S3+Simoneau+Andrea

=Stage 3 Plan Learning Experiences and Instruction=


 * 1. (W)** **Where** (Understanding), **Why** (Real Life), **What** (MLR) and Product
 * 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 ...)

=Lesson 1= 2. Hook- show a Spanish soap opera 3. Students will know Salic Law, Philip II, House of Valois, House of Plantagenet, Isabelle, and Edward III through discussion **(equip)**. They will use a KWL to assess what they already know **(explore)** and we'll do a three-minute review. **(experience)** 4. Students will put forth in discussion what they know about the Hundred Years War. **(rethink)** I will clarify for them **(revise)**. With this knowledge I'll do three-minute reviews **(rehearse)** I'll clarify their confusion. **(refine)** 5. Students will have an informal quiz at the end of class **(evaluate)** 6. **(tailor)** Audio-listening to discussions interpersonal-group work logical-thinking in discussion employs logic intrapersonal-assessing what they already know visual-Spanish soap opera kinesthetic-toss a ball around during discussion to keep one person talking at once. 7. Students will be able to explain each phase of the war and its connection of events to subsequent ones. (Explain) **(organize)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Student will be able to connect places and time to Hundred Years' War (**where**), start thinking about tradition **(why)** and understand the role of hte Salic Law in conflict. This starts them thinking about tradition and innovation.

9. Hook-Art that discusses a historical topic, optimally the Hundred Years' War. 10. Students will know about domestic upheaval and distrust of government in England, as well as France becoming a centralized state and their rekindled nationalism. **(equip)** They will work to produce art explaining this, using a spider map to connect symbols they want to use to big ideas of social, economic and political issues. **(explore)** To bounce ideas off each other, they'll do Round Robin brainstorming. **(experience)** 11. We will discuss how art and symbolism can be utilized to explain history talking about the hook example. **(rethink)** They'll start working on their art project **(rehearse)** and I will be there to clarify or suggest. **(refine)** 12. This will be graded by their peers and by me **(evaluate)** based on how well they can defend their choice of symbols. 13. **(Tailor)** Visual-working in art Interpersonal-working in round-robin brainstorming, peer evaluation Intrapersonal-choosing what they want to use to represent social, political, economic issues Spatial-works with art, therefore it is spatial. Logical-put ideas in order Audio-discussion 14. Students can interpret the aftermath of the awr, and discuss the impact of the war on social, economic, and political development of France and England. (Interpret) **(Organize)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. This lesson will help students interpret the aftermath of the war **(where)**, and its effect especially on social, political, and economic milieux. **(why)** The product is a poster or graphic design. The MLR is E1. **(what)**

16. Hook-Play a "historical" song, that outlines the story of some historical event. 17. Students already possess a working knowledge of the Hundred Years' War, as demonstrated in previous lesson. **(equip)** They will use a story map to get the plot of their song laid out in front of them. **(explore)** Partnered up, they'll create a song or poem or rap explaining the story. **(experience)** 18. We will have a short discussion on how history can be expressed through song and story and even how in the time period we're studying it often was. **(rethink)** Students will use their story map to make sure they have included all the parts in their song **(revise)** and they'll discuss it in partners. The partners will offer feedback. **(refine)** 19. It will be graded by peers and myself based on completeness (how thoroughly they tell the story) and novelty. **(evaluate)** 20. **Tailor** Interpersonal-partners Intrapersonal-deciding how best to express this Logical-putting ideas in order Musical-it involves music Verbal-using verbal skills to create a lyric. Audio-judging how to fit lyric in with music. 21. Students can apply their knowledge of the Hundred Years' War in this storytelling task, and it reinforces the knowledge. (Apply) **(Organize)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. This lesson allows students to demonstrate their knowledge of the war, its characters and its effects. **(Where)**

23.**Hook-**show a short clip depicting the death of Joan of Arc. 24.Discuss with the students the death of Joan of Arc, and Charles VII's failure to save her. Distribute articles by various historians defending or attacking Charles's decision. **(equip)** They will formulate opinions of their own, and use a Venn diagram to see where the two arguments have commonalities. **(explore)** We will then do "Circle the Sage" around "Charles" and "Joan". **(experience)** Possibly have trained historical reenactors to be Charles and Joan? 25. Students will be the critics of Charles or his defenders, and they'll ask questions of "Charles" and "Joan". This exercise will help them to understand both sides of the issue. **(rethink)** Students can reword their questions if need be. **(revise)** and discuss "Charles" and "Joan"'s answers among themselves. **(refine)** 26. Grade students on how engaged they are, how well-articulated their questions are, and on a short "conclusions" paper explaining which actor swayed them and why, graded of course on how well they defend their point of view. **(evaluate)** 27. **Tailor** Visual-actors, video clip Interpersonal-group work, discussion with peers, interaction with actors, improves debate skills Intrapersonal-how do they feel about it? Logical-ordering arguments Verbal-exercise in articulating arguments Audio-actors' responses, others' questions. 28.Perspective-This lesson allows students to shift from their own egocentric view to that of someone else whose beliefs do not necessarily align with theirs. It also equips them with debate skills and gives them a chance to "think on their feet". **(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. This lesson allows students to change their perspective from that of a modern teenager to a historian critiquing Charles's failure to save Joan of Arc from being burned at the stake. It allows students to examine their concepts of justice, to learn to take alternate viewpoints **(why)** and to articulate their thoughts well in discussion. This ties in with their final project. **(where)** It also analyzes a historical event. **(what)**

30. Hook-Short clip of "Jerry Springer". 31. Explain the nature of final project to students. Have them look at the WebQuest that outlines their assignment. **(equip)** They already possess the knowledge of how the Hundred Years' War started, and they have a list of resources to help them research. Once they've collected their research, they can begin forming their arguments. They can use a persuasion map to guide them. **(explore)** They'll group into threes, and bounce arguments off each other. **(experience)** 32. In doing that, they add to each other's perspectives. **(rethink)** They'll discuss the weak points of the arguments with each other. **(revise)** They'll then perfect their arguments. **(refine)** 33. Grade students on how well their arguments are articulated and how persuasive they are. There is also a presentation the students will do, and enthusiasm and preparation are graded in that. **(evaluate)** 34. **Tailor** Bodily-kinesthetic-Students get to act Verbal-articulating arguments well, speech Logical-ordering arguments and redirecting streams of thought Interpersonal-working in group Intrapersonal-What do I think makes a good argument? Audio-listening to others' perspectives. 35. Empathy-these students are actively taking a role as Plantagenet or Valois, so they put themselves in the viewpoint of each camp and argue the point in a well-articulated and convincing manner. It is also an exercise in their ability to intelligently discuss their viewpoints. **(organize)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. This lesson helps students prepare for their final project **(where)**, develop their debate and articulation skills further **(why)**, and revisits knowledge of the start of the Hundred Years' War. **(what)** Product: Class-wide debate video on YouTube.

37. Hook-Really cool slideshow set to upbeat music about the Hundred Years' War and what we've learned. Pictures from debate? 38. Students are told to start working on a reflection piece. They know all they need to know about Hundred Years' War, but they are told to think about what they've learned about the war, how some of the lessons from the war (big question focusing on tradition vs innovation) can be applied to their lives. **(equip)** They can use a "fact and opinion" organizer to help them separate what is fact and what is opinion, thereby beginning to structure their essays. **(explore)** They can discuss their opinions with others in "team-pair-solo" format. **(experience)** 39. The students in discussion with their peers will add to each other's perspectives. **(rethink)** They'll give each other feedback, in groups and in pairs. **(revise)** They'll then take the feedback and strengthen their positions with it on their own. **(refine)** 40. Graded on how clearly they express their opinion, how well they support it with fact, and how clearly they present the content facts they've learned from the war that they found interesting. **(evaluate)** 41. **Tailor** Audio-discussing it with others Intrapersonal-what is my opinion? Interpersonal-group work, feedback Verbal-articulating ideas well so that others can understand them. Logical-ordering arguments 42. Self-knowledge: This lesson allows students to know their own opinions better, to reflect on how something they learned in school is applicable to their life, and how it applies to them as people as well. **(organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. This lesson allows students to recap what they've learned about the Hundred Years' War before the exam **(where)** reflect on how what they've learned is applicable and important to them, **(why)** and allows reflection on a historical era. **(what)**

2004 ASCD and Grant Wiggins and Jay McTighe