S3+Brennick+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 = || 1. Student understand citizens have rights, duties, and responsibilities when participating in government. **(What)** Students will understand the principals of the constitution and how these principals guide the way citizens are able to create positive change in the world around them. **(Why) Students will understand the constitutional and legal rights, the civic duties and responsibilities and roles of citizens in a constitution democracy .** **(What)** product: comic (comic life)  Students will be able to analyze the constitutional principle and how the guide citizens role in government. **(Organize)** || =Lesson 2 =  || 9. Students will view a YouTube video over citizens taking part of in a violent protest. (http://www.youtube.com/watch?v=Nl58QbpVLHw) After the video the class will talk about what is going on in the video. **(Hook)** 10. Students will know vocabulary: Representative democracy, direct democracy, levels of government, initiative, referendum, interest groups, lobbyist, elections, branches of government. **(Equip)** Students will work with partners to fill out the political advertisement report card. **(Explore)** Students will work their seasonal partners to Jigsaw and report on different ways people can influence the government. **(Experience)** 11.Students will have to report out from their partners groups to the bigger group as a whole. **(Rehearse)** Students will have a chance to change answer after the group has talked about all the ads. **(Rethink)** Students will be able to change answers after hearing the groups report out on findings. **(Revise)** Students will be able to changes answers based on teacher feedback. **(Refine)** 12.Students will have to turn in their own political advertisement report card at the end of class along with the notes from the whole group discussion for teacher feedback. **(Evaluate)** 13.I will attempt to relate as many of the topics we talk about to nature. **(Naturalist)** The students will be working with their seasonal partners to find the answer for their topic area. **(Interpersonal)** Students will share and talk about answers with the entire class. **(Verbal)** Students will use a political advertisement report card to sort out answer for their topic. **(Visual)** Students will have to fill out a requirements sheet to see what they have done on their project. **(Intrapersonal)** During the group think part of class students will have music playing in the background. **(Musical)** 14.Students will be able to e. evaluate how people influence government and work for the common good including voting, writing to legislators, performing community service, engaging in civil disobedience. || =Lesson 3 =  || 16. Students will be asked by the teacher what they care about and then be challenged on what it is they have done to effect change on that issues. **(Hook)** 17.Student will know their own level of involvement and engagement in government. **(Equip)** Students will come in prepared with their civic involvement resume filled out. **(Explore)** Students will participate in a group process discussion. **(Experience)** 18.Students will have a chance to share aloud in the process discussion what is on their civics resume. **(Rehearse)** Students will have the opportunity to update their civics resume after the group discussion and again after I hand it back with feedback. **(Revise, Rethink, Refine)** 19.Students will be asked at the end of the lesson to hand in their resume and will be asked to write a blog entry about how involved they think they are. **(Evaluate)** 20Students will participate in a group process discussion. **(Interpersonal)** Students will use their resume to guide their involvement in the discussion. **(Visual)** Students will have a chance to update their resumes at the end of class. **(Intrapersonal)** Students will talk about their resumes during the group discussions. **(Verbal)** Students will move stand up while they talk in the discussion. **(Bodily)** Students will have music playing when they are coming into the room. **(Musical)** 21.Students will be able to self assess their level of involvement in government. **(Organize)** || =Lesson 4 =  || 23.Students will hear a story of the ways I have been able to influence to world around me and the reason why I influenced in the way I did. **(Hook)** 24.Students will know the ways that they are able influence the government for positive change. (**Equip)** Students will meet their groups and then use prompts to brainstorm ideas for their pieces influencing government. **(Explore)** Students will bounce ideas off from their group members before they deiced as a group which product they will pick. **(Explore)** 25.Students will have a chance to change their groups product ideas after they have talked as group about all of the pro’s and con’s of the idea. **(Revise)****(Refine)** Students will have a chance at the start of group time to share with their group members any ideas they have for peer feedback about pro’s and con’s of idea. **(Rehearse)** 26.Students groups at the end of class will give the teacher a project proposal and timeline for completion for teacher feedback. **(Evaluate)** 27. The whole class will have the fact vs. opinion chart to look at while they plan. . **(Visual)** Groups will talks about their projects as they build ideas for their project. . **(Verbal)** Students will have to write down the answers to the prompt before they share with partners. **(intrapersonal)** Students will talk about their answers to the prompt in their groups. **(interpersonal)** Students while they are meeting with groups will have music playing in the background. **(musical)** Students will use laptops to build their project. **(Bodily)** 28. Students will be able to use knowledge to influence the government. **(Organize)** Students will meet with teacher as he walks around the classroom talking to them about their about their potential product and giving suggestions on how to make their product better. || =Lesson 5 =  || 30. Students will look at an article online of someone their age making a difference in the world. **(Hook)** 31.Students will know  will know what they done to influence government. **(Equip)** Students will work with one of their work group partners students will fill the reflection sheets and fact vs. opinion chart about how to show their work. **(Explore)** Students will work their work groups with ideas for their Wiki portfolio. **(Experience)** 32. Students will be able to choose the best ideas brought into work groups from the reflection sheet. **(Refine)** Students will not put their final ideas until after they have talked to the teacher and got their feedback about their product ideas. **(Rethink)** Students will talk about ideas to their partners and their work groups. **(Rehearse)** 33. Students will submit their final Wiki page and fill out their own copy of the requirements list. **(Evaluation)** 34. Students will be working in groups while brainstorming product ideas. **(Interpersonal)** Students will have to write justifications for how they met each of the criteria on the checklist. **(Intrapersonal)** Students will have fact vs. opinion charts to organize their ideas on. **(Logical)** Students will be able to use laptops to do their group research. **(Bodily)** Students will be using fact v. opinion charts to put down answers to questions. **(Visual)** Students will go outside to meet with work group. **(Naturalistic)** 35.Students will be able to show how they have influenced their government. **(Organize)** || =Lesson 6 =  || 37. Students will know Vocabulary: Representative democracy, direct democracy, levels of government, initiative, referendum, interest groups, lobbyist, constitution, elections, branches of government. **(Equip)** Students will work in work groups to fill in Venn diagram on differences between The United States and the country they have been assigned. **(Explore)** Students will will meet with work groups to complete the Venn diagram a. **(Experience)** 38. Students will hand in venn diagram for teacher feedback and get this back to use during their project. **(Rethink)** Students after teacher feedback will work to update their groups Venn diagram. **(Revise)** While in groups sharing what their work group has discovered students will report out. **(Rehearse)** After all work on Venn diagram is done students will fill out what kind of final product they would like to build. **(Refine)** 39. Students will turn in Venn diagram at the end of class for teacher feedback. Students will also turn in their group’s outline for teacher approval or feedback. **(Evaluation)** 40. Students will find answer to Venn diagram in their work groups. **(Interpersonal)** Students will listen to music while working in groups. **(Musical)** Students will self assess themselves before presenting. **(Intrapersonal)** Students will use laptops while they research Venn diagram. **(Bodily)** Students will put their ideas in order to form their outline. **(Logical)** Students will have Venn diagram to keep track of what they have and have not answered yet. **(Visual)** Students will talk out the ideas they have in their work groups. **(Verbal)** 41. Student will be able to relate the role of Americans citizens in their government to citizens of another country in the world. (**Organize)** || <span style="font-family: 'Times New Roman',Times,serif"> 2004 ASCD and Grant Wiggins and Jay McTighe
 * <span style="font-family: 'Times New Roman',Times,serif">**Consider the W.H.E.R.E.T.O. elements**. **(L)**
 * <span style="font-family: 'Times New Roman',Times,serif">
 * 1) <span style="font-family: 'Times New Roman',Times,serif"> .Students once they have come in and sat down will be asked to look up at the screen to watch http://www.youtube.com/watch?v=BETstpOD5qs&feature=related a youtube movie with Bill Clinton talking about commitment and volunteering. This video will be the first part of my hook and lead into my asking students about citizenship and what gives us the right to effect the type of change Pres. Clinton is talking about in this clip. ( **(Hook)**
 * 2) <span style="font-family: 'Times New Roman',Times,serif"> Students will know Critical details: Founders intent and fears, principals of free speech, principals of voting. **(Equip)** Students will use a question sheet to go through the links and find by researching with partners. **(Explore)** Students will create in their work groups a comic book aimed at educating college students about their rights, duties, and responsibilities as American Citizens. **(Experience)**
 * 3) <span style="font-family: 'Times New Roman',Times,serif"> Students will not write down their final answers until after everyone in the group has had a chance to share their answers. **(Rethink)** Students will share answers out loud with the entire group. **(Rehearse)** Students will have a chance to change the answers from there group research after all group have reported our. **(Revise)** Students will have a chance to refine their answer by talking about them in their groups and with the whole class. **(Refine)**
 * 4) <span style="font-family: 'Times New Roman',Times,serif"> Students at the end of class will hand their own set of requirements saying how they felt they did on the project. **(Evaluate)**
 * 5) <span style="font-family: 'Times New Roman',Times,serif"> Students will work in groups of four while doing research. **(Interpersonal)** Students will have a Smart Board in the front of the room so they can see the notes for lecture. **(Visual)** Students will be talking about the answers with the people in their group. **(Verbal)** Student will have a graphic organizer to keep track of thoughts . **(Logical)** Students will have to fill out their own requirements sheet stating how they did on this project. **(Intrapersonal)** Students will be able to use laptops to research answers to questions during group time. **(Bodily)** Students will be able to listen to music while doing their research. **(Musical)**
 * <span style="font-family: 'Times New Roman',Times,serif">**Consider the W.H.E.R.E.T.O. elements**. **(L)**
 * <span style="font-family: 'Times New Roman',Times,serif"> 8. Students understand all citizens can influence their government, which can produce positive results. **(What)** Students will understand how all citizens can influence the government so they realize the implications of their actions. **(Why) Students will understand the roles of citizens in a constitution democracy a**. **(What)** Product: Interest group presentations (PowerPoint)
 * <span style="font-family: 'Times New Roman',Times,serif">**Consider the W.H.E.R.E.T.O. elements**. **(L)**
 * <span style="font-family: 'Times New Roman',Times,serif"> 15.Students understand all citizens can influence their government, which can produce positive result. **(What)** Students will have to gauge their own level of involvement in civics and government so they know what subjects they have passion for and so they understand that change does not happen on a large scale. **(Why) Students will understand the constitutional and legal rights, the civic duties and responsibilities and roles of citizens in a constitution democracy and the role of citizens living under other forms of government in the world. (What)** Product: Blog entry/ civics and government resume.
 * <span style="font-family: 'Times New Roman',Times,serif">**Consider the W.H.E.R.E.T.O. elements**. **(L)**
 * <span style="font-family: 'Times New Roman',Times,serif">22.Students understand all citizens can influence their government, which can produce positive results. **(What)** Students will understand that the only choices people have are the one that are presented to them. Students will understand that government is responsive to the things they think their citizens need and if government does not see a need of citizens they cannot response. **(Why) Students will understand the civic duties and responsibilities of American Citizens. (What)** Product: Either a letter to the editor or a letter to an elected official and either a TV or radio ad on an important issue their team picks. (Imovie, Garage Band)
 * <span style="font-family: 'Times New Roman',Times,serif">**Consider the W.H.E.R.E.T.O. elements**. **(L)**
 * <span style="font-family: 'Times New Roman',Times,serif"> 29.Students understand citizens have rights, duties, and responsibilities when participating in government. **(What)** Students will show what they have done in the past to influence change so they can understand that the greater your political record you have the more willing people are to fellow and listen to you and this enables you to create greater change. **(Why**) **Students understand the constitutional and legal rights, the civic duties and responsibilities and roles of citizens in a constitution democracy and the role of citizens living under other forms of government in the world. (What)** Product: Students will make a Wiki to portfolio all the work to this point in unit.
 * <span style="font-family: 'Times New Roman',Times,serif">**Consider the W.H.E.R.E.T.O. elements**. **(L)**
 * <span style="font-family: 'Times New Roman',Times,serif"> 36. Students understand the American citizens role in their government differs from citizens from other country. **(What)** Students will understand that America is not the only government in the world so they know their rights, duties, and responsibilities even if they move outside. Students will also understand so they get a greater respect for the high level of government involvement American citizens enjoy. **(Why) Students will understand the role of citizens living under other forms of government in the world. (What)** Product: A lesson explaining to new citizens their rights, duties and responsibilities they have in America and compare those to there home country. (Either Imovie, Garage Band, or Wiki space)