S3+Rowley+Kurt

=Stage 3 Plan Learning Experiences and Instruction=

// **Note:** **Each lesson must consider the TPACK framework.** // (How are you using technology as a teacher? How are your students using technology?) Aural: Verbal: Physical: Logical: Social: Solitary**: [|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.
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...),(K) **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (use the seven [|Learning Styles])
 * Visual:
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology), and Timeframe (total minutes? over how many days?)

=Lesson 1= Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future. 2. (Hook)You are a geographer working for the CIA. In order to provide the agency with a better understanding of the Middle East you have been assigned to a team that must produce a map of the region. Each member of the team will contribute one possible source of tension for the map. 3.(Equip)(Explore)The map should indicate and students should know the most significant sources of tension in the region including natural resources, religion, political boundaries and disputed territories. (Experience)Wikipedia and Google Earth may be helpful resources. 4.(Rethink, Revise,Rehearse, Refine)Your progress toward the final product will be monitored at three intervals: 1) Upon completion of the general outline of your map. 2) Upon completion of your list of characteristics that you will display on your map. 3) Upon completion of the map key. 5. (Evaluate)Upon completion of the general outline map, you will provide a brief verbal explanation/description of your intended map design. 6.(Tailor) Visual: Creation of a map Aural: Middle East background music Verbal: Explanation of Map design Physical: Movement to computers and back to stations for hands-on work Logical: Tiered plan of their design Social: Group work Solitary: Individual responsibilities 7.(Organize)Students will be able to create a map that illustrates diversity and nationalism in the Middle East. Product: Map resulting from extensive internet research. Time Frame: two 80 min. periods. || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.(Where) Students will understand that the earth may be divided into regions based upon physical, environmental, cultural and political features. (Why) This activity will allow you see that diversity the in the Middle East is a source of conflict in the region(What) MLR:

9. (Hook)You are a soldier in the Middle East, trying to rationalize your willingness to kill "the others." 10. (Equip, Explore)Students should know the historical/cultural reasons that people on both side of the conflict use to justify violence.(Explore)students will create a two-column chart of sources of conflict from each perpective (Experience)Students should utilize YouTube as a source of testimonials and propaganda from both perspectives. 11.(Rethink, Revise, Rehearse,Refine) During your research, you will share with the class what you believe to be your most valuable video of one perspective. 12.(Evaluate)The teacher will check and critique each journal entry as they are produced. 13.(Tailor) Visual: YouTube videos, chart Aural: YouTube videos Verbal: YouTube videos, sharing of most valuable video Physical: Must stand to present most valuable video Logical: Two-column chart Social: Sharing of most significant videos Solitary: Journal writing 14.(Organize) Students will create journal entries from the point of view of an Israeli and a Palestinian Soldier. Product: Journal using AppleWorks and resulting from extensive viewing of internet resources. Time frame: two 80 min. periods || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.(Where)The earth may be divided into regions based upon physical, environmental, cultural and political features. (Why) This assignment will allow you to understand the cultural features that provide differences and similarities of perspectives between Israel and Palestine. (What) MLR: Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future.

16.(Hook) You are a screenplay writer. Your task is to write and perform a script for a modern-day version of Romeo and Juliet set in the Middle East. 17.(Equip)Your script should portray the significant cultural barriers present between Israelis and Palestinians that may prevent normal relations. 18.(Rethink, Revise, Rehearse, Refine)Your work will undergo two peer reviews. The first will assist you in revising your script, the second will provide feedback on the performance. 19.(Evaluate) Initially you will create a general storyline and set a scene. At this stage you will share your work during a peer evaluation. 20.(Tailor) Visual: Viewing the performance of others' scripts Aural: Viewing the performance of others' scripts Verbal: Performance of the script Physical: Performance of the script Logical: Tiered plan of their design Social: Group work Solitary: Individual responsibilities 21.(Organize)Students will create and perform a "Romeo and Juliet" scenario between adolescents from Israel and Palestine. Product: Script using AppleWorks and performance Time frame: two 80 min. periods || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.(Where) Students will understand that the earth may be divided into regions based upon physical, environmental, cultural and political features.(Why) This assignment will allow you to understand the cultural features that provide differences and similarities of perspectives between Israel and Palestine. (What) MLR: Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future.

23.(Hook) As an expert on the Middle East, Time magazine has asked you to contribute to their upcoming issue dedicated to the Middle East. They have asked you to draw on your own experiences and write an article that illustrates how knowledge can help change stereotypes of the Middle East. 24.(Equip)Students will know the common sources of stereotypes of Middle Eastern culture. (Explore)They will organize a list of common stereotypes into categories including, economically based, religiously based, geographically based. (Experience)They will question peers and parents in order to compile their list of stereotypes. 25.(Rethink, Revise,Rehearse, Refine) Prior to writing the article, students will present their grouped lists of stereotypes to the class, adding to them as they gain knowledge from their peers. 26.(Evaluate)Students will provide the teacher with a brief outline of their upcoming articles. 27.(Tailor) Visual: Graphic organizer (i.e. grouped lists) Aural: Peer presentations Verbal: Peer presentations Physical:Must stand and present grouped lists Logical: Outline of article Social:Interviews of peers and parents to compile lists Solitary: Individually author and article 28.Students will write a magazine article entitled "The Evolution of My Viewpoint." Product: Outline and article using AppleWorks Time frame: Three 80-minute periods || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.(Where) Students will understand that the earth may be divided into regions based upon physical, environmental, cultural and political features.(Why) This assignment will allow you to understand the cultural features that provide differences and similarities of perspectives between Israel and Palestine. (What) MLR: Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future.

30.(Hook) You are the curator of the Smithsonian Art Museum. The board of trustees has asked you to create a new exhibit depicting the history, purpose and variety of art from the Middle East. 31.(Equip) Students will know the history, purpose and variety of art in the Middle East. (Explore) Students will create a preliminary graphic web displaying the various styles and motivation of art of the Middle East. (Experience) Students will use a variety of web resources for their research. 32.(Rethink, Revise,Rehearse, Refine) Students will present their graphic organizers prior to the creation of their museum box, adding to them as they gain knowledge from their peers. 33.(Evaluate) prior to the creation of the museum box,students will provide the teacher a brief plan for the design of their design. 34.(Tailor) Visual: Museum Box website. Aural: Peer presentations. Verbal:Peer Presentations. Physical: Must stand and present their graphic organizers. Logical: Graphic organizer and plan for box design. Social: Students are free to discuss the design of their box with each other. Solitary:Students must individually create their own museum box. 35.Students will create a museum box of art of the Middle East Product: Virtual Museum Box Time frame: Two 80-minute periods || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.Where) Students will understand that the earth may be divided into regions based upon physical, environmental, cultural and political features.(Why) This assignment will allow you to understand the cultural features that provide differences and similarities of perspectives between Israel and Palestine. (What) MLR: Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future.

37.(Hook) You are a travel agent. It is your obligation to inform your customers of the dangers of traveling to various parts of the globe, in this case the Middle East. 38.(Equip) Students will know the most common sources of tension in the Middle East. (Explore) Students will utilize and add to if necessary, their two-column chart from lesson 2. (Experience) Students will work in pairs for this assignment and provide evidence of a shared workload. 39.(Rethink, Revise,Rehearse, Refine) Students will provide a preliminary design of their presentations for teacher review and feedback. 40.(Evaluate)Students will provide a list of properly formatted sources prior to their presentations. 41.(Tailor) Visual:PowerPoint presentations Aural: PowerPoint Presentations Verbal:PowerPoint Presentations. Physical:Must stand to present. Logical: Use of the two-column chart, and a preliminary design. Social: Students may work in pairs. Solitary:Each student is responsible for half of the workload for this project. 42.Students will create a powerpoint depicting the current state of conflict in the Middle East Product: Preliminary Design and PowerPoint Presentatiion Time frame: Two 80-minute periods. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.Where) Students will understand that the earth may be divided into regions based upon physical, environmental, cultural and political features.(Why) This assignment will allow you to understand the cultural features that provide differences and similarities of perspectives between Israel and Palestine. (What) MLR: Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future.

2004 ASCD and Grant Wiggins and Jay McTighe