S3+Moore,+Kalib

=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= Verbal: Students will write a journal entry OR movie critique about a movie of the 1920's. Logic: Students will create a statistic chart representing the rise in movie attendance during the 1920's. Visual: Students create either a PowerPoint or Prezi covering an actor or actress of their choice. Musical: Students choose a song from the 1920's and learn what the lyrics mean. Kinesthetic: Students learn about popular dances from the 1920's and learn one. Interpersonal: Students work in groups discussing different movies genres of the 1920's. Intrapersonal: Students write a postcard to the actor/actress of their choice asking questions about Hollywood in the 1920's. Naturalist: Students will discuss the impact of film on the environment. =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that consumption and media changed American's outlooks and values. (**Where**) Without the rise of Hollywood, we would not have the social custom of "going to the movies" we share today. (**Why**) //Students understand major eras, major enduring themes and historic influences in the United States and World History including the roots of democratic philosophy, ideals, and institutions in the world//. (**What**)
 * (H)** 1.2 I will show a video on famous actors and actresses of the 1920's and the films they starred in. (**Hook**)
 * (E)** 1.3 Students will know events such as the first radio on the air and they will know important actors of the 1920's and the films they starred in. (**Equip**) They will create a cluster chart to link famous actors and actresses with descriptions on their influence to society. (**Explore**) "Three-minute review" will be used to check for understanding and allow students to team up. (**Experience**)
 * (R)** 1.4 Before making a cluster chart, students will be checked for understanding by being frequently asking to give a "thumbs-up." (**Rethink**) Using a check-list, students will self-assess their product and assess a peers and will revise work if necessary. I will then assess their work using the same check-list and give feedback by the next class. (**Revise**)
 * (E)** 1.5 Formative Assessment: Pre-Assessment: Survey/online poll, Checking for Understanding: thumbs-up, Timely Feedback: Self/Peer/Teacher check-list. (**Evaluate**)
 * (T)** 1.6
 * (O)** 1.7 Students will be able to decide whether Hollywood had a positive or negative effect on social media. (**Apply**) Product: Prezi, Number of days: 3 (**Organize**) ||

(R) 2.4 Before making a clock diagram, students will be checked for understanding using the "think, pair, share" concept. (**Re-Think)** Using a rubric, they will use multiple copies of the rubric to evaluate themselves and their peers and I will use a copy to evaluate the final product. (**Revise**) Verbal: Students create a 1-minute 1920's radio show sample using GarageBand Logical: Students create a pie chart showing forms of transportations. Visual: Students draw a 1920's advertisement using Google Sketch-Up or Paint. Musical: Students sing or write a 1920's radio jingle Interpersonal: The class is split into two teams for a debate. Intrapersonal: Students write a journal entry on their thoughts about the radio's influence on media. =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that the 1920's was a time of innovation leading to the downfall of a thriving economy. (**Where**) The invention of the radio set the stage for the production of both the television and the computer. (**Why**) Students understand major eras, major enduring themes and historic influences in the United States and World History including the roots of democratic philosophy, ideals, and institutions in the world. (**What**)
 * (H)** 2.2 I will show a prezi/powerpoint of the first model T's.
 * (E)** 2.3 Students will know events such as who Henry Ford is and what was the assembly line is, who Charles Lindbergh is. (**Equip**) They will use a clock diagram to make sure events are understood and are in chronological order. (**Explore**) Students will be grouped into partners to brainstorm different ideas and discuss 1920's themed inventions. (**Experience**)
 * (E)** 2.5 Formative Assessment: I used "Think, pair, share" to check for understanding and created a rubric for self, peer, and teacher feedback. (**Evaluate**)
 * (T)** 2.6
 * (O)** 2.7 Students will be able to recognize 1920's innovation and what their purpose was. (**Self-Knowledge**) Product: Comic. Number of days: 3 (**Organize**) ||

Verbal: Students make a "fakebook" (fake facebook) for famous innovators of the 1920's. Visual: Students draw the kind of Model T they would want to drive during the 1920's. Logical: Students calculate the amount of people who owned cars during the 1920's. Interpersonal: Students create a Google Doc on a innovator of their choice from the 1920's. Intrapersonal: Students create a concept map of innovation using inspiration. Naturalist: Students use Google Earth to show infrastructure during the 1920's. =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that consumption and media changed American's outlooks and values. (**Where**) It is important to know different forms of technology used during the 1920's. (**Why**) Students understand major eras, major enduring themes and historic influences in the United States and World History including the roots of democratic philosophy, ideals, and institutions in the world. (**What**)
 * (H)** 3.2 I will play a radio advertisement from the 1920's. (**Hook**)
 * (E)**3.3 Students will know events such as the first radio on the air, who evangelists are, and famous speakers of the 1920's. (**Equip**) They will make a cluster using Inspiration linking the radio with famous speakers and what they spoke for. (**Explore**) Students will work in group by table to discuss famous speakers of the 1920's. (**Experience**)
 * (R)**3.4 Before creating a cluster, students will check for understanding by teaming up in groups of 4 and answering trivia questions. (**Re-Think**) Using a rubric, they will use multiple copies to evaluate themselves, their peers, and I myself will evaluate their product. (**Revise)**
 * (E)** 3.5 Formative Assessment: I used an index card as an exit ticket to check for students understanding at the end of the day. (**Evaluate**)
 * (T)** 3.6
 * (O)** 3.7 Students will be able to describe different forms of technology created during the 1920's and what their purpose was. (**Explain**) Product: Podcast. Number of days: 2 (**Organize**) ||

Verbal: Students write about a inspirational musician or artist of the Harlem Renaissance and Jazz Age. Logical: Students make a cluster chart using inspiration to describe different instruments played in Jazz clubs. Visual: Students make a floor plan using Google Sketch-Up of an average Jazz club in the 1920's. Kinesthetic: Students learn about what flappers were and study a dance style and explain it. Musical: Students listen to songs played during the 1920's. Interpersonal: Students act our a scene for //The Great Gatsby**.**// Intrapersonal: Students make a blog or journal entry about their thoughts on the first three chapters of //The Great Gatsby//. Naturalist: Students describe the streets of New York during the 1920's. =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that different cultures and races were beginning to come above the surface in the United States. (**Where**) It is important to know how cultures that populate the United States now came to being. (**Why**) Students understand major eras, major enduring themes and historic influences in the United States and World History including the roots of democratic philosophy, ideals, and institutions in the world. (**What**)
 * (H)** 4.2 I will create a 3-D tour on Google Earth showing the paths different immigrants took during the "Red Scare." (**Hook**)
 * (E)** 4.3 Students will know important events of the 1920's such as the Harlem Renaissance, the Jazz Age, and the Red Scare. (**Equip**) They will make a KWS chart to organize the information they are receiving on different cultures. (**Explore**) Students will use the "three-step interview" to review all the information given in class. (**Experience**)
 * (R)** 4.4 Students will be checked for understanding through the use of clickers, as the lesson progresses I will ask questions based on the content for the students to respond to using clickers. (**Rethink**) Using a multiple rubrics, students will be assessed by themselves, their peers, and myself. (**Refine**)
 * (E)** 4.5 Formative Assessment: Pre-Assessment: Carousel Brainstorming. Checking for Understanding: Clickers. Timely Feedback: Self/Peer/Teacher Rubric. (**Evaluate**)
 * (T)** 4.6
 * (O)** 4.7 Students will be able to analyze the rise of different cultures and races during the 1920's (**Perspective**) Product: Google Earth. Number of days: 2 (**Organize**) ||

Verbal: Students write an essay on an inspirational evangelist. Logical: Students map out the immigration movements during the Red Scare. Visual: Students create a visual map of the immigration movements during the Red Scare. Interpersonal: Students work in groups to peer tutor each other on information related to cultural altercations during the 1920's. Intrapersonal: Students make a timeline of the different events that happened during the Red Scare. Naturalist: Students create a powerpoint on different races entering the United States. Explain why the US feared immigration. =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that different cultures and races were beginning to come above the surface in the United States. (**Where**) It is important to know how cultures that populate the United States now came to being. (**Why**) Students understand major eras, major enduring themes and historic influences in the United States and World History including the roots of democratic philosophy, ideals, and institutions in the world. (**What**)
 * (H)** 5.2 Blue Eye Brown Eye Experiment? (**Hook**)
 * (E)** 5.3 Students will know important events such as the Harlem Renaissance and the Red Scare. (**Equip**) They will make a KWL chart to organize the information they are receiving on different cultures. (**Explore**) With the use of round robin brainstorming, students will get the chance to collaborate and discuss different ideas. (**Experience**)
 * (R)** 5.4 Students will be checked for understanding through the use of "circle, triangle, square" in which I will ask the students frequently. (**Rethink**) Using a checklist, students can accurately keep track of tasks at hand and complete them accordingly. (**Refine**)
 * (E)** 5.5 Formative Assessment: Pre-Assessment: survey, show of hands. Checking for Understanding: Circle, Triangle, Square. Timely Feedback: Checklist. (**Evaluate**)
 * (T)** 5.6
 * (O)** 5.7 Students will be able to make sense of culture clashes between whites and other races. (**Interpret**) Product: Google Docs. Number of Days: 3. (**Organize**) ||

Verbal: Students will write a story through the eyes of a stock holder at the end of the 1920's. Logical: Students calculate any possible ways the stock market crash of 1929 could have been prevented. Visual: Students create a cluster chart using inspiration explaining main reasons for the stock market crash. Musical: Students create a poem describing the change of emotion at the end of the 1920's. Interpersonal: Students work in groups to discuss new plans the government needs to make to set the market straight back in the 1920's. Intrapersonal: Students make a blog entry comparing the 1920's economy to our current economy.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that the 1920's was a time of innovation leading to the downfall of a thriving economy. (**Where**) In the past ten years we have made the same mistakes many people made during the 1920's that caused the Great Depression, it is time that we learn from our mistakes. (**Why**) Students understand major eras, major enduring themes and historic influences in the United States and World History including the roots of democratic philosophy, ideals, and institutions in the world. (**What**)
 * (H)** 6.2 Recession movie (**Hook**)
 * (E)** 6.3 Students will know important people such as William Harding, Albert Einstein, Henry Ford, and events such as "black tuesday", and terms such as assembly line and Model T. (**Equip**) Students will use the 5 W's to demonstrate an understanding. (**Explore**) By pairing students up with a partner, it gives them the chance to share ideas and theories and build off of one another. (**Experience**)
 * (R)** 6.4 Students will be checked for understanding with the use of "4,3,2,1" in which I ask for each student to raise any number amount between one and four, one meaning bad and four meaning good. (**Rethink**) Using multiple rubrics, students can assess both their own work and a peers, while also getting feedback from myself. (**Refine**)
 * (E)** 6.5 Formative Assessment: Pre-Assessment: Four Corners Inquiry. Checking for Understanding: 4,3,2,1. Timely Feedback: Student/Peer/Teacher Rubrics. (**Evaluate**)
 * (T)** 6.6
 * (O)** 6.7 Students will be able to relate the 1920's economy rise and fall with our current economy. (**Empathy**) Product: Wiki. Number of days: 4 or 5. (**Organize**) ||

2004 ASCD and Grant Wiggins and Jay McTighe