S3+Glidden,+Elizabeth

=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. At the beginning of this unit and in particular this lesson the students will listen to the //Five Friends// video and will then have a class whiteboard brainstorm involving their thoughts. **(HOOK)** 3. Students will need to know Judiciary, executive, and legislative branches, the Bill of Rights, 17 other amendments, George Washington, Thomas Jefferson, James Madison, Franklin D. Roosevelt, John Marshall, Henry Clay, Various Political Figures of Today. **(EQUIP)** They will us a classification map to collect information. **(Explore)** The students will come to the board and have a class written discussion. If you say something you write it down. If you think it, you write it. Introduction of blogs and how the class will use them. **(Experience)** 4. The students will share their graphic organizers with a group and rethink sections they missed. **(Rethink)** The students will revise their organizers to full complete it. **(Revise)** The students will then work as a class to clarify any questions they have on their blogs. **(Refine)** 5. The formative assessment for this lesson will be for the students to respond to questions in my blog about their basic knowledge prior to any learning taking place. Through out the lesson they will then gain the true answers to the questions and these will be included in their own reflection blogs. **(Self-assesment)** 6. **Visual-** The //Five Friends// video presentation is a visual way to figure out why you should vote. The Classification Graphic Organizer is a visual tool also. 7. Students will be able to describe the purpose, structures, and processes of the American Political System. **(Explain)** __Product:__ Blog over what they have learned and then pose a new question to my blog. The studnets must also comment about other students' blogs. 2-80 minutes periods.**(Organize)** || =Part 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will understand that the three branches of government have specific purposes and focuses.**(Where)** This will be to your advantage in the future so you understand your role in the Government in the United States. **(Why)** Students understand the ideals, purposes, principles, structures, and processess of constitutional government in the US system as well as examples. **(MLR)**
 * Interpersonal**- There will be group work in which the students get to interact. It is also interactive to respond to other students blog posts.
 * Intrapersonal**- The group board discussion can be an self-reflective activity as you don't have to do group work, instead just writing your thoughts down on the board.The whiteboard brainstorming activity is also a reflective activity as are their reflective blogs.
 * Logical-** The classification chart is a logical activity as it puts things in an order.
 * Verbal-** The video and class discussion both offer chance for verbal learning. The class discussion allows students to voice ideas.
 * Kinestetic-** The board discussion is a way for students to get up and manipulate their thoughts and the thoughts of other students. They get to interact and not be at their seats.
 * Musical-** The Five Friends video offers a very powerful message using a dramatic pauses and voices.
 * (Tailor)**

9. To begin this lesson the students will watch two videos. [] [] **(Hook)** These movies will be the bases for their product. 10. Students will know George Washington, Ben Franklin, students will also be investigating people from this website, [] in their webquest, Bill of Rights, Whigs, Tories. **(Equip)** Students will use a Venn Diagram to compare things states could do under the Articles of Confederation and what they can do under the United States Consititution.**(Explore)** The class will break into groups to fill in their diagrams.**(Experience)** 11.The students will count off in their groups to create another group to share with.**(Rethink)** The students will add additional items to their Venn Diagram**(Rethink)** As the students work on the webquest they will continue to refine their Venn Diagrams and will eventually report back to both groups. **(Refine)** 12. The students will create a Venn Diagram on the whiteboard and will circle any items they have a question of. We will then have a question and answer session to answer these questions.**(Evaluate)** 13**.Visual//-//** Venn Diagrams will allow the students to visualy view the different aspects of the two historical documents. 14. Students will be able to contrast the Articles of Confederation with the United States Constitution.**(Explain)** __Product:__ [|Webquest Product] of a class debate. Webquest is located at [] 2-3 80 minute periods. || =Part 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. The students will solve the problems of the Articles of the Confederation using the U.S. Consitituion. **(Where)** The flaws in the Articles of Confederation are the reasons for our current Constitution the understanding of the flaws will allow you to better understand how our government developed and how it affects you. **(Why)** Students understand the ideals, purposes, principles, structures, and processess of constitutional government in the US system as well as examples. **(MLR)**
 * Naturalist**- The webquest has the option of a farmer. This will allow those students who are naturalists to think regarding the environment and land.
 * Interpersonal-** This lesson requires multiple group activities. The question and answer section provides a different aspect for students to do. The final debate (from the webquest) requires students to discuss the Constitution with the rest of the class.
 * Intrapersonal-** The webquest also allows the students to explore independently and develop independent thoughts. The debate also requires students to think about what they wish to say.
 * Musical**-The videos contain music to enhance the learning and experience.
 * Verbal-** The verbal learners, especailly those that like to speak, will excel at this section as it allows them to develop and speak their thoughts. **(Tailor)**

16. The students will be provided a small photo booklet of political figures of today. They will be asked to fill in the names and positions of the pictures.**(Hook)** 17. Students will know Barack Obama, Hillary Clinton, Olympia Snowe, Susan Collins, Joseph Biden, John Baldacci, and other active politicans, the election process, Political Parties, Third Parties. **(Equip)** The students will fill out a modified 5 W's Chart detailing who one person is, though only five people will be explored.**(Explore)** They will then gather in a group who explored the same person to become even bigger experts on the individual**(Experience)** 18.The students will fill in additional information their expert group provides. **(Rethink) T**he class will then break up into additional groups to fill in four additional 5 W's to gather more information on certian people. This is a cooperative learning activity of a jigsaw puzzle and they are revisiting the people because they will have already briefly studied them from their photos.**(Revisit)** The students will refine their information by creating a ComicLife. They will be refining the information because they will be looking up more about all the people. The students are encouraged to listen to the speeches of the people they are investigating.**(Refine)** 19. To finish up the lesson the students will fill out another booklet regarding pictures and who people in government today are. This will be a self-assessement as it will not be graded but just a way for the teacher to review learning.**(Evaluate)** 20.**Visual**-The students will be using ComicLife and will be looking at pictures. 21.Students will be able to make meaning of how the U.S. Government is set up. **(Explain)** __Product:__A ComicLife creation presenting the members of the United States' current government. 2 80-minute period || =Part 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand the set up of the United States Government. **(Where)** As a citizen of the United States you are the future and if you have no understanding of your government you will not be a productive member of society.**(Why)** Students understand the ideals, purposes, principles, structures, and processess of constitutional government in the US system as well as examples. **(MLR)**
 * Logical**- The 5 W's Chart is very logical in it's set up. It sets up the basic information.
 * Interpersonal-** The group activity is part of the jigsaw puzzle where they have the opportunity to explain people to other people.
 * Intrapersonal-** There is individual reflection involved in making their ComicLife as that is an individual project.
 * Verbal**- The ComicLife's will inclued words so it is all dependent on how you phrase what people do. Students can create new titles for people that they feel better explains what the person does.
 * Kinestetic**- The students get the chance to move about the classroom to work with their groups. **(Tailor)**

23. The students will do a squaring off activity to start the class regarding what they know about the three branches of government.**(Hook)** 24. Students will know Judicary, Executive, and Legislative branch, Marbury v. Madison, At least 9 checks and balances, a variety of interactions between the branches.**(Equip)** The groups will find an article regarding what each branch does after they brainstorm on their own. These articles will explore each branch**(Explore)** The group will create a web reflecting what they know their branch does and what coincides with the other branches.**(Experience)** 25. The groups will then rotate and add more information to the webs that they wish to add about each branch. **(Rethink)** The groups will then share with the class and create a venn diagram on the board and on their personal venn diagram revising the way the information is grouped. **(Revise)** The class will then refine their information by breaking into their Webquest groups to create a radio interview with the characters from their imovie and creating a radio interview in Garage Band about their project for President Obama and give a sample of what will be in the movie. They will provide their script prior to recording for feedback.**(Refine)** 26. The hook of this lesson is a self-assessment activity and that is the original formative assessment and then there is the provison of a script for feedback which is another way to assess student development.**(Self-evaluation)** 27. **Musical:** This particular product allows students to incorporate music and sound. 28. Students will be aware of the specific purposes and focuses of branches of government.**(Explain)** __Product:__ A GarageBand radio interview outlining their project for President Obama and a brief excerpt from the movie's script. 3 80-minute Periods. || =Part 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.Students will understand the specific purposes and focuses of branches of government.**(Where)** This will be to your advantage in the future so you understand your role as a citizen of the United States. **(Why)** Students understand the ideals, purposes, principles, structures, and processess of constitutional government in the US system as well as examples. **(MLR)**
 * Visual:** Students that are visual learners will be aided by the use of webs and venn diagrams to organize the information.
 * Verbal:** The articles outlining the roles each branch is a verbal skill as is the development of a script for the interview.
 * Interpersonal:** The class will be interacting to create the Venn Diagram.
 * Intrapersonal:** A student has the opportunity to read the articles by themselves as well as the ability to fill in their own venn diagram.
 * Kinestetic-** Students have the chance to move around the classroom. **(Tailor)**

30. A class discussion over who is incharge of keeping the President in check. This will included a developed question section from the teacher to make them think.**(Hook)** 31. Students will know impeachment, impeachment process, the three presidents who have nearly been impeached (or were). **(Explore)** Students will use a Flow Chart to fill out the procedure of impeachment. **(Explore)** The students and teachers will engage in a roundtable discussion of the process. The main question will be if it seems like a good system.**(Experience)** 32. Students will rethink the discussion as they gather more information for their poster by considering why the president was tried.**(Rethink)** The students will then peer-revise with a partner.**(Revise)** The students will implement changes or aspects they felt were needed of the poster. **(Refine)** 33.Students will be required to turn in their rough draft with their final draft. This will show improvement from the class discussion.**(Evaluation)** 34.**Verbal**-Discussion about impeachment. 35.Students will be able to consider reasons for impeachment.**(Explain)** __Product:__ A Globster Poster to advertise for the impeachment of one of the three presidents that have been tried. || =Part 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand why a president might be impeached.**(Where) __//NEED A WHY!!!!!!//__** **(Why)** Students understand the ideals, purposes, principles, structures, and processess of constitutional government in the US system as well as examples. **(MLR)**
 * Visual**- Creation of a poster.
 * Interpersonal**- Class discussion as well as peer-revison offers a chance for group involvement and learning.
 * Intrapersonal**- The ability to choose for oneself as to what should be changed. This is also an indivdual project.
 * Logical**- A flow chart makes a sequencial pattern for students to follow. By placing the process of impeachment here it allows for the students to follow in a sequencial pattern.
 * Musical:** The students may pharse their poster wording in like a rhyme or song. **(Tailor)**

37. A video regarding an Amendment (Have not decided what yet) 38. Students will know Marbury v. Madison, Roe v. Wade, Franklin D. Roosevelt, John Marshall. **(Equip)** Students will use a Classification Map to organize their content. **(Explore)** The class will listen to a lecture focusing on amending the Constitution and using focused-listening they will create a list of ideas about amending the Consitution.**(Experience)** 39.Students will then meet in groups to share their thoughts. **(Rethink)** The students will add ideas from the members of their group's lists to their own. **(Revise)** The groups will work to refine their lists into one paragraph describing the amendment process.**(Refine)** 40. Students will blog about their understanding of the amendment process. **(self-evaluation)** 41.**Naturalist**: The final product can be filmed and made into their own project anywhere they wish. The naturalist might help their group incorporate nature. 42.Students will be able to analyze ways to modify the American Consitution.**(Explain)** __Product:__ An imovie overviewing the entire United States Goverment for the final unit project in a modern way. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will analyze the ways to modify the American Constitution**(Where)** If you do not like something in the United States you have the right to change the way our country is run by modifying our Constitution. **(Why)** Students understand the ideals, purposes, principles, structures, and processess of constitutional government in the US system as well as examples. **(MLR)**
 * Kinestetic**: The filming of their videos allow for the studnets to move away from the typical classroom to their task setting.
 * Verbal:** The developement of a paragraph describing the process of amending the Constitution.
 * Musical:** The video created could incorporate music, sound, and song.
 * Intrapersonal:** The creation of individual lists and blogging allows for self reflection.
 * Interpersonal:** The group work to create paragraphs (focused-listening) and the group project of a imovie.
 * Visual:** The visual learner will get the video about amendments as well as learning from watching the various imovies created.
 * Logical**: Classification map requires attention to detail and a central theme. The logical learner might be in charge of making sure the video flows in a sequence that is understandable. **(Tailor)**

2004 ASCD and Grant Wiggins and Jay McTighe