S3+Mahoney,+Keith

=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. Images **(Hook)** 3. The differences and similarities between the different sides in the war. **(Equip)** KWL Chart **(Explore)**, Think-Pair-Share **(Experience)** 4. As they use the KWL chart they will brainstorm the big ideas of causes of the Civil War. **(Rethink)** Once they self-assess using the checklist, they will make improvements to their product. **(Revise)** Practice their report out **(Rehearsal)** Teacher will feedback through the blog and students will improve their product. **(Refine)** 5. Rubric **(Evaluate)** 6. Students will be in groups to discuss the causes. **(Verbal)** Students will get into groups. **(Bodily-kinesthetic)** Students will engage other students in their group. **(Interpersonal)** They will have personal goals from their KWL chart. **(Intrapersonal)** Take notes in their group. **(Linguistic)** Students will use pictures in their product. **(Spatial)** 7.Students will be able to explain the causes of the civil war. **(Organize)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Student will understand the causes of the Civil War. **(Where)** The real life connection for this lesson has to do with why wars start. **(Why)** //**Students understand major eras, major enduring themes and historic influences in the United States .**// **(What)** Product: Comic Life

9. Article about importance of Civil War **(Hook)** 10. Major turning points and events in the war. **(Equip)** Group Work **(Explore)**, Jig-saw **(Experience)** 11. As they use the jigsaw method they will brainstorm the big events of the Civil War. **(Rethink)** Once they self-assess using the checklist, they will make improvements to their product. **(Revise)** Practice their report out **(Rehearsal)** Teacher will feedback through the blog and students will improve their product. **(Refine)** 12. Rubric **(Evaluate)** 13. Students will be in groups to discuss the causes. **(Verbal)** Students will get into groups. **(Bodily-kinesthetic)** Students will engage other students in their group. **(Interpersonal)** They will blog. **(Intrapersonal)** Take notes in their group. **(Linguistic)** Students will sequence the events. **(Logic)** 14.Students will be able to highlight the major events in the Civil War. **(Organize)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.b. Analyze the Civil War and its themes, turning points, events, consequences, and people in the history of the U.S. **(Where)** The Civil War was a major turning point in our nation's history. **(Why)** //**Students understand major eras, major enduring themes and historic influences in the United States .**// **(What)** Product: Blog

16. Images **(Hook)** 17. Impact of State of Maine on the Civil War. **(Equip)** KWL Chart **(Explore)**, Partners **(Experience)** 18. In partners students will research different Maine regiments. **(Rethink)** Once they self-assess using the checklist, they will make improvements to their product. **(Revise)** Practice their report out **(Rehearsal)** Teacher will feedback through the blog and students will improve their product. **(Refine)** 19. Rubric **(Evaluate)** 20.Students will be in groups to discuss the causes. **(Verbal)** Students will get into groups. **(Bodily-kinesthetic)** Students will engage other students in their group. **(Interpersonal)** They will blog. **(Intrapersonal)** Do research on their topic. **(Linguistic)** Play music from the time period in the background. **(Music)** 21.Students will be able to highlight the impact of the State of Maine in the Civil War. **(Organize)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Recognize the impact of the State of Maine in the Civil War. **(Where)** The Civil War was a major turning point in our nation's history and Maine had a great impact on that. **(Why)** //**Students understand major eras, major enduring themes and historic influences in the United States .**// **(What)** Product: Research style blog.

23. Video **(Hook)** 24. The Civil War had an impact on race relations. **(Equip)** Group Work **(Explore)**, Team Pair Solo **(Experience)** 25. Brainstorming of how the Civil War impacts today's society. **(Rethink)** Once they self-assess using the checklist, they will make improvements to their product. **(Revise)** Practice their report out **(Rehearsal)** Teacher will feedback through the blog and students will improve their product. **(Refine)** 26. Rubric **(Evaluate)** 27.Students will be in groups to discuss the causes. **(Verbal)** Students will get into groups. **(Bodily-kinesthetic)** Students will engage other students in their group. **(Interpersonal)** Think on their on in Team Pair Solo. **(Intrapersonal)** Take notes in their group. **(Linguistic)** Use pictures in their powerpoint along with music. **(Spatial and Music)** 28.Students will be able to demonstrate the impact of the Civil War in society today. **(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Consider the impact of the Civil War on the United States today. **(Where)** The Civil War has had a huge impact on race relations in present day United States. **(Why)** //**Students understand major eras, major enduring themes and historic influences in the United States .**// **(What)** Product: Powerpoint

30. Maps **(Hook)** 31. The differences and similarities between the different generals and tactics in the war. **(Equip)** KWL Chart **(Explore)**, Think-Pair-Share **(Experience)** 32. As they use the KWL chart they will brainstorm the different tactics of the Civil War. **(Rethink)** Once they self-assess using the checklist, they will make improvements to their product. **(Revise)** Practice their report out **(Rehearsal)** Teacher will feedback through the blog and students will improve their product. **(Refine)** 33. Rubric **(Evaluate)** 34. Students will be in groups to discuss the causes. **(Verbal)** Students will get into groups. **(Bodily-kinesthetic)** Students will engage other students in their group. **(Interpersonal)** They will have personal goals from their KWL chart. **(Intrapersonal)** Take notes in their group. **(Linguistic)** Students will use pictures in their product and use mapping techniques. **(Spatial and Logical)** 35.Students will be able to show how to reverse the outcome of a certain battle using tactics that were used in during the Civil War. **(Organize)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Apply critical thinking skills to the battles. **(Where)** See why a battle was won or lost. **(Why)** //**Students understand major eras, major enduring themes and historic influences in the United States .**// **(What)** Product: Map

37. Webquest **(Hook)** 38. Interpret the outcome of the Civil War. **(Equip)** KWL Chart **(Explore)**, Partners **(Experience)** 39. As they use the KWL chart they will brainstorm the outcome of the Civil War. **(Rethink)** Once they self-assess using the checklist, they will make improvements to their product. **(Revise)** Practice their report out **(Rehearsal)** Teacher will feedback through the blog and students will improve their product. **(Refine)** 40. Rubric **(Evaluate)** 41. Students will be in groups to discuss the causes. **(Verbal)** Students will get into groups. **(Bodily-kinesthetic)** Students will engage other students in their group. **(Interpersonal)** They will have personal goals from their KWL chart. **(Intrapersonal)** Take notes in their group. **(Linguistic)** Students will use pictures in their product as well as music. **(Spatial and Music)** 42.Students will be able to interpret and explain the outcome of the Civil War. **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Judge the outcome of the Civil War. **(Where)** The outcome of the Civil War is a major turning point for our country. **(Why)** //**Students understand major eras, major enduring themes and historic influences in the United States .**// **(What)** Product: Webquest

2004 ASCD and Grant Wiggins and Jay McTighe