S3+Martin,+Ryan

=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= 2. As the students enter the class, a slave song will be playing (**Hook)**. 3. Students will know Abraham Lincoln, Jefferson Davis, the Missouri Compromise, Compromise of 1850, Fugitive Slave Law, abolitionists, John Brown, Harpers Ferry, and Dred Scot **(Equip).** Students will use a timeline of events as a graphic organizer **(Explore)**. Students will break into Think, Pair, Share groups and discuss how the Hook made them feel **(Experience).** 4.Students will answer a set of topic questions (also in their Think, Pair, Share groups) that are designed to give them ideas and information about ther performance task **(Rethink)**. They will share the answers to the questions with the class, and the teacher will give clarifying information **(Revise)**. Students will have the chance to change the answers to the questions (**Refine)**. 5. Students will hand in their comics and create a reflective blog posting about what they liked and disliked about the project, and also how they could improve (**Self Evaluation).** 6.**Verbal/Linguistic**: The Think, Pair, Share, activity encourages communication between classmates. Students will create a comic life that uses typed words as dialogue. 7.Students will be able to prove that the Civil War was caused by the issue of slavery **(Explanation)**. Product: Students will use ComicLife to depict Congress in session debating the Compromise of 1850 **(Organize).** || =Part 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will understand that the expansion of slavery into new territories was the main cause of the war **(Where).** As a result of the Missouri Compromise, Maine became an official state (**Why).** **Students understand major eras, major enduring themes, and historical influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions on the world** (**What).**
 * Logical:** Students will be using a time- line graphic organizer to organize their thoughts and when the events occured.
 * Spatial:** The Comic Life performance task is a great program for visual learners. Also, the students will be using graphic organizers as visual aid.
 * Musical:** The hook, in the form of a slave song, is designed to target these learners.
 * Interpersonal:** Students will participate in Think, Pair, Share groups to discuss the hook, and to answer the set of topical questions.
 * Intrapersonal**: Students will comlete the performance task individually.

9. The teacher will come dressed as Abraham Lincoln **(Hook).** 10. Students will know Abraham Lincoln, Jefferson Davis, the Missouri Compromise, Compromise of 1850, Fugitive Slave Law, abolitionists, John Brown, Harpers Ferry, and Dred Scot **(Equip).** Students will chose a major figure from the what they need to know list, and they will use the Fact/Opinion graphic organizer to gain knowledge of whomever they picked. **(Explore).** Students will find a classmate who chose the same person, and complete the chart with them **(Experience).** 11. Students will research the major figure they chose using the textbook, notes taken from lecture, and using links that the teacher has provided **(Rethink).** They will then share in - class who they chose, and they will share their Fact/Opinion chart with the class **(Revise).** Along with peer feedback, the teacher will give clarifying information, and the student will use this information to complete their performance task (**Refine).** 12. Students will write a reflective blog posting on the discussions held in class. 14. Students will be able assume the role of a major figure **(Empathy).** Product: Students will create an iMovie. || =Part 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.Students will understand that the expansion of slavery into new territories was the main cause of the war **(Where).** Students will connect that major figures in past histories often resemble current figures **(Why). Students understand major eras, major enduring themes, and historical influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions on the world** (**What).**
 * 13. Verbal:** Students will discuss and complete the Fact/Opinion chart with a partner. They will also share these results with the class.
 * Bodily/Kinesthetic:** Students have to assume the role of the person that they chose to complete the performance task.
 * Spatial:** Students will use the Fact/Opinion graphic organizer to organize their thoughts and notes.
 * Logical:** By using the Fact/Opinion graphic organizer, students will be able to determine factual information from misconceptions.
 * Interpersonal:** Students get to work with partners to complete the graphic organizer, and they also get to discuss their results with the class.
 * Intrapersonal:** Students will complete the performance task individually.

15.Students will understand that economically and militarily, the North had a distinct advantage over the South **(Where).** Students will be able to connect that sometimes bast resources do not necessarily mean quick victory, just like todays war in Iraq **(Why). Students understand major eras, major enduring themes, and historical influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions on the world** (**What).** 16. Students will have the option of eating food that Civil War soldiers would have ate **(Hook).** 17.Students will know General Ulysses S. Grant, General Robert E. Lee, Battle of Fort Sumter, the Anaconda Plan, Emancipation Proclomation, Sequence and Timeline - Civil War started April 12, 1861 **(Equip).** Students will use a time - order chart in order to organize events and details about those events **(Explore).** As a result of this graphic organizer, students will be divided into groups of five for a jigsaw activity **(Experience).** 18. In their jigsaw groups, they will be given a battle or political figure to research and they will use links the teacher provides and the textbook as resources **(Rethink).** Within their expert groups, they will decide what is important about the event that needs to be taught **(Revise).** After they have decided what is important, they will break away from their expert groups and teach their event to another group. They will then use the information gained from the jigsaw activity to complete their performance task **(Refine).** 19. Students will be given an ungraded quiz about the jigsaw topics, and they will also blog a reflection on the jigsaw activity **(Self Evaluation)**. 20.**Verbal/Lingustic:** Students will get into their jigsaw groups and discuss topics, and additionally teach those topics to other students. Students will get to take an ungraded quiz and also write a reflection blog. 21. Students will be able to critique important events and political figures **(Interpret).** Product: Students will use Google Earth to plot the location of a major battle. They will then use the description box to give information on the battle. This information includes, causualties, which divisions of the army's were involved, who the commanding officers were, and implications that battle had on the rest of the war **(Organize).** || =Part 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Spatial:** Students will get to use Google Earth as part of their performance task.
 * Interpersonal:** Jigsaw activity encourages discussion between students.
 * Intrapersonal:** The blogs and the performance task are to be done individually.
 * Naturalist:** These learners will enjoy the Google Earth activity because they can use it to explore the landscape of where the War was fought.
 * Bodily/Kinesthetic:** Students have the option of role - playing an important figure for bonus points.

23.Students will watch a clip from the movie Gettysburg **(Hook).** 24.Students will know General William Tecumseh Sherman and his "March to the Sea," General Ulysses S. Grant, General Robert E. Lee, Joshua Chamberlain, Battle of Vicksburg, Battle of Gettysburg, Little Round Top, Confederate surrender at Appomattox Court House, April 9, 1865, and July 1-3, 1863 **(Equip).** Students will use a Five W's chart to organize their thoughts about the turning point in the war, the Battle of Gettysburg **(Explore).** They will have the option of doing this in their peer - response groups or individually **(Experience).** 25.Students will research further about the Battle of Gettysburg using the links the teacher has provided and the book as resources (**Rethink)**. Students will then meet with their partners and work on their scripts of their performance task. Partners will meet with the teacher to get feedback **(Revise).** Using the teachers feedback, the Five W's chart and their own research, students will finish the script and create the Garageband newscast **(Refine).** 26.Students will blog reflecting on the performance task process, and they will also fill out a rubric **(Self Evaluation).** 27.**Verbal/Linguistic:** Students have the choice of completing the Five W's chart with in their peer response groups and the GarageBand newscast performace task is mainly verbal. As part of the performance task, students must write a script the addresses the necessary components. 28. Students will be able to analyze major historic eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future (**Perspective).** Product: Students will create a Garageband newscast of the Battle of Gettysburg. **(Organize).** || =Part 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.Students will understand that economically and militarily, the North had a distinct advantage over the South **(Where).** There is a bridge in Bangor named after a very famous Civil War veteran, Joshua Chamberlain **(Why).** **Students understand major eras, major enduring themes, and historical influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions on the world** (**What).**
 * Spatial:** Students will watch a clip of the movie Gettysburg, and they will also complete a graphic organizer.
 * Interpersonal:** Students have the choice of working in their peer - response groups. The performance task is also with a partner.
 * Intrapersonal:** Students have the choice of working in their peer - response groups.
 * Naturalist:** These students will be interested in how the war effected the landscape, and can touch on that in their performance task. Natural resources will also be discussed during class.
 * Logical:** Students have to include causalty numbers, along with troop strength numbers in their newscast.

30. The teacher will display photos around the room of Civil Rights protest. A song will be playing to accompany it. **(Hook).** 31. Students will know Abraham Lincoln and his assasination, Andrew Johnson, Radical Republicans, Freedman's Bureau, 13th amendment, the Civil Rights Act of 1866, 14th amendment, and the South's transition from slavery to free labor (**Equip)**. Students will use a problem - solution chart to try and solve some of the problems of reunifying the country **(Explore).** They will complete the chart with a partner **(Experience).** 32.Students will use the problem - solution chart to launch an in - class discussion **(Rethink)**. They will share their answers with the class and the teacher wiill give clarifying information **(Revise)**. Students will then use this information to participate in an on - line debate on the class wiki **(Refine.)** 33. Teacher will comment on debate, and students will write a reflective blog posting **(Self Evaluation).** 34.**Verbal:** Students will write down their solutions on the problem - solution chart. They can share their answers with the class. The debate is also on- line, and uses typed words in place of spoken dialogue. 35. Students will be able to solve why the decisions the North made led to a difficult Reconstruction period **(Application).** Product: Students will participate in a debate on the class wiki. || =Part 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that decisions made by the North after the war led to a difficult period of Reconstruction **(Where).** Amendments to the Constitution that were made during the Civil War era still serve a major impact in today's world **(Why)**. **Students understand major eras, major enduring themes, and historical influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions on the world** (**What).**
 * Visual:** Students will see photos around the room, and they will also be using a graphic organizer to organize thier notes and thoughts.
 * Musical:** A song will be playing to accompany the hook.
 * Intrapersonal:** Instead of debating in front of the class, the debate is on - line, and students will do this individually.
 * Interpersonal:** Students will complete the the problem - solution chart with a partner and will participate in a in- class discussion.
 * Logical/Mathematical:** Students must use reasoning to complete the chart effectively because they have to find a solution to a problem.

37. Students will watch a clip from the PBS movie __The Civil War, A film by Ken Burns.__ (**Hook)** 38.Students will know Radical Republicans, Andrew Johnson, Black codes, Military Reconstruction Act of 1875, 15th amendment, and Compromise of 1877 **(Equip)**. Students will complete a venn diagram that compares the Compromise of 1850 to the Compromise of 1877 **(Explore).** They will complete the venn diagram in groups of four **(Experience).** 39.Students will complete their venn - diagram using their textbooks and notes **(Rethink).** Students will then post results on the white board and the teacher will create thought and deeper understanding through oral questioning **(Revise).** Students will take notes on the class discussion and use the information from the venn diagram and discussion to complete the performance task (**Refine).** 40.Students will take an ungraded test about their knowledge of the Civil War and Reconstruction, and compare their results to the one they took before they started the unit **(Evaluate).** 41.**Verbal:** The venn diagram activity encourages discussion between classmates. 42.Students will be able to reflect on the policies that the North adopted before and after the war **(Self Knowledge).** Product: Students will write a blog posting comparing and contrasting polices that were adopted before and after the war. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that decisions made by the North after the war led to a difficult period of Reconstruction **(Where).** Legislation that was passed during Reconstruction still has effects on everyday life **(Why).** **Students understand major eras, major enduring themes, and historical influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions on the world** (**What).**
 * Logical/Mathematical:** Students use the graphic organizer that uses factual information to compare and contrast two pieces of legislation.
 * Spatial:** Students use a graphic organizer as a visual aid.
 * Bodily Kinesthetic:** Students have the opportunity to get up and write on the white board.
 * Interpersonal:** Students complete the venn diagram in groups of four.
 * Intrapersonal:** The performance task is done individually.

2004 ASCD and Grant Wiggins and Jay McTighe