S3+Hodge,+Spencer

=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 ...(Facet) Product: Type II Technology, Number of Days: (Organize)

[|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 there are different purposes of constitutional government at the state and federal level.(**Where**) Every action our government makes, effects our daily lives. Example: Decreasing the local tax rates can tighten school budgets and music and art classes could start getting cut.(**Why**) //Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world//.(**What**)
 * (H)** 1.2 Show students the YouTube Video: "Federal Powers vs. State Powers"
 * (E)** 1.3 Students will know Congress, Senate, House of Representatives, Three branches of government.(**Equip**) Students will use Idea Rake as a graphic organizer while participating in a Think-Pair-Share.(**Explore**) Students will work in groups of 3 on the Xtranormal product.(**Experience**)
 * (R)** 1.4 Use Fist to Five and ask student how they are feeling about the information thus far, ask semi-often.(**Rethink),** Self-Assessment using a Checklist, feedback by peers using verbal feedback for final product **(Rethink/Revise),** and feedback by teacher using verbal feedback on final product (**Revise**/**Refine**)
 * (E)** 1.5 Formative Assessment - **Pre-Assessment:** (KW, of the KWL), **Checking for Understanding**: (Fist to Five) and **Timely Feedback:** (Teacher and Rubric) (**Evaluate**)
 * (T)** 1.6 (**Tailor**)
 * Verbal:** Students will utilize their verbal skills during the Think-Pair-Share activity, allowing them to ask one another questions and share their own ideas.
 * Logical:** Students will use the Idea the Rake graphic organizer, allowing logical students to place ideas where they belong in a concrete manner.
 * Visual:** Students will watch the YouTube Video: "Federal Powers vs. State Powers" allowing them to physically see an analogy of what the federal and state powers are.
 * Kinesthetic:** In a Senators and Representatives term length example, students will stand up to demonstrate how terms work for individual senators and representatives at state and local levels, allowing them to get out of their seats.
 * Musical:** During the YouTube Video: "Federal Powers vs. State Powers" there are many different sound effects and beats that can help musical learners to retain the information.
 * Intrapersonal:** Students will have in-class time to research characters in our federal government by themselves.
 * Interpersonal:** Students will use Idea Rake as a graphic organizer while participating in a Think-Pair-Share, allowing them to bounce ideas off one another and gain greater understanding.
 * Naturalist:** Students will brainstorm the influences of natural environment on individual state governments.
 * (O)** 1.7 Students will be able to model how the state and federal governments work.(**Explanation**) Product: Xtranormal. Number of Days: 4 (**Organize**) ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that there are different purposes of constitutional government at the state and federal level.(**Where**) Some may say that all Americans are slowly losing their rights and civil liberties without knowing it because they do not pay attention to what Congress and the Supreme court do. Example: Effective in 2002, the Patriot Act, designed to defend against terrorism, contradicts several amendment in the Bill of Rights, leaving citizens with less civil liberties then before.(**Why**) //Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world//.(**What**)
 * (H)** 2.2 Students will read articles about SOPA and PIPA, then discuss what it would be like if they would have passed.
 * (E)** 2.3 Students will know The Constitution, Supreme Court, Supreme Court cases by Sequence, Amendments (**Equip**) Students will use a Timeline graphic organizer to arrange specific and important Supreme Court Cases. For cooperative learning, students will work with partners.(**Explore**) Students will work individually on their Glogster product, however there will be several peer review process as they go.(**Experience**)
 * (R)** 2.4 Students will do a quick write somewhere around the middle this lesson about something they had learned that was completely new to them to check for understanding.(**Rethink),** Self-Assessment using a rubric, feedback by peers using a rubric for final product **(Rethink/Revise),** and feedback by teacher using a rubric on final product (**Revise**/**Refine**)
 * (E)** 2.5 Formative Assessment - **Checking for Understanding**: (Quick writes) and **Timely Feedback:** (Teacher, Peer and Rubric) (**Evaluate**)
 * (T)** 2.6 (**Tailor**)
 * Verbal:** Students will participate in a debate where they will need to listen to other students' arguments, and respond accordingly.
 * Logical:** The rubrics will allow for logical learners to have a concrete description of what they need for their final product, which will allow them to set up a process for getting it done.
 * Visual:** The rubrics will allow for visual learners to clearly see the description of what they need for their final product, which will allow them to organize their thoughts on paper.
 * Kinesthetic:** During the debate students will be able to move to opposite side of the room according to their stance and actively participate in the debate allowing them to get out of their seats.
 * Intrapersonal:** Students will do a quick write to check uderstanding which allow them reflect on the learning by themselves.
 * Interpersonal:** During the debates students will be able to work with one another to develop the stance they chose, allowing students to work together.
 * (O)** 2.7 Students will be able to apply current issues to democratic ideals and constitutional principles.(**Application**) Product: Glogster. Number of Days: 4 (**Organize**) ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand that there are other forms of government in the world.(**Where**) Without grasping a true view on the world, students may never be able to understand whether they are fortunate or not to live in this societal setting. Example: People in America sometimes take their governmental protections for granted, if you lived a country with an anarchy there is no government to protect you; nobody is safe.(**Why**) //Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world//.(**What**)
 * (H)** 3.2Show student the "You Have Two Cows. The Government..." website
 * (E)** 3.3 Students will know Anarchy, Democracy, Dictatorship, Monarchy, Communism (**Equip**) Students will use the Cluster/ World Web 3 graphic organizer to define and explore the different types of governments in the world. For cooperative learning, students will do a "Three-minute Review".(**Explore**) Students will work in groups of 5 on the inspiration product, each student will get one type of government to deeply explore.(**Experience**)
 * (R)**3.4 Students will do a word sort to check for understanding.(**Rethink),** Self-Assessment using a checklist, feedback by peers using a checklist for final product **(Rethink/Revise),** and feedback by teacher using a checklist and verbal feedback on final product (**Revise**/**Refine**)
 * (E)** 3.5 Formative Assessment - **Checking for Understanding**: (Word Sort) and **Timely Feedback:** (Teacher, Self and Checklist) (**Evaluate**)
 * (T)** 3.6 (**Tailor**)
 * Logical:** The checklist will allow for logical learners to have a concrete description of what they need for their final product, which will allow them to set up a process for getting it done.
 * Visual:** On the "You Have Two Cows. The Government..." website students will see a very interesting visual analogy of the different types of governments, allowing them to understand using a visual reference.
 * Kinesthetic:** Students will do a word sort activity in which they sort words at different points in the classroom, allowing them to get out of their seats and move around.
 * Intrapersonal:** While working in their groups of 5 each student will get one type of government to explore allowing them to explore and build upon their intrapersonal intelligence.
 * Interpersonal:** Students will use their interpersonal intelligence to work in small groups of five while creating their inspiration product.
 * Naturalist:** Students will go outside and while exploring nature will collectively brainstorm what components of certain types of governments could apply to animals in the forest.
 * (O)** 3.7 Students will be able to compare and contrast the different governments in the world.(**Perspective**) Product: Inspiration. Number of Days: 4 (**Organize**) ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that there are other forms of government in the world.(**Where**) What if the U.S. didn't interact with other countries? There would be both positive and negative effects! Example: A positive could be that there would be no war in Iraq, but negative would be no trade with other countries such as China whom currently provides us with many goods.(**Why**) //Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world//.(**What**)
 * (H)** 4.2 Show students the real time debt clock, then go over the percentages that foreigners hold.
 * (E)** 4.3 Students will know American Foreign Policy, War, Democracy(**Equip**) Students will use Five W's graphic organizer to map out specific American foreign policy interactions with other countries. For cooperative learning, students will do Numbered Heads Together.(**Explore**) Students will work in pairs on their Prezi product. (**Experience**)
 * (R)** 4.4 Students will do the Slap It activity to check for understanding.(**Rethink),** Self-Assessment using a checklist, feedback by peers using a checklist for final product **(Rethink/Revise),** and feedback by teacher using a checklist and verbal feedback on final product (**Revise**/**Refine**)
 * (E)** 4.5 Formative Assessment - **Checking for Understanding**: (Slap It) and **Timely Feedback:** (Teacher and Checklist) (**Evaluate**)
 * (T)** 4.6 (**Tailor**)
 * Verbal:** In the both the numbered heads activity and the five Ws graphic organizer, students will utilize their verbal skills both with writing and with sharing things aloud.
 * Logical:** Students will use the five Ws graphic organizer to track their thoughts and map out American foreign policy interactions with other countries.
 * Visual:** For the final product students will create a Prezi which will engage their visual intelligence.
 * Kinesthetic:** Using the Slap It activity as a form of checking for understanding, students will exercise their kinesthetic intelligence.
 * Intrapersonal:** Students will work alone and have the opportunity to choose a specific foreign policy interaction to discuss in their five Ws graphic organizer, allowing them to develop key concepts on their own.
 * Interpersonal:** In the numbered heads activity students will share their findings with the entire class, allowing them to develop their interpersonal intelligence.
 * (O)** 4.7 Students will be able to be aware of how governments in the world effect the U.S. government.(**Self-Knowledge**) Product: Prezi. Number of Days: 4 (**Organize**) ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that there are certain roles citizens have in their community, state, country, and world. (**Where**) Students need to understand how they can influence their communities for the greater good. Example: Many people take our voting privileges for granted, and simply do not realize that voting can effect the lives of the community depending on who or what is being voted on.(**Why**) //Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world//.(**What**)
 * (H)**5.2 Show students the YouTube video Celebrity ad: "Vote"
 * (E)**5.3 Students will know Voting, Jury Duty, Political Parties(**Equip**) Students make a custom word web graphic organizer to map out each role citizens have in government. For cooperative learning, students will do Round Robin Brainstorming.(**Explore**) Students will work in groups of 4 on their Comic Life product. (**Experience**)
 * (R)**5.4 Students will do the Hand Print activity to check for understanding.(**Rethink),** Self-Assessment using a rubric, feedback by peers using a rubric for final product **(Rethink/Revise),** and feedback by teacher using a rubric and verbal feedback on final product (**Revise**/**Refine**)
 * (E)** 5.5 Formative Assessment - **Checking for Understanding**: (Hand Print) and **Timely Feedback:** (Teacher, Peer and Rubric) **(Evaluate**)
 * (T)**5.6 (**Tailor**)
 * Verbal:** Students will use their verbal skills in a round robin activity where each student takes the time to share his or her ideas.
 * Logical:** The rubrics will allow for logical learners to have a concrete description of what they need for their final product, which will allow them to set up a process for getting it done.
 * Visual:** Students will create a Comic Life as their final product. In doing so they will show their ability to create a visual representation of the material.
 * Kinesthetic:** Students will do the hand print activity to check for understanding and will then throw their hand in the air. Once all the hands have falled students will pick up a hand that is not their own and share it with the rest of the class.
 * Intrapersonal:** Students will use the custom word web to individually map out the role that citizens have in government.
 * Interpersonal:** By working in groups of four, students will communicate with their peers regarding the final product, allowing them to focus on their interpersonal intelligence.
 * (O)** 5.7 Students will be able to evaluate the certain roles of citizens in government.(**Interpretation**) Product: Comic Life. Number of Days: 4 (**Organize**) ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that there are certain roles citizens have in their community, state, country, and world.(**Where**) Students should understand that getting involved with political parties or campaigns can influence who goes into power, ultimately giving them a bit more control of their lives. Example: If someone agrees with the right to bear arms, and really wants to protect that right, perhaps they should join the Republican Party.(**Why**) //Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world//.(**What**)
 * (H)** 6.2 Students will watch the YouTube videos "The Daisy Ad" and "LBJ- Ice Cream AD"
 * (E)**6.3 Students will know Political Parties, Campaigns, Republican, Democrat, Independent, Third Parties(**Equip**) Students will use the describing wheel graphic organizer to define major political parties. For cooperative learning, students will do the Jigsaw activity.(**Explore**) Students will work in groups of 3 on their iMovie product. (**Experience**)
 * (R)**6.4 Students will do Thumbs Up Thumbs Down to check for understanding.(**Rethink),** Self-Assessment using a checklist, feedback by peers using a checklist for final product **(Rethink/Revise),** and feedback by teacher using a checklist and verbal feedback on final product (**Revise**/**Refine**)
 * (E)** 6.5 Formative Assessment - **Checking for Understanding**: (Thumbs Up Thumbs Down) and **Timely Feedback:** (Teacher, Self and Checklist) **(Evaluate**)
 * (T)**6.6 (**Tailor**)
 * Verbal:** In the jigsaw activity students will need to refine and exercise their verbal skills in order to teach their subject or topic to the rest of the class.
 * Visual:** At the beginning of the class the students will have the opportunity to watch a video that engages and stimulates their visual intelligence.
 * Kinesthetic:** Students will use the thumbs up thumbs down activity to check for understanding. This allows them to show their level of understanding physically rather than verbally.
 * Musical:** Students will be asked to include a song or sounds in their iMovie that they believe to be relevant to the topic in some way.
 * Intrapersonal:** Students will use the describing wheel graphic organizer to define major political parties individually.
 * Interpersonal:** On their iMovies the students will work in groups of three. Here they will be expected to communicate to the best of their ability and work cooperatively on the final product.
 * (O)** 6.7 Students will be able to assume the role of citizens involved in government.(**Empathy**) Product: iMovie. Number of Days: 4 (**Organize**) ||

2004 ASCD and Grant Wiggins and Jay McTighe