S3+Doyle,+Nicholas

=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: Power-Point with links to video clips and cartoons. 2. Video of linear equations (**Hook**) 3. The linear equation’s variables and arrangement (**Equip**). KWL chart (**Explore**). Students will view several different equations and figure out which ones are linear equations aren’t (**Experience**). 4. Students will Jigsaw to other groups and show the results that they had and discover equations that were linear and weren’t (**Rethink**). Students will come back to their original groups and change their results if necessary (**Revise**). (**Rehearse**). Make a final result of the correct linear equations with a brief description of what makes it a linear equation (**Refine**). 5. Rubric (**Evaluate**). 6. Interpersonal – Students are interacting with other students. Intrapersonal – Before students get into groups they will work on the equations for a few minutes. Linguistic/Verbal – Students are talking to each other and hearing different perspectives. Spatial – Students will watch a video of linear equations. Logical – Students are using intuition and thinking skills to figure out the equations. Bodily-Kinesthetic – Students will move around frequently. (**Tailor**). 7. Demonstrate skills to identify linear equations (**Organized**). || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand and know the skills required to identify linear equations (**Where**). It will show that the students know how to observe their surroundings (**Why**). //Students understand and solve problems involving linear equations// (**What**).

Product: Comic-Life – Blow up and equation then piece it back together. 9. Presentation of a sample of a comic life (**Hook**) 10. The different pieces of an equation and what they represent (**Equip**). Flow-Chart (**Explore**). Group up by matching shirt colors (**Experience**). 11. Students will collaborate with classmates get new ideas for their Flow-Chart (**Rethink**). Change anything that they got from their group members (**Revise**). (**Rehearse**). Students will polish their ideas and start their final product (**Refine**). 12. Checklist (**Evaluate**). 13. Interpersonal – Group discussion Intrapersonal – Individual analysis before group discussion Spatial – Comic life seeing shirt colors Linguistic/Verbal – Group interaction Logical – analyzing Bodily-Kinesthetic – Moving around to match shirt colors (**Tailor**). 14. Analyze the structure of a linear equation (**Organize**). || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will be able to label and analyze different structures of a linear equation (**Where**). It will have students be more analytical and intuitive about life events (**Why**). //Students understand and solve problems involving linear equations// (**What**).

Product: Blog on others results 16. Demonstration – skit (**Hook**). 17. The order of operations techniques and things to look for when solving (**Equip**). KWL chart (**Explore**). Brain storm a few basic tunes that everyone would know and have the students hum or whistle their favorite one of the few and have them pair up with someone not whistling their tune (**Experience**). 18. Students will have worked on a few problems on their own and will get in groups to discuss their results (**Rethink**). Find mistake, review them and fix them (**Revise**). (**Rehearse**). (**Refine**). 19. Quiz – Two columned answer sheet. (**Evaluate**). 20. Musical – humming tunes Interpersonal – group work Intrapersonal – working alone before group work Linguistic – communicating to each other Mathematical – solving linear equations Bodily-Kinesthetic – walking around to find different tunes (**Tailor**). 21. Solve any linear equation including linear equations in the form Ax + b=Cx + d (**Organize**). || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will be able to solve any linear equation and inequalities (**Where**). It will be used to see a problem in a students’ life and intrigue them to solve it with skill they know (**Why**). //Students understand and solve problems involving linear equations// (**What**).

Product: garage band 23. Video clip (**Hook**). 24. Thinking backwards or inside out, an inequality (**Equip**). Partners (Famous mathematicians) (**Explore**). Three-step interview (**Experience**). 25. Students get insight on the matter will redesign plans (**Rethink**). Students will redesign plans for product (**Revise**). Student will plan out lines to make the final product sound smooth (**Rehearse**). (**Refine**). 26. Rubric (**Evaluate**). 27. Naturalist – video clip deals with nature Musical – Music should be incorporated into final product Interpersonal – Working in groups Linguistic – talking and verbalizing Bodily-Kinesthetic – moving around to find partner Spatial – video (**Tailor**). 28. Consider different methods of solving linear equations and inequalities (**Organize**). || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will be able to use different methods when solving linear equations and inequalities (**Where**). Gets the students to think and do things in different manners in class and in life (**Why**). //Students understand and solve problems involving linear equations// (**What**).

Product: Skit –Make it on imovie etc. 30. Game (**Hook**). 31. The new equations and solving techniques (**Equip**). KWL chart (**Explore**). Numbered heads (**Experience**). 32. Gain more experience on solving equations and inequalities (**Rethink**). Scripts should be redone (**Revise**). The skit is well practiced and developed (**Rehearse**). The movie is edited and polished into a fine product (**Refine**). 33. Rubric (**Evaluate**). 34. Interpersonal – group work Intrapersonal – individual explanation to the class Bodily-Kinesthetic – getting into groups Linguistic – presenting Logical-Mathematical – the new techniques to solving equations Spatial – product (**Tailor**). 35. Evaluate Linear equations (**Organize**). || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will be able to evaluate more equations using new and old methods (**Where**). It will show the students that there is always more than one way to come up with a solution to a problem (**Why**). Students //understand and solve problems involving linear equations// (**What**).

36. Students will be able to look at and use things in the world that deal with or use linear equations (**Where**). Students will be able to see job opportunities that deal with mathematics and linear equations (**Why**). //Students understand and solve problems involving linear equations// (**What**). Product: Blog 37. Show pictures or video of a career based off of linear equations (**Hook**). 38. Ideas of real life problems that deal with linear equations (**Equip**). partners bye way of Multiple Intelligence (**Explore**). Outdoor observation (**Experience**). 39. After exploring the outdoors and noting linear objects they will blog about it (**Rethink**). Partners will read and comment on their partner’s blog entry (**Revise**). (**Rehearse**). Students will then change any "impurities" to make nice finished product (**Refine**). 40. Checklist (**Evaluate**). 41. Interpersonal – interaction on the blog Intrapersonal – blog on there own Naturalist – going outdoors Bodily-Kinesthetic – walking around out doors Musical – incorporated music in the hook Spatial – the hook Linguistic – Blogging (**Tailor**). 42. Recognize linear equations in the real world (**Organize**). ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||

2004 ASCD and Grant Wiggins and Jay McTighe