S3+Mountain,+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.**(H) Hook:** Ride into class on a fake horse dressed as Paul Revere and scream the British are coming. 3.**(E)** **Equip, Explore, and Experience:** Students will know people, terminology, and sequence and time lines. Examples of each category are George Washington, red coats, and Boston Massacre. Students will also know how to use graphic organizers to categorize information and come up with ideas. 4.**(R)** **Rethink, Revise, Rehearse,** and **Refine:** When students are working on graphic organizers they will work by themselves at first and then join up with a partner and share ideas and give feedback to each other. 5.**(E)** **Evaluate:** Students will need to answer questions about project and their experience with the project and also fill out their evaluate themselves on the rubric. 6.**(T) Tailor: Linguistics:**Students will need to read, write, and speak aloud during class and during the presentation of the iMovie. 7. **(O)** **Organize/Empathy** Students will be able to point out the significance of one person and how they have impacted the American Revolution. Also use people, terminology, and time lines. Also understand the significance of the American Revolution. Product: iMovie =Part 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.**(W)** **Where:** Students will understand the significance of the American Revolution. **(Where)** This connects to the real world because the American Revolution has impacted us today. **(Why)** Students understand major eras, major enduring themes and historic influences in United States and world history, including the roots of democratic philosophy ideals, and institutions in the world. **(MLR)**
 * Logical-mathematical:**Students will need to use reasoning for events and dates for their iMovie and put them into chronological order.
 * Spatial:**Students will use their spatial intelligence through pictures and videos shown in class. Also students will be allowed to incorporate pictures into their iMovie.
 * Body-kinesthetic:**Students will use movement in group work and finding their seasonal partners. Also students will use movements in their iMovies.
 * Interpersonal:**Students will use a partner as a way to express and share ideas.
 * Intrapersonal:**Students will write their own scripts and film their own movies and present the movie to the class on their own.
 * 3 Days** ||

9.**(H)** **Hook:** Argue just the British side to the class and then ask the students to argue back the colonists side. This would get ideas rolling and engage students. 10.**(E)** **Equip, Explore, and Experience:** Students will know people, terminology, and sequence and time lines. Examples from each category is George Washington, red coats, and Boston Massacre. Also how to use a graphic organizer to sort information. The graphic organizer is called story map 1. 11.**(R)** **Rethink, Revise, Rehearse,** and **Refine:** When students are working on graphic organizers students will work in group of threes and share ideas and help each other with events and causes that would help them argue both sides reasoning's for fighting. 12.**(E)** **Evaluate:** Students will need to discuss their group work in a one page reflection describing how they worked with each other and how it helped them with their arguments for the colonists and British. 13.**(T) Tailor**: **Interpersonal:**Students will need to work with their partners on the group organizer and share ideas. 14. **(O)** **Organize/Perspective** Students will be able to argue both sides of the American Revolution and give details to why it was important for both sides to fight in the war. Also use terminology, people, and sequence and time lines. Also understand the significance of the American Revolution. Product:GarageBand =Part 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.**(W)** **Where:** Students will understand the significance of the American revolution. **(Where)** This connects to the real world because the American Revolution has impacted us today. **(why)** Students understand major eras, major enduring themes and historic influences in United States and world history, including the roots of democratic philosophy ideals, and institutions in the world. **(MLR)**
 * Inrapersonal:**Students will need to post their script on the blog and record their script on garageband.
 * Linguistics:**Students will need to write their own blog and speak during their project.
 * Music:** Students should include an American Revolution song in their garageband and music will be played in the classroom.
 * Logical-mathematical:** Students will need to use events and dates and put them into chronological order.
 * Body-kinesthetic:** Students will use movement through group work and will be asked to get up and move around during the music.
 * 2 Days** ||

16.**(H)** **Hook:** Put four events on paper and put the four events in the four corner of the room and have students on the count of three go stand in the corner of the room with the first event and continue three more times and keep record on the white board. 17.**(E)** **Equip, Explore, and Experience:** Students will know people, terminology, and sequence and time lines. Examples of each category George Washington, red coats, and Boston Massacre. 18.**(R)** **Rethink, Revise, Rehearse,** and **Refine:** Students will need to come up with a rough draft of their time line by themselves and then pair up and see if people picked similar events. The rough draft will be handed in and I will give back ideas for their comic life. 19.**(E)** **Evaluate:** Students will need to hand a rubric with their evaluation and also write something positive about the project, something negative and again something positive. 20.**(T) Tailor: Linguistics**:Students will need to read, write, and retell information for their presentation and during class. 21. **(O)** **Organize/Explanation:** Students will be able to recognize key events and put them into a time line and also incorporate pictures and captions. Students will learn terminology, people, sequence and events. Students will also understand the significance of the American Revolution. Product: Comic life =Part 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.**(W)** **Where:** Students will understand the significance of the American Revolution. **(where)** This connects to the real world because the American Revolution has impacted us today. **(why)** Students understand major eras, major enduring themes and historic influences in United States and world history, including the roots of democratic philosophy ideals, and institutions in the world. **(MLR)**
 * Interpersonal:**Group work will be used as a way to collaborate and come up with ideas for the individual project.
 * Intrapersonal:**Students will have to work by themselves in order to finish project using comic life.
 * Logical-mathematical:**Students will use events and dates in their time line and will need to use them in chronological order.
 * Spatial:**Students will use pictures and music in their comic life presentation in order to be creative and original for their presentation.
 * Body-kinesthetic:**Students will use body movement in creating the presentation and will use body movement in class for group work.
 * 3 days** ||

23. **(H)** **Hook:**Start class posing questions and have students answer them. This will allows students to get ideas and discussion going to allow them to think deeper on there homework and to allow them to understand the significance of the American Revolution. 24.**(E)** **Equip, Explore, and Experience:**Students will know people, terminology, and sequence and time lines. Students will need to understand this knowledge and apply to homework and apply it to the real world. Examples of each category would be George Washington, Red coats, and Boston Massacre. 25.**R)** **Rethink, Revise, Rehearse,** and **Refine:**Students will fill out flow chart using a step by step process of how the British could have avoided war and kept the colonies with a partner. Also there will be a special section to include if war had already tried to be avoided. Students will then hand in the flow chart and I will give feed back on students ideas and give students examples of how the British could of avoided war. Then students will incorporate their own ideas and my comments into project. 26.**(E)** **Evaluate**:Students will write a one page reflection on the flow chart. Students will include about working with their partner and how my comments helped them in the right direction and lastly students will need to make the connection between the homework and the significance of the war. 27.**(T) Tailor: Linguistics:** Students will need to write, read, and retell in the classroom and during their project. 28. **(O)** **Organize/Application:**Students will be able to point out the significance in how both sides dealt with trying to avoid war all together. They will do this by tying in what has already been learned and how it could have been used to stop war. Information such as, people, terminology, sequence and time line will be used. Product: Blog. =Part 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.**(W)** **Where:**Students will understand the significance of the American Revolution **(where)**. This connects to the real world because the American Revolution can be connected to today through the Constitution **(Why)**. Students understand major eras, major enduring themes and historic influences in United States and world history, including the roots of democratic philosophy ideals, and institutions in the world. **(MLR).**
 * Logical-mathematical:** Students will put events and dates in chronological order for their time line.
 * Spatial:** Students will need to use their imagination in order to come up with a plan that the British could of used.
 * Body-kinesthetic:**Students will be able to get up and move around for group work and will be allowed to discuss with their peers.
 * Naturalist:**Students will need to incorporate how the landscape affected the American Revolution and more specifically affected battles.
 * Interpersonal:**Students will with work with partners in order to collaborate ideas and get ideas on how to incorporate events and dates.
 * 1 Day** ||

30. **(H)** **Hook:**I would use different voices and argue why each side fought the war. One voice would represent the colonists side, while the other voice would represent the British side. Get ideas flowing through my students head and give them an insight on what there project will be like. 31.**(E)** **Equip, Explore, and Experience** **:**Students will know people, terminology, and sequence and time lines. This information will be incorporated through this project by showing that the students understand why it was an unavoidable war. Examples of each category would be George Washington, Red coats, and Boston Massacre. 32.**R)** **Rethink, Revise, Rehearse,** and **Refine:**When students are working on t-chart they will need to incorporate key ideas that will make clear why both sides needed to fight. Students will work with a partner and share ideas allowed in a round robin brainstorming. Students will then need to add ideas they didn't have and then hand t-chart in for participation points and then students will be handed back t-chart and there will be a partner name on paper. This will be your partner for this project. 33.**(E)** **Evaluate**:Students will type a two page paper discussing the whole procedure and how they worked with their partner and discuss what they have learned from the project and then a paragraph discussing why the colonists won. 34.**(T) Tailor: Linguistics:**Students will need to write, read, and retell in the classroom. 35. **(O)** **Organize/Interpretation:**Students will be able to point out significance reasons for both sides fighting and how key events and acts played a role in that. Also the use of terminology, people, and sequence and time line will be used in the lesson. The biggest concept is understanding the importance of the American Revolution. Product:Blog. =Part 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.**(W)** **Where:**Students will understand the significance of the American Revolution **(where)**. This connects to the real world through allowing students to see both sides of the revolution and seeing why both sides needed to fight **(why).** Students understand major eras, major enduring themes and historic influences in United States and world history, including the roots of democratic philosophy ideals, and institutions in the world. **(MLR).**
 * Logical-mathematical:**Events and dates will need to be put into chronological order.
 * Naturalist:**Students will need to include an advantage of the landscape that the colonists had over the British.
 * Interpersonal:**students will work in groups to collaborate ideas and share ideas on their project.
 * Intrapersonal:**Students will work alone and do the project itself individually.
 * Bodily-kinesthetic:**Students will use body movement during group work.
 * 1 day** ||

37. **(H)** **Hook:**Represent the bill of rights through costumes and hand gestures as away to introduce the ten amendments and the constitution to the class. This should be a fun way to introduce this information to a class. 38.**(E)** **Equip** :Students will know people, terminology, and sequences and time lines. Students will use this information to create an imovie to show how the American Revolution shaped their lives in today's world. Examples of each category would be George Washington, red coats, and the Boston Massacre. 39.**R)** **Rethink, Revise, Rehearse,** and **Refine:**When students are working on venn diagrams they will first work alone and compare and contrast the Articles of Confederation and the United States Constitution. Once they have worked by themselves they will work with a partner and share ideas. The venn diagram will be passed in for my review and comments. Once it is passed back students may begin iMovie incorporating some of this information. 40.**(E)** **Evaluate**:Students will write a one page reflection showing how they incorporated the information from the venn diagram into their movie and also write about how the felt about the project. 41.**(T) Tailor:Linguistics:** Students will need to write, read, and retell in my classroom. 42. **(O)** **Organize/Self-Knowledge:**Students will be able to point out how the American Revolution has impacted their lives. Also students will be able to use people, terminology, and sequences and time line. Students will know the significance of the American Revolution. Product:iMovie.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.**(W)** **Where:**Students will understand the significance of the American Revolution **(where).** This connects to the real world by showing you why the United States of America is the way it is today. **(why).** Students understand major eras, major enduring themes and historic influences in United States and world history, including the roots of democratic philosophy ideals, and institutions in the world.**(MLR)**.
 * Logical-mathematical:** Students will need to put events and dates into chronological order.
 * Interpersonal:** Students will work in groups to fill out graphic organizers.
 * Intrapersonal:** Students will do the project by themselves.
 * Bodily-kinesthetic:**Students will use body movement in group work and will be allowed to get up and stretch during the music time.
 * Music:** Students will use music in their projects and also music will be played int he classroom in the background.
 * 3 days** ||

2004 ASCD and Grant Wiggins and Jay McTighe