S3+Herrell,+Ethan

=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 recognize how much slower change came in the ancient/medieval world. Self-Knowledge, Product: Side-by-Side Maps, Type II Technology: Google Earth Number of Days: 2 (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 was significant continuity even across eras and political boundaries (**Where)** //Students understand major eras, major enduring themes and historical influences in the history of Maine, the United States and various regions of the world.// **(What).** Look at a map of your town. Compare images of how it appeared in the 1900s, 1950s and now. Notice the radical changes**(Why).**
 * (H)** 1.2 Name all the different people from the government you meet everyday, and what you can ask the government to do for you when you need it.
 * (E)** 1.3 Students will know tribes, monarchy, farming, migration **(****Equip).** Students will use a venn diagram as a graphic organizer for parts of daily life in modern and ancient times, and a Jigsaw as a cooperative activity to put together the different pieces of an ancient household **(Explore)** working on a google earth map of a location and comparing how it looks across time **(Explore).**
 * (R)**1.4 Checking for Understanding Strategies during instruction: I will have a familiar question with a familiar answer, ex. "You're a person living in ancient Rome and someone from the government comes by. Who is pretty much every time?" "The taxman."After every new concept being brought in they will be asked to give a fist to five to express understanding. (**Rethink)** Self-Assessment as a assignment **(Rethink/Revise),** and feedback by teacher on Product with rubric (**Revise**/**Refine**)
 * (E)**1.5 Formative Assessment, **Pre-Assessment:** (Ungraded Quiz: Asking the students why a person in ancient times made the decision they did, ask about key terms) **Checking for Understanding**: Call and Response and fist to five and **Timely Feedback: (Evaluate**)
 * (T)** 1.6 **(Tailors)**
 * Verbal:** Part presentation centered on explanation of video, and readings of first-hand accounts
 * Logical:** Brief explanation of dating system
 * Visual:** Video of history channel special
 * Musical:** An instrument dating from the time period
 * Kinesthetic:** I would like to show the students a tool used in the era.
 * Interpersonal:** Students get in groups and discuss this situation from a medieval era: A local man has been arrested for theft. He is definitely guilty. There is not jail to put him in. Is it better to brand him or to let him off with a warning?
 * Intrapersonal:** Students are asked to answer in a short right-up, "Do you think it's better that towns and places change so much, or would you like it better if they stayed the same?"
 * Naturalist:** A very brief talk about the crops people grew and the animals they raised.
 * (O)**1.7 Students will be able to recognize how much slower change came in the ancient/medieval world. **Self-Knowledge**, Product: Google Earth, Number of Days: 3 days, (**Organize).** ||

Checking for Understanding Strategies during instruction: I will have a familiar question with a familiar answer, such as "What did people think of you if you wanted to live alone in the ancient world?" "Crazy." After each new concept or term talked about, check of fist-to-five for understanding. =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 Students will understand that the ancient/medieval people saw the world in a way that is fundamentally from our own view **(Where)** //Students understand major eras, major enduring themes and historical influences in the history of Maine, the United States and various regions of the world.// **(What).** Think about what your family does for you and means to you, and compare that to what it meant to people in the ancient and medieval world **(Why)**
 * (H)** 2.2 What does your family do for you? What do you think is more important: what they want from you or what you need to do for yourself.
 * (E)**2.3 Students will know farming, violence, resources, religion, patriarchy, law, human rights, ideology (**Equip)** Students will use an idea wheel that treats all of vocabulary terms as facets of daily life **(Explore).** Students will write a newspaper article **(Explore)**
 * (R)**2.4 (**Rethink)** Self-Assessment as a assignment **(Rethink/Revise),** and feedback by teacher on Product with rubric (**Revise**/**Refine**)
 * (E)**2.5 Formative Assessment, **Checking for Understanding**: Call-and-Response and entrance/exit ticket and **Timely Feedback:** Timely teacher and peer response with a rubric **(Evaluate**).
 * (T)**2.6 **(Tailor)**
 * Verbal:** Lecture centered on the explanation of a video
 * Visual:** Images of clothing or artifacts from the era
 * Kinesthetic:** Students can stand up and be a part of a ancient/medieval family that the class collectively creates a typical family. They then match themselves to typical duties expected of that person in a household.
 * Interpersonal:** students can get in groups to discuss what they think of a situation where a son has to take up the family farm, but would rather be a traveler ("Is it fair that he must stay and work for his family?").
 * Intrapersonal:** Students are asked to explain what their family does for them and what it means for them
 * Logical:** Looking at the numbers: what is the cost of raising a family or household?
 * (O)** 2.7 Students will be able describe an ancient/medieval individual's worldview. **Explain,** Product: An example of a family collectively made by the students that is typical of ancient and medieval times (students volunteer to join it and stand up in front of the class to do so as new members are added). Each member's responsibilities are explained. Number of Days: 2. **(Organize)** ||

Checking for Understanding Strategies during instruction: Entrance/Exit Ticket, informal questioning, After each new concept or term talked about, check of fist-to-five for understanding. =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will make sense of the ecological factors shaping ancient and medieval societies. //Students understand major eras, major enduring themes and historical influences in the history of Maine, the United States and various regions of the world.// **(What).** You are an person living in a medieval Middle East, and a drought has killed your crops. What would you do? **(Why)**
 * (H)**3.2 You are an person living in a medieval Middle East, and a drought has killed your crops. What would you do?
 * (E)**3.3 Students will know farming, migration, violence, resources, human rights **(Equip).** Students will use a flow chart to catalogue the series of events when a natural disaster occurs (**Explore)** Students will explore a locations past and present with Google Earth **(Explore)**
 * (R)**3.4 **(Rethink)** Self-Assessment as a assignment **(Rethink/Revise),** and feedback by teacher on Product with rubric (**Revise**/**Refine**)
 * (E)**3.5 Formative Assessment, **Checking for Understanding**: Entrance/Exit Ticket, informal questioning, After each new concept or term talked about, check of fist-to-five for understanding and **Timely Feedback:** **(Evaluate**)
 * (T)** 3.6
 * Verbal:** Presentation based on large images of villages and artifacts.
 * Visual:** Large images of villages and artifacts
 * Kinesthetic:** Students match themselves between a region in the ancient world and a typical crop grown in that region.
 * Interpersonal:** Students get together and compare stories about floods, house fires and the like that forced them from their homes, and what they did after word to make it through. Then we can compare this to what options ancient and medieval people did.
 * Intrapersonal:** Students individually write out a portion where they can role-play as an ancient/medieval person
 * Logical:** Students make a flow chart where they map the series of events that occur after a natural disaster for a family.
 * (O)**3.7 Students will be able to write a newspaper article that describes an ancient/medieval worldview **Interpret,** Product: newspaper of Days: 3, **(Organize)** ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will make sense of the ecological factors shaping ancient and medieval societies **(Where)** //Students understand major eras, major enduring themes and historical influences in the history of Maine, the United States and various regions of the world.// **(What).** By comparing what government did for us in the past and what it does for the past, we can think about what we want it to do and what we expect of it **(Why)**
 * (H)**4.2 Name all the different people from the government you meet everyday, and what you can ask the government to do for you when you need it.
 * (E)**4.3 Students will know tribes, monarchy human rights, ideology **(Equip).** Students will use mind-mapping software to subdivide all the services government provides, one for the modern world and one for the medieval world **(Explore)** Students will make an iMovie of a scene where a government person is affecting an average persons' life in ancient/medieval times. **(Explore)**
 * (R)** 4.4 **(Rethink)** Self-assessment as a assignment **(Rethink/Revise)** and feedback by a teacher on product with rubric **(Revise/Refine)** Checking for Understanding Strategies during instruction: Call and Response, thumbs up or thumbs down.
 * (E)**4.5 Formative Assessment, **Checking for Understanding**: and **Timely Feedback: (Evaluate**)
 * (T)** 4.6
 * Verbal:** While selected students stand up in front of the class in a roman legion formation, I explain Roman military tactics and history.
 * Visual:** Students will look at pictures of legionnaires, Muslim soldiers, Celtic warriors, Spanish Conquistadors and Native American warriors for comparison and reference.
 * Kinesthetic:** Students, being a part of the formation, will also act out some of the Roman's tactics (without actually hitting anybody).
 * Logical:** Students will be explained the labor it takes to make a sword by a blacksmith in terms of time, effort, and material.
 * Interpersonal:** Students must work together to make a script for their iMovie.
 * Intrapersonal:** Students, in a short write-up are asked what job they would take in the medieval world and why: soldier who is given good land to farm when he retires, the farmer who is usually hungry but doesn't have to fight in wars, the blacksmith, or the merchant who might lose his whole fortune in a bandit raid.
 * Naturalistic:** Students look at maps of Europe, Asia and the Americas, and what plants grew there, and
 * (O)**4.7 Students will be able to design a situation of a government affecting a person's life in the time period, **Application**, Product: iMovie, Number of Days: 4. **(Organize).** ||

(O)5.7 Students will be able to role-play as an ancient/medieval person, **Perspective**, Product: Podcast, Number of Days: 3, **(Organization)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that ancient/medieval people had a worldview that was fundamentally different from our own view, **(Where)** //Students understand major eras, major enduring themes and historical influences in the history of Maine, the United States and various regions of the world.// **(What)** To understand the view of people who lived thousands of years before can help us understand the view of people who live thousands of miles away from us. **(Why)**
 * (H)** 5.2 A quote on the board, "Life was nasty, brutish, and for the lucky, short."
 * (E)**5.3 Students will know tribes, monarchy, farming, migration, violence, resources, religion, patriarchy, law, human rights, ideology **(Equip)** Students will use a describing wheel to record the daily facets or sets of ideas of people's lives in the ancient and medieval eras, and within those categories create subcategories **(Explore)** Students will create a podcast about in which they interview a person from ancient or medieval times **(Explore)**
 * (R)**5.4 **(Rethink)** Self-assessment as a assignment **(Rethink/Revise)** and feedback by a teacher on product with rubric **(Revise/Refine)** Checking for Understanding Strategies during instruction: Call and Response, thumbs up or thumbs down.
 * (E)**5.5 Formative Assessment, **Checking for Understanding**: and **Timely Feedback: (Evaluate**)
 * (T)** 5.6
 * Verbal:** Students will use an idea wheel
 * Visual:** Images of some of the things that made life so difficult in the era: devices of torture, physical symptoms of disease and instruments of war
 * Musical/Auditory:** Podcast
 * Interpersonal:** Students will get into groups and create posters covered with images they feel best represent a civilization.
 * Intrapersonal:** Students are asked to come up with a list of technologies in their daily lives, and try to find parrallels in the life of an ancient/medieval person.
 * Naturalistic:** A tree core sample.


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that there was significant continuity even across eras and political boundaries. (**Where)** //Students understand major eras, major enduring themes and historical influences in the history of Maine, the United States and various regions of the world.// **(What)** Using the medieval and ancient worlds as a comparison, students will learn how dependent they are what goes on in the natural world and technology **(Why)**
 * (H)** 6.2 Imagine how waking up in the night, you never know what time it is. You do not what month it is, and that you do not know what the leader of your country looks like.
 * (E)**6.3 Students will know farming, migration, violence, resources, religion human rights **(Equip).** Students will use an idea wheel. **(Explore)** Students will write a blog from the perspective of someone from ancient or medieval times **(Explore)**
 * (R)**6.4 **(Rethink)** Self-assessment and peer assessment as a assignment **(Rethink/Revise)** and feedback by a teacher on product with rubric **(Revise/Refine)** Checking for Understanding Strategies during instruction: Call and Response, fist to five.
 * (E)**6.5 Formative Assessment, **Checking for Understanding**: and **Timely Feedback: (Evaluate**)
 * (T)** 6.6
 * Verbal:** Blog
 * Visual:** Video of a history channel special.
 * Naturalistic:** The teacher presents plant samples in class to showcase how different regions of the ancient and medieval worlds had different fauna.
 * Interpersonal:** Students get together and collectively create a plan to deal with a natural disaster in the roles of ancient/medieval people.
 * Intrapersonal:** Students individually do a write up and create a model of a society that has just the "right" amount of technology.
 * Logical:** Students a side-by-side flow chart of what they think will happen when there is a natural disaster, one for the ancient world and one for the modern world.
 * (O)**6.7 Students will be able to contrast how ecology effects ancient and modern people differently, **Empathy,** Product: Blog, Number of days: 3 **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe