S3+Cummons+Michael

=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. Teacher will put up a list of things that students "do not have the right to do for one week" on the board, which coincides with each right that the Bill of Rights allows U.S. citizens. Students will realize how life would be in the U.S. without the Bill of Rights. (Engage) 3. Students will know the Bill of Rights.(Equip) Students will explore each Right by reading the bill online, and writing there own ideas about each Right on a pie graph. Students will eventually use this graph to start their final product. (Explore) Students will get into small groups and discuss their findings of the Bill of Rights. They will discuss what each member of their group believes each Right is about.(Experience) 4. Students will reflect on their findings by making an Inspiration file, showing how each Right effects their life personally. (Rethink) Students will present their product to the class.(Rehearsal). Students will make comments on each others rubrics, which can help each student improve on his or her product.(Refine) 5.Student Survey on the lesson and how well they thought they learned. 6.Interpersonal- Students work in groups to give each other their ideas about the Bill of Rights Linguistic- Students are asked to write their ideas on the Bill of Rights Intrapersonal- Students personally reflect on the Bill of Rights in the Inspiration product. Kinesthetic- Students move around and meet in groups and drop off comments to each other around the room. Spatial- Students organize ideas on Inspiration. Musical- Music will be playing quietly in the background during class. (Taylor) 7. Students will exhibit understanding of the United States Bill of Rights. Product: Inspiration. || =Lesson 2= 9. Students will watch "Boston Tea Party" online (youtube) 10. Students will know key events and acts of the Revolutionary time period: Declaration of Independence, Stamp Act, Tea Act, Intolerant Acts, Boston Massacre, Surrender of British. Students will know key people of the Revolutionary era: John Locke, Thomas Payne, Founding Fathers, King George III, Patriots, Loyalists. (Equip) Students will fill out KWL charts for different events of the Revolution listed on the board. Students will be given time to ask questions, and teacher will briefly explain each event and what it means. (Explore) Students will break into teams. Each team will choose an event and person. Each team will have to present research on an event and person of the Revolutionary era on a blog. Each group will collaborate research to create a blog for a person and a blog for an event.(Experience) 11.Students will add an additional comment to their blog on how their person and event effects the present day United States (Rethink). Rought drafts of blogs will be edited by teacher with feedback (Revise) Each student will then have to read other teams blogs. (Rehearse) They must make comments on how it connects to their own research/event. They also must write what they feel that they have learned. Students will also make comments to other students blogs on how they can improve. Each group will use final comments to create their final blog product (Refine) 12.Student will fill out Rubric and one paragraph paper on what worked and what needs to be improved. 13. Linguistic- writing a blog Musical- music is played in the background Interpersonal- students work in groups Logical- Students must think of how these events effect their lives Intrapersonal- students make their own personal thoughts and comments on other teams' blogs Spatial- students must include a picture or pictures on their blog 14. Product: Blog. Students will be able to realize that events and people in the Revolutionary era affect the present day United States. ||
 * Consider the W.H.E.R.E.T.O. elements. (L) ||
 * 1. Students will understand that Constitutional Values can be found in the Revolutionary Era. (Where) Students will learn the reasons for the Bill of Rights and how they still apply to life in the United States today.(Why) Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. (What) Product-Inspiration, main ideas of bill of rights in students own words, and how it effects their life personally.
 * Consider the W.H.E.R.E.T.O. elements. (L) ||
 * 8. Students will understand events in the United States effect the present day United States and the World.(Where) This lesson demonstrates how these events helped to shape the American Revolution and the way we live as Americans, today. (Why). Students understand major eras, major enduring themes and historic influences in the United States and World History including roots of democratic philosophy, ideals and institutions in the World. (What) Students will create a blog.

=Lesson 3=

16.Students will watch a scene from Liberty Kids (Engage) 17.Students will know where Constitutional and Democratic ideas of the Revolutionary era can be found in primary sources. (Equip) Students will write on a T Chart. On one side they will write three of the Revolutionary figures that they know most about. On the other side, the students will write what they know about these people as far as Constitutional and/or democratic ideas. (Explore) Students will break up into teams and read primary documents passed out by the teacher. The will look for democratic and Constitutional ideals.(Experience). 18.Students will take a certain document and reflect on it, thinking of key points regarding Democracy and the Constitution. They will write a instant message conversation to another student in class who has chosen someone else.(Rethink) Before the conversation they will make an outline which will be looked over by the teacher.(Revise) Students will perform the Instant message conversation with another student. (rehearse) Students will comment on the other students project who they had the conversation with. Student will fine tune and redo the instant message conversation.(Refine) 19. Students will fill out out rubric. 20. Naturalist- Students will be able to go outside for team discussion. Linguistic- instant message Musical- music will be played for a majority of class Interpersonal- group work and instant message conversation Intrapersonal- personal comments on other persons conversation Logical- figuring out what is constitutional and democratic in documents(reading in between the lines) 21. Product: Instant Message conversation. Students will be able to compare the Constitution with ideas of key people in the Revolutionary era. ||
 * Consider the W.H.E.R.E.T.O. elements. (L) ||
 * 15. Students understand that constitutional values can be found in the Revolutionary era.(Where) Students will understand that many people in the Revolutionary Era had an effect on the United States Constitution.(Why) Students understand major eras, major enduring themes and historic influences in the United States and World History including roots of democratic philosophy, ideals and institutions in the World.(What) Students will create an instant message discussion.

=Lesson 4=

23. A picture of Congress yelling. (Engage) 24. Students will know where Constitutional and democratic ideas of the Revolutionary era can be found in primary sources. (Equip) Students will go to the library and make a list of places where they find evidence of Democracy and Constitutional values in primary sources.(Explore) Students will get into teams and discuss what they have found and how to make it into a creative movie. (Experience) 25. Students will have time to think and ask the teacher if there findings truly represent the Constitution and/or democracy. (Rethink) Teams will create an outline for their movie and have it critiqued by the teacher (Revise). They will make corrections and present it in front of the class. (Rehearse) Students will get student feedback and make movie. (Refine) 26. Students will write a one paragraph essay on what they think their team should get and if everyone participated evenly. (Tailor) 27.Mathematical/Logic- Timing clips in the movie Spacial- making an iMovie Interpersonal- working in groups Intrapersonal- student comments on iMovies Musical- music on the iMovie Body-Kinesthetic- acting on an iMovie 28.Product- iMovie. Students will be able to demonstrate democratic ideals in the Revolutionary era. ||
 * Consider the W.H.E.R.E.T.O. elements. (L) ||
 * 22. Students will understand that democracy was a part of the Revolutionary era.(Where) Democracy was a key reason for revolution and was used in the making of a new government, independent from Great Britain. (Why) Students understand major eras, major enduring themes and historic influences in the United States and World History including roots of democratic philosophy, ideals and institutions in the World.(What). Product- i-Movie

=Lesson 5=

30. Hook- How is your life effected by the Revolutionary War? 31. Students will know where constitutional and Democratic ideas of the Revolutionary era can be found. (Equip) Students will use Inspire to brainstorm ideas of how democracy is different and the same today, compared to democracy directly after the revolution.(Explore) A short lecture will be given about different examples of democracy today in our country, and how it has changed. Other examples in the world will also be given, such as how democracy is working currently in Iraq. A class discussion will start about what the best run democracy is.(Experience) 32. Students will have time to ask questions and choose a topic to write a blog on (Rethink). Students will write their blog and the teacher will leave many comments. (Revise) Students will read each others blogs and make comments (Rehearse). Students will make final revisions (Revise) 33tudents will fill out rubrics (Evaluate) 34Nature- Students can go outside to for class discussion Music- music will be playing in the backround Interpersonal- class discussion Intrapersonal- making personal comments on blogs Kinesthetic- walking outside Spatial- picture on the blog 35. Product: blog. Students will be able to realize that events and people in the Revolutionary era affect the present day United States. ||
 * Consider the W.H.E.R.E.T.O. elements. (L) ||
 * 29. Students will understand democracy was a part of the Revolutionary era. (Where) Democracy fought for by the Fathers effects our lives today, even though there are differences in our government today. The world is also effected by democracy. (Why) Students understand major eras, major enduring themes and historic influences in the United States and World History including roots of democratic philosophy, ideals and institutions in the World.(What) Students will create a class blog.

=Lesson 6=


 * Consider the W.H.E.R.E.T.O. elements. (L) ||


 * 36. Students will understand that democracy was a part of the Revolutionary era. (Where) Democracy has been a central theme to this unit and should be looked at in context of the Revolutionary era. (Why) Students understand major eras, major enduring themes and historic influences in the United States and World History including roots of democratic philosophy, ideals and institutions in the World. (What) Students will create a Webquest.

37. Hook. Students will read the Webquest introduction 38. Students will know where constitutional and democratic ideas of the Revolutionary era can be found in primary sources. (Equip). Students will write a an outline for their Webquest after evaluating primary sources. (Explore) Teams will be able to walk outside and look discuss their webquests. (Experience) 39. Students will have a chance to ask questions to teachers about their Webquest. (Rethink) Students will then comment on each others GarageBand band and crime report.(Revise) Students will present their GarageBand.(Refine) Students will comment on each others blogs and make adjustments. (Refine) 340. Fill out a rubric 41. Kinesthtetic: walking Music: Garage band Mathematical/Logical: timing on garage band Interpersonal: working in groups Intrapersonal: making personal comments Linguistic: Writing a blog 42. Product: Blog and Garage Band. Students will be able to trace and critique the roots and evolution of democratic ideals and constitutional principles in the history of the United States and the World using historical sources. ||

2004 ASCD and Grant Wiggins and Jay McTighe