S3+O'Neil+Christopher

=Stage 3 Plan Learning Experiences and Instruction=


 * 1. (W)** **Where** (Understanding), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** (Graphic Organizer), and **Experience** (Cooperative Learning)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Timely Feedback)
 * 5. (E)** **Evaluate** (Self- Assessment)
 * 6. (T) Tailor** (Multiple Intelligences 6 to 8 and use each at least twice)
 * 7. (O)** **Organize** (Facet of Understanding - Students will be able to ...) and Product

=Lesson 1= 2. [|Map] of Europe after Hitler conquered it and a [|sound clip/video] of Axis Sally giving a radio broadcast **(Hook)**. 3. Students will know important events and people: Adolf Hitler and Germany’s invasion of European countries **(Equip)**. Students will examine the steps Hitler took to take over Europe through an observation chart **(Explore)**. Students will design a comic with a partner explaining the steps Adolf Hitler took to conquer all of Europe **(Experience)**. 4. Students will find pictures off the web and create text to go with the pictures before putting it on the comic **(Rehearse)**. Students will peer edit each other’s text and revise the text before placing it in the comic **(Revise)**. Students will create a summary of the comic to place at the end of it explaining Hitler’s conquest of Europe **(Rethink)**. Students will submit their comic draft to the teacher and refine any minor errors in their comic before submitting it for final grading **(Refine)**. 5. Students will submit their final comic and all drafts created for grading **(Evaluation)**. 6. Students will create a comic using pictures and text to explain how Hitler conquered Europe **(Spatial and Linguistic)**. They must make sure that the sequence of events is in sync with what happened in history **(Logical)**. They may work with one or two partners on the comic **(Interpersonal)**. They may also choose to work alone, but must find someone to peer-edit their text **(Intrapersonal)**. Students will use the Comic Life software to create the comic **(Bodily-Kinesthetic)**. 7. Students will be able to model how Hitler’s plan to conquer Europe led to the start of World War II. **Product:** Comic Life || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Hitler’s plan to conquer Europe led to the start of World War II **(Where)**. Students will learn the signs of a potential invasion by other countries by studying how Adolf Hitler went about in conquering Europe **(Why)**. **Students will understand the World War II era, who Adolf Hitler was, and the history of how he conquered Europe** **(What)**.

9. Newspaper heading of Roosevelt’s death: “Roosevelt Dies: Stroke is Fatal in South; Truman New President.” **(Hook)**. 10. Students will know important people: Adolf Hitler, Franklin Delano Roosevelt, Joseph Stalin, Winston Churchill, Hideki Tojo, and Benito Mussolini **(Equip)**. Students will research each of the leaders and gather information about their lives during World War II and record that information on a cluster/word web **(Explore)**. Students will write a biography on each of the leaders in a blog **(Experience)**. 11. Students will type up their text in a word document before posting on the blog **(Rehearse)**. Students will send their biographies to at least three other students for peer-editing and then make the necessary revisions **(Revise)**. Once the students have posted on the blog, the teacher will make comments about the biographies and students will refine their text based on those comments **(Refine)**. Students will add in video clips, links, pictures, and any other addition items in the blog that supports the information they provided **(Rethink)**. 12. Students will submit a draft of their biographies and then the final blog posting of their biographies for grading **(Evaluation)**. 13. Students will research and write up a biography on each of the leaders of the major countries involved in World War II **(Linguistic)**. Students will include pictures, video clips, and music on their blog postings to help support their information **(Spatial and Musical)**. Students will be typing up their biographies on the computer **(Bodily-Kinesthetic)**. Students will do their research alone and will work with other students on editing their biographies **(Intrapersonal and Interpersonal)**. 14. Students will be able to reflect on how the leaders of each country in the Allied and Axis Alliances were important during World War II. **Product**: Blog || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. The leader of each country in the Allied and Axis Alliances played an important role in the outcome of the war **(Where)**. Students will learn how the decisions made by the leaders in World War II affected the policies and institutes the world has today **(Why)**. **Students understand the World War II era, important leaders of World War II, major themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world** **(What)**.

16. Watch a [|clip] of Adolf Hitler speaking **(Hook)**. 17. Students will know important people: Hitler, Roosevelt, Churchill, Stalin, Mussolini, Hideki Tojo, Eisenhower, Patton, Goering, and Montgomery **(Equip)**. Students will select a person from a list and write information about him in a story map **(Explore)**. Students will work with a partner and will write about and interview the important figure they chose **(Experience)**. 18. Students will submit their interview to the teacher and revise it based upon the comments made by the teacher **(Revise)**. Students will refine their interview based upon suggestions from peers **(Refine)**. Students may rehearse their interview before recording it **(Rehearse)**. Students will write a reflection on the interview after they submit it **(Rethink)**. 19. Students will turn in a recording of their interview for grading **(Evaluate)**. 20. Students will write a record an interview with a partner **(Interpersonal and Linguistic)**. They should include music and may record outside **(Musical and Naturalist)**. It is encouraged that they act out the person they are playing during the interview **(Bodily-Kinesthetic)**. Students may video tape the interview for extra points **(Spatial)**. 21. Students will be able to assume the role of one of the important people during the war. **Product**: Podcast. || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. The leader of each country in the Allied and Axis Alliances played an important role in the outcome of the war **(Where)**. Students will learn how the leaders in World War II affected how the leaders of today do things **(Why)**. **Students understand the World War II era, important leaders of World War II, major themes, and historic influences in the United States and world history** **(What)**.

23. Watch a scene from HBO's Mini series Band of Brothers **(Hook)**. 24. Students will know important events: Operation Overlord, Operation Market Garden, Battle of the Bulge, Battle of Midway, and the Battle for Iwo Jima **(Equip)**. Students will work in groups of four and research a specific battle and how it affected the outcome of the war **(Explore)**. Each group will create a news report on the aftermath of the battle they researched **(Experience)**. 25. Students will exchange scripts with another group and revise the scripts based on that group’s edits **(Revise)**. Students will provide a page long summary of the battle that includes where it took place, who fought the battle, and who won the battle **(Rethink)**. Students are encouraged to rehearse their scripts before video taping them **(Rehearse)**. Students will be given the chance to refine their video before submitting it to the teacher **(Refine)**. 26. Students will submit their one page summary, their script, and completed iMovie to the teacher for grading **(Evaluation)**. 27. Students will be acting as reporters who are reporting about the battle from the battlefield after it ended **(Bodily-Kinesthetic and Naturalist)**. They will use iMovie to edit the video and include special effects in the movie **(Spatial)**. Students are encouraged to have music during their film **(Musical)**. The students will be working in groups of four and may have help from friends during the video **(Interpersonal)**. Each student is required to write their own one page summary of the battle which will be turned in with the final iMovie **(Intrapersonal)**. 28. Students will be able to evaluate the outcomes of the important battles of World War II and how they affected the outcome of the war. **Product:** iMovie || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. The outcomes of the important battles of World War II affected the outcome of the war **(Where)**. Students will learn how to take the outcomes of battles during a war and be able to determine which side will win the war. They may use this knowledge to determine who is going to be victorious in present day wars such as the War on Terror and any wars to come **(Why)**. **Students understand the World War II era, important battles of World War II, and the influences these battles has on the outcome of the war (What)**.

30. Watch a video [|clip] of the Hiroshima and Nagasaki Atomic Bomb explosions **(Hook)**. 31. Students will understand sequences and timelines: Europe 1939-1944, United States 1941-1944, Europe and the Pacific 1944-1945 **(Equip)**. Students will research the important events for each of the periods given by using a timeline **(Explore)**. Students will work in groups of two to create an animated Power Point presentation showing the important events during the three periods given **(Experience)**. 32. Students will outline what they will have in their power point before creating the slides **(Rehearse)**. Students will show their power point to other students and then revise it base upon those student’s suggestions **(Revise)**. Students will re-examine their power point and put in more facts or animation to make it better **(Rethink)**. Students will have a chance to refine small errors in their power point before turning it in for the final grade **(Refine)**. 33. Students will hand in their outline and final power point for grading **(Evaluation)**. 34. Students will work in groups of two on their power point **(Interpersonal and Bodily-Kinesthetic)**. They must include animated graphics and text in their power point **(Spatial and Linguistic)**. Students are encouraged to add sound effects into their power point **(Musical)**. Students must use the correct sequence of events in their timeline **(Logical)**. 35. Students will be able to produce a timeline of the important events throughout World War II. **Product:** Power Point Presentation || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. The important events and the affect they had on the outcome of World War II **(Where)**. Students will connect the dots to see how one event led to another and then use that information to connect the dots of how one event led to another in the current conflicts in today’s world **(Why)**. **Students will understand the World War II era, major enduring themes, and major events throughout the war (What)**.

37. [|Picture] from V-E Day **(Hook)**. 38. Students will understand important events: Hitler’s conquest of Europe, Operation Overlord, the Battle of the Bulge, Pearl Harbor, and Operation Market Garden **(Equip)**. Students will select one important event and write information about it using a sequence chart **(Explore)**. Students will work individually and create a map of the event they studied on Google Earth **(Experience)**. 39. Students will write a two page summary of the event they researched **(Rethink)**. They will be given a map of Europe and will be required to outline what they are going to draw in Google Earth **(Rehearse)**. The students will review each other’s maps and summaries and revise any errors they find **(Revise)**. The students will submit the Google Earth map to the teacher and will be allowed to refine any small technical and historical errors the teacher found before turning it in for a final grade **(Refine)**. 40. Students will turn in the two page summary, the hand-drawn map, and the final Google Earth map into the teacher for grading **(Evaluate)**. 41. Students will hand draw the map and also draw the path taken for the event they researched on Google Earth **(Spatial and Bodily-Kinesthetic)**. Students will write a summary on the event as well as include information about the event in place marks on Google Earth **(Linguistic)**. Students will work individually on the project but will peer-edit the project with other students **(Interpersonal and Intrapersonal)**. The students are required to explain how the terrain played an important role in how the event turned out **(Naturalist)**. 42. Students will be able to analyze the World War II era, the different themes of World War II, the major turning-points, events, consequences, and people during World War II and the implications for the present and future. **Product:** Google Earth Map ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. The important events, people, and battles that led up to and affect the outcome of World War II **(Where)**. Students will learn how the entire World War II era affects everything that happens in the world today **(Why)**. **Students will understand the World War II era, major enduring themes and historic influences in the United States and world history as and outcome of World War II (What)**.

2004 ASCD and Grant Wiggins and Jay McTighe