S3+Doucette,+Marie

=Stage 3 Plan Learning Experiences and Instruction=


 * 1. (W)** **Where** (Understanding), **Why** (Real Life), and **What** (MLR and Product)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Instruction), **Explore** (Graphic Organizer), and **Experience** (Cooperative Learning)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Timely Feedback)
 * 5. (E)** **Evaluate** (Self- Assessment)
 * 6. (T) Tailor** (Multiple Intelligences 6 to 8 and use each at least twice)
 * 7. (O)** **Organize** (Facet of Understanding)

=Lesson 1= 2. What happens in other governments when citizens speak out agains their government? What happens in the Unites States? (Dixie Chicks music) **(Hook)** 3. Republic, Aristocracy, Democracy, Monarchy, Dictatorship, questionnair/checklist **(Equip)** Class will be divided into jigsaw groups to research specific question on their respective government. After the group work students will work alone or in pairs to find examples of each of the types of government alive today. After finding the governments they will Google Earth the capitols of each one and take a snapshot (if you can) of each one to add to their wiki journal. **(Explore)** Students will journal compare and contrast the different types of governments, explain the examples they found on their wiki and include quality links to each. Students will comment on their spring partner's wiki pages at the begining of next class. **(Experience)** 4. During journaling students will rethink the answers to the specific questions and observe their thoughts on the various governments.**(Rethink)**The teacher will review their wiki journals and offer feedback.**(Revise)**Students will refine their information in their journals and be able to use information as study material.**(Refine)** 5.( **Evaluate)** Students will self evaluate using a questionnaire/checklist provided by the teacher. 6.**Linguistic:** During the jigsaw students will use their linguistic intelligence. Spatial:** Google Earth will provide a visual of where these governments actually are. Interpersonal:** Group work during the jigsaw and optional pairing after will give students plenty of interpersonal experience. 7. Students will analyze the difference between the various types of government. **(Organize)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.// Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world. // **(Where)** Students will see that government in the American political system is different than in other forms of governments and political systems in the world. **(Why)** Students will build a page on their wiki that includes snapshots and descriptions of the different governments. **(What)**
 * Logical:
 * Bodily-Kinesthetic:** As students move into their various groups they will be using their kinesthetic intelligence.
 * Musical:
 * Intrapersonal:** Students have an option of working by themselves after the jigsaw, they will also be journaling on their wiki pages.
 * Naturalist:** Google Earth will provide a connection to our planet as they view the different geographic areas.

9. Who is really voting for the President of the United States? Videos of Hillary's delegates and Kid Presidents. **(Hook)** 10.First students will spend a few minutes commenting on their spring partners wiki space from last class. Students will spend time researching the three branches of government on the internet doing a WebQuest. **(Equip)** Students will work in pairs on the WebQuest provided. We will use the three minute interview periodically during this exercise. During the last part of the class students will divide the classroom and students in three groups: judicial, legislative, and executive and each student will draw for which branch they are in, after a 10 minute brainstorm session each group will report out their structure and purpose. (** Explore) ** Finally, students will build a mind map of their research and link it to their wiki page and journal a paragaraph about the topic of class for homework. (** Experience) ** 11. As students answer the WebQuest questions they will brainstorm the big ideas. ** (Rethink) ** As students build their wiki page they can evaluate their answers in light of the conversations in class. ** (Revise) ** The teacher will review their wiki and give feedback and the students can refine their wiki before a final grade is given.** (Refine) ** 12. Students will print out the WebQuest questions and use it as a checklist to make sure that all the questions are included in their wiki.** (Evaluate) ** 13. **Linguistic:** Students will language skills to read web sites, fill in organizer, and build their wiki pages. Interpersonal: Students will work in groups while gathering information. (Tailor) 14. You will illustrate who makes up each branch of the US government and their responsibilities.** (Organize) ** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. //Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world.// **(Where**) Student will become more aware of how the US government is structured. ( **Why)** Students will create an inspiration diagram of the branches, a wiki page of the answers to the WebQuest questions. (** What) **
 * Logical: ** Students will figure how many members in each branch as answers to some of the WebQuest questions.
 * Spatial: ** Students will use a four column organizer to organize gathered information and build a mind map.
 * Bodily-Kinesthetic: ** We will be moving into pairs during the explore section of the lesson and we will role play the different branches.
 * Musical: **
 * Intrapersonal: ** Students will work by themselves developing their wiki page.
 * Naturalist: **** Environmental laws will connect to the naturalist intelligence. **

16. Find ways that ordinary people have affected their government. (Jessica’s law, Code ADAM, Ralph Nader-before a presidential run) **(Hook)** 17. Students will be given a questionnaire to use as a guide. **(Equip)** Students will brainstorm as a class ways to effect their government. They will work in groups to find out who their representative and senator are, fill out a biography sheet that includes contact information, and come up with three questions that they would like to ask their rep/senator. One person in each group will e-mail the questions to the respective person. **(Explore)** Students will build their Avatar and upload it to their wiki page which will include the biographical and contact information, the e-mail content, any response that the group received, and a reflection of the ways they can influence their government. An explanation of the song that they chose and why they chose it must also be included. **(Experience)** 18. Students will reflect on the ways they can influence government as they brainstorm and work in groups. As they think about the theme songs they will be reflecting on the kind of people their senator and rep. are and how they influence government. **(Rethink)** A checklist will be provided to make sure they have everything on their wiki page that was asked for. **(Revise)** Students can refine their wiki space after reflecting on the checklist.**(Refine)** 19. Students will self evaluate using a checklist to evaluate their wiki pages.**(Evaluate)** 20.**Linguistic:** Students will use the linguistic intelligence in their group work, research, and page building. ** **Spatial:** The avatar exercise will help students visualize thier rep/senator, making the student more able to connect with them. ** Musical: ** The theme songs will allow musical students to connect characteristics of their senator and rep to the musical content of a song. ** Interpersonal: ** The brainstorming session, group work, and e-mail will help all students reach out to others. ** Intrapersonal: **The reflection included on their wiki page will help students with a strong intrapersonal intelligence connect to the information. (Tailor)** 21. Students will be aware of who their personal representative and senator are and how the student can affect their government. **(Organize)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. //Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world.// **(Where)** You can affect your government if you realize that you can and you understand how. **(Why)** Create an Avatar of the senator and representative’s likeness to upload to their wiki page than includes a theme song and biography of each. **(What)**
 * Logical:
 * Bodily-Kinesthetic:** Building an avatar will help students relate to the senators/reps in a kinesthetic manner.
 * Naturalist:

23.We will listen to the Bill Song and then s tudents will fill out a questionnaire about the legislation process. **(Hook)** 24. A word list including executive branch, judicial branch, legislative branch, congress, senate, whip, a time line graph to fill in on bill progress, and a list of Web links will be given to the students to guide their exploration. **(Equip)** Students will research together in groups or alone the Web sites provided. The class will report out which sections of the bill song that they found and what sections they found that are not included in the song. **(Explore)** Student groups will build a comic life of the bill process, including their Avatar from the previous lesson if possible. In their individual wiki’s they will make a page for this lesson and journal their thoughts and questions about the process and insert a link to their comic life. **(Experience)** 25. As student’s research and build their comic life they will be able to rethink their answers to the questionnaire. **(Rethink)** The students comic life and journal will be reviewed and feedback will be given. **(Revise)** Students can refine their comic life and add comments to their journal.**(Refine)** 26. Students will be able to self-assess their own understanding through feedback on their comic life. **(Evaluate)** 27.** Linguistic: ** Evaluation of the song lyrics will enhance the linguistic intelligence. ** Logical: ** The time line organizer will bring the logical intelligence into the class. ** Spatial: ** The time line organizer and comic life will provide spatial experience. ** Bodily-Kinesthetic: ** Students will have the opportunity to move around to the tune of the Bill. ** Musical: ** Listening to Schoolhouse Rock will enhance the musical intelligence. ** Interpersonal: ** During class when they are researching (if they choose to do it in a group), reporting out, and Comic Life building will be interpersonal time. ** Intrapersonal: ** Students have the option of researching alone and journaling for understanding will help the intrapersonal student. ** Naturalist: ** 28. Students will exhibit each step of a bill moving through legislation in a comic life. **(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. //Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world.// **(Where)** This will show students why it is so difficult to get legislation through to law. **(Why)** Comic Life linked to wiki page and paragraph journaled. **(What)**

30. The Jeopardy theme song. **(Hook)** 31. Each student will be given a questionnaire to guide them. **(Equip)** Students will work in groups to find the information on the questionnaire. After students have researched, the class will be split into two groups to play the Double Jeopardy game. They will be able to use their notes but not research on line during the game. The teacher will provide one-minute reflection periods as needed before and during the game. What limits can the Judicial branch impose on the Executive and Legislative branches?**(Explore)** Students will make sure that their questionnaire is complete and create a mind map of it on their wiki page(or connect it to their wiki page). They will also write a paragraph on the judiciary including the answer to the previous question. **(Experience)** 32. As students play the game they will be able to rethink any answers they had wrong and their mind map will allow them to reflect on the topics in class. **(Rethink)** The teacher will offer feedback on the questionnaires. **(Revise)** Students will refine their wiki page. **(Refine)** 33. Students will be able to self-assess during the one-minute reflections and by assessing how well they understood the Jeopardy game.**(Evaluate)** 34.** Linguistic: **** Logical: ** Logic will be used in computing the scores of the teams. ** Spatial: ** The mind map will help students connect the information. ** Bodily-Kinesthetic: ** Movement during the game is expected as students work to find the needed information. ** Musical: ** The Jeopardy theme song will provide music. ** Interpersonal: ** Students will be working together in various groups during this lesson. ** Intrapersonal: ** The teacher will provide one-minute reflection periods when things are getting to excited for the intrapersonal intelligences in the classroom. ** Naturalist: ** 35. Students will imagine playing the role of Judicial Jeopardy contestants. || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. //Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world.// ** (Where) ** Students will become more aware of the judiciary branch of government and how it works. **(Why)** Students will create a wiki page that includes a paragraph about the judicial branch and include two links that they found helpful in researching and a statement as to why, and a reaction to the game. **(What)**

37. What does the President do anyway? Find Presidents in their various "relief" places. President Bush at the ranch with horses, President Clinton with saxophone maybe, President H. Bush walking the dogs? What do you do for piece of mind? **(Hook)** 38. The students will write a paragraph about what they think the President does. These will be collected and the class will brainstorm together the same question. Students will be given a list of the Presidents Cabinet to use as a guide and a list of questions as they research they can add to their list of things the President does. **(Equip)** Students will jigsaw information about the cabinet members. What limits can the Executive branch impose on the Judiciary and Legislative branches? **(Explore)** At the end of class students will quick write another paragraph on what they think the President does. Students will fill out a wiki page that includes a short bulleted biography on each of the cabinet members and write two or three sentences explaining what job the President does that might need this person. They will journal the difference between their original paragraph and the second paragraph they need to include an answer to the previous question. **(Experience)** 39. As students research the cabinet they will be able to rethink their original thoughts about what the President does. **(** **Rethink)** Students will receive feedback on their wiki page. **(Revise)** Through discussion in class and feedback from the teacher students will be able to refine their wiki page. **(Refine)** 40. Students will be able to self-assess when they think about the difference between their first paragraph and second. ( **Evaluate)** 41.**Linguistic:** Students will quick write using their linguistic intelligence. Musical:** Hail to the Chief, and a few other patriotic songs will help connect this intelligence to the Executive branch. 42.a. Explain that the study of government includes the structures, functions, institutions, and forms of government and the relationship of government to citizens in the United States and in other regions of the world. **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. // Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world. //**(Where)** Students will see that the life of the President is not as easy as it may seem, there are difficult decisions and you can not make everyone happy. **(Why)** Students will compile a complete list and explanation of the individuals in the Presidents cabinet using the Inspiration program. The page they build will be linked or uploaded to their Wiki page. **(What)**
 * Logical:** The list of cabinet members will help students keep their thoughts organized.
 * Spatial:** The use of the Inspiration program.
 * Bodily-Kinesthetic:
 * Interpersonal:** Students will use this intelligence during brainstorming and group work.
 * Intrapersonal:** The students will use this intelligence when they are quick writing their thoughts and in their journaling.
 * Naturalist:** Some of the peace finding techniques of the various Presidents will connect to nature, some of the cabinet work, too.

2004 ASCD and Grant Wiggins and Jay McTighe