S3+Daigle,+Joshua

=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** Discuss with students previous knowledge of the war in Somalia. Talk about why Somalis came to Maine, and how they have impacted the state. Get the general knowledge of what students already know. If there is a Somali student in the class, get his/her opinion and perspective on the situation. 3. **(E)** **Equip** Students will know: Civil War in Somalia, immigration to central Maine, demographics, Somalians migrated north to settle in quieter towns, Refugee, Somalia, Allah. **Explore** [|KWL Chart], **Experience** [|Think-Pair-Share.] 4. **(R)** **Rethink** On the graphic organizer, students will be able to reflect on what they already know about the topic, and contemplate what they would like to further discover. **Revise** Students will be able to add to the chart discussing what they have learned about the immigration of Somalis to Maine, and discuss with the class what they have learned as well. **Refine** A project checklist to assure all aspects of the lesson are being met. 5. **(E)** **Evaluate** For assessment, students will make an iMovie through conducting interviews with members of the community regarding the impact economically and otherwise of the immigration of Somalis to Maine. 6. **(T) Tailor**  **Intrapersonal ** students will complete the quick write activity giving them then chance to discuss the aspects of the previous lesson that stuff out to them. 7. Students will be able to document how the immigration of Somalis has influenced Maine (empathy). Product: iMovie. This project will take about 1 school week to do (including both weekends). || =Part 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. **(W)** **Where** Students understand that the immigration of Somali and other African cultures has led to a new political base in Maine politics. **Why** Because it is important to understand how other cultures can impact us. It makes us more tolerant of other cultures and allows us to view things from another perspective and hopefully opens our eyes to the benefits of change. **What** Students understand political and civic aspects of unity and diversity of Maine, the U.S. and the world including Maine Native Americans.
 * Verbal-Linguistic ** students will take notes on what is discusses during group assignments.
 * Logical/Mathematical ** students will note and discuss similarities between demographics of various cities in Maine.
 * Visual/Spatial ** students will create a time line of Somalis initial migration through the east coast.
 * Bodily/Kinesthetic ** students will be acting in and recording an iMovie.
 * Interpersonal ** students can gather information and ideas together to create a well constructed script for their iMovie recording.

9. **Hook** Have a class discussion on the previous knowledge they have about Franco-Americans either in their community or the state in general. Ask students if they have/had any family who were involved in working in the mills and/or helped Maine's economy. 10. **Equip** Students will know: The Big Boom immigration of the Franco-Americans in the early 1800s, Immigration increased during times of economic distress, Franco-Americans moved to towns with Mills to work, La Survivance, Grand Trunk Railway. **Explore** [|KWS Chart], **Experience** [|Fishbowl Activity] 11. **Rethink** Students will be able to observe points of view and gather information from their peers to help them gain knowledge on Franco-American heritage during the Fishbowl Activity. **Revise** After the Fishbowl Activity is complete, students will be able to compare their worksheets with some of their peers to make sure they have all the needed information written down. **Refine** Students will have one on one meetings with the teacher to make sure that they are on track to complete all aspects of the assignments on time. 12. **Evaluate** For assessment, students will create a WikiSpace containing a news article on the history and impact of Franco-Americans in Maine. 13. **Tailor Verbal-Linguistic** Students will be able to observe and note important points brought up and discussed during fish bowl activity. 14. **Organize** Students will be able to express the contributions of the Franco-Americans (interpretation). Product: Wikispace/Garageband. This project will take 4 days to complete. || =Part 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. **Where** Students will understand that the Franco-American base is one of the major cultural contributors in the state. **Why** Because it is important to have community pride and understanding what cultures and events existed before you is a way to gaining that. To know where you are going to need to understand where you have been. **What** Students understand political and civic aspects of unity and diversity of Maine, the U.S. and the world including Maine Native Americans.
 * Logical/Mathematical** Students will be able to construct different aspects of research at at a time and organize them into a news article that flows.
 * Visual/Spatial** Students will be able to incorporate pictures and other visual aids as part of their oral presentation.
 * Bodily/Kinesthetic** Students will be able to go out and effectively conduct an interview.
 * Musical/Rhythmic** Students will be able to incorporate music into their Garageband in they wish.
 * Naturalist** While researching for their assignment, students will have to opportunity to go out and visit some Franco-American related landmarks in their community

16. **Hook** Introduce them to the government of Maine by having students pair up and research [|Maine.gov]. 17. **Equip** Students will know: **Explore** [|Sandwich Chart] **Experience** [|Three-Step Interview] 18. **Rethink** Students will be able to gather information and use it to help them reflect on what they have learned. **Revise** Student will be able to analyze what they noted during the Three-Step Interview to reaffirm their knowledge of Maine's government. **Refine** Students will be observed by their teacher and meet with them depending on in they have completed a sufficient amount of work. 19. **Evaluate** For assessment students will create a web page to help them understand and analyze the intricacies of Maine politics and cultures. 20. **Tailor** Musical/Rhythmic **Students may choose to create a song or rhythm for the music on their web page. 21. **Organize** Students will be able to analyze the political structures, political power and political perspectives of diverse cultures, including those of Maine and other Native Americans, various historical and recent immigrant groups in Maine and the United States, and those of various World cultures. Product: Web page. This project will take 3 classes to complete. || =Part 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. **Where** Students understand that the recent emigration of Somali and other African cultures has led to a new political base in the elections of the state. **Why** Because it is important for everyone to know the inner workings of their state so they can grow up and be an active participant in society. **What** Students understand political and civic aspects of unity and diversity of Maine, the U.S. and the world including Maine Native Americans.
 * Verbal-Linguistic **Students will be able to use their writing skills to develop a grammatically correct web page explaining the intricacies of politics and government in Maine.
 *  Logical/Mathematical **Students will be able to go out in public and take pictures of important buildings in the throughout the state. **
 *  Intrapersonal **<span class="wiki_link_ext">Students will be able to complete their sandwich charts individually, and then share their answers with the class.
 * <span class="wiki_link_ext"> Interpersonal **<span class="wiki_link_ext">During the three-step interview, students will be allowed to work with their team members to clarify information pertaining to Maine's Government.
 * <span class="wiki_link_ext"> Naturalist ** Students may go out into the community and take pictures of government buildings in Maine to incorporate in their web page.

23. **Hook** Demonstrate how Google Earth works by opening it up on the projector and actually showing them an overview of how the program works. 24. **Equip** Students will know: Navaho, Cherokee, Choctaw, Native American Tribes, Native Americans have 562 federally recognized tribe governments. They have been an economic influence with the development of casino's in Maine, and contribute with their high education and taking it to good paying professions. Bureau of Indian Affairs, NAHASTA, Cherokee Nation. **Explore** [|Blank U.S. Map] **Experience** [|Three-Minute-Review] 25. **Rethink** Students will be able to reflect on the earliest settlers of the United States **Revise** Students will be able to discuss with others in the class on what they learn about the Native Americans. **Refine** Students will form small groups that will explore the locations of Native American Reservations on Google Earth. 26. **Evaluate** For assessment students will use Google Earth and create a virtual tour of historic and present day locations of Native American Reservations 27. **Tailor****<span class="wiki_link_ext"> Logical/Mathematical **<span class="wiki_link_ext">Students will be able to map out using latitude and longitude to view points on Google Earth. **<span class="wiki_link_ext"> Visual/Spatial **<span class="wiki_link_ext">Students may create a tour of a time line of important events through history involving Native Americans, and visit those locations. Intrapersonal **<span class="wiki_link_ext">Students will be able to spend one on one time getting familiar with Google Earth. **<span class="wiki_link_ext"> Interpersonal **<span class="wiki_link_ext">Students will be able to converse with others about the history of Native Americans during their three-minute-review. **<span class="wiki_link_ext"> Naturalist ** Students can see 3D images of locations of Native American Reservation on Google Earth. 28. **Organize** Students will be able to reflect on the Native American population in Maine and the U.S. and how they have remained a major cultural group. Product: Google Earth. This lesson will take 2 days to complete. || =Part 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. **Where** Students understand that the Native Americans were the original and still are a major cultural group in U.S. history. **Why** Because the Native Americans were the first people to populate the United States. It is important to Remember those who came before us. **What** Students understand political and civic aspects of unity and diversity of Maine, the U.S. and the world including Maine Native Americans.
 * <span class="wiki_link_ext"> Bodily/Kinesthetic **<span class="wiki_link_ext">You may choose to volunteer to do the actual setting up of the virtual tour on Google Earth. **<span class="wiki_link_ext">

30. **Hook** Visit the [|Indian Affairs] website and discover how the Native Americans have developed over the years. 31. **Equip** Students will know: Navaho, Cherokee, Choctaw, Native American Tribes, Native Americans have 562 federally recognized tribe governments. They have been an economic influence with the development of casino's in Maine, and contribute with their high education and taking it to good paying professions. Bureau of Indian Affairs, NAHASTA, Cherokee Nation.**<span class="wiki_link_ext">Explore **[|Four Column Chart] **Experience** Will complete [|WebQuest] 32. **Rethink** Students will be able to compare and contrast similarities between the various regions of Native American Tribes. **Revise** Students will be working in a group for the WebQuest assignment and will have the chance to refresh themselves on their research. **Refine** Students will complete the WebQuest. 33. **Evaluate** For assessment students will complete a pre made WebQuest that discusses the characteristics of various Native American Tribes in different areas of the country. 34. **Tailor** <span class="wiki_link_ext">**Verbal-Linguistic** Students will be able to do research and communicate with their group on what information is necessary to gather to complete the WebQuest. Visual/Spatial** Students will be designing and creating stamps as a product of the WebQuest. Intrapersonal** Students can do some independent research on the Native American Tribe they choose. 35. **Organize** Students will be able to exhibit knowledge of the political perspectives of Native Americans in the U.S. Product: Webquest. Lesson will take 3 days to complete. || =Part 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. **Where** The Native Americans were the original and still are a major cultural group in U.S. history. **Why** Because it is important to understand how the Native Americans are perceived. **What** Students understand political and civic aspects of unity and diversity of Maine, the U.S. and the world including Maine Native Americans.
 * Logical/Mathematical
 * Bodily/Kinesthetic** Students may choose to create one of their teams stamps on a drawing program on the computer.
 * Musical/Rhythmic
 * Interpersonal** Students will be able to communicate with other members of their team in the WebQuest to determine how to design their stamps.
 * Naturalist** Students will organize data about Native American Tribes and how they survived living outdoors.

37. **Hook** Introduce Franco-Americans by viewing first a video clip giving background information. 38. **Equip** Students will know: The Big Boom immigration of the Franco-Americans in the early 1800s, Immigration increased during times of economic distress, Franco-Americans moved to towns with Mills to work, La Survivance, Grand Trunk Railway. **Explore** [|Five W's Chart] **Experience** [|Circle The Stage] 39. **Rethink** Students will be able to gain knowledge by what others have to contribute to the conversation pertaining to what they know about Franco-Americans. **Revise** Students will be adding to their Five W's Chart throughout the lesson. **Refine** Students will have a checklist for them to work alongside of while completing various aspects of the lesson. 40. **Evaluate** For assessment students will create and manage a blog that will discuss and allow for comments regarding their peer's opinions of their entries. Blogs will discuss knowledge gained in class and will pose questions that students have about the material. 41. **Tailor** Logical/Mathematical Visual/Spatial **<span class="wiki_link_ext">Students may choose to add graphics to their blog to help others understand a part of their post. **<span class="wiki_link_ext"> Bodily/Kinesthetic **<span class="wiki_link_ext">Students will be moving around and leading discussion while part of the Circle The Stage activity. **<span class="wiki_link_ext"> Musical/Rhythmic Intrapersonal **<span class="wiki_link_ext">The blog is an independent assignment that will be required of all students. **<span class="wiki_link_ext"> Interpersonal **<span class="wiki_link_ext">Students will be working with each other and having an academic conversation through the Circle The Stage activity. **<span class="wiki_link_ext"> Naturalist ** Students may decide to have a video blog rather than a typewritten one where they go out into the community and blog around various Franco-American sites. 42. **Organize** Analyze the political structures, political power and political perspectives of diverse cultures, including those of Maine and other Native Americans, various historical and recent immigrant groups in Maine and the United States, and those of various World cultures. Product: Blog. Lesson will take 3 days to complete. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. **Where** The Franco-American base is one of the major cultural contributors in the state. **Why** Because it is important to be able to express with others basic knowledge of the history of your community. **What** Students understand political and civic aspects of unity and diversity of Maine, the U.S. and the world including Maine Native Americans.
 * <span class="wiki_link_ext">Verbal-Linguistic **<span class="wiki_link_ext">Students will be able to document their findings from the days lesson in an organized and updated blog **<span class="wiki_link_ext">

2004 ASCD and Grant Wiggins and Jay McTighe