S3+Hatfield,+Joel

=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. A list of major events and how they all connect to each other **(Hook)** 3. What were some of the major events that led to the American Revolution **(Equip)** Describing Wheel **(Explore)** Circle the sage (Experience) 4. Students will try to find which events were larger than others when it came to shaping the revolution **(Rethink)** After sharing as a group they will make revisions to their individual lists and make a master list **(Revise)** The students will keep finished project in their portfolios for later use **(Refine)** 5. While looking and listening to other groups projects they will add additional information to their own list. **(Evaluate)** 6.** Linguistic: ** Students will use linguistic intelligence during the Describing Wheel exercise. ** Interpersonal: ** Will be sharing their ideas with others. 7.Analyze the major events that led to Revolution.**(Organize)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Many different ideas and events led to the idea and execution for independence for the colonies.**(Where)** What steps are taken on the route to a major war? **(Why)** **//Students understand major eras, major enduring themes, and historic influences in U.S. and world history, including the roots of Democratic philosophy, ideals, and institutions of the world.//****(What)** Product: Students will create an interactive time-line using Power Point
 * Logical: ** Students will have to place names and dates in order on their lists.
 * Spatial: ** They will have to create an accurate time-line and make it visually appealing
 * Intrapersonal: ** At first will be assembling their own lists before sharing with their group.
 * Musical: ** Group will have to select appropriate music for the Power Point demonstration
 * (Tailor)**

9. Political cartoons that were used to help spread ideas. (**Hook**) 10. Many different ideas and events led to the idea and execution for independence for the colonies. (**Equip**) Fact and Opinion (**Explore**) Jigsaw (**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 (**Rehearsal**) Teacher will feedback through the wiki and students will again improve their product. (**Refine**) 12. Rubric, checklist (E**valuate**) 13. 14. a. Explain that history includes the study of the past based on the examination of primary and secondary sources. (**Organize**) || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. The Revolution looked and played out differently depending on ones economic standing and what one's beliefs at the time were. (**Where**) People look at the Iraq War differently depending on there situations. ( **Why**) **//Students understand major eras, major enduring themes, and historic influences in U.S. and world history, including the roots of Democratic philosophy, ideals, and institutions of the world.//** (**What**) Product: Local talk radio-podcast
 * Verbal:** They will be making a podcast which they will each have a speaking part.
 * Logic:** Must analyze the data and present in chronological order.
 * Interpersonal:** They will go around gathering interviews.
 * Intrapersonal:** They will be alone when recording their individual reports.
 * Naturalist:** They will go outside to record ambient noises that would be heard from the era.
 * Musical:** Background music will be from the era we are studying.
 * (Tailor)**

16. Find different "Alternate History" papers and articles **(Hook)** 17. Students will be given a list of events that happened and must try to pick out the ones that actually happened and then try to organize them. **(Equip)** Time-Order Chart **(Explore)** Team Pair Solo **(Experience)** 18. Students will make a list of recent decisions that have changed their present ex. car, jobs, significant others. **(Rethink)** Students will try to think of actions they could have done to make for a better present and future. (**Revise)** After the Team Pair Solo exercise the students will try to revise their choices and see which ones should have been attempted then store the information in their portfolio. **(Refine)** 19. The students will make sure that they performed the Webquest correctly and make any if needed changes. **(Evaluate)** 20.** Linguistic: ** Students will attempt to share their ideas about their own alternate histories to each other. ** Interpersonal: ** All students will be split up into groups at first and then into pairs. 21.Recognize how history can help one better understand and make informed about the present and future.**(organize)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.Many different ideas and events led to the idea and execution for independence for the colonies.**(Where)** What counties and areas are fighting for independence today? **(Why)** **//Students understand major eras, major enduring themes, and historic influences in U.S. and world history, including the roots of Democratic philosophy, ideals, and institutions of the world.//** **(What)** Product: Students will complete a WebQuest
 * Logical: ** Students will be writing down there data and making changes to it constantly
 * Spatial: ** Some students can try and map out how different outcomes may look on paper using a graph of some kind.
 * Bodily-Kinesthetic: ** Students will be moving around while doing the Team Pair Solo exercise.
 * Intrapersonal: ** Eventually all students will be making the finishing touches to their projects alone.
 * (Tailor)**

23. Have a head on a stick and present my own mini-speech. **(Hook)** 24. The students will grab a name of Revolutionary leader out of a hat. Will have names for both British and Colonist. **(Equip)** Observation Chart **(Explore)** Three-Step Interview **(Exercise)** 25. Who might people do this exercise for 200 years from now?**(Rethink)** What makes someone important and what makes us remember them? **(Revise)** Students will practice their speeches at home before the day their presentation is due. **(Rehearse)** I will travel around answering all questions and will have the class split into groups to see if they can help each other. Any connections between their choices? **(Refine)** 26. Students will be evaluated by a rubric which will include peer evaluation **(Evaluate)** 27.** Linguistic: ** Students can try and imitate their selections drawl or accent. ** Spatial: ** Students must create some kind of outfit or mask that helps describe their selection. ** Naturalist: **Students will be encouraged to find something from nature that helps their performance. 28.Assume the role of a prominent Revolutionary leader and document their major influences in the Revolution.**(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.Their were other ways of fighting the British than just battles. They used various forms of propaganda, sabotage, espionage, and guerrilla tactics.(**Where)** How are different types of fighting used in different parts of the world? **(Why)** **//Students understand major eras, major enduring themes, and historic influences in U.S. and world history, including the roots of Democratic philosophy, ideals, and institutions of the world.//** **(What)** Product: Assume the role of a prominent revolutionary leader and document their major influences
 * Bodily-Kinesthetic: ** Students will be walking around and acting out key moments from their choices life.
 * Musical: ** If appropriate for the students choice, music can be used.
 * Interpersonal: ** Students will be acting in front of the class.
 * (Tailor)**

30. Compare and contrast Intolerable Acts to their daily chores. **(Hook)** 31. Make a master list for each Intolerable act on why it was enforced and why it was disagreed with. **(Equip)** Persuasion Chart **(Explore)** Round Robin Brainstorming **(Experience)** 32. Find some silly laws that are around today for no reason. **(Rethink)** Which side had a better argument for the laws? **(Revise)** Students can take sides of the British and Colonist in-class and try to make some changes that will make both parties happy. **(Refine)** 33. Students blogs will be graded by a rubric and will get bonus points for commenting on other blogs. **(Evaluate)** 34.** Linguistic: ** Students will be in an active discussion throughout most of the lesson. **** Musical: **** Interpersonal: ** Students will be debating throughout the lesson. 35.Evaluate the Intolerable Acts from the perspective of the colonist receiving them and the British enforcing them.**(Organize)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. The Revolution looked and played out differently depending on ones economic standing and one's beliefs at the time were.**(Where)** Is there any laws or taxes that we disagree with today? **(Why)** **//Students understand major eras, major enduring themes, and historic influences in U.S. and world history, including the roots of Democratic philosophy, ideals, and institutions of the world.//** **(What)** Product: Create a blog for discussions.
 * Logical: ** Students should figure out how much the taxes effect each person in monetary value and how much Great Britain would have made if everything had gone to plan.
 * Spatial: ** Students must make a neat and creative blog.
 * Bodily-Kinesthetic:
 * Intrapersonal: ** Students will be creating their blogs by themselves.
 * Naturalist: **In what ways did certain taxes effect the environment?
 * (Tailor)**

37. Show a list of reformations and revolutions. **(Hook)** 38. Make sure the students have a wiki account and help them start their post. **(Equip)** Tick Tack Toe **(Explore))** Partners (Experience) 39. Does "reformation" sound less patriotic than "revolution"? **(Rethink)** In groups debate the idea. Does one sound better than the other. Learn from other debates and move on to the next table.**(Revise)** Which do you think it really was? **(Refine)** 40. Peer evaluation, student vote, and validity of arguments **(Evaluate)** 41.** Linguistic: ** Students will be in debates for most of the lesson. **** Interpersonal: ** Students will be debating with other students throughout. 42.Propose an argument for and against the idea that it was a reformation, not a revolution.**(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.Many different ideas and events led to the idea and execution for independence for the colonies. **(Where)** Have we been calling it by the wrong term all this time and if so would we want to change it? **(Why)** **//Students understand major eras, major enduring themes, and historic influences in U.S. and world history, including the roots of Democratic philosophy, ideals, and institutions of the world.//** **(What)** Product: A debate over a wiki.
 * Logical: ** Must piece together evidence for both sides of the argument.
 * Spatial: ** Students can create a chart or graph to help explain their argument.
 * Bodily-Kinesthetic: ** Students will be moving from table to table.
 * Musical:
 * Intrapersonal: ** Students will create their wiki by themselves.
 * Naturalist: **
 * (Tailor)**

2004 ASCD and Grant Wiggins and Jay McTighe