. **(Revise)** The teacher will reflect on their complete blogged annotated bibliography and critique them as needed. **(Refine)** 26. Students will be blogging and evaluating the sources they have found. **(Evaluate)** 27. **(Tailor) Verbal**- Teacher will have student read the hook material out loud and voice their opinions. 28.Students will be able to explain that historical students are based on primary and secondary source documents.**(Explanation)** **Product: Blog. (Organize)** || =Part 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will explain that historical studies are based on primary and secondary source documents. **(Where)** This will help students better understand what they read and critique what they read. **(Why)** **//Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world//**. **(What)**
 * Logical**- Organization of annotated bibliography.
 * Interpersonal**- One-on-one peer review session.
 * Intrapersonal**- The evaluation of ones source findings.

30.Throughout the class session, the projector screen will have a cover photo of "Night" by Eli Wiesel. **(Hook)** 31. Students will know about kristallnacht, Blitzkrieg, concentration camps, antisemitism, holocaust, atomic bombs, and the Manhattan Project. **(Equip)** Students will use a modified version of a flow chart to begin drafting the general "flow" of their papers. **(Explore)** Students will engage one another on each others topics using round-robin brainstorming. **(Experience)** 32. Students will use a modified flow chart and sources from lesson 4 to draft a working thesis and direction for their essays. **(Rethink)** Students will make a rough draft following a round-robin brainstorming session. These rough drafts will be peer edited. **(Revise)** The teacher will review the third draft with students to give final advice for direction. **(Refine)** 33. Students will blog about how they are going to use the sources from their annotated bibliography (lesson 4) and ultimately tell which sources they will or will not use. **(Evaluate)** 34.**(Tailor) Verbal**- Round-robin brainstorming. 35. Students will be able to analyze and critique major historical eras and their implications for the future. **(Perspective)** **Product: Electronically submitted essay. (Organize)** || =Part 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will analyze and critique major historical eras and their implications for the future. **(Where)** This will help students build opinions and criticisms for current issues. **(Why)** **//Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world//**. **(What)**
 * Logical**- Modified flow chart for organization.
 * Visual**- Hook
 * Interpersonal**- Working with peers and teacher to improve their paper.
 * Intrapersonal**- Reflecting on their sources via blog.

37. Class will open to the Webquest displayed on the background and my personal student sample. **(Hook)** 38. Students will know Franklin D. Roosevelt, Adolf Hitler, Winston Churchill, Joseph Stalin, Benito Mussolini, General Dwight Eisenhower, D-Day, General George Patton, Crystalnacht, Blitzkrieg, concentration camp, Antisemitism, holocaust, atomic bomb, Manhattan Project, and the "big picture" of events from the rise and fall of Adolf Hitlers Nazi regime. **(Equip)** Students will revisit their KWL charts filling in the "L" section with what they have learned. **(Explore)** Students will engage in a three minute review of the broad scheme of World War II with the teacher. **(Experience)** 39. Students will review their KWL charts and discuss in groups what areas of World War II created the most lasting impacts in the world. **(Rethink)** Students will (in groups) begin drafting and editing storyboards for their iMovie product. **(Revise)** The students will in groups present their working idea to the teacher who will either approve or amend their project. **(Refine)** 40. Students will blog about the working process in a confidential manner, discussing disagreements and agreements with team mates and how their team dynamics are working out. **(Evaluate)** 41.**(Tailor) Verbal**- Students will be narrating their projects. 42. Students will be aware of the impacts of World War II. **(Empathy)** **Product: iMovie and verbal introduction. (Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will be aware of the impacts of World War II. **(Where)** This will make students aware of the changes that would not have been today if World War II never happened. **(Why)** **//Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world//**. **(What)**
 * Logical**- Students will create and organized storyboard for their iMovie product.
 * Visual**- Students will be working with iMovie and creating visual media.
 * Music**- Students will have a chance to incorporate appropriate music to their iMovie product.
 * Naturalistic**- Students will have an open choice in narration settings including outdoors.
 * Kinesthetic**- The working process will involve a lot of filming and in turn a lot of movement.
 * Interpersonal**- The cooperative learning experience in this project.
 * Intrapersonal**- The blog will be a personalized reflection of the group process.

2004 ASCD and Grant Wiggins and Jay McTighe