S3+Oren,+Tyler

=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= =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that the Age of Expansion and Interaction motivated the current political make-up of the world **(Where)**. Students must understand these ideas so that they can understand how the world reached this point and how that was motivated **(Why)**. MLR, Google Earth, Students will understand major themes, eras, influences, and institutions **(What)**.
 * (H)** 1.2 Why does the map look the way it does **(Hook)**?
 * (E)** 1.3 Students will know fall of classical civilization, expansion and interaction, exchange of ideas **(Equip)**. **Pre-Assessment:** Learning expectations survey based on how current understandin of Age of Expansion and Interaction fits into history, Sequence Chart, rise and fall of civilization **(Explore)**. Students will use the think-pair-share method to build a frame work of their project and a basis for their understanding **(Experience)**.
 * (R)** 1.4 Three minute review helps students clarify and think more deeply about their projects **(Rethink)**. Peer Review Rubric to organize peer's sequence charts. **(Revise)**. Teacher review oppertunities will allow students to begin work once they have a refined product that they can begin work on once they have been approved **(Refine)**.
 * (E)** 1.5 **Check for Understanding:** Thumbs Up, Thumbs Down, Peer Review, Three Minute Review **(Evaluate)**.
 * (T)** 1.6 **Tailor**
 * Linguistic:** Students will be given the chance to ask the teacher clarifying questions as part of teacher review oppertunity and three minute review.
 * Logical:** Engaged students in Socratic questioning of the fates of empires/ civilizations from the period.
 * Kinesthetic:** Students will physically model the transformation of empires and civilizations.
 * Visual:** Given the nature of the assignment visual learners will be intrinsically engaged.
 * Naturalist:** Compare and contrast the natural environment of each area.
 * Musicial:** Students will collect musical samples for a portion of the assignment from an area and era that they are examining and compare it to a modern piece from the area.
 * Interperonal:** Round Robin Brainstorming.
 * Intrapersonal:** Reflection on Brainstorming.
 * (O)** 1.7 Students will be able to recognize the role of the Age of Expansion and Interaction in their current lives. Use Google Earth to map out and compare current and former political of empires and countries from the Age of Expansion and Interaction. Two days. **(Organize)**. ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 Knowledge of the age of expansion and interaction will help them make informed decisions about the past and future**(Where).** So the student can understand that they are connected to history **(Why).** MLR, SketchUp, Students will understand major eras, major enduring themes and historic influence in history **(What)****.**
 * (H)** 2.2 How far can you think that your family goes back **(Hook)**?
 * (E)**2.3 Students will know rise and fall of civilizations, expansion and interaction **(Equip).** cluster map 1, Triangular Prism, expansion and interaction **(Explore)**. Students will work individually to map out a family history of their own or a significant historical figure's family **(Experience).**
 * (R)**2.4 Triangular Prism, Self assessment check list **(Rethink).** student revision rubric **(Revise).** Students will recieve feed back from teacher based on triangular prism exercise which will target the students who need the most help **(Refine).**
 * (E)** 2.5 **Check for understanding**: Triangular Prism, teacher three minute review. **Timely Feedback:** Peer/ teacher reflection review rubric **(Evaluate)**.
 * (T)** 2.6 **Tailor**
 * Linguistic-** Students will be invited to take part in a question and answer session with the teacher to clarify concepts.
 * Logical-**
 * Visual-** The entirely visual nature of SketchUp will keep visual learners fully engaged.
 * Musical-** Find music from that era/ ethnicity that a family member may have listened to.
 * Naturalist-** Emphasize the environments that family members would have lived in.
 * Kinesthetic-** The hands on nature of creating their own model should keep kinesthetic learners fully engaged.
 * Interpersonal-**
 * Intrapersonal-** Students will be given the oppertunity to reflect of their own role in history as a part of this project.
 * (O)** 2.7 Students will be able to adapt their understanding of the Age of Expansion and Interaction to the future and the rest of history. **Explain Product:**Google SketchUp, 4 days. **(Organize).** ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that interpretations of the age of expansion and interaction will very and know how evidence is used to support different interpretations **(Where)**. To help students to understand what motivates people and why it does **(Why)**. MLR, wiki library, evaluate different perspectives on history (**What)**.
 * (H)** 3.2 Why do people make the descisions they do?
 * (E)** 3.3 Students will know expansion and interaction **(Equip)** Story map 1, jigsaw cooperative learning **(Explore)**. Students will create their wiki with a group of atleast 3 other partners **(Experience)**.
 * (R)** 3.4 Students will apply the give one, get one method of understanding to clarify vague areas and strengthen areas they are beginning to understand **(Rethink)**. Students will use a peer review rubric to assess their group mates during the creation of their product **(Revise)**. Student products will be regularly reviewed by teacher using final greating rubric **(Refine)**.
 * (E)** 3.5 Give one, get one method, students will recieve regular feedback from teacher using the final grading rubric **(Evaluate).**
 * (T)** 3.6 **Tailor**
 * Linguistic-** Linguistic learners will be given the chance to analyze and create their own library written library of sources.
 * Logical-** Students will need to analyze and logically assess the motivations and choices made by historical figures throughout history.
 * Kinesthetic-**
 * Visual-**
 * Naturalist-**
 * Musical-**
 * Interpersonal-** As students will be working in groups of atleast four there will be a multitude of oppertunities to share ideas interface with other members of the group in order to complete this project.
 * Intrapersonal-** Students will need to reflect on the motivations of individuals throughout history and consider their perspectives in order to fully comprehend the material.
 * (O)** 3.7 Students will be able to evaluate different perspectives on history, use a wiki page to create an online library of analyzed primary sources to get an understanding of motivations throughout the age of expansion and interaction. 3 days. **(Organize)** ||

**Check for Understanding:** Circle the Sage **(Evaluate)**. =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that Interpretations of the Age of Expansion and Interaction will vary and know how evidence is used to support different interpretations **(Where)**. To help students connect themselves to the Age of Expansion and Interaction which plays a vital role in their current lives **(Why)**. MLR, Character blog journal entries in the role of individuals from the Age of Expansion and Interaction, Evaluate different perspective on history **(What)**.
 * (H)** 4.2 What would you have done it you were there?
 * (E)**4.3 Students will know **People-** Mongols, Ottomans, Chinese, Europeans **Terms**- Caliphates, Khans, Silk Road **Sequences**- Fall of Classical Civilization, Expansion, Interaction, exchange of ideas **(Equip)**. Fact and Opinion graphic organizer to seperate primary source information from fact to opinion, this will be done gradually following the team, pair, solo cooperative learning method **(Explore)**. Students will create blog journal entries based on the current topics of class through-out the class injecting themselves into the sources and texts that are read **(Experience)**.
 * (R)** 4.4 Students will receive support and new ideas and perspectives working in groups following the team, pair, solo cooperative learning **(Rethink)**. Experience from team work should be applied to pair work for a further polished source analysis, studets will be given access to peer review rubrics to make their time in pairs as constructive as possible **(Revise)**. Students working solo will be given an oppertunity to speak to rework their assignment into a complete product **(Refine)**.
 * (E)**4.5 **Timely Feedback-** Self: Rework assignments based on student success with past work. Peer: Give students access to peer review rubric. Teacher: Regular teacher review opportunities.
 * (T)** 4.6 **Tailor**
 * Linguistic-** Students will be taking part in a great deal of reading sources and writing their own role in history, making it an easy project for a linguistically inclined student to get attached to.
 * Logical-** Students will be analyzing primary sources to make their blog journals authentic and accurate, this being the case logical students will have an easy time connecting to the assignment.
 * Kinesthetic-**
 * Visual-** Students will take on the role as the recipient of a piece of art from the Age of Expansion and Interaction and describe their thoughts on the art and why they felt they were given the piece as a part of their blog journal entries.
 * Naturalist-**
 * Musical-** Students will be given a piece of music from the Age of Expansion and Interaction and will be expected to write a review for it while role playing a musical critic from that same time as part of at least one of their blog journal entries.
 * Interpersonal-** Students will initially and for the next few stages will be working in team, and later pairs to analyze and discuss primary sources, which will help interpersonal students to engage with the material.
 * Intrapersonal-** Students will later get the chance to individually reflect anf analyze sources and use them to create authentic and accurate blog journal entries.
 * (O)** 4.7 Students will be able to analyze their past and future and their links to the Age of Expansion and Interaction. Create an online blog to post journal entries through-out the school year to help students understand their connection to the past and the Age of Expansion and Interaction. Continues through-out the unit **(Organize)**. ||

**Check for Understanding-** Numbered heads **(Evaluate)**. =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that Interpretations of the Age of Expansion and Interaction will vary and know how evidence is used to support different interpretations **(Where)**. To help students grasp motivations seen in the past to help them understand motivations now and in the future **(Why)**. MLR, student teams will create iMovie projects where they take on the role of an important historical figure in a wholly new situation. Students will need to apply their understanding of the Age of Expansion and Interaction to make their figure portrayals accurate and authentic, Consider the motivations of historical figure through-out the Age of Expansion and Interaction **(What)**.
 * (H)** 5.2 What do you think they would do next **(Hook)**.
 * (E)**5.3 Students will know **People**- Mongols, Ottomans, Chinese, Europeans **Terms**- Caliphates, Khans, Silk Road **Sequences**- Fall of Classical Civilization, Expansion, Interaction, exchange of ideas **(Equip)**. Student teams will use the sequence chart to organize their iMovie and the three step interview cooperative learning method to clarify ideas and come to a concensus concerning the direction of the movie **(Explore)**. Student teams will use the sequence chart to plan out their movie after they have gathered information and come to a concensus concerning its direction, the iMovie will out significant historical figures in new situations that they must portray accurately.
 * (R)** 5.4 Students will use the three step interview to gather information and ideas for their iMovie **(Rethink)**. Groups will use use the sequence chart to combine their ideas into their product **(Revise)**. Student groups will check in with teacher for approval and suggestions **(Refine).**
 * (E)**5.5 **Timely Feedback-** Self: Rework assignments based on student success with past work. Peer: Give students access to peer review rubric. Teacher: Regular teacher review opportunities.
 * (T)** 5.6 **Tailor**
 * Linguistic-** The sequence chart and three step interviews include a linguistic learner very well and should draw them into the project early on.
 * Logical-** Designing a script for the figures that logically fits their characters will engross a logical learner as they will need to match their actions on stage to their real world past actions and choices.
 * Kinesthetic-** Students will personally get a chance to act out their historical figure's actions on camera.
 * Visual-** As an iMovie completely represents the visual medium visual learners should have no issues becoming engaged in the creation of the presentation.
 * Musical-**
 * Naturalist-**
 * Interpersonal-** Group work is a natural part of the project and will have interpersonal learners interacting and sharing ideas regularly with their team and class mates.
 * Intrapersonal-** Students will reflect individually on their character they played after their performance and cretique themselves.
 * (O)** 5.7 Students will be able to consider the motivations of historical figures throughout the Age of Expansion and Interaction. Create an iMovie depicting histroically significant figures in entirely new situations to demonstrate an understanding of their motivations and choices. Five days **(Organize)**. ||

**Check for Understanding-** Thumbs Up, Thumbs Down.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that the Age of Expansion and Interaction motivated the current political make-up of the current world **(Where)**. To understand how history impacts the world **(Why)**. MLR, Students will individually model the creation of a new Earth based on different historical senarios they will be assigned using Google SketchUp, Demonstrate that the Age of Expansion and Interaction motivated the current political make-up of the world **(What)**.
 * (H)** 6.2 Map-- What do you think it would/ should look like if...**(Hook)**.
 * (E)** 6.3 Students will know rise and fall of civilization, expansion and interaction, and exchange of ideas **(Equip)**. Partners will meet together and help eachother create time order charts that will help students organize their maps **(Explore).** Students will create a world based off specific senarios and use their understanding of the Age of Expansion and Interaction and apply that to their SketchUp created world **(Experience).**
 * (R)** 6.4 Students will use their partners to gain new ideas and perspective towards beginning their product **(Rethink).** Students will use sequence chart to revise and create a timeline for the project **(Revise).** Student teacher interview to get approval for topic senarios **(Refine).**
 * (E)**6.5 **Timely Feedback-** Self: Rework assignments based on student success with past work. Peer: Give students access to peer review rubric. Teacher: Regular teacher review opportunities.
 * (T)** 6.6 **Tailor**
 * Linguistic-** Partner work will allow linguistic students to express ideas verbally and share their opinions and will engage them into the project early on.
 * Logical-** Logical students will get the opperunity to logically assemble their own new world order based on theri understanding of the Age of Expansion and Interaction and their assigned scenarios. **Kinesthetic-** SketchUp will engage kinesthetic learners will its model building hands on capabilities.
 * Visual-** SketchUp will engage visual learners completely with its entirely visual presentation.
 * Musical-**
 * Naturalist-**
 * Interpersonal-** Partner work to lay the ground work for the creation of the product.
 * Intrapersonal-** Students will need to constantly relfect on their understanding of the Age of Exploration and Interaction to make an authentic creation.
 * (O)** 6.7 Students will be able to Demonstrate that the Age of Expansion and Interaction demonstrated the current political make-up of the world with a SketchUp created world that matches specific scenarios for each student. Three days **(Organize).** ||

2004 ASCD and Grant Wiggins and Jay McTighe