S3+Korn+Shauna

=Stage 3 Plan Learning Experiences and Instruction=

Logical: Kinesthetic: Visual: Naturalist: Intrapersonal: Interpersonal: Musical:**
 * 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)
 * Verbal:
 * 7. (O)** **Organize** (Facet of Understanding - Students will be able to ...) and Product

=Lesson 1= 2. Collage: This collage will contain photos from the Holocaust that shows the devastation it caused. **(Engage)** 3. Students will know survivor and death rates, Concentration Camps, The Night of Broken Glass, Elie Wiesel, and groups targeted. **(Equip.)** Sense Chart will allow them to use their senses to imagine what their view of the Holocaust would be if they lived during that time. **(Explore)** Think-Pair-Share: Students will share with their classmates to see how their emotions are similar to those of their peers. **(Experience)** 4. Students will express their ideas with a partner. **(Rethink)** Students will think about what others have shared and how it relates to their ideas. **(Revise)** Students will practice what they are going to say with a partner. **(Rehearse)** Students will receive feedback on their presentation from a peer. **(Refine)** 5. Students will watch each others documentaries and will have an open discussion on how as a class they feel and what they want to learn more about and what got to them. **(Evaluate)** 6. **Verbal:** Students will be speaking and listening to each other. 7. Students will be able to reflect on what their own reactions would have been in that time period and situation of a Jewish person. Product: iMovie Documentary **(Organize)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that the effect of ones ideas and the change that it can make, short and long term, by those involved in the Holocaust **(Where)** This is to show how one idea can change everything. **(Why)** **//Students understand major themes and historic influences in the U.S. and the world.//** **(What)**
 * Logical:** Students will have to make their presentation no longer than five minutes.
 * Kinesthetic:** Students will move around to different places in order to personalize their documentary.
 * Visual:** Students will watch their peers documentaries.
 * Intrapersonal:** Students will share their knowledge with others.
 * Interpersonal:** Students will learn how to hold the attention of their peers with their creative documentary.
 * Musical:** Students will use music in the background to set a mood and tone of the presentation.

9. Life-Size Human Model: This human model will be of someone who was in the Holocaust and will resemble how they looked during the period of the Holocaust to show the impact of Hitler's rule. **(Engage)** 10. Students will know survivor and death rates, Burning of Books, The Night of Long Knives, Nuremberg Race Laws, and The Night of Broken Glass. **(Equip)** Describing Wheel will allow students to describe what points they believe were crucial to the Holocaust. **(Explore)** Three-Step Interview will allow students to ask other peers about their ideas on the Holocaust and then share. **(Experience)** 11. Students will discuss ideas with a peer on the crucial parts to the Holocaust **(Rethink)** Students will compare and contrast with partner's ideas. **(Revise)** Students will present each other's ideas to the class. **(Rehearse)** Other peers will have a chance to question on another's crucial points. **(Refine)** 12. Students will list their three crucial points which much have one thing in common with another peer and include that in their final product. **(Evaluate)** 13. **Verbal:** Students will communicate with other students on the material that will go into the product. 14. Students will be able to explain the turning points and consequences of the Holocaust. Product: Comic Life. **(Organize)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.Students will understand major eras, major themes, and historic influences in the U.S. and worldwide including ideals and institutions in the world.**(What)** //**Students will understand that the Holocaust's initial start and all pertaining factors that led into it.**// **(Where)** Students will understand how the Holocaust took place. **(Why)**
 * Logical:** Students will need to be aware of negative space and how many slides they have.
 * Visual:** Students will use comic life to create their graphics.
 * Naturalist:** Students may use outside scenes to create a background that is more realistic.
 * Intrapersonal:** Students will each add one creative piece to show their own style.
 * Interpersonal:** Students will work with others to create a full comic book on the horrors of the Holocaust as an information booklet.
 * Musical:** Students will be able to add music or voice clips to their product.

16. Guest Speaker: This guest speaker will be a survivor of the Holocaust and will allow students to ask questions and hear a personal story of this person's life during and after the Holocaust. **(Engage)** 17. Students will know survivor and death rates, Concentration Camps, The Night of Broken Glass, Jews, Elie Wiesel, and existence of the Concentration Camps. **(Equip)** E-Chart: This will allow students to show on the right side top line what they can empathize with and below the bottom line what they feel they can't empathize with. **(Explore)** Round Robin Brainstorming: This will allow students to communicate what they empathize with from the Holocaust with their peers. **(Experience)** 18. Students will answer questions from a peer. **(Rethink)** Students will answer questions from their peers. **(Revise)** Students will then share their answers with their peers. **(Rehearse)** Students present what they have learned in an ebook. **(Refine)** 19. Students will create a self-assessment in which they will explain what they have learned and how important the events of the Holocaust are to them. **(Evaluate)** 20. **Verbal:** Students will communicate with one another. 21. Students will be able to empathize with the survivors of the Holocaust (Those negatively affected) Product: ebook **(Organize)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand the environment of prisoners and their criteria. **(Where)** This will place students in the "shoes" of people who were directly affected by the Holocaust. **(Why)** //**Students will understand interpretations of historical events that are based on different perspectives and evidence.**// **(What)**
 * Logical:** Students will design how many pages they want.
 * Kinesthetic:** Students will move while presenting information.
 * Visual:** Students will view others ebooks.
 * Intrapersonal:** Students will work in groups that what they personally empathize with.
 * Interpersonal:** Students will work in groups that promote opinion.
 * Musical:** Students may add pictures and music or links to video in their ebook.

23. [|Video]: This video will introduce the heart breaking story of the Holocaust. **(Engage)** 24. Students will know Hitlers background, Burning of Books, The Night of Broken Glass, World War II events, existence of Concentration Camps, and survivor and death rate. **(Equip)** Problem-Solution Chart will allow them to explain the problems Hitler encountered and his solution. **(Explore)** Three-Minute Review will allow them to ask me questions pertaining to certain events. **(Experience)** 25. Students will clarify a question that they have. **(Rethink)** Students will use the answer to pick one event they feel they know well about the Holocaust. **(Revise)** Students will then create a draft song that pertains to the event they picked. **(Rehearse)** Students will then peer edit their songs. **(Refine)** 26. Students will use garage band to add background music to their lyrics and will play their song for everyone in the class. **(Evaluate)** 27. **Verbal:** Students will have to sing their song. 28. Students will be able to apply by learning the important factors of the Holocaust that impacted history. Product: Creating a Song **(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that the Holocaust's initial start and all pertaining factors. **(Where)** To know the turning factors and points in the Holocaust. **(Why)** **//Students understand major themes and historic influences in the U.S. and the world.// (What)**
 * Logical:** Students will have to figure out the beats that they need and a time frame.
 * Kinesthetic:** Students will be able to have their peers get up and move around to their song, such as hands swaying.
 * Visual:** Students may pass out their lyrics to their peers.
 * Intrapersonal:** Students make their own song.
 * Interpersonal:** Students work with a peer.
 * Musical:** Students will use Garage Band to create their song.

30. Appearance divided classroom will allow me to separate students by their eye color, treat each table a little differently to show that being treated differently, because of how you look is unfair. **(Engage)** 31. Students will know Hitlers background, Mein Kampf, Jews, and groups that were targeted. **(Equip)** T-Chart will allow students to write down people they feel were involved in the Holocaust and why on the other side. **(Explore)** Jigsaw will allow the students to teach each other about the targeted groups. **(Experience)** 32. Students will talk about their topic. **(Rethink)** Students will gather what the main parts are of that topic. **(Revise)** Students will practice with their group on what they will present. **(Rehearse)** Students will go over what they are going to say with me. **(Refine)** 33. Students will learn about the different perspectives and groups involved in the Holocaust through peer teaching and will then combine the information in an online newspaper. **(Evaluate)** 34. **Verbal:** Students will present their topic to the class. 35. Students will be able to see the points of view of interpreting historical events that are based on different perspectives and evidence. Product: Online Newspaper **(Organize) [|WebQuest]** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that one idea can change and that it can make an impact. **(Where)** To show the different views on the Holocaust by different people or groups. **(Why)** //**Students understand the roots of demographic philosophy, ideals, and institutions in the world.**// **(What)**
 * Logical**: Students will be able to use percentages.
 * Visual:** Students may add photos.
 * Interpersonal:** Students use group ideas for the newspapers.
 * Musical:** Students may add a light appropriate background music.
 * Intrapersonal:** Students will share their own input.

37. Clay 3D Model will show students the end result of a type 1 technology that they will be making in a type 2 technology program. **(Engage)** 38. Students will know Concentration Camps, survivor and death rates, Jews, Elie Wiesel, what groups were targeted, existence of the Concentration Camps. **(Equip)** Fact and Opinion Chart will allow students to put up what they know is fact about Concentration Camps and on the other side put what they have heard, but are not sure is fact. **(Explore)** Partners will help the students prepare for what they want their 3D virtual model to be like, the characteristics it should have. **(Experience)** 39. Students will talk with their partner to decide the characteristics of a Concentration Camp. **(Rethink)** Students will then provide a reason why they feel that these are the main characteristics. **(Revise)** Student will decide which characteristics will be included in their model. **(Rehearse)** Students will then create a sketch of what their model would look like. **(Refine)** 40. Students will take their drawn model and then approve them with the teacher before going to make their 3D virtual model. **(Evaluation)** 41. **Visual:** Students will see model on computer. **Verbal:** Students will have to follow instructions. **Intrapersonal:** Students will have to come up with their own model. **Interpersonal:** Students will have to have a peer edit their characteristics of what will go into their model. **Musical:** Students will be able to add music to play in the background. **Naturalistic:** Students may use props in their model to show the outside of a Concentration Camp. **Kinesthetic:** Students will have to move their model around to show all sides of it and will be able to have partner to analyze their work. **Logical:** Students will have to know the time period that their model would have existed in (Beginning, Middle, End). 42. Students will be able to interpret the actions of Hitler and his followers. Product: 3D Virtual Model. **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that the environment of prisoners and their criteria. **(Where)** Students will understand this because they will have to realize the situation those impacted by the Holocaust were in. **(Why)** **//Students will understand the roots of democratic philosophy, ideals, and institutions in the world.//** **(What)**

2004 ASCD and Grant Wiggins and Jay McTighe