Heather

=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 ..., (**Name the Facet**) **Product:** Type II Technology, **Number of Days:** ( **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=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** ( W**) 1.1 Students will understand that copying from a source is plagiarism and paraphrasing should be used to gather information.**(Where)**, so that you can avoid plagiarism **(Why)**, //Writing #8-Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. **(What)**//

//**(H)**1.2 **(Hook)**// Show students this and get their opinions


 * (E)**1 .3 Students will know the definition of plagiarism and what counts as such **(Equip),** Students will watch the plagiarism [|slideshow] and fill out the [[file:Plagiarism_Graphic_Organizer.doc|graphic organizer]] **(Explore)**, Students will making meaning of a partner's paraphrased notes and create a drawing from them to express and test the accuracy the information given **(Experience)**.


 * (R)**1 .4 Checking for Understanding Strategies: Misconceptions will be addressed through a Gallery Walk. Each large butcher paper will contain a piece of information either incorrectly or correctly cited. Students will have to determine correct/incorrect. Teacher will go over each answer after. **(Rethink)**, Paraphrase an article on a natural disaster using the one of the [[file:45CPartTwo-1.pdf|templates]] and share with a partner. Partner will test for accuracy by drawing out the information presented. **(Rethink/Revise)**, and teacher feedback on checklist **(Revise/Refine)**.


 * (E)**1 .5 Formative Assessment: **Pre-assessment**- Edmodo Poll **Checking for Understanding**: Gallery Walk **Timely** **Feedback**: Rubric filled out by Teacher **(Evaluate**)

I**nterpersonal**:Students will work with a peer to complete peer revision.
 * (T)**1 .6 Give an example of each Multiple Intelligences **(Tailor)**
 * Verbal-Linguistic**: Students will share verbally in a large group discussion after Gallery Walk.
 * Logical/Mathematical**: Students will organize notes in a paraphrasing note sheet.
 * Visual/Spatia**l: Students will watch the slideshow and complete a drawing to determine accuracy of notes.
 * Bodily/Kinesthetic**: Students will get up and move about the room in a gallery walk.
 * Musical/Rhythmic**: Students will listen to a [|Video/song] about Plagiarism.
 * Intrapersonal:**
 * Naturalist**:


 * (O)**1.7 Student will be able to make meaning of a partner's paraphrased notes and illustrate through a drawing. **(Interpret)**
 * Product:** ReadWriteThink concept map **Days:** 3-5 days **(Organize)** ||

=Lesson 2=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** ( W**) 2.1 Students will understand that a good summary includes a topic sentence, supporting details, and a concluding sentence. **(Where)**, so that you can explain simply to a friend what happened in a piece of text **(Why)**, //Writing #2- Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization & analysis of relevant information//. **(What)**


 * (H)**2.2 **(Hook)** Watch this [|video]


 * (E)**2 .3 Students will know the parts of a summary: topic sentence, supporting details, and concluding sentence **(Equip),** Teacher will read Cloudy with a Chance of Meatballs, students will work in partners to fill in the [[file:PAS_Story-Elements-Map.pdf|story map ]]for Cloudy with a Chance of Meatballs. **( Explore)**, Students will choose a natural disaster and will be able to model a written summary (using about a natural disaster that includes a topic sentence, supporting details, and concluding sentence **(Experience)**.


 * (R)**2 .4 Checking for Understanding Strategies: Misconceptions will be addressed through a large group summary of Cloudy with a Chance of Meatballs. Groups will be assigned a part of a summary and sentences will be revised as they are shared. **(Rethink),** Students will complete the summary template and will use Peer Revision and Self Checklist of paragraph summary **(Rethink/Revise**), and teacher conference to revise/edit **(Revise/Refine)**


 * (E)**2 .5 Formative Assessment **Checking for Understanding**: Large group question/answer **Timely Feedback**: Rubric filled out by teacher (Evaluate)


 * (T)**2.6 Give an example of each Multiple Intelligences **(Tailor)**
 * Verbal-Linguistic**: Students will verbally share sentences for large group summary.
 * Logical/Mathematical**: Students will organize notes into a story map.
 * Visual/Spatia**l: Students will see large group summary visually represented on chart paper.
 * Bodily/Kinesthetic**:
 * Musical/Rhythmic**: Students will listen and watch summarizer video.
 * Intrapersona**l: Students will complete an summary template with self assessment checklist.
 * Interpersonal**: Students will work with a peer to complete peer revision.
 * Naturalist:**

=Lesson 3=
 * (O)**2.7 Students will be able to summarize a piece of text. **(Explain)**
 * Product:** Google Docs **Days:** 3-5 days **(Organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** ( W)** 3.1 Students will understand that text is presented in multiple ways to help determine the main idea.**(Where)**, so that we can more efficiently identify main idea based on type of text **(Why)**, Common Core-Literacy in Social Studies Standards: //Grade 6-8 #5- Describe how a text presents information (e.g.,sequentially, comparatively, causally)// (**What**)


 * (H)** 3.2 **(Hook**) Have you ever felt like the boy in the cartoon? Like so much information is loaded on to you, but it is difficult to process?

, research these text structures using and jigsaw on a  **(Explore)**, Students will be able to demonstrate an example of a paragraph in a certain text structure and that text structure can be identified by a peer (**Experience)**
 * (E)** 3**.**3 Students will know the following text structures: Description, Compare/Contrast, Sequencing, Problem/Solution, Cause/Effect (**Equip)**


 * (R)** 3 .4 Checking for Understanding Strategies: Misconceptions will be addressed through a peer matching game while the teacher observes and misconceptions are addressed on cue **(Rethink),** Self-Assessment using Rubric by peer **(Rethink/Revise**), and teacher feedback on rubric **(Revise/Refine**)


 * (E)** 3 .5 Formative Assessment - **Checking for Understanding**: Observations of Matching Game **Timely Feedbac**k: Rubric filled out by teacher (**Evaluate)**

I**ntrapersonal**: Students will complete a self assessment of product.
 * (T)** 3.6 Give an example of each Multiple Intelligences **(Tailor)**
 * Verbal-Linguistic**: Students will verbally share notes for jigsaw.
 * Logical/Mathematical:** Students will organize notes in a graphic organizer.
 * Visual/Spatia**l: Students will watch the slideshow.
 * Bodily/Kinesthetic:** Students will move content around in a Matching game.
 * Musical/Rhythmic**:
 * Interpersonal:** Students will work in small groups to peer teach through matching game.
 * Naturalist:**


 * (O)**3.7 Student will be able to design a paragraph in a text structure and a partner will be able to identify that text structure **(Apply)**.
 * Product**: Edmodo post **Days**: 3-5 days **(Organize)** ||

=Lesson 4=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** ( W**) 4.1 Students will understand that good reflections can help us make predictions **(Where)**, so that you can predict how historical events might affect your future **(Why)** //Not connected to a standard// **(What**//**)**//

//**(H)**// 4.2 //**(Hook)**// When you hear the word reflection, what do you think of? Students will brainstorm a list.


 * (E)** 4 .3 Students will know what constitutes a good reflection- specific examples and connections as well as questioning **(Equip),** Students will work in teams of four and use the stratgy Numbered Heads to examine example reflections. Each student is assigned a question and will have to answer that question about the team's example. **(Explore)**, Students will use the sentence starters provided to complete the reflection and then will record an audio version of their reflection **(Experience)**.


 * (R)** 4 .4 Checking for Understanding Strategies: Misconceptions will be addressed with a large group report out using the strategy Numbered Heads. **(Rethink)**, Student will need to share their reflection with their group and their group will answer the same questions (from Numbered Heads) and give suggestions (self directed process groups) **(Rethink/Revise)**, and teacher feedback with same questions **(Revise/Refine)**.


 * (E)** 4.5 Formative Assessment: **Checking for Understanding**: Numbered Heads **Timely** **Feedback**: Rubric filled out by Teacher **(Evaluate**)

I**nterpersonal**:Students will work in groups to give suggestions and revise reflections
 * (T)** 4 .6 Give an example of each Multiple Intelligences **(Tailor)**
 * Verbal-Linguistic**: Students will share verbally in a large group discussion with Numbered Heads.
 * Logical/Mathematical**: Students will participate in a Numbered Heads activity where each person is assigned a question.
 * Visual/Spatia**l: Students will examine example reflections.
 * Bodily/Kinesthetic**:
 * Musical/Rhythmic**: Students will record an audio version of their reflections.
 * Intrapersonal:** Students complete personal reflections on past historical events.
 * Naturalist**:

Student will be able to reflect on his own childhood and his recollection of historical events to make predictions of the future.**(Self Knowledge).** =Lesson 5=
 * (O)**4.7 Product:
 * Produc**t: Audio clip. **Days**: 2 days **(Organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** ( W**) 5.1 Students will understand that information found can be unreliable or biased **(Where)**, so that you can identify fact from fiction when looking through internet resources **(Why)** //Writing #8-Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources// **(What**//**)**//

//**(H)**// 5.2 Have students view this and then ask "What do you look for to make sure information is accurate?**(Hook)**


 * (E)** 5.3 Students will know what to look for to determine credibility: CAPOW: Currency, Authority, Purpose, Objectivity, Writing **(Equip),** Students will work in teams to review the [|video] and take notes on their assigned section. Students will report out using a jigsaw activity to teach each other **(Explore)**, Students will find an example of a credible source and a questionable source and post to a blog to share with others**(Experience)**.


 * (R)** 5.4 Checking for Understanding Strategies: Misconceptions will be addressed with the Jigsaw activity. **(Rethink)**, Students will choose a topic and find one credible source and one questionable source and complete "CAPOW" on them. **(Rethink/Revise)**, and peer will complete "CAPOW" on each source **(Revise/Refine)**.


 * (E)** 5.5 Formative Assessment: **Checking for Understanding**: Jigsaw **Timely** **Feedback**: "CAPOW" checklist done by teacher **(Evaluate**)

I**nterpersonal**: Students must work together in small groups to complete the jigsaw activity.
 * (T)** 5 .6 Give an example of each Multiple Intelligences **(Tailor)**
 * Verbal-Linguistic**: Students will share verbally in a large group discussion with Jigsaw.
 * Logical/Mathematical**: Students will use the acronym CAPOW in a graphic organizer for notes.
 * Visual/Spatia**l: Students will watch the video on CAPOW.
 * Bodily/Kinesthetic**
 * Musical/Rhythmic**:
 * Intrapersonal:** Students will complete the CAPOW checklist on their own sources.
 * Naturalist**:

=Lesson 6=
 * (O)** 5.7 Students will be able to consider why a credible source and a questionable source could both be useful based on your purpose. **(Empathy)**
 * Product**: Blog post **Days**: 2 days **(Organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** ( W**) 6.1 Students will understand that a primary source and a secondary source give you a different type of information **(Where)**, to understand how older documents can be as helpful in gaining information as newer technologies **(Why)** //#9 Analyze the relationship between a primary and secondary source on the same topic// **(What****)**


 * (H)** 6.2 //**(**//**Hook)** Show students these [|examples] of primary sources (don't tell them that is what they are) and ask for their thoughts on the pictures. What do they know about them? What can they infer?


 * (E)** 6 .3 Students will know the definitions of Primary and Secondary sources **(Equip),** Students will watch the [[file:primary_2nd_docs.ppt|slideshow]] and create a [[file:tchart.doc|T-chart]] of examples of primary and secondary sources that will be shared to create a large class T chart **(Explore)**, Students will interview a person to get a secondary account of a historical event and then compare that you a primary source of the event **(Experience)**.


 * (R)** 6 .4 Checking for Understanding Strategies: Misconceptions will be addressed with the whole class T chart activity **(Rethink)**, Students will use one of the [|graphic organizers] to develop inferences about a primary source and use the questions to compare to the interview **(Rethink/Revise)**, peer will complete the inference checklist **(Revise/Refine)**.


 * (E)** 6.5 Formative Assessment: **Checking for Understanding**: T chart **Timely** **Feedback**: checklist done by teacher **(Evaluate**)

I**nterpersonal**: Students will work together to revise inferences based on checklist.
 * (T)** 6 .6 Give an example of each Multiple Intelligences **(Tailor)**
 * Verbal-Linguistic**: Students will share verbally in a large group discussion with T chart.
 * Logical/Mathematical**: Students will use the T chart to organize notes.
 * Visual/Spatia**l: Students will watch the slideshow complete with visuals.
 * Bodily/Kinesthetic:** Students will create a human T chart to share.
 * Musical/Rhythmic**:
 * Intrapersonal:** Students will complete the graphic organizer to develop inferences.
 * Naturalist**:


 * (O)**6.7 Student will be able to infer information from a primary source and compare it to a secondary source **(Perspective)**
 * Product:** Video **Days**: 2 days **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe