S3+Libby,+Jared

=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= 1. Student will understand the differences between the Bill of Rights and the Constitution. **(Where)** The real life connection for this lesson has to do with rights given to individuals. **(Why)** //**Students understand the legal rights, the civic duties and responsibilities, and roles of citizens living under other forms of government in the world.**// **(What)** Product: Infomercial comparing and contrasting (I-Movie) 2. Video on formation of BOR **(Hook)** 3. The origins of the BOR and the Constitution. **(Equip)**Use a flow chart to help plan ideas**(Explore)**, Cooperative Learning (Experience) 4. As they use the graphic organizer they will brainstorm the big idea. **(Rethink)** Once they self-assess using the checklist, they will make improvements to their product**. (Revise)** Practice their presentation/report out **(Rehearsal)** Teacher will feedback through the wiki and students will again improve their product. **(Refine)** 5. Rubric, Checklist **(Evaluate)** 6. Verbal: Lectures Visual: Lectures with PowerPoint Logic: Inclusion of dates, graphs, numbers Interpersonal: group work on project Intrapersonal: Research will be have to be done as homework on their own. Music: Video will have music component Kinesthetic: Video and computer work Naturalistic: Students will have a opportunity to go outside to film. 7. Students will be able to explain the formation of the constitution and bill of rights and how they differ. **(Organize)** =Lesson 2=
 * Consider the W.H.E.R.E.T.O. elements**. **(L)**

Product: imovie describing the important court case, the effect and the connection to the constitution and Bill of Rights. 9. Presentation on court cases involving teenagers **(Hook)** 10. The origins of the BOR and the Constitution. **(Equip)** Students will use a planning chart to organize ideas. **(Explore),** Cooperative Learning **(Experience)** 11. As they use the graphic organizer they will brainstorm the big idea. **(Rethink)** Once they self-assess using the checklist, they will make improvements to their product. **(Revise)** Practice their presentation/report out **(Rehearsal)** Teacher will feedback through the wiki and students will again improve their product. **(Refine)** 12. Rubric, Checklist **(Evaluate)** 13. Verbal: Lectures on Court Cases Visual: Lectures with Pictures of individuals involved Logic: Inclusion of dates, graphs, numbers Interpersonal: group work on project Intrapersonal: Research will be have to be done as homework on their own. Music: Video will have music component Kinesthetic: Video and computer work Naturalistic: Some of the choices for court cases will concern the human body, environment or animals. 14. Students will be able to explain a court case, how it effected individuals and how is connects to the constitution and Bill of Rights. **(Organize)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand the and be able to evaluate the relationship between the Constitution BOR and landmark court cases. **(Where)** The real life connection for this lesson has to do with rights given to individuals. **(Why)** **Students understand the legal rights, the civic duties and responsibilities, and roles of citizens living under other forms of government in the world.** **(What)**

Product:: Comic Life 16. Presentation on court cases involving major issues **(Hook)** 17.The history behind some court cases. **(Equip)** Students will use a 5-W's chart to organize outcomes of the court cases. **(Explore),** Cooperative Learning **(Experience)** 18.As they use the graphic organizer they will brainstorm the big idea. **(Rethink)** Once they self-assess using the checklist, they will make improvements to their product. **(Revise)** Practice their presentation/report out **(Rehearsal)** Teacher will feedback through the wiki and students will again improve their product. **(Refine)** 19.Rubric, Checklist **(Evaluate)** 20. Verbal: Lectures on Court Cases Visual: Lectures with Pictures of individuals involved Logic: Inclusion of dates, graphs, numbers Interpersonal: group work on project Intrapersonal: Research will be have to be done as homework on their own. Music: Comic life will have music component. Some cases will have to do with music. Kinesthetic: Comic Life and computer work Naturalistic: Some of the choices for court cases will concern the human body, environment or animals. 21.Students will be able to explain a court case, the history behind it, and how it effected individuals **(Organize)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.Students will understand the impact of a landmark court cases. **(Where)** The real life connection for this lesson has to do with rights given to individuals. **(Why)** **Students understand the legal rights, the civic duties and responsibilities, and roles of citizens living under other forms of government in the world.** **(What)**

Interactive Wiki 23. Video on amendments to Bill of Rights **(Hook)** 24. The history behind some court cases. **(Equip)** Students will use a E-Chart to organize their ideas on rights. **(Explore),** Cooperative Learning **(Experience)** 25.As they use the graphic organizer they will brainstorm the big idea. **(Rethink)** Once they self-assess using the checklist, they will make improvements to their product. **(Revise)** Practice their presentation/report out **(Rehearsal)** Teacher will feedback through the wiki and students will again improve their product. **(Refine)** 26.Rubric, Checklist **(Evaluate)** 27.Rubric, Checklist **(Evaluate)** 20. Verbal: Lectures on Court Cases Visual: Lectures with Pictures of individuals involved Logic: Inclusion of dates, graphs, numbers Interpersonal: group work on project Intrapersonal: Research will be have to be done as homework on their own. Music: Right can relate to things like music ownership, sharing ect, Kinesthetic: Computer work Naturalistic: Some of the choices for rights will concern the human body, environment or animals. 28.Students will be able to explain how a certain right has been gained, lost or changed over time **(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22..Students will understand how the rights we have, have changed or adapted. **(Where)** The real life connection for this lesson has to do with rights given to individuals. **(Why)** **Students understand the legal rights, the civic duties and responsibilities, and roles of citizens living under other forms of government in the world.** **(What)**

Product: Video 30. Discussion about different types of government **(Hook)** 31.Research different countries' governmental structure. **(Equip)** Students will use a idea rake to organize their ideas on parts of the government. **(Explore),** Cooperative Learning **(Experience)** 32.As they use the graphic organizer they will brainstorm the big idea. **(Rethink)** Once they self-assess using the checklist, they will make improvements to their product. **(Revise)** Practice their presentation/report out **(Rehearsal)** Teacher will feedback through the wiki and students will again improve their product. **(Refine)** 33.Rubric, Checklist **(Evaluate)** 34.Verbal: Lectures on different countries Visual: Lectures with Pictures countries involved Logic: Inclusion of dates, graphs, numbers Interpersonal: group work on project Intrapersonal: Research will be have to be done as homework on their own. Music: In video production music will be used, also can play music from different countries. Kinesthetic: Computer work Naturalistic: can film outside. 35.Students will be able to explain how another country's government works **(Organize)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.Students will understand Government Bodies around the world are different **(Where)** The real life connection for this lesson has to do with the role of government in people's lives. **(Why)** **Students understand the legal rights, the civic duties and responsibilities, and roles of citizens living under other forms of government in the world.** **(What)**

Product: Email to a legislator. 37. Discussion about problems you might talk to a legislator about **(Hook)** 38. Research a problem in the area. **(Equip)** Students will use an KWS chart to organize their ideas on parts of the government. **(Explore),** Cooperative Learning **(Experience)** 39.As they use the graphic organizer they will brainstorm the big idea. **(Rethink)** Once they self-assess using the checklist, they will make improvements to their product. **(Revise)** Practice their presentation/report out **(Rehearsal)** Teacher will feedback through the wiki and students will again improve their product. **(Refine)** 40.Rubric, Checklist **(Evaluate)** 41.Verbal: Writing out an email to legislators Visual: Taking photos of problem areas to include. Logic: Using data to talk about possible solutions and funding. Interpersonal: group work on project Intrapersonal: Research will be have to be done as homework on their own. Music: Can discuss issues about music. Kinesthetic: Computer work Naturalistic: Environmental issues will be an option to talk about. 42. Students will be able to understand how one might play a role with government. **(Organize)** ||  ||   ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.Students will understand how to participate with their own government**(Where)** The real life connection for this lesson has to do with the the role of individuals with the government and the government in people's lives. **(Why)** **Students understand the legal rights, the civic duties and responsibilities, and roles of citizens living under other forms of government in the world.** **(What)**

2004 ASCD and Grant Wiggins and Jay McTighe