S3+Bouzakine,+Evgeni

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // How are you using technology as a teacher? How are your students using technology? [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR or CCSS **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] and[| Cooperative Learning] the content (**Explore**), working on product (partners, teams...) (**Experience**)
 * (R)** **.4** Checking for Understanding Strategies during instruction (**Rethink),** Self-Assessment using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher on Product (**Revise**/**Refine**),
 * (E)** **.5** Formative Assessment - **Pre-Assessment:** (note:lesson 1 only), **Checking for Understanding**: and **Timely Feedback: (Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7** Students will be able to ...( **Organize**), Product: Type II Technology, Number of Days:

[|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Lesson 1= __Product:__ Podcast __ Days: __ 2 ** (ORGANIZE) ** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**1.1 Students will understand that identifying the many events, turning points, consequences, and historical eras, during the United States Depression will help them identify the resulting events that lead to the New Deal.**(WHERE)** Students will understand how the country can avoid another down fall, in order to continue living their comfortable lives.**(WHY)** Students understand major eras, major enduring themes, and // historic // influences in the history of Maine, the United States, and various regions of the world.**(WHAT)**
 * (H)** 1.2 Role video showcasing the Stock Market crash and the begining of the Depression.**(HOOK)**
 * (E)** 1.3 Students will know The Stock Market crash, Black Tuesday, Tarriff Act,and what lead to the Stock Market Crash. Know the correct order of what happened from the crash to the decline in Unemployment. **(EQUIP)** Students will use a time order chart, puttin facts in order to understand what lead up to Crash. Student will find a partner and do the think-pair-share activity to discuss what their chart looked like and their thought and ideas on it.**(Explore)** Student will do the jigsaw activity in groups to come up with idea's for their podcast.**(EXPERIENCE)**
 * (R)** 1.4 Student will get a time order chart, putting facts in order to understand what lead up to Crash.**(Rethink)** Checklist provided by teacher in order to cover all topics.**(REVISE/REFINE)**
 * (E)**1.5 Formative Assessment- Pre-Assessment: Student will take short survey to assess what each student already knows, Checking for Understanding: Students will work in pairs to come up with the correct answer.**(EVALUATE)**
 * (T)**1.6
 * **Interpersonal:** Students will work in group with their time order chart and their podcast assignment.
 * **Bodily-Kinesthetic:** students will stand up and crowd the front of the room to renact the Run people made to the banks to take money out.
 * **Musical:** Music will be played during the Depression film, and talk about the type of music listen to in that era.
 * **Intrapersonal:** Students may work alone on flowchart to get their thought together.
 * **Verbal:** Students will fill out worksheet along with taking notes from the board.
 * **Visual:** Photo's will be introduced and show how the stock market crashed.
 * **Logical-Mathematical:** students will be dealing with numbers and how much money was lost in the market crash on worksheet.
 * (O)**1.7 Students will be able to demonstrate an understanding of the events and consequences of the depression and New Deal.**(EXPLAIN)**

__Product:__ iMovie __Days:__ 2 **(ORGANIZE)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 Students will understand that identifying the many events, turning points, consequences, and historical eras, during the United States Depression will help them identify the resulting events that lead to the New Deal.**(WHERE)** As future voters in the United States it is important to understand what lead to the Roosevelt getting elected to solve the nations problems**(WHY)** Students understand major eras, major enduring themes, and // historic // influences in the history of Maine, the United States, and various regions of the world.**(WHAT)**
 * (H)** 2.2 There will be a Picture of Obama on the board, with the words "why was Obama elected president?"**(HOOK)**
 * (E)**2.3 Students will know Hoover and Roosevelt election, bank failures, Tarriff Act, Farm prices dropped, 4 million unemployed (3.2 to 8.7 percent), Roosevelt's plans/speech, The three R's, no legislation passed to fix Depression.**(EQUIP)** Student will use a flowchart to organize their thoughts on the financial status of America at this time.**(EXPLORE)** Student will get in a flow chart to and do a think-pair-share activity to bounce idea's back and fourth**(EXPERIENCE)**
 * (R)**2.4 Student will get a flow order chart, putting facts in order to understand what lead up to The New Deal.**(Rethink)** Checklist provided by teacher in order to cover all topics.**(REVISE/REFINE)**
 * (E)** 2.5 Formative Assessment - Check for Understanding: Exit card with two questions concerning Roosevelt's three R's**(EVALUATE)**
 * (T)** 2.6
 * ** Interpersonal: ** Students will work in pairs or threes to talk about the status of country
 * **Bodily-Kinesthetic:** The class will split into unemployed and employed groups to see the effect of Depression.
 * **Musical:** More music samples of the depressed tone of music during the time of the lowest unemployed years.
 * **Intrapersonal:** Students will work alone on the finacial status in the United States, before the think pair share activity begins.
 * **Verbal:** Students will talk in think pair share activity to discuss any other possible element thought's on unemployment.
 * **Visual:** Photos of peoples finical lives and hardships on projector.
 * (O)** 2.7 Students will be able to evaluate major events leading to the New Deal.**(INTERPRET)**

Agricultural Adjustment Administration, the Civilian Conservation Corps, the Farm Credit Administration, the Federal Deposit Insurance Corporation, the Federal Emergency Relief Administration, the National Recovery Administration, the Public Works Administration and the Tennessee Valley Authority. **(EQUIP)** Step by Step Chart will go over how each law in the first hundred day should have and did effect the Depression.**(EXPLORE)** Students will use the three to five minute review to go over what the teacher has taught. The teacher will go over what was reviewed.**(EXPERIENCE)** __Product:__Comic Life __Days:__ 2 **(ORGANIZE)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand that analyzing the events, turning points, consequences, and historical eras during the United States Depression will help them analyze the resulting events that lead to the New Deal.**(WHERE)** It is important to understand what was attempted to be done about the depression, otherwise we would never learn from the mistakes we made earlier.**(WHY)** Students understand major eras, major enduring themes, and // historic // influences in the history of Maine, the United States, and various regions of the world.**(WHAT)**
 * (H)** 3.2 A comic will be put on each students desk that involves government intervening into peoples lives.
 * (E)**3.3 Students will know The New Deal(Its intentions), First Hundred Days, Bank Holiday, controversial redistribution of wealth,
 * (R)** 3.4 Student will go over facts vs. opinions.**(RETHINK)** Rubric provided by teacher for comic life presentation where student can self assess themselves.**(REVISE/REFINE)**
 * (E)**3.5 Formative Assessment- Checking for understanding: Clicker exercise, questions will be put up on the board and student will pick a choice based on yes and no answers.**(EVALUATE)**
 * (T)**3.6
 * ** Interpersonal: ** Students will three to five minute review to ask group member if they need to.
 * **Musical:** Music that has to do with the time will be added to their Comic Life
 * **Intrapersonal:** The three to five minute exercise will give student chance to individually look at Law.
 * **Verbal:** Student will fill in the step by step chart with Law and effects.
 * **Visual:** The step by step chart will have a way of organizing all the law in chronological order.
 * **Logical-Mathematical:** Computer will be used for project where the student can apply what they learned about laws.
 * (O)** 3.7 Students will be able to perform the ability to make connections between The New Deal and The Depression.**(APPLY)**

**(E)**4.3 Students will know...The Second Hundred Days, Emergency Banking Bill, the Glass-Steagall Act of 1933, the Farm Credit Act, the National Industrial Recovery Act and the Truth-in-Securities Act, Roosevelt does much to redistribute wealth, 25% unemployment reached, 21.7 percent unemployment. **(EQUIP) ** Story map three will piece all the law we have gone over in class and see what should have been affected by these laws.**(EXPLORE)** Round Robin Brain Storming Activity to talk about the effects these laws had on people and the average income for families in Depression.**(EXPERIENCE)** Product: Prezi Days: 2 **(ORGANIZE)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that analyzing the events, turning points, consequences, and historical eras during the United States Depression will help them analyze the resulting events that lead to the New Deal. ** (WHERE) **Student will need to know that laws that work in economic hard times and laws that do not work.**(WHY)** Students understand major eras, major enduring themes, and // historic // influences in the history of Maine, the United States, and various regions of the world.**(WHAT)**
 * (H)** 4.2 Student will split into two sides and a short debate will be held, as to whether the first hundred days laws that worked or laws that did not work.**(HOOK)**
 * (R)** 4.4 Students will do a class discussion on how people were effected and look through photo's of peoples lives during the depression.**(RETHINK)** Rubric provided by teacher for Prezi presentation where student can self assess themselves.**(REVISE/REFINE)**
 * (E)** 4.5 Formative Assessment- Check for Understanding: 4,3,2,1 exercise over topic.**(EVALUATE)**
 * (T)**4.6
 * ** Interpersonal: ** Working in group if chosen on the round robin exercise, the effects the laws should have had.
 * **Bodily-Kinesthetic:** Do another unemployment exercise, where room split into employed and unemployed.
 * **Naturalist:** Students will go outside at begining of classroom to talk about the conditions of the Depression.
 * **Intrapersonal:** working individually on round robin exercise.
 * **Verbal:** Round robin exercise with group discussions about second hundred days.
 * **Visual:** Notes taken from board onto notes**.**
 * **Logical-Mathematical:**Unemployment Numbers considered and used on a spreadsheet handed out in class.
 * (O)** 4.7 Students will be able to Reflect on the consequences that the Depression had on the United States.**(SELF-KNOWLEDGE)**

Product: Garageband Days: 2 **(ORGANIZE)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand analyzing different interpretations and evidence from the Depression and New Deal will help them recognize different perspectives on each event.**(WHERE)** Looking at the events that lead up to the depression from either a persons perspective or another country's perspective**(WHY)** Students understand major eras, major enduring themes, and // historic // influences in the history of Maine, the United States, and various regions of the world**.(WHAT)**
 * (H)** 5.2 Open with an example of a Garageband pretending to interview someone from the Depression era.**(HOOK)**
 * (E)**5.3 Students will know Sweden recovers, National Recovery Administration to be unconstitutional, Banking Act of 1935, the Emergency Relief Appropriation Act, the National Labor Relations Act, and the Social Security Act, unemployment 20 percent, tax rate raised to 79 percent,16.9 percent, High Government Spending, ** (EQUIP) ** Students will use spider map to consider other countries and people's(rich and poor) perspectives on the Depression.**(EXPLORE)** Groups will be assigned and they will perform the numbered Numbered Heads Together exercise to review class content.**(EXPERIENCE)**
 * (R) ** 5.4 Students will have a class discussion over materials and effects it had on Depression.**(RETHINK)** Rubric for students to self assess themselves.**(REVISE/REFINE)**
 * (E)** 5.5 Formative Assessment- Check for Understanding: Last question involving Garageband and unemployment.**(EVALUATE)**
 * (T)**5.6
 * ** Interpersonal: ** Group Work on the actual Garageband project.
 * **Musical:** Example of my Garageband example with music.
 * **Intrapersonal:** working alone on spider map to see poor vs rich comparison.
 * **Verbal:**Groups working in Garageband exercise with the
 * **Visual:** Notes taken from board into their notes.
 * **Logical-Mathematical:** The numbers given, and have to calculate the difference in pay(rich and poor).
 * (O)** 5.7 Students will be able to be open to different perspectives concerning The New Deal.**(EMPATHY)**

Product: Google Doc Days: 2 **(ORGANIZE)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that analyzing different interpretations and evidence from the Depression And New Deal will help them recognize different perspectives on each event.**(WHERE)** It is important to know why the government thought it was important to spend money instead of cutting costs.**(WHY)** Students understand major eras, major enduring themes, and // historic // influences in the history of Maine, the United States, and various regions of the world**.(WHAT)**
 * (H)** 6.2 Students will come to classroom with a large number on the board. After the bell rings I will discuss what that amount means on the board.**(HOOK)**
 * (E)**6.3 Students will know...  $1 billion to build armed forces, U.S. manufacturing 50%, The Depression is ending worldwide. ** (EQUIP) ** Student will use spider map again to consider the outcomes and money spent on Depression.**(EXPLORE)** Students will do Team-Pair-Solo activity to understand the spending that went on during this era. Using the spider map the students will come up with argument for spending and against spending.**(EXPERIENCE)**
 * (R)** 6.4 Students will go over facts and opinions of lesson.**(RETHINK)** Rubric for students to self assess themselves.**(REVISE/REFINE)**
 * (E)** 6.5 Formative Assessment- Check for Understanding: color card exercise with question on money spent and perspective of the rest of the world and Depression.**(EVALUATE)**
 * (T)**6.6
 * ** Interpersonal: ** Working in either pairs or teams to discuss
 * **Bodily-Kinesthetic:** String theory with depression and getting out of it. String will be given to each student on separate part of the room.
 * **Intrapersonal:** work alone on the solo part of the team pair share activity(considering money spent).
 * **Verbal:** Team exercise on money spent will bring up discussion.
 * **Visual:** Notes taken from board to put into students own notes.
 * **Logical-Mathematical:** looking at money outcomes in number when notes are given on the board.
 * (O)** 6.7 Students will be able to analyze the evidence and what caused Depression/New Deal.**(PERSPECTIVE)**

2004 ASCD and Grant Wiggins and Jay McTighe