S3+Farley,+Emily

=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= product: blog about reaction to poems 2. Read a poem from a Colonial woman **(Hook)** 3. Students should know important people and events: Puritans, Anne Hutchinson. **(Equip)** Students will do a fact and opinion graphic organizer to critique the values and ideals of the Colonial people. **(Explore)**Students will do a round robin brainstorming activity to get ideas from classmates about important concepts being discussed. **(Explore)** 4. As students reflect on the poetry they have read, they will think back to the major concepts discussed in the lesson. **(Re-think)** As students re-read their blog they will make improvements to their blog. **(Revise)** Students will practice reading their poems to the class. **(Rehearse)** Students will give their blogs to a peer and the classmate will give feedback and the students will make changes to their blog. **(refine)** 5. Checklist, Student Survey **(Evaluate)** 6. **Interpersonal**- Students will work in groups to do the Round Robin Brainstorming activity. 7. Critique the values and ideals of the of the Colonial people**(Organize).** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Student will understand that the people of the Colonial era can relate to the people of today and possible the future**(Where)**. Demonstrates why the world we live in is what it is 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)**//
 * Intrapersonal**- Before the students share their ideas with each other in the Round Robin, they will work alone to think of answers to the questions being asked.
 * Linguistic**- Teacher will read a poem for the hook.
 * Kinesthetic**- Students will move into groups to do the Round Robin.
 * Naturalistic**- When students read their poems to the class, plants will make up the background.
 * Musical-** When teacher is reading the poem for the hook one students will be making a drum sound with their hands.

Product: Commercial (I-Movie). 9. Carrie Underwood video that takes place in Africa **(Hook).** 10. Students should know vocabulary: Mayflower Compact, Starving Time, Plymouth, John Winthrop. Students should know the differences between the colonies. **(Equip)** Students will create a venn diagram to show the differences between the hardships of today and the hardships of the Colonial era. **(Explore)** Students will participate in a three minute review in the middle of the discussion to reflect on what they just learned.**(Experience)** 11. As students participate in the three minute review they will look back on the big concepts.**(Re-think)** When students use a checklist to self-assess they will make improvements on their product. **(Revise)** Students will practice presenting their topic.**(Rehearsal)** Teacher will give feedback through the wiki and students will again make changes to their product. **(refine)** 12.Rubric, Checklist, Student Survey **(Evaluate)** 13. **Visual:** Students will look at pictures of hardships in the Colonial era and hardships since the Colonial era. 14. Justify similarities and differences between Colonial life and life today.**(Organize)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.Student will understand that the societal structure of the colonial era can relate to the societal structure of today in the United States. **(Where)** The real life connection for this lesson has to do with hardship. **(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)**//
 * Kinesthetic**: Students will use their laptops to look up definitions of vocabulary words.
 * Logical:** Students will use a Venn Diagram to organize their thoughts.
 * Interpersonal:** Students will work with a partner to do a three-minute review in the middle of a discussion.
 * Intrapersona**l: Students will fill out venn diagram individually in class.
 * Verbal:** Teacher will lecture about hardships throughout history.

Product- Inspiration Compare and Contrast 16. Teacher will read the Mayflower compact to show how the colonists were in search of freedom and choice. **(Hook)** 17.Students should know Vocabulary: Jamestown, Plymouth, Navigation Acts of 1663. Important Events and people: King Phillips War. **(Equip)** Students will use an idea wheel to sort out their feelings about how their lives connect with the lives of people in the Colonial era. **(Explore)** Students will do a webquest on the lives of the children of the Colonial era. **(Experience)** 18. As students do the idea wheel they will think about the major concepts. **(Re-think)** Students will use a checklist to to self- assess their work and make improvements to their product. **(Revise)** Students will practice presenting their Inspiration map. **(Rehearse)** Teacher will look at a rough draft of their Inspiration map and give feedback so students can make improvements. **(Refine)** 19. Checklist, Quiz, student survey. **(Evaluate)** 20. **Intrapersonal**- Students will work alone to work on the idea wheel. 21. Relate their lives with the people of the Colonial era**(Organize)**. || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that the people of the Colonial era can relate to the people of today and possibly future.**(Where)** The real life connection for this lesson is that it demonstrates the importance of freedom and choice. **(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)**//
 * Interpersonal-** Students will work in groups when doing the webquest.
 * Naturalistic-** When teacher is reading the diary entry nature noises will be playing in the background.
 * Verbal**- For the hook the teacher will read the Mayflower Compact.
 * Kinesthetic**- Students will move into groups for their webquest.
 * Visual**- Students will look at pictures on the webquest.

Product- Instant Message discussion 23. I-Movie of prejudices in the United States today **(Hook)** 24. Students should know the differences between the colonies. Important people: Squanto. **(Equip)** Students will use a persuasion map to organize their thoughts on which values and ideals they feel still exist today. **(Explore)** Students will do a numbered heads together cooperative learning activity to learn about the differences between the different colonies. **(Experience)** 25. When students do the numbered heads activity they will think back to the big ideas of the lesson. **(Re-think)** When students refer back to their persuasion map they will make improvements to their argument. **(Revise)** Students will practice their argument when doing the persuasion map. **(Rehearse)** Students will print off their discussion and receive feedback from the teacher before having another chance to have an argument on instant messenger. **(Refine)** 26. Rubric, student survey **(Evaluate)** 27. **Logical-** students will so a numbered heads activity which involves numbers. 28. Be Aware of ideals and values that still exist in the United States and were present in the Colonial era. **(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that some of the prejudices of the Colonial era are still evident in today's society.**(Where)** The real life connection for this unit is it shows what good and bad aspects still exist around us. **(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)**//
 * Verbal-** Students will have a discussion on Instant Messenger.
 * Visual-** Students will make a persuasion map.
 * Interpersonal-** Students will work with each other to come up with answers in the numbered heads activity.
 * Intrapersonal-** Students will work by themselves on their persuasion map.
 * Kinesthetic-** Students will have to move around during the numbered heads activity.

Product: Blog 30. Students will participate in a mock trial. **(Hook)** 31.Students should know Important Events: Salem Witch Trials. **(Equip)** Students will use a 5 W's chart to help them learn about the Salem Witch Trials. **(Explore)** Students will do a round robin brainstorming cooperative learning activity to help each other learn about the Salem Witch Trials. **(Experience)** 32. When students do the Partners activity they will think back to the major concepts discussed in the lesson. **(Re-think)** When students use a checklist they will make improvements to their blog. **(Revise)** Teacher will comment on the blog and give feedback. **(Refine)** 33.Checklist, Student Survey 34. **Interpersonal-** Students will work in partners for the round robin activity. 35. b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and the world and the implications for the present and the future.**(organize)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that some of the prejudices of the Colonial era are still evident in today's society. **(Where)** The real life connection for this lesson is that it demonstrates how history is likely to repeat itself. **(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)**//
 * Intrapersonal**- Students will work alone to create the 5 W's chart.
 * Kinesthetic-** Students will be part of a mock trial.
 * Verbal-** Students will write a blog.
 * Visual-** Students will organize their thoughts on the 5 W's chart.
 * Logical-** Students will use the 5 W's chart which maps out their thoughts into five questions.

37. Teacher will dress up like a Colonial woman and play Colonial music while acting the part. **(Hook)** product- Blog 38. Students should know all vocabulary, all important people and events, and the differences between the colonies. **(Equip)** Students will do a tic-tac-toes graphic organizer to help them think about all aspects of Colonial life. **(Explore)** Students will do a jigsaw cooperative learning activity to discuss important questions about Colonial life. **(Experience)** 39. When students do the tic-tac-toe graphic organizer they will think back to the major concepts discussed in the lesson. **(Re-think)** When students follow the checklist they will make improvements to their blog. **(Revise)**. **(Rehearse)** Students will recieve comments on their blogs from the teacher and will be able to improve thier blog. **(Refine)** 40. Quiz, Checklist, Student Survey. **(Evaluate)** 41. **Intrapersonal**- Students will do the tic-tac-toe by themselves. 42. Build a model of the Colonial era and Colonial life in particular. **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand the societal structure of the Colonial era can relate to the societal structure of today in the United States. **(Where)** This lesson relates to everyday life because by studying the past we can better understand the present and the future. **(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)**//
 * Interpersonal-** Students will work with each other to do the jigsaw.
 * Musical**- Music will be playing for the hook
 * Kinesthetic**- Students will move around when doing the jigsaw.
 * Verbal**- Students will write a blog about Colonial living.
 * Visual**- The teacher will act as a Colonial woman going about her day.

2004 ASCD and Grant Wiggins and Jay McTighe