S3+Quach,+Christina

=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= Logical/Mathematical: Students will represent their information as a student timeline. They will align themselves in front of the classroom. After this the information will have the dates taken off, the information will then be scrambled up, and then students will have to put themselves back in order without the dates. Visual/Spatial: The class will create an online scrapbook that, once compiled, will be played/shown in class. Bodily/Kinesthetic: Students will represent their information as a student timeline. They will align themselves in front of the classroom. After this the information will have the dates taken off, the information will then be scrambled up, and then students will have to put themselves back in order without the dates. Musical/Rhythmic: Students can create a rap/song or find a song during the Depression or New Deal Era. If they pick a song that has already been created, they must pull apart the lyrics to understand the meaning of the song. Intrapersonal: Students will take their multimedia files and write a few sentences to describe the information they have. Interpersonal: Students work together in groups of two/three to gather information/resources during different parts of the Depression and New Deal Era. This includes pictures, videos, stories, audio, etc. Naturalist: Students must capture a picture either at home or around the school that they feel represents the time period that they are working on. This also helps relate the content to real life. **(TAILOR)** =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that the Depression and New Deal Era can help people learn from and make informed decisions about the present and future. **(WHERE)** As history tends to repeat itself, studying the Depression and New Deal Era can help us make informed decisions on how to deal with a current recession and also try to avoid the same patterns in the future. **(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 At the start of class students will watch a 2:34 minute clip from The Crash of 1929 and The Great Depression by PBS. This clip ends on the idea that people thought everything was going to be all right. [] **(HOOK)**
 * (E)** 1.3 Students will know the sequence and timeline of the crash of the stock market, Franklin D. Roosevelt is elected, New Deal initiatives begin, and New Deal initiatives come to a halt. They will know the terminology for the Depression, New Deal, welfare state, and trickle-down economics. **(EQUIP)** Students will use a sequence chart to expand their understanding and organize facts that led to the Depression and New Deal initiatives. **(EXPLORE)** Students will use the jigsaw method individually and as groups to find ideas to place on the online scrapbook. **(EXPERIENCE)**
 * (R)** 1.4 Students will distinguish between what is fact and what is their opinion. **(RETHINK)** Checklist- students will self assess and peer assess to check their work. **(REVISE/REFINE)**
 * (E)** 1.5 Formative Assessment- Pre-Assessment: Right Angle Perspective, Checking for Understanding: Exit Ticket, Timely feedback: Self/Peer checklist. **(EVALUATE)**
 * (T)** 1.6 Verbal: During the student timeline that outlines the Depression and New Deal Era, students will chronologically read their pieces of the timeline.
 * (O)**1.7 Students will be able to produce informed decisions by studying what led to the Depression. **(APPLY)** Product: Online Scrapbook, Number of Days: 4. **(ORGANIZE)** ||

Logical/Mathematical: Students will piece together their blogs in the appropriate sequence. Visual/Spatial: Blogs will include multimedia such as videos, pictures, audio, etc., that they feel represents their blog post. Bodily/Kinesthetic: There will be a corner in the room with resources of different New Deal initiatives that students will need to complete their blogs. These resources must be earned by physically matching the initiative to the right description, all which are located throughout the classroom. Musical/Rhythmic: Students will pick a music file, or create their own, that represents their blog post. This means, if they felt relaxed during their post, the music file could be peaceful sounds. Intrapersonal: Students will create their own blogs with their own thoughts that justify their informed decisions about the New Deal Era. Interpersonal: Students will do a Think-Pair-Share where they interview other students to get their classmates opinions. This then goes on their blog. Naturalist: Students will capture a photo from the school or at home, that represents whatever New Deal initiative they are covering ie. roads, people working. **(TAILOR)** =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that the Depression and New Deal Era can help people learn from and make informed decisions about the present and future. **(WHERE)** As future voters it is important to understand decisions made by local, state, and federal government. Studying the decisions during the New Deal Era and following the impact these decisions had on America can help us become better thinkers while looking at the current state of America and also into the future so that we, as future voters, can attempt to predict the impact of these decisions on our own lives. **(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 There will be percentages on the board such as 25% and 8.3%. The first number will be the unemployment rate during the Great Depression and the second number will be the current unemployment rate. **(HOOK)**
 * (E)** 2.3 Students will know terminology such as the Depression, New Deal, welfare state, trickle-down economics, and Keynesian-theory. They will know the sequence and timeline beginning from when Hoover is elected, crash of the stock market, increased crime, Franklin D. Roosevelt is elected, New Deal initiatives, and the New Deal comes to a halt. **(EQUIP)** Students will use a Fact and Opinion organizer to map out the decisions made by officials during the Depression and then list their opinion of how it can be used to make decisions in the future. **(EXPLORE)** Students will use Think-Pair-Share to build up information, ideas, and opinions from classmates to include in their blogs. **(EXPERIENCE)**
 * (R)** 2.4 Students will distinguish between what is fact and what is their opinion. **(RETHINK)** Rubric- teacher will provide a rubric to so that students can see where they need to improve their justifications. **(REVISE/REFINE)**
 * (E)** 2.5 Formative Assessment- Checking for Understanding: Questioning, Timely feedback: Teacher rubric. **(EVALUATE)**
 * (T)** 2.6 Verbal: Students will choose one blog to share out loud with the class.
 * (O)** 2.7 Students will be able to justify their informed decisions during the New Deal Era for the present and future. **(EXPLAIN)** Product: Blog, Number of Days: 3. **(ORGANIZE)** ||

Logical/Mathematical: Students will stand up and pretend they are members of the Judicial, Executive, or Legislative branch of government. The class will be assigned a law and the students will work in their branch group to try to pass the law. They can step in on each other's territories while other branch groups try to keep them in check with checks and balances. Visual/Spatial: The inverted triangle that students complete on their own for each constitutional principle will provide them with a visual in depth idea and also one that is narrowed down and easy to remember. Bodily/Kinesthetic: Students will stand up and pretend they are members of the Judicial, Executive, or Legislative branch of government. The class will be assigned a law and the students will work in their branch group to try to pass the law. Intrapersonal: Students will create their own wikispaces. Interpersonal: Students will discuss what they have learned with group members during a Three-Minute Review. **(TAILOR)** =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that Constitutional principles were questioned and their boundaries tested. **(WHERE)** When America was being established, the founders discussed putting in place a form of rules for the developing government. What came to be known as the United States Constitution spells out how our government should be working. These rules keep our government in check. Someone with a complete understanding of the Constitution can clearly see where the government is overstepping, and whoever this person is, can help ensure that our country continues to follow the boundaries that have worked for hundreds of years. **(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 Students will find a piece of paper at their desks that have pieces of the Constitution on them. Students will find classmates that have information that seems to relate and that will be the group that they work with for the day. **(HOOK)**
 * (E)** 3.3 Students will know the sequence and timeline of Franklin D. Roosevelt being elected and New Deal initiatives beginning. They will know important people like Franklin D. Roosevelt. **(EQUIP)** Using an inverted triangle, students can first list constitutional principles, and then condense them until they have a few words to describe the principles. **(EXPLORE)** Students will get in their assigned groups of four to five for a Three-Minute Review. They will discuss what the teacher had gone over since the beginning of lesson that day. **(EXPERIENCE)**
 * (R)**3.4 Students will distinguish between what is fact and what is their opinion. **(RETHINK)** Rubric/Checklist- teacher will provide a rubric and students will self-assess themselves. **(REVISE/REFINE)**
 * (E)** 3.5 Formative Assessment- Checking for Understanding: Definitions are us, Timely Feedback: Teacher rubric. **(EVALUATE)**
 * (T)** 3.6 Verbal: Group members from the Three-Minute Review will each share something new that they learned, if they did, and any questions that they have on the content that has been covered.
 * (O)** 3.7 Students will be able to recognize Constitutional principles. **(INTERPRET)** Product: Wikispace, Number of Days: 3. **(ORGANIZE)** ||

Logical/Mathematical: Students will play a game that the teacher has made. The students will have to figure out who their official is by following their ideas of what is constitutional and what is not. Visual/Spatial: Students will be able to witness answers from classmates being recorded in front of the class on the googledocs survey to get a feel as to what the other groups think is constitutional and what some consider unconstitutional. Bodily/Kinesthetic: Students will play a game that the teacher has made. The students will have to figure out who their official is by following their ideas of what is constitutional and what is not. Intrapersonal: Students will create their own list of questions that can be used in their groups googledocs survey about the New Deal initiatives. Interpersonal: Students will get into groups and brainstorm about what might be unconstitutional about New Deal Initiatives. **(TAILOR)** =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that Constitutional principles were questioned and their boundaries tested. **(WHERE)** Ever since judicial review was established during Marbury v Madison in 1803,Constitutional principles have been questioned. Some believed that some of FDR's New Deal initiatives were unconstitutional. As more and more situations arise where the constitutionality of laws and initiatives are questioned, understanding and recognizing Constitutional principles can help our society further value the meaning of the Constitution of the United States of America. **(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 There will be something current, like at this time the Patient Protection and Affordable Care Act, written on the word with the word "Constitutional?" underneath it. Students will learn about whether this current bill is really constitutional or not. **(HOOK)**
 * (E)** 4.3 Students will know the sequence and timeline of Franklin D. Roosevelt being elected and New Deal initiatives beginning. They will know important people like Franklin D. Roosevelt. **(EQUIP)** Students will use a KWL chart where students can list the Constitutional principles, what was in question, and then what was the outcome. **(EXPLORE)** Using RoundRobin Brainstorming, students will get into groups and have a brainstorming session to throw out ideas of what might be unconstitutional about New Deal initiatives. **(EXPERIENCE)**
 * (R)** 4.4 Students will distinguish between what is fact and what is their opinion. **(RETHINK)** Teacher will provide a checklist to make sure they have covered all topics in question. **(REVISE/REFINE)**
 * (E)** 4.5 Formative Assessment- Checking for Understanding: Thumbs up, Timely feedback: Teacher rubric. **(EVALUATE)**
 * (T)** 4.6 Verbal: Students will get into groups and brainstorm about what might be unconstitutional about New Deal Initiatives.
 * (O)**4.7 Students will be able to critique the Constitutional principles in question during New Deal initiatives. **(SELF-KNOWLEDGE)** Product: Googledocs Survey, Number of Days: 2. **(ORGANIZE)** ||

Logical/Mathematical: Students will work together as a class to put in order each others criticisms to see if one led to another. Visual/Spatial: Students can refer back to the large form of the Cluster/Word Web 1 that will be hanging in the classroom when they need to visualize the criticisms of others. Bodily/Kinesthetic: Copies of the students Cluster/Word Web 1 will be copied onto a large web that will hang in the classroom during this lesson. Intrapersonal: Students will create their own podcasts that include their criticisms of the decisions of officials during the Depression and New Deal. Interpersonal: Students will interview other classmates and teachers criticisms to include in their individual podcasts. **(TAILOR)** =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that the decisions of officials led to consequences that they would have to attempt to fix. **(WHERE)** Criticism may seem hurtful at some points, but it can be very beneficial if used right. Being able to criticize the past can help people better understand the decisions that were made and pull in ideas that may have changed the fate of America. With more people criticizing decisions of the past, we can take the opportunity to be more a more efficient country. **(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 Students will listen to a podcast on Richard President Nixon, on PBS Newshour, meeting with anti-war activists and the criticisms from the reporters. [] **(HOOK)**
 * (E)** 5.3 Students will know terminology such as the Depression, New Deal, welfare state, trickle-down economics, Civilian Conservation Corps, socialism, Communist Party, Keynesian-theory, and collective bargaining. They will also know important people like Franklin D. Roosevelt, Eleanor Roosevelt, Bonus Marchers/Bonus Army, Herbert Hoover, and John Maynard Keynes. **(EQUIP)** Students will use a Cluster/Word Web 1 to list their criticisms of the decisions of officials during the Depression and New Deal. **(EXPLORE)** Students will use RoundRobin Brainstorming in groups of four or five to throw out ideas of how they feel about the the New Deal initiatives and decisions made during the Depression. **(EXPERIENCE)**
 * (R)** 5.4 Students will distinguish between what is fact and what is their opinion. **(RETHINK)** Checklist- students will self and peer assess themselves. Teacher will also use a checklist to provide feedback.
 * (E)** 5.5 Formative Assessment- Checking for Understanding: Fill in your thoughts, Timely Feedback: Checklist **(EVALUATE)**
 * (T)** 5.6 Verbal: During RedRobin Brainstorming, every student will contribute their criticisms and listen to others.
 * (O)** 5.7 Students will be able to criticize the decisions of officials during the Depression and New Deal. **(PERSPECTIVE)** Product: Podcast, Number of Days: 4. **(ORGANIZE)** ||

Logical/Mathematical: Students will compare current events to the Depression and New Deal initiatives to find overlaps and make their own informed decisions about the present and future. Visual/Spatial: Students will create a movie that shows their understanding of decisions made by officials during the Depression to fix economic instability. Bodily/Kinesthetic: Students will be acting, filming, and editing their group movie project. Intrapersonal: Before sharing ideas with classmates, students will have time to think on their own and form their own decisions. Interpersonal: Students will share ideas with classmates during a Think-Pair-Share session. **(TAILOR)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that the decisions of officials led to consequences that they would have to attempt to fix. **(WHERE)** How many people have looked up to someone and wanted to be like that person when you grew up? Not only do most people have at least one role model, they often try to fill their role. From studying people we admire, we often learn from their mistakes. By doing the same thing with public officials and decision makers of the past, we can learn from what worked and what did not to make informed decisions in the present and future. These informed decisions could be the change needed to fix problems in America or in the world. **(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 Students will come into class and there will be a poster with a picture of someone current that they are most likely to know like Lady Gaga. There would be a rectangle on the poster big enough to tape on a note card. When walking in the students will be asked to write on the card one decision that Lady Gaga made. The class will then look at what classmates wrote to decide if any of the note cards held information that, if changed, could change her career. **(HOOK)**
 * (E)** 6.3 Students will know terminology such as the Depression, New Deal, welfare state, trickle-down economics, Civilian Conservation Corps, socialism, Communist Party, Keynesian-theory, and collective bargaining. They will also know important people like Franklin D. Roosevelt, Eleanor Roosevelt, Bonus Marchers/Bonus Army, Herbert Hoover, and John Maynard Keynes. **(EQUIP)** Students will use a Problem-Solution Chart to list decisions made and the consequences or achievements that came out of it. Also on the same chart the students will list a current event that is similar to at least one of the problems they listed. Then they will try to make informed decisions on what consequences they will have or the gains from the decisions. **(EXPLORE)** Students will use Think-Pair-Share to build up information, ideas, and opinions from classmates to make their own decisions. **(EXPERIENCE)**
 * (R)**6.4 Students will distinguish between what is fact and what is their opinion. **(RETHINK)** Rubric/Checklist- Teacher will use a rubric to make sure all areas are covered. Students will self and peer assess using a checklist.
 * (E)** 6.5 Formative Assessment- Checking for Understanding: Clickers, Timely Feedback: Teacher checklist and self rubric. **(EVALUATE)**
 * (T)** 6.6 Verbal: Students will share ideas with classmates during a Think-Pair-Share session.
 * (O)** 6.7 Students will be able to assume the roles of officials to understand their decisions of how to fix economic instability during the Depression. **(EMPATHY)** Product Movie, Number of Days: 5. **(ORGANIZE)** ||

2004 ASCD and Grant Wiggins and Jay McTighe