S3+LaCasse+Charmaine

=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 resource 2. I will create conflict in the classroom by telling the students what they will be eating for lunch instead of allowing them to make their usual choices. I will be taking on the role of the King of England. This will certainly create conflict and ignite a lively discussion over student rights. **(Hook)** 3. Students will know that during the 1700's people in the colonies were also concerned about their rights. I will explain to the students that this era could could have been called the age of questions because people began to question their rights. Britain, the mother country, was taking rights away from the colonists by taxing them and the colonists had no say in the matter. **(Equip)** 4. **Day 1** I will have students do a quick write of what they believe are students' rights. The students will be quickly put into small groups for a think-pair-share and to generate a list if rights that they believe children have. From the list they create they will develop a slogan that communicates these rights. **(Explore - Experience)** Students will use paper and pencil to list their ideas on. I will type the students' slogans onto my laptop and project them onto the white board so all students can view the slogans and discuss them. **(Rethink - Rehearse)**. The students will go back into their groups to make any changes they wish to their slogans. **(Revise - Refine)** 5. **Day 1** Students will reflect new concepts/vocabulary on the "What did I learn Today?" worksheet. 6. **Visual:** Students will view all slogans on the white board. All terms will be written on the white board as well. Students poster will be displayed in the hall for all the view. 7. Students will be able to create a poster that illustrates conflict and students' rights.
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **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
 * Facet 1 Self-Knowledge**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that conflict may bring about a revolution which will bring about change. What words, images, acts, and ideas can be used to express conflict in a revolution? (**Where)** This lesson will help students understand that the conflicts in their lives and in the lives of the people they know must reach a peaceful resolution or the conflict may end up in a revolution. (**Why)** //Students will demonstrate historical knowledge, concepts, themes, and patterns// (**What)**
 * Day 2** I will review the prior day's discussion and student created slogans. **(Rehearse, Refine, Rethink)** Students will be informed of the purpose for the materials at each group site. I will instruct the students that they will be creating a draft poster using one of the slogans and that demonstrates students rights. While students are working on their draft posters I will be going around the room giving feedback to the students. After draft posters are completed students will be using laptops and going to [| http://www.glogster.com] to create a final product which I will assess. **(Explore, Experience, Rethink, Revise, Rehearse, and Refine).**
 * Day 2** Through the use of a rubric I will evaluate the posters that the students have made. **(Evaluate)**
 * Aural:** The students will take part in a class discussion of children's rights. The students will hear all communication shared by the teacher and classmates. In addition students will listen to other students share slogans.
 * Verbal:** Students will discuss the rights of children, and the group slogans.
 * Physical:** Students will be moving to get into groups. Students will also move as needed to get supplies to work on their posters. Once all the posters are hung in the hall the students will take a "hall-walk" to view the posters.
 * Logical:** The logical aspects of the lesson is the connection between the past and the present. Students are also connecting to their own rights as well as those of others and they will gain recognition as to when their rights or those of others have been stepped on.
 * Social:** Working in groups to create a list of rights and a slogan are clear examples of social interaction.
 * Solitary**: Students are expected to do quick writes, posters and "What I learned Today" reflections alone, in addition students will be using laptops to create a final poster. **(Tailor)**

Product: Children's rights poster done on [] Time Frame: 2 days of four week unit. **(Organize)** || =Facet 2 Application/Empathy=

9. I will state, Yesterday we talked about your rights. Today I will share with the delema that one of the colonist, Mr. White, found himself dealing with. He must make a choice to stand with the colonist and be a patriot or stay loyal to the king and be a loyalist. **(Hook)** 10. Students will know that the colonists rights were being taken away and the colonists had no control over what was happening. The students will know that Britain felt they had every right to tax the colonists in order to pay for the French and Indian War and to provide protection for the colonists. **(Equip)** I will ask the students, What's going to happen to Mr. White's business if he becomes a Patriot? What will happen to his family if he becomes a Patriot? On the other hand what will happen if he remains a loyalist? Next the class will have a debate, for which, I will randomly divide the class into two teams. One team will be for the Patriots and the other for the Loyalists. Each team will have five minutes to generate a list of persuasive points to be used in the debate. **(Explore - Rehearse)** Students will debate their point back and forth for fifteen minutes. **(Experience - Rethinking)** 11. The students will use laptops to write a persuasive letter to Mr. White based on their own feelings as to what Mr. White should choose to do, become a Patriot or remain loyal to the king. The students will be using the graphic organizer at [|http://www.readwritethink.org] to organize ideas for their letters. **(Rethink, Revise, and Rehearse)** 12. I will use the students letters to do a formative assessment of their learning. **(Evaluate)** 13. **Visual:** The students will see their letters as they create it. Pictures of the colonies/colonists, patriots, and loyalist soldiers, along with a picture of a colonist, who I'll call Mr. White will be posted on the board and used as a point of visual reference. 14. Students will be using laptops to create a persuasive letter during two writing workshop periods. **(Organize)** Product: Persuasive letter Time Frame: 1 day || =Facet 3 Application/Explanation=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that conflict brings about revolution.**(Where)** Students will realize that when conflicts are not solved peacefully, a revolution may result. **(Why)** Students will understand various major eras in the history of the community, Maine and the U.S. **(What)**
 * Aural:** The students will her me tell the story of Mr. White. Students will hear classmates plan for and debate the two different sides.
 * Verbal:** Students will hear the use of words through class discussion and debate. In addition students will hear their use of words through written communication in their letters.
 * Physical:** Students will be moving around to debate using their hands and other body gestures while debating. In addition students will use eye hand coordination to write letters on laptops.
 * Logical:** Students will be learning how to present their point of view in a way others will listen to and find interesting. Students are learning logical sequencing that is building analytical skills. Processing of new concepts helps students to build better analytical skills which develops higher level meta-cognitive processes.
 * Social:** The discussion of persuasive points and debating will increase students social skills through the interaction with classmates.
 * Solitary**: Developing a persuasive letter will be done by each student individually. **(Tailor)**

16. Today, I will be using my laptop and the projector to show you how to use a wiki. First, we will watch a short video from[| teacher tube] about using a wiki. After watching the projected, internet presentation, I will have the students get a laptop from the laptop cart and log on. I will lead them step by step into learning how to use a wiki. 17. Students will know how to use a wiki on the internet. **(Equip)** Students will go to the class wiki that I will have created ahead of time and sign in. Students will explore the wiki by writing, saving and editing terms of conflict, revolution, etc. **(Explore and Experience)** 18. Students will demonstrate their ability to apply the newly acquired skills of accessing the wiki, signing in, editing and saving a short paragraph about conflicts and revolutions. **(Rethink, Revise, Rehearse, and Refine)** 19. I will check student understandings while they are using the wiki space through observation and by reading what the students have written on the wiki. **(Evaluate)** 20. **Visual:** Students will watch a wiki video and observe me using the wiki as well as practicing using the site themselves. 21. Students will be able to save their future research information on the wiki. **(Organize)** Product: Notes on the wiki Time Frame: The use of the wiki will be ongoing throughout the unit. || =Facet 4 Explanation/Perspective=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that learning to use technology will help them learn many interesting facts, help them create information to share with others and give them a new and interesting way to communicate with others. **(Where)** Students will need to know how to use technology to be a productive citizen in the global world. We will be using this communication devise as a tool to create a class newspaper about the Revolutionary War Era. **(Why)** Students will understand various major eras in the history of the community, Maine and the U.S. **(What)**
 * Aural:** Students will hear the person speaking in the wiki video and my reinforcing how to use the wiki in my demonstration.
 * Verbal:** Students will be encouraged to help each other.
 * Physical:** Students will be using hand-eye coordination while using laptops. Students will also be moving around helping each other.
 * Logical:** Learning to use aspects of the internet will serve them well into their careers and throughout their lives.
 * Social:** Students will be communicating with each other while developing helping skills.
 * Solitary:** Students will be demonstrating their understanding of using the wiki while writing, editing and saving a paragraph about conflict and the revolution. **(Tailor)**

23. I will start the class with a tea party. While we are enjoying our tea and biscuits, I'll ask the students if they know what tea has to do with a revolution. **(Hook)** 24. Students will know there were many causes of the war and with various consequences. I will review the article from the student sample and explain the who, what, where, when, why, and how. I will model how to use the internet to do research and the use of a wiki to record the who, what, where, when, why and how of the causes and consequences of the war. **(Equip)** Using the internet, class text, encyclopedia, and class books on the revolution, as well as interviewing community members, students will research information about the courses of the war. Students will record information on graphic organizers provided by me. **(Explore)** Students will be allowed to help each other by sharing resources they found helpful. **(Experience)** 25. I will walk around the class and check for student understanding and their ability to find information. **(Rethink, Revise, Rehearse and Refine)** 26. Students will be assessed on their ability to fill out the graphic organizer, "Thinking at Right Angles". **(Evaluate)** 27. **Visual:** Students will see a demonstration of a tea party. Students will see diagrams, pictures and maps in printed sources. 28. Students will be able to demonstrate research skills by successfully putting notes onto the wiki and completing the graphic organizer, "Thinking at Right Angles". Product: "Thinking at Right Angles" graphic organizer Time Frame: 2 class periods **(Organization)** || =Facet 5 Perspective/Interpretation=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that there were many cause of the Revolutionary War **(Where)** I will ask the students if they know anyone who has been in a war? Students need to understand that conflict continue to cause wars, even today. **(Why)** Students will understand various major eras in the history of the community, Maine and the U.S. **(What)**
 * Aural:** Students will hear communication from me and with their classmates. Students may hear voices from video on the internet.
 * Verbal:** Students will be communicating with each other and me.
 * Physical:** Students will be involved in a tea party and researching from different sources throughout the room.
 * Logical:** The modeling that I will be using will show students steps to find what they are researching.
 * Social:** The tea party is very interactive. Students are learning interpersonal communication, respect, and bonding with their classmates and I.
 * Solitary:** Students may research the causes and consequences of the war on their own if they desire. **(Tailor)**

30. I will dress up as a character of the Revolutionary War Era and introduce myself as the character from the era and ask students the following questions after for discussion: Did you ever want to be someone else? Someone famous? If you could be anyone you wanted, who would you be? Guess what? You are going to have the opportunity investigate the life of a person of the Revolutionary War Era. **(Hook)** 31. Students will know about the character that I am portraying as I model sharing the history of an important person from the past. I will explain to the students that they will be researching the life of an individual (maybe, a British person, a colonist, a Native American). I will explain to the students that we will be looking not only for the role they played, but also the need to gain insight into the thoughts and feelings of the individual. The students will use their research to re-enact their character's life including what important role they played during the war. Students will choose a name from a cup. Students will also need to portray their character by dressing in the appropriate clothing. **(Equip)** Students will use the wiki to record information about their character. In addition, students will be expected to be creative and make costumes. (Students will be told NOT to purchase an outfit, and to ask me if they need assistance.) **(Explore)** Students will present their character in a talk show format. I will play a talk show host and interview the characters based on their research information documented on the wiki. The audience (class members) will also have the opportunity to ask questions of the character. The students will take turns using a digital camera photographing each character. **(Experience)** 32. I will check in daily with the students. The students will be provided with a checklist of items they must have included in their research. After looking at their checklist I will inform each student as to missing information, historical information, spelling, mechanical mistakes and word choice. **(Rethink, Revise, Refine, and Rehearse)** 33. Daily Assessments will be done with the use of a checklist over a five day period. Formative Assessment will be done by using a character role play rubric. **(Evaluate)** 34. **Visual:** Students will see their research on the wiki, look at text and see each other role playing their character. 35. Students will be able to successfully role play a character from the Revolutionary War Era. =Lesson 6 Explain/Application/Interpretation=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students understand that there were many roles and perspective of individuals during the time of the Revolutionary War Era. **(Where)** People, then, as now, play differing roles and have different views of the major events during the Revolutionary War Era. **(Why)** Students will understand various major eras in the history of the community, Maine and the U.S. **(What)**
 * Aural:** Students will listen to the character interviews.
 * Verbal:** Students will share with the class information about their character and hear me and other students asking questions.
 * Physical:** Students will find resources and seek help as well as role play their character.
 * Logical:** Students will be connecting the person researched to themselves.
 * Social:** Students will talk with each other and me to share ideas.
 * Solitary**: Students will be researching a person from the Revolutionary Era. **(Tailor)**
 * Product:** Role Play
 * Time Frame:** 1 week ||

37. I will ask the students, how many of you like to have a rip-roaring snowball fight. I will take a snowball from my desk (made of cotton of course) and throw it at someone. Naturally, that student will pick it up and throw it at someone else. Then, I will say to the student, Do you know that's how a battle started? 38. Students will know that a very small event can cause a major conflict. I will describe the battle briefly while the students view pictures of the [|Boston Massacre] displayed on the white using my laptop and projector. We will discuss what a massacre is. I will then share with the students that the Revolutionary War consisted of many battles. **(Equip)** In groups of two students will be researching the battles of the war using the internet as well as any of the resources available in the classroom or library. Students will keep your notes on the wiki. **(Explore)** After students have researched their battle their group will construct a scale model of the battle field with materials that will be provided for them.**(Experience and Explore)** After the teams of students have researched their article and put notes on the wiki, teams will write a short article about the battle on the wiki. Students will be given a list of [|links] on the wiki from which they may research. **(Research, Rethink and Refine)** As a reminder of what I shared with the students before we started all our work on the Revolutionary War Era; Our goal is to produce a Revolutionary War Newspaper and we are almost ready to pull all our pieces together. **(Rethink, Refine, and Revise)** 39. I will be checking students understanding by reviewing student notes on the wiki and giving them feedback on the wiki as well as observations made during research time in class. **(Rethink, Refine, and Revise)** 40. I will be assessing their articles on the wiki and map construction by use of a separate rubric for each piece. **(Evaluate)** 41. **Visual:** Students will see information on the internet, in their textbooks and other research materials. 42. Students will be able to record research on the wiki and use notes to write a news article about a battle on the wiki. In addition students will construct a scale model of the battlefield for the researched battle. **(Organize)** Product: A news article and a map. Time Frame: 2 days ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that the colonists had to fight many battles to gain independence from Britain and this brought about changes in the communities and people's roles in the community. **(Where)** Studying battles teaches students to strategize for future planning. In addition, it builds empathy for the soldiers and their families, as well as the reality of life. **(Why)** Students will understand various major eras in the history of the community, Maine and the U.S. **(What)**
 * Aural:** Students will be discussing research with classmates, and watching videos on the internet as well as having an opportunity to view videos in the library on the Revolutionary War.
 * Verbal:** Students will be discussing and sharing information with one another.
 * Physical:** Students will be moving around as they locate different resources for their research, as well as constructing a map of the battlefield.
 * Logical:** Students will be working on sequence of events, improving skills in visualization and sequencing and measurement practice of spacial reasoning.
 * Social:** Students will be interacting with each and me as they work on research.
 * Solitary**: Students will be researching and putting notes on the wiki. **(Tailor)**

2004 ASCD and Grant Wiggins and Jay McTighe