S3+Hall,+Catherine

=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.Youtube video **(Hook)** 3.Students will know the difference between opinion and fact. **(equip)** Inspiration diagram **(explore)** Group brainstorming **(experience)** 4.What is the research question? **(Rethink)** What can you do to present the answer to the question in the final project? **(Rehearse)** Does the information you have found fit the question? **(Revisit)** How can you make the project better? **(Refine)** 5.I will collect the work at the end of this stage to see what students have done so far. **(Evaluate)** 6.**Verbal:** Read articles about the topic. Visual:** Find and watch videos dealing with your topic. 7.Students will be able to synthesize information from varied sources. **(organize)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.**//Students develop research questions and modify them as necessary to elicit, present, and critique evidence from a variety of primary and secondary sources following the conventions of documentation.// (what)** **Product: research question posted on a wiki** Students will understand that finding the answer to a research question requires the use of a variety of primary and secondary sources. **(where)** No one source contains enough information or is completely objective. Only using one source can lead to "brainwashing" while using a variety exposes students to many facts and opinions which will allow them to decide for themselves. **(why)**
 * Interpersonal:** Talk about the research with other students.
 * Intrapersonal:** Think about what the topic means to you and how it affects you.
 * Logical/Mathmatical:
 * Musical:** Play music while students are working.
 * Kinesthetic:** Students can use laptops to research and write.
 * Naturalist:**

9. 10. Students will know At least two differing opinions about the current event being researched. **(Equip)** Open Inquiry **(Experience)** Discuss research results in groups. **(Explore)** 11.What information is available for the research question? **(Rethink)** What would be a more effective research question? **(Refine)** Come up with 2 different versions of the research question that might be more effective. **(Rehearse)** 12.I will collect the work students have done thus far and see what progress they are making. **(Evaluate)** 13.**Verbal: Interpersonal:** Talk about ideas for modified research questions in groups. Logical/Mathmatical:** Organize information in an outline. 14.Students will be able to make judgments about conflicted findings from different sources. || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.**//Students develop research questions and modify them as necessary to elicit, present, and critique evidence from a variety of primary and secondary sources following the conventions of documentation.// (What)** **Product: refined research question posted on a wiki** Students will understand that initial research questions may need to be modified during the research process. **(Where)** Sometimes questions are worded in such a way that the answer cannot be found, or there is simply no direct answer to the question. When this happens, it is important to be flexible and change the question so that you can find an answer. **(Why)**
 * Intrapersonal:
 * Musical:** Play music in the background.
 * Spatial:** Use a graphic organizer to organize the information.
 * Naturalist:** Hold class outside.
 * Bodily-Kinesthetic:** Use laptops to do research and write.

16.Read a poor essay and a good essay. Which is better and why? **(Hook)** 17.Students will know the correct way to document information in an essay. **(Equip)** Guided inquiry **(Experience)** Groups come up with a list of properly documented sources. **(Explore)** 18.Is the form of documentation you used correct? **(Rethink)** How can you make your documentation correct? **(Rehearse)** Revise your list of sources so that the form of documentation is correct. **(Refine)** 19.I will collect the students' work so far to see how they are doing. **(Evaluate)** 20.**Visual:**Use a graphic organizer. 21.Students will be able to analyze information from a variety of primary and secondary sources. || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.**//Students develop research questions and modify them as necessary to elicit, present, and critique evidence from a variety of primary and secondary sources following the conventions of documentation//. (What) Product: Blog** Students will understand that following the structures and conventions of documentation strengthens an essay.**(Where)** A well written essay makes the reader take notice because it sounds like the writer knows what she is talking about. If an essay is not well written, the reader is not likely to pay much attention. **(Why)**
 * Interpersonal**:Discuss in groups the proper way to document information and why it is important.
 * Intrapersonal**:Think about how proper documentation affects the quality of the essay and reflects on them as writers.
 * Spatial**:Use a graphic organizer to arrange sources.
 * Bodily-Kinesthetic**:Use laptops to do research and write.
 * Musica**l:Play music in the background.
 * Logical/Mathmatical**:
 * Naturalist**:

23.Make two statements, one opinion and one fact, and ask the class which is opinion and which is fact. **(Hook)** 24.Students work in groups to figure out which sources are reliable and which sources state opinions or facts. **(Equip)** 25.Students refine their research questions to get better results. **(Refine, Rethink)** 26.I look at students' previous questions and results compared to their current questions and results. **(Evaluate)** 27.**Spatial:**Graphic organizer for the old question and results and the new question and results. 28. Students will be able to determine which sources on the list are reliable, which are opinions and which are facts. **(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.//**Students develop research questions and modify them as necessary to elicit, present, and critique evidence from a variety of primary and secondary sources following the conventions of documentation.**// **(What)** **Product: sources for opinion and fact indicated on the wiki** Students will understand that finding the answer to a research question requires the use of a variety of primary and secondary sources. **(Where)** Only using one or two sources often only gives the researcher one opinion or side of an argument. Using a variety of sources will give the student a variety of perspectives and opinions to consider when answering the question. **(Why)**
 * Verbal:**Talk about the reliability of sources and which sources are opinions and which are facts.
 * Interpersonal**:Work in groups to determine the reliability of sources.
 * Intrapersonal:**Think about which sources are reliable and why it is important.
 * Musical:**Have music playing in the background.
 * Bodily-Kinesthetic**:Change groups 3 times to get new perspectives.
 * Naturalist:**
 * Logical/Mathematical:** Provide questions to answer that will determine the reliability of a source.

30.Video of two people arguing. **(Hook)** 31.Students use a graphic organizer to list different opinions and reasons they do or do not agree. **(Explore)** 32.Students consider the different opinions in light of the facts they have found in their research. **(Rethink)** 33.I will look at their graphic organizers to be sure they have the right idea. **(Evaluate)** 34.**Spatial:**Video 35.Students will be able to consider all opinions about the topic. **(Organize)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.//**Students develop research questions and modify them as necessary to elicit, present, and critique evidence from a variety of primary and secondary sources following the conventions of documentation.**// **(What)** Students will understand that finding the answer to a research question requires the use of a variety of primary and secondary sources. **(Where)** There are many different opinions about issues, and it is important that a person be aware of those opinions whether he agrees with them or not because then he will have a clearer idea of why he agrees or disagrees. **(Why)**
 * Verbal:**Talk about the differences between each opinion.
 * Musical:**Have music playing in the background.
 * Interpersonal:**Discuss the different opinions in groups.
 * Intrapersonal:**What do you think about each opinion?
 * Logical/Mathematical**:Graphic organizer.
 * Bodily-Kinesthetic:**Move between groups to see what others are thinking.
 * Naturalist:**Have class outside.

37.Youtube Video. **(Hook)** 38.Students will discuss their opinions in small groups. **(Explore)** 39.Students look at their opinion and compare it to the facts to be sure they have a valid point. **(Refine)** 40.I listen in on group conversations. **(Evaluate)** 41**.Verbal:**Group discussions. 42.Students will be able to be aware of your own opinion. **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.//**Students develop research questions and modify them as necessary to elicit, present, and critique evidence from a variety of primary and secondary sources following the conventions of documentation.**// **(What)** Students will understand that finding the answer to a research question requires the use of a variety of primary and secondary sources. **(Where)** After looking at all the facts and opinions, it is important for a person to know his own opinion so that he can discuss the topic with others. **(Why)**
 * Spatial:**Video
 * Logical/Mathematical:**
 * Musical:**Have music playing in the background.
 * Bodily-Kinesthetic:**Groups change every 15 minutes.
 * Interpersonal**:Group discussions
 * Intrapersonal:**Think about why your opinion is what it is.
 * Naturalist:**

2004 ASCD and Grant Wiggins and Jay McTighe