S3+Martin+Keith

=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...), **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= 2. **(Hook)** During this unit we will all be Historians (Masters of History!), and we will be creating movies to share our knowledge with the Historical Society. Before we begin we must figure out what we already know and where are curiosities are. In order to do this we will have to think about our lives today and then travel back in time to the mid 1800's. 3. **(Equip)** Students will know... **(Explore)** **Day 1** - Instruction - I want you to each think about your life today. What do you use for transportation? How do you get from place to place? What jobs do you know? What do your parents do? What is school like? What do you do for fun with your family? What kinds of things do you want to know? Then give each student a KWL chart and have them individually record their ideas about life today. **(Experience)** Students will then Think-Pair-Share with the person sitting across from them using their KWL chart. As students share they add more ideas to their charts. The pairs will then report out and a class KWL chart will be created with all of our ideas about life today. **(Resources)** Students will use a KWL chart and Kidspiration. 4. **(Rethink/Revise)** I will view the graphic organizers and make comments. Students will then have an opportunity to meet with their partner and make changes as well as reflect on their ideas. 5. **(Evaluate)** Students will complete a pre or self assessment of content that they currently know. 6. **(Tailor) Visual:** Students will look at KWL charts. 7. **(Organize)** Students will be able to self-assess their current knowledge of transportation, occupations, school and family life today and in the 1800's. Product: Kidspiration Web (KWL chart) Timeframe: This facet will take three days of a six week unit. || =Facet 2 - Application=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. **(Where)** Students will understand that during the 1800's life was very different because it was based mainly on agrarian society. How was life different for people in the 1800's compared to today? **(Why)** Through this lesson you will understand that regardless of time period some things are different and other things have changed. What do you already know about yourself and others? **(What)** MLR: Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world. District Curriculum: Students will compare and contrast life in rural Maine today with life in the mid 1800's.
 * (Explore/Experience) Day 2** - Today I want you to think about life in the past. What do you know about how people travelled? What kinds of jobs did people do? What was school like? What did people do with their families? Create a KWL chart about what you know and what you want to learn by yourself. Then you will Think-Pair-Share to add to your chart. Students then report out and the class creates a KWL chart together.
 * (Explore/Experience) Day 3** - Students will work in pairs determined by selecting matching numbers. Each pair will use ideas from the class KWL charts to create a Kidspiration web showing what we think we know about life in the 1850's. The webs will include text and graphics.
 * Aural:** Students will listen to each other.
 * Verbal:** Students will share with peers and the class.
 * Physical:** Students will move to join a partner.
 * Logical:** Students will think of their own ideas.
 * Social:** Students will talk with a partner to share their ideas.
 * Solitary**: Students will create their own KWL chart.

Students will understand that many inventions and innovations made life easier as society changed. How was life different for people in the 1800's compared to today? In what ways have inventions and innovations changed the lives of people compared to those in the 1800's? **(Why)** These lessons will help you understand how to read and create a timeline so that you can track historical events in the world and in your own life. **(What)** MLR: Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world. District Curriculum: Students will compare and contrast life in rural Maine today with life in the mid 1800's. 9. **(Hook)** Today we are going to take a tour back in time from present day to the 1800's using a special tool so that we do not get lost on our journey. 10. **(Equip)** Students will know specific terminology such as timeline and event. They will also know how to read and create a timeline. **(Explore)** **Day 1** - Class discussion: Do any of you know the name of a special tool that helps you keep track of different events in history and when they have occurred? If no one can name a timeline, Show examples of timelines online (http://www.history-timelines.org.uk/timeline-examples.htm). Tell students that a tool used to keep track of events is called a timeline. As a class use a created SMARTBoard timeline to travel back in time. The timeline will have specific dates and historical events with pictures that the class will review. We will continue to travel backwards until we reach the 1800's. After exploring the timeline, I will ask students what they have noticed about a timeline. What is it for? What are its parts? **(Experience)** Students will be instructed to form a small group of 3-4. Each group will then be given their own copy of the same timeline and asked to discuss the parts of a timeline and why a timeline is useful. A recorder for each group will keep track of the information. A reporter will then share the group's ideas with the class. Make a list as a class. **(Resources)** Website: http://www.history-timelines.org.uk/timeline-examples.htm, SMARTBoard Timeline of important USA events 11.**(Rethink, Revise, Refine)** During Day 1, students will be asked to reflect upon the uses of a timeline. They will then have a chance to re-evaluate after a class discussion. On Day 2, the students will be given feedback about their timeline and given a chance to make changes or add details. They will be asked to think about why we need timelines. This will occur before the assessment on Day 3. On Day 3, students will be evaluating each other's timelines as they are being made in front of them. 12. **(Evaluate)** Students will create a timeline on paper or using Pixie. 13. **(Tailor) Visual:** Students will be viewing timelines. 14. **(Organize)** Students will be able to create a timeline of events. Product: Pixie timelines Timeframe: This facet will take three days of a six week unit. || =Facets 3 & 4 - Explanation/Interpretation=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.**(Where)** Students will understand that during the 1800's life was very different because it was based mainly on agrarian society.
 * (Explore/Experience)** **Day 2** - As a class, discuss the pieces of a timeline and the purpose for using a timeline. Read the book, __The Pebble in my Pocket: a history of our Earth__ as a sample timeline. The students will identify the pieces of a timeline in the book (title, dates, events, sequence). As a class we will construct a timeline using the SMARTBoard and a constructed project file. Students will drag the premade dates and events about the Franklin County Fair into the correct order along the timeline. In pairs, students will then construct their own copy of a timeline about the fair using a Pixie template and given dates and events about the fair. **(Resources)** Text: __Pebble in My Pocket: a history of our Earth__, SMARTBoard Lesson template for making a timeline of the history of the Farmington Fair, sample dates of fair history from the Franklin County Agricultural Society's notes in the Franklin Register and Franklin Journal, Pixie
 * (Explore/Experience)** **Day 3** - Review previous content about timelines by creating one as a class. Students will make a large timeline by moving dates around along a string so that they are in the correct sequence. They will also create a title for the timeline. Half of the class will make the timeline at a time. The other half will observe the process and double check the results and recommend any necessary changes. After the review, students will be creating their own timeline as an assessment. Each student will have the option of completing it on paper or on Pixie using a template.
 * Aural:** Students will listen to each other and me during discussions.
 * Verbal:** Students will be discussing their ideas in small groups, with a partner, and in front of the class.
 * Physical:** Students will move around the room to create a timeline together.
 * Logical:** Students will think about sequencing.
 * Social:** Students will work in small groups and with a partner to discuss and create a timeline.
 * Solitary**: Students will work alone to create their own timeline.

Students will understand that many inventions and innovations made life easier as society changed. How was life different for people in the 1800's compared to today? In what ways have inventions and innovations changed the lives of people compared to those in the 1800's? **(Why)** It is important to understand how life has changed so that you can understand your past and predict your future. It is also important to realize that inventions have simplified living. Maybe you will create an invention of your own someday that will revolutionize society. In order for that to happen you must learn the lessons of the past. 16. **(Hook)** Just what do you think life was like in the 1800's? What did people eat? What happened daily? We have a guest speaker that has travelled up the timeline to speak with us about life back then! 17. **(Equip)** Students will know key factual information about what life was like in the 1800's. The content will focus specifically on transportation (by foot, horse, oxen, wagon/cart, covered wagon, train, steam boat, row boat, canoe) and occupations (school master, farmer, cobbler, logger, peddler, blacksmith, tinker, shopkeeper, ice cutter) for this lesson. **(Explore)** **Day 1** - I will role play as Mr. Robinson from the 1800's. I will give a general overview as to what life was like in the 1800's in the areas of Transportation, occupations, school, and family life. I'll question the students as to what life is like in 2009 in the same areas to help students start thinking of comparisons. As I talk I will share pictures from __A Pioneer Sampler__ and Maine Memory Network. I will then ask the class to think about the information that was shared and write down some reflections about life then and now. **(Experience)** Students will conduct a Think-Pair-Share procedure with their reflections about the "guest speaker". After pairs have shared with each other, each pair will then share one idea each with the class. After the class discussion students will be asked to add to their reflection. **(Resources)** Text: __A Pioneer Sampler__, Online: http://www.mainememory.net/ 18. **(Rethink, Revise, Refine)** Several of the days include a Think-Pair-Share component which allows for rethinking, revising, and refining. Students will also be given feedback on their pictures in Pixie and on their final slideshow. 19. **(Evaluate)** Students will create a Pixie slideshow that compares jobs and transportation types then and now. There will also be two different reflections. 20. **(Tailor)** 21. Students will be able explain key terminology such as pioneer, transportation, occupations, and timelines. Students will be able to interpret how inventions/innovations changed daily life. Product: A Pixie Slideshow will be created. Timeline: These facets will take seventeen days of a six week unit. || =Facets 3 & 4 - Explanation/Interpretation=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. **(Where)** Students will understand that during the 1800's life was very different because it was based mainly on agrarian society.
 * (What)** MLR: Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world. District Curriculum: Students will compare and contrast life in rural Maine today with life in the mid 1800's.
 * (Explore/Experience) Day 2** - We will start with a class discussion about transportation. What does transportation mean? I will then read the book, __The Ways We Travel__, aloud and ask the class to think of types of land, air, and water transportation that exist today. We will brainstorm a list as a class. Each student will then draw and label at least two types of transportation on their own using Pixie. Together, as a class, we will then go online and find images of different types of modern transportation to post in the public folder for future use. **(Resources)** Text: __The Ways We Travel__, Pixie, Online Google image search
 * (Explore/Experience) Day 3 -** Review the meaning of transportation and then ask the students if they think transportation has changed over time. If so, how do they think it has changed? Students will Think-Pair-Share in response to this question. I will then read the book, __Early Travel__, to the class. As we read, students will record transportation types that they hear on a three column chart labeled air, water, and land. After the book has been finished students will compare charts with a classmate and make any necessary additions or revisions. The class will then brainstorm a list of transportation types from the 1800's. Students will then draw and label at least two pictures using Pixie. The class will then search Maine Memory Network for images of transportation from the 1800's to post in the public folder for later use. They may also use http://www.saskschools.ca/~gregory/transport.html, an additional site about transportation. **(Resources)** Text: __Early Travel__, Pixie, Online: http://www.mainememory.net/, http://www.saskschools.ca/~gregory/transport.html
 * (Explore/Experience) Day 4** - Introduce the concept of occupations. Start by showing the students a variety of pictures of different jobs that are common today. Ask students if they know what an occupation is. Have them turn and talk before discussing as a class. Explain occupations and then have students name some common occupations from today. What do your family members or friends do for work? Each student will create a list of jobs and then students will share their ideas as part of a class list. Students will select at least two jobs to draw and explain using Pixie. **(Resources)** - Pictures of different jobs, Pixie
 * (Explore/Experience) Day 5** - Review what an occupation is. Then ask students how they think jobs have changed over the years. What do you think was common back then. Emphasize the importance of farming and then read __Life on a Pioneer Homestead__ to the class. Students will then explore http://mpl.markham.ca/history/pioneerfarm.htm to gain more information. Have students write a reflection about what it would be like to work on a farm back then. Then read aloud sections from __A Pioneer Sampler__ to explain other common jobs during the time period. As a class, brainstorm a list of jobs from the 1800's and then find pictures for each job using http://www.mainememory.net/. **(Resources)** - texts: __Life on a Pioneer Homestead__, __A Pioneer Sampler__, Online: http://mpl.markham.ca/history/pioneerfarm.htm, http://www.mainememory.net/
 * Day 6** - Pixie Slide Show Assessment - Students will draw at least two pictures about jobs in the 1800's using Pixie. They will then take those two pictures plus their six previously created pictures (4 from transportation and 2 from occupations) to make a slideshow.
 * Visual:** Students will be viewing charts, pictures and websites over several days.
 * Aural:** Students will be listening to the teacher and other peers during discussions.
 * Verbal:** Students will have the opportunity to speak in small groups and in front of the full class.
 * Physical:** Students will move around the room to work in different groups or partnerships.
 * Logical:** Students will be thinking about what they learned to make their pictures and to create their final slideshow.
 * Social:** Students will be working cooperatively in small groups multiple times during the lessons.
 * Solitary**: Students will work by themselves when writing their reflections and creating their slideshow.

Students will understand that many inventions and innovations made life easier as society changed. How was life different for people in the 1800's compared to today? In what ways have inventions and innovations changed the lives of people compared to those in the 1800's? **(Why)** It is important to understand how life has changed so that you can understand your past and predict your future. It is also important to realize that inventions have simplified living. Maybe you will create an invention of your own someday that will revolutionize society. In order for that to happen you must learn the lessons of the past. **(What)** MLR: Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world. District Curriculum: Students will compare and contrast life in rural Maine today with life in the mid 1800's. 23. **(Hook)** Imagine a time when there were no video games and families told stories for fun. Imagine having to walk a mile to school and then learning in a one-room schoolhouse with your older and younger brothers and sisters in the same room. Times were quite different back in the 1800's! We are going to learn about just how different things actually were. 24. **(Equip)** Students will know key factual information about what life was like in the 1800's. The content will focus specifically on school (one room with all ages, quill pen, slate) and family life (Quilting bee, barn/house raising, fair, barn/square dancing, story telling/shadow stories). **(Explore)** **Days 1-3** - I give an overview and then students watch the video - Making History. As they watch, students write down ideas about school differences then vs. now. I will read and show pictures from part of the book, __A Pioneer Sampler__. I will also use a Keynote Presentation to share facts about school in the past. **(Experience)** After the video, students think-pair-share about what they noticed. The class then makes a chart of the information. After hearing the book and the presentation, students will search http://www.mainememory.net/ and http://library.thinkquest.org/J002611F/school.htm to find pictures and more information about what school was like. **(Resources)** Video - Making History, Text - __A Pioneer Sampler__, Tech - Keynote Presentation, http://www.mainememory.net/, http://library.thinkquest.org/J002611F/school.htm 25. **(Rethink, Revise, Refine)** Students will complete the think-pair-share process as well as work in other small groups to question what they know. They will also create a reflection and imovie which they will recieve feedback on and have the opportunity to make changes. Class discussions will occur with questions posed. 26. **(Evaluate)** Students will create a written reflection as to how family life has changed. They will also have a completed imovie about school. 27. **(Tailor)** 28. Students will be able explain key terminology such as pioneer, transportation, occupations, school, and family. Students will be able to interpret how inventions/innovations changed daily life. Product: An imovie will be created. Timeline: These facets will take seventeen days of a six week unit. || =Facet 5 - Empathy=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.**(Where)** Students will understand that during the 1800's life was very different because it was based mainly on agrarian society.
 * (Explore/Experience) Days 4-7** - Talk about school today as a class. Brainstorm a list of the differences. Students will then work in threes to take pictures around the school of what school is like now. Each group of three will then use the pictures to make a short imovie about what school is like now and how things were different in the past. The class will be taught and guided through the process of using imovie to make a video. Students will share their movies with the class. **(Resources)** Tech - digital cameras, imovie, pictures collected during days 1-3
 * (Explore/Experience) Days 8-11** - Students will learn about family life then and now. The class will discuss what life was like in the 1800's. We will be using the books, __Sam Johnson and the Blue Ribbon Quilt__, __Dandelions__, and portions of __A Pioneer Sampler__. We will have a quilting bee, practice shadow stories, and learn some dances. The class will then brainstorm a list of ideas about family life in the 1800's and go to http://www.mainememory.net/ or http://pioneerlife.tripod.com/ to find pictures and additional information. The class will next discuss what life is like today as a large group and in smaller groups. The class will create a brainstormed list of what family life is like today. Students will write a reflection about how family life has changed. **(Resources)** Tech - http://www.mainememory.net/, http://pioneerlife.tripod.com/, an overhead projector (for shadow stories), Texts - __Sam Johnson and the Blue Ribbon Quilt__, __Dandelions__, and portions of __A Pioneer Sampler__, music from the 1800's
 * Visual:** Students will view books, charts, a movie and pictures.
 * Aural:** Students will participate in discussions, listen to a movie, and listen to music.
 * Verbal:** Students will talk in small and large groups as well as share their movie with the class.
 * Physical:** Students will move into different groups and they will also dance and make shadow stories.
 * Logical:** Students will have to think through their movie, shadow story, and reflection. They will also have to make comparisons.
 * Social:** Students will have the opportunity to work in small groups.
 * Solitary**: Students will work alone as they write their reflection.

30. **(Hook)** Today we are going to imagine that we were children back in the 1800's. What exactly would life have been like? How would it have changed? Do you think life was easier then or now? 31. **(Equip)** Students will know and be able to imagine what life was like for children in the 1800's. **(Explore)** **Day 1** - Show the class the movie Caddie Woodlawn. As the movie is being viewed, students will write down things about Caddie's life that they find interesting. **(Experience)** After the movie, students will meet in small groups to discuss what it would have been like to be one of the characters from the movie and to role play that character. After students have met in small groups the class will have a discussion together. Some volunteers will role play their character in front of the class. I will then model imagining what it is like to be from the 1800's. I will write a sample journal response as one of the characters from the movie. The students will then create their own journal response as if they were one of the characters. **(Resources)** Movie: Caddie Woodlawn 32. **(Rethink, Revise, Refine)** Students will participate in discussions with their peers which will enable them to rethink. Students will also share a journal response with a peer to receive feedback, make revisions, and refine their work. 33. **(Evaluate)** Students will have at least two journal entries about what it would have been like to be a child in the 1800's. 34. **(Tailor)** 35. Students will be able to imagine what it would be like to be a child in the 1800's. Product: Students will create journal entries about what it would be like to be a child in the 1800's. Timeline: This facet will take three days of a six week unit. || =Facet 6 - Perspective=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. **(Where)** School and home lives of children have changed since the 1800's. How have the school and home lives of children changed from the 1800's to today? **(Why)** It is important for you to be able to compare your life to the lives of others and to see what it would have been like to walk in someone else's shoes. It is also good to see how life has changed. **(What)** MLR: Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world. District Curriculum: Students will compare and contrast life in rural Maine today with life in the mid 1800's.
 * (Explore/Experience) Days 2-3** - Share portions of the books __Rachel's Journal__ and __Hannah's Journal__ with the class and discuss the entries. What do they notice about the life of these children? Then have the students go online and search through several sites with sample journal responses about life in the 1800's. Students will then write their own entry as if they were a child from the 1800's. They will share their response with a peer for feedback. **(Resources)** Tech - http://www.over-land.com/diaries.html, http://www.hadleyschools.org/hadleyfarm/farm-life/1800life.html, http://www.rootsweb.ancestry.com/~meandrhs/cornville/diary/palmer/palmer.html, Texts - __Rachel's Journal__ and __Hannah's Journal__
 * Visual:** Students will view a movie, books, websites, and other students' journal responses.
 * Aural:** Students will listen to the movie Caddie Woodlawn. They will also listen during the class discussion and time with peers.
 * Verbal:** Students will speak in front of the class as well as in small group situations.
 * Physical:** Students will role play a character from Caddie Woodlawn.
 * Logical:** Students will think about what life was like for children in the 1800's as they write a journal response.
 * Social:** Students will discuss the lives of children from the 1800's in small groups and during class discussions.
 * Solitary**: Students will work alone to write their own journal entry.

37. **(Hook)** Just exactly what would it be like to be someone from the 1800's. Today we are going to experience being someone else and comparing and contrasting his/her life to our own. 38. **(Equip) Day 1** - Students will know what it was like for people living in the 1800's. **(Explore)** Show the class a video Long Ago, Yesterday, and Today that shows what life was like in the 1800's. Have a class discussion about several of the people and ideas described. Then read portions of the three texts, __Pioneer Sampler__, __Rachel's Journal__ and __Hannah's Journal__, so students can gain perspective on the lives of different people. Share information on a farmer, a shop keeper, a school master, as well as poor vs. rich and male vs. female. **(Experience)** Students meet in small groups to discuss the video and the texts. Each group will select one character and then plan out a short role play about their character to present to the class. Each student will then write a journal entry from the character's point of view. How would this character view life? What was life like for him or her? **(Resources)** Video - Long Ago, Yesterday, and Today, Texts - __A Pioneer Sampler__, __Rachel's Journal__ and __Hannah's Journal__ 39. **(Rethink, Revise, Refine)** Students will be given an opportunity to rethink their ideas during class and small group discussions. Students will be able to revise and refine their t-charts and Museum Box exhibit after receiving feedback. 40. **(Evaluate)** Students will create a Museum Box exhibit that compares their life to the life of someone in the 1800's. 41. **(Tailor)** 42. Students will be able to compare and contrast their own life with that of a child in the 1800's. Product: Students will create a Museum Box exhibit. Timeline: This facet will take three days of a six week unit.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. **(Where)** School and home lives of children have changed since the 1800's. How have the school and home lives of children changed from the 1800's to today? **(Why)** It is important for you to be able to compare your life to the lives of others and to see what it would have been like to walk in someone else's shoes. It is also good to see how life has changed. **(What)** MLR: Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world. District Curriculum: Students will compare and contrast life in rural Maine today with life in the mid 1800's.
 * (Explore/Experience) Days 2-3** - Class discussion: review the characters from the day before and how their points of view on life varied. Then have each student reflect individually using a t-chart on how the characters were similar and different to their own life. After students have completed their own t-chart they will discuss their chart with a partner. Students will individually create a Museum Box exhibit that compares their life to someone from the 1800's using ideas from their t-chart. It will be shared with me and eventually with the class. **(Resources)** Tech - http://museumbox.e2bn.org/
 * Visual:** Students will view a movie, texts, and their t-chart.
 * Aural:** Students will listen to a movie, class discussion, and small group discussion.
 * Verbal:** Students will speak during class and small group discussions.
 * Physical:** Students will role play a character from the 1800's.
 * Logical:** Students will think through comparisons between their life and the life of someone from the 1800's.
 * Social:** Students will have the opportunity to work in small groups.
 * Solitary**: Students will work alone to create their t-chart and their Museum Box exhibit.

During the final couple of days of the unit students will be creating their compare/contrast imovie. ||

2004 ASCD and Grant Wiggins and Jay McTighe