S3+Carroll,+Derek

=Stage 3 Plan Learning Experiences and Instruction=


 * 1. (W)** **Where** (Understanding), **Why** (Real Life), **What** (MLR) and Product
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **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 - Students will be able to ...)

=Lesson 1= 2. A video depicting the scenario I described. 3. Students will know sequence and time lines: Intolerable acts, Boston Tea Party, Concord, Lexington, Yorktown **(Equip)**. Students will fill out a Venn Diagram to explore how a modern America that is still a colonial holding would be different from our America **(Explore)**. Students will participate in Round Robin Brainstorming, in groups of four to decide what they each feel would be different in the given scenario **(Experience)**. 4. Students will be able to refine thoughts while using a Venn Diagram **(Refine)**. In groups they will revise their thoughts through sharing **(Revise)**. Students will create a radio show reflecting their ideas **(Rehearse)**. These will be presented to the class and considered **(Rethink)**. 5.A rubric will be provided so students may track their own understanding **(Evaluate)**. 6. **Linguistic:** The radio broadcast will stimulate those with linguistic intelligence 7. Be aware of how the actions of past people pertain to their own lives **(O).** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will understand that the shock-waves of the American Revolution changed the course of world history **(Where)**. Our democracy and freedoms may not exist without the events of the revolution **(Why)**. //**Students understand major eras, major enduring themes and historic influences in the United States and World History including the roots of Democratic philosophy, ideals, and institutions in the world**// **(What)** Product: radio broadcast using Garage Band.
 * Interpersonal:** The Round Robin Brainstorm allows students to share ideas and connect/network
 * Intrapersonal:** The Venn Diagram allows self reflection
 * Spatial:** The video will stimulate the thought process of the students with spatial intelligence
 * Musical:** Students would be encouraged to add music to their broadcasts as long as their choices make sense with their broadcast
 * Bodily/Kinesthetic:** If students feel that they would be more inclined to creating an I Movie this option will be made available.

9. An activity where students have to match famous quotations to their original speakers. 10. Students will know definitions: Loyalists, Propaganda, Diplomacy **(Equip)**. Students will complete an observation chart to help organize the historical figure and his/her philosophies about the impending revolution **(Explore)**. Students will meet with partners to discuss their opinions on the view points that they have been working with **(Experience)**. 11. Students will organize their thoughts for the product through the use of the observation chart **(Refine)**. With partners students will discuss the points of views held by the founding fathers and formulate opinions about them **(Revise)**. Students will create a web using Inspiration that will connect each historical figure with the appropriate view **(Rehearse)**. The final webs will be made available for the students to look at or study whenever they wish **(Rethink)**. 12. Students will be asked questions at the door of the next class regarding the view points, a right answer results in admittance to the classroom **(Evaluate)**. 13.**Linguistic:** When students are with partners they will be talking about the lesson 14. Students will be able to evaluate the points of view of a variety of historical figures **(O)**. || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that the revolutionary players had a variety of view points on the same issues **(Where)**. The Founding Fathers disagreed as much then as politicians do today **(Why)**. //**Students understand major eras, major enduring themes and historic influences in the United States and World History including the roots of Democratic philosophy, ideals, and institutions in the world**// **(What)** Product: Idea web using Inspiration.
 * Logical/ Mathematical:** Inspiration makes it easy for students to set up a logical web (perhaps in tree form).
 * Interpersonal:** Students will be sharing their webs together, and sharing their thoughts about the view points.
 * Intrapersonal:** Students will reflect upon their own feelings of the historical figures' points of view
 * Spatial:** The web allows students to creatively organize the information.
 * Bodily/Kinesthetic:**Students must move around to complete the quotation game.

16. Free write about an event in a student's life that seemed to be a turning point. 17. Students will know important events and people: Ben Franklin, John Adams, John Jay, Arthur Lee, Battle of Yorktown **(Equip)**. Students will be responsible for the completion of a T-Chart **(Explore)**. Students will participate in a "Think, Pair, Share" **(Experience)**. 18. Through the use of a T-Chart students will compare the times before and after the turning point of the war **(Refine)**. In the Think Pair Share students will share why they chose the turning point to be what they say it is **(Revise)**. Students are to create a persuasive power point dealing with the turning point of the war **(Rehearse)**. The power points will be presented infront of the class **(Rethink)**. 19. Students will be judged on the persuasiveness of their argument, the accuracy of the supporting fact, and the overall look of the power point (Evaluate). 20. **Linguistic:** The free write exercises linguistic skills 21. Students will be able to b. Analyze major 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 **(O)**. || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that the shock-waves of the American Revolution changed the course of world history **(Where)**. In order to understand how we arrived where we are and prevent yesterdays mistakes from being repeated today **(Why)**. //**Students understand major eras, major enduring themes and historic influences in the United States and World History including the roots of Democratic philosophy, ideals, and institutions in the world**// **(What).** Product: A persuasive power point that deals with the turning point of the war.
 * Interpersonal:** Sharing the thoughts in the group will fall into this category
 * Intrapersonal:** The reflection involved in the free write
 * Spatial:** The PowerPoint is a good activity for students that are strong spatially
 * Natural:** If it is nice enough the free write should occur outside
 * Musical:** During the free write some music from the time period should be played lightly
 * Bodily/Kinesthetic:** Moving around should be encouraged in the Think Pair Share

23. Students will be presented with a scenario that will play out depending upon their decisions. 24. Students will know important events and people: Ben Franklin, John Adams, John Jay, Arthur Lee, Battle of Yorktown **(Equip)** Students will use a Garden Gate to organize their thoughts (Explore). Students will be required to meet in a jigsaw activity **(Experience)**. 25. Students will put down what they feel were the most influential factors leading to American victory in a Garden Gate **(Refine)**.Students will then take part in Jigsaw after becoming an expert on their number one factor **(Revise).** Students will test their theories on a war simulator **(Rehearse)**. The simulations will be recorded and made available for study **(Rethink)**. 26. Student's will be asked to submit a short paper on why their theory did or did not work **(Evaluate)**. 27. **Linguistic:** The assessment activity will allow students to put their theory and the results out on paper 28. Students will create an informed thesis as to what secured American victory **(O)**. || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will be able to understand that the political climate of the American Revolution was just right to support the birth of a nation **(Where)**. To be able to understand what events in history carry the most weight and to understand how they apply to students' lives **(Why)**. //**Students understand major eras, major enduring themes and historic influences in the United States and World History including the roots of Democratic philosophy, ideals, and institutions in the world**// **(What).** Product: Students will test their thesis in a war simulator.
 * Interpersonal:** The Jigsaw will foster group discussion and allow students to assume leadership roles
 * Intrapersonal:** While filling out the Garden Gate students will be able to reflect
 * Spatial:** Students will be able to see how the factors played out through the simulator
 * Natural:** Students will be able to consider weather conditions and terrain that factored in the war
 * Musical:** The war flutes and drums from the revolution should be played quietly during the silent work period
 * Bodily/Kinesthetic:** The Jigsaw will get students moving around
 * Logical/Mathematical:** Students will be able to think of the factors in the context of percentages and how much they pertained to victory

30. Students will be shown a video of modern diplomacy 31. Students will know important events and people: Ben Franklin, John Adams, John Jay, Arthur Lee, Battle of Yorktown **(Equip)**. Students will use a time line **(Explore)**. Students will participate in a numbered heads together **(Experience)**. 32. Students will fill out a time line of diplomatic events **(refine)**. Students will do this in a grouping of Numbered Heads Together **(Revise)**. Students will make a video where they use these tactics **(Rehearse)**. These videos will be used as examples in future years **(Rethink)**. 33. A quiz on important battles as well as important diplomatic actions **(Evaluate)**. 34.**Linguistic:** Students will be making scripts showing diplomacy from the era. 35. Describe the diplomacy of the American Revolution **(O)**. || =Lesson 6= 37. I will be in character as an influential figure from the revolutionary period. 38. Students will know important events and people: Ben Franklin, John Adams, John Jay, Arthur Lee, Battle of Yorktown **(Equip)**. Students will be responsible for filling out a reason map **(Explore)**. Students will do a Circle the Sage **(Experience)**. 39. Students will fill out a reason map to keep track of their role's views **(Refine)**. Students will work cooperatively in a Circle the Sage activity to learn how the views fit together **(Revise)**. Students will create their debate products **(Rehearse)**. The videos will be presented to show how it all fits together **(Rethink).** 40. two rubrics will judge the product as well as the presentation **(Evaluate)**. 41. **Linguistic:** Students will be debating as their respective roles 42. Assume the role of a historical figure and devise an argument using their point of view **(O)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will be able to understand that the revolutionary players had a variety of view points on the same issues**(Where)**. To realize how current American diplomacy has been affected by this **(Why)**. //**Students understand major eras, major enduring themes and historic influences in the United States and World History including the roots of Democratic philosophy, ideals, and institutions in the world**// **(What).** Product: IMovie showing students using the same diplomatic tactics that were used during the revolution
 * Logical/Mathematical:** Students will be asked to consider the logic behind the tactics
 * Interpersonal:** This lesson is largely dependent on group work
 * Spatial:** The videos will need to be blocked by a member of the group
 * Bodily/Kinesthetic:** Students will be acting in their videos
 * Natural:** Groups will have the option of doing Battlefield diplomacy and this group will be required to film outside
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that the revolutionary players had a variety of view points on the same issues **(Where)**. To show how these views have influence our day to day lives **(Why)**. //**Students understand major eras, major enduring themes and historic influences in the United States and World History including the roots of Democratic philosophy, ideals, and institutions in the world**// **(What).** Product: video or podcast of a debate, having assumed the role of a historical figure
 * Logical/Mathematical:** Students must create logical arguments framed through the view points of their role
 * Interpersonal:** Students will be creating the products in teams
 * Intrapersonal:**Students must research and create their arguments
 * Spatial:** Students will be viewing some of the products
 * Bodily/Kinesthetic:** Students will be acting int the products, and will have to edit them
 * Music:** Students will listen to the podcasts

2004 ASCD and Grant Wiggins and Jay McTighe