S3+Webb+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.**(Hook)** Give students color cards as they walk in to organize them in groups and have each color group represent a type of government they will do a comic book about.edited 3.**(Equip)** Students will learn about other various form of government and some of their structure and operation. **(Explore)** Students will create KWL charts to demonstrate their knowledge prior to instruction and complete them later in the unit. **(Experience)** Students will have various opportunities to personally reflect on their knowledge, then will be engaged in Socratic Questioning to further their knowledge. 4.**(Rethink)** After students after personally reflected on their knowledge they will use think-pair-share to gain further insight. **(Refine)** After think-pair-share I will engage students from the various groups in Socratic Questions to further their knowledge. **(Revise)** Students will use their knowledge as well as information they have researched to create a comic book on their form of government critiquing its pros and cons. 5.**(Evaluation)** Students will evaluate their partners work on the comic book and I will observe and facilitate their progress as they work on it. 6.**(Intrapersonal)** Students will begin by personally reflecting on their knowledge of a particular form of government. **(Interpersonal)** Students will discuss and share their knowledge within their groups.**(Logical)** I will use Socratic Question to help students analyze the various forms of government.**(Spatial)** Students will create a KWL chart to demonstrate their prior knowledge and their understanding after the instruction.**(Musical)** Students will listen to music while they reflect on their knowledge before instruction. 7.Critique various forms of government by analyzing their pros and cons; Product, comic book || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will understand that our form of government is unique and not all governments operate as ours does **(Where)** Students will be able to evaluate the effectiveness of other forms of government as well as the United States and critique them. **(Why)** **Students will understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world. (What)**

9.**(Hook)** I will begin class with the provocative question "What does it mean that those who govern in a Democracy hold a 'public trust'?" 10.**(Equip)** Students will understand the role they play in the function of government as well as that of some public offices. **(Explore)** Students will write one paragraph about what they believe that statement means and post this on the class wiki. **(Experience)** Students will read two other people's statements and comment on what they believed about the statement, did they agree or disagree? 11.**(Rethink)** When students read each others posts they will rethink what they themselves wrote and analyze the statement in other ways from what they read. **(Revise)** After reading two posts students will go back to their wiki and write another reflection stating whether or not they have changed their opinion about what the statement means based on what their classmates wrote. 12.**(Evaluation)** The only evaluation will be peer feedback on what they wrote along with my observations from discussion about what students know and how they came to their interpretations. 13.**(Intrapersonal)** Self reflection and blog on the statement. **(Interpersonal)** Commenting on another students post. **(Kinesthetic)** Using the laptops to write reflections and comments. **(Linguistic)** Writing a reflection on what they believe the statement means. **(Logical)** Providing reasoning and logic for their interpretation of the statement. 14.Students will be aware of their role in the function of our government will develop from reviewing this statement and its applications. Product, blog with comments and revisions. || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.Students will understand the role of the citizenship in democracy. **(Where)** Students will understand their role as citizens and the roles of public officers by analyzing the statement "those who govern in a Democracy hold a 'public trust' "**(Why) Students will understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world. (What)**

16.**(Hook)** I will start class with a challenge, students will individually develop a list of fifteen things government does **not** play a role in. 17.**(Equip)** Students will understand how government functions and drives many aspects of their lives. **(Explore)** Students will think individually as well as in paris about how government does **not** affect their lives. Groups will share their ideas and class will discuss whether or not all examples given are legitimate. **(Experience)** Students will post a list of their examples of how government does not affect their lives and read and comment on a classmates posting as well. 18.**(Rethink)** Students will share their lists with partners and rethink their examples by discussing them. **(Revise)** Students will revise their list after receiving feedback from their peers and discussing the topic. **(Refine)** Students will post a final version of their list on the wiki and examine someone else's list and provide feedback on it. 19.**(Evaluation)** Students will be providing peer feedback to each other through discussion and sharing of ideas as well as commenting on blogs 20.**(Intrapersonal)** Students will begin by making their own lists of things government does not influence. **(Interpersonal)** Students will share their lists with a partner and analyze each others lists. **(** 21.Students will analyze how invasive government is in their everyday lives. Product, blog with comments || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.Students will understand the critical role that the government plays in their everyday lives. **(Where)** Students will learn how government operates and drives many aspects of their everyday lives. **(Why) Students will understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world. (What)**

23.**(Hook)** Students will enter class and sit in their assigned seats so they can all view the front of the classroom and clearly see the projector screen since I will be playing a YouTube video from the Schoolhouse Rocks series of videos. http://www.youtube.com/watch?v=Q_TXJRZ4CFc&feature=related. 24.**(Equip)** Brief class discussion over the reason for the Preamble and how it outlines the function of government. **(Explore)** Divide the class into groups and have them work on their specific portions of the Preamble. **(Experience)** Students will be creating a few pages of a comic book which will combined to form a class comic on the function of government. 25.**(Rehearse)** Students will present their comic book pages to their peers at the beginning of the next class period. **(Rethink)** After watching the YouTube on the Preamble students will write a short one paragraph blog over thier reaction to the video. **(Revise)** Students will have every opportunity they wish to resubmit their comic book pages for a better grade. 26.**(Evaluation)** Students comic book pages will be evaluated by a rubric which I will hand out to them before beginning their research. 27.**(Intrapersonal)** Students will write their reactions to the YouTube video on their blog. **(Interpersonal)** Students will be working in small groups to research and discuss their specific function of government and create their pages for the book together. **(****Musical)** Students will watch a YouTube video with music in the background. **(Linguistic)**The students will be discussing their portion of the Preamble in their groups. **(Bodily)** Students will have to move around the class to get into their groups and they will be using laptops during the class period. **(Visual)** Students will watch a short YouTube video from Schoolhouse Rocks at the beginning of class. 28.Students will learn about the function of the United States government by examining the Preamble to the constitution. They will be creating a few pages using comic life depicting some of the various ways in which the government fulfills its function. || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.Students will understand the function of the United States government by examining the Preamble to the Constitution. **(Where)** Students will know what the Preamble is and the six functions of government it outlines; Establish justice, ensure domestic tranquility, provide for the common defense, promote the general welfare, secure the blessing of liberty to ourselves, and secure the blessing of liberty to our posterity. **(Why)** **Students will understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world. (What)**

30.**(Hook)** Begin class with a provocative question. How many forms of government do you think there are, how many can you list? 31.**(Equip)** Students will know certain vocabulary such as Senate, Congress, House of Reps., judicial, executive, legislative branches. **(Explore)** Students will create a Venn Diagram comparing Democracy to another form of government they choose. **(Exploration)** Students will post their diagrams on the wiki space and look at and comment on two of their peers diagrams who chose a different form of government. 32.**(Review)** Students will need to draw upon former knowledge of the various types of government in order to compare them to Democracy. **(Rethink)** Students will read a peers Venn Diagram and rethink their interpretations of that form of government when contrasting/comparing it to Democracy. 33.**(Evaluation)** Students will be providing peer feedback via the wiki spaces on the Venn Diagrams. The teacher will aslo review them but not grade them. 34.**(Interpersonal)** Students must reflect individually on how Democracy compares to another form of government. **(Interpersonal)** Students will provide peer feedback to one another via the wiki. **(Bodily)** Students will use the laptops to post their Venn Diagram on the wikispace. **(Logical)** Students must analyze Democracy and another form of government. 35.Students will exhibit knowledge of how our government operates in comparison to other resgions of the world. Product; || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.Students will understand how the United States form of government is unique and how it is structured. **(Where)** Students will apply this knowledge when thinking about other forms of government and evaluating their effectiveness. **(Why) Students will understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world. (What)**

37.**(Hook)** Introduce the WebQuest to the students 38.**(Equip)** Students will know about Democracy and other various forms of government and how they function and are structured. **(Explore)** Students must form groups and analyze a form of government the teacher will assign them. **(Experience) WebQuest:** The students will research their assigned form of government and create a comic book or iMovie presenting the key points of it. Students will also need to be prepared to answer questions from a panel about why their particular form of government should be implemented. 39.**(Rethink)** Students will rethink their interpretations of a form of government they choose and develop a comic book or iMovie explaining its benfits. **(Revise)** By working in groups the students will formulate ideas on how to "pitch" the form of government to the panel and come up with creative ideas. **(Rehearse)** Students will need to rehearse their presentation before submitting it to the panel. 40.**(Evaluation)** Students will create a comic book or iMovie highlighting the key aspects of a form of government they choose and it will be graded after the presentation by the teacher. 41.**(Interpersonal)** Students will work in groups to develop their product. **(Intrapersonal)** Students will work individually as well during the project. **(Spatial)** Students will use the laptops to explore the WebQuest and find resources. **(Bodily)** Students will work with iMovie or comic life to describe the key points of a form of government they choose. 42.Students will be able to explain how Democracy is structured and functions in comparison to other form of government. Product; iMovie or comic life ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.Students will understand that Democracy is unique and how our form of government compares to that of other regions in the world. **(Where)** Students will explain how democracy functions and how it is structures, what the role of the citizenship is in comparison to other regions of the world.**(Why)Students will understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world. (What)**

2004 ASCD and Grant Wiggins and Jay McTighe