S3+Flanagan+Andrew

=Stage 3 Plan Learning Experiences and Instruction=

Logical: Kinesthetic: Visual: Naturalist: Intrapersonal: Interpersonal: Musical:**
 * 1. (W)** **Where** (Students understand that....), **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** (Students will be able to ...) and Product:

=Lesson 1= 2.// Using a current events video from credible new sources to give a current event from the day of the introduction to this lesson. That way i connect the video and understanding to the assignment as a whole. **(Hook)** 3. Students will know special interest groups, lobbyist, congress **(Equip)** Students will be given a time-line to track the events that occur throughout a semester, in order to see the amount of change that can happen over a few months. **(Explore)** The group will be split randomly into to partners at the beginning of the class in order to discuss their current events, this way there is a way for students to share their thoughts and ideas through conversation. **(Experience)** 4. After hearing their partner's presentation it causes the student to re-think the process of both their research and their performance of the blog discussions. **(Re-Think)** Also after the presentation the students can go back and make edits to their blog before the deadline of 5 pm on Friday **(Revise)** 5. At the end of the school week the students will be given a rubric at the end of Fridays class to see where they stand in terms of both comprehension and the format of the blogs. These forms will help me decide if this activity needs to be tweaked in order to fit the learning styles of each individual student. **(Evaluate)** 6.**Verbal:** The class discussion with their peers helps verbal learners express the reading with partners for a deeper understanding of the content. 7. Students will be able to recognize their role within the political system, and realize how they can effect change. **Product-** a blog of current events **(Organize)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that they each play a big role in their communities and their thoughts and actions have effects on a much larger scale. **(Where)** This process is a simple way to keep the students aware of the world that surrounds them; it also helps them communicate their feelings about an article using multiple mediums **(Why)** //Students 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)**
 * Logical:** Can provide a story with a lot of statistics, numbers, and graphs to represent their learning style in a more effective manor.
 * Kinesthetic:**The physical movement to meet with partners, as well as an option to act out the article for those who find the normal discussion ineffective for their learning style.
 * Visual:** Within the blogs students can include relative videos/images that they found helped them understand the news story more effectively.
 * Naturalist:** Writing blogs about different environmental crises can get students excited about the blogs.
 * Intrapersonal:**The personal self-reflection within the blogs is the forte of most of these students, who do a lot of deep thinking when working alone.
 * Interpersonal:** Working with partners and talking about the articles is generally a more comfortable environment for these learners.
 * Musical:**Students can compose a song or jingle about the event, or include songs with lyrics that relate to the topic discussed in their blog.

9. Showing the students examples of political cartoons about the United States Government building interest in the topic **(Hook)** 10. Students will know checks and balances, executive branch, judicial branch, legislative branch, house of representatives, senate, supreme court, congress, white house **(Explore)** Students will be given a describing chart so that they can easily break down each section of government and describe it's importance to the operation. **(Equip)** Jigsaw groups will be constructed so each group member learns a bit about their section of the American Government. **(Experience)** 11. Students will be given time in class to practice their presentations and decide what role each group member will play. **(Rehearse)** Students will refine the information they learn about each branch of government and put it into their own words for their poster presentation. **(Refine)** 12. Students at the end of the process will be given group evaluation forms that will ask them about their team's participation as well as give them a forum to provide me with feedback about the project. **(Evaluate)** 13.**(Tailor) Verbal:** orally presenting as well as discussing the material with peers 14. Describe the purpose, structure, and processes of the American political system **Product-**Poster Presentation **(Organize)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.Students will understand that each form of government (local, state, and national) effects their daily lives. **(Where)** The purpose of this lesson is for students to learn more about the political system that they all live under, and to get a greater understanding on the way each part of the government works.**(What)** //Students 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.// **(Why)**
 * Logical:** Organization of materials and rational explanation of the operation of United States government
 * Kinesthetic:** Using scissors and computers will be ways to help make this process more interesting
 * Visual:** The construction of the poster and use of color/visuals will allow visual students to thrive
 * Naturalist:** Relating the United States government to a jungle ecosystem
 * Intrapersonal:**Individually writing and thinking about the information that they are personally responsible to present
 * Interpersonal:**Working with a group and coming together which each member putting a little bit in to create a final product
 * Musical:**Creating background music for the presentation, or writing a song to explain an individual portion

16. Have the class create a set of rules known as the "class constitution" for important rules and regulations for the room **(Hook)** 17. Students will know Declaration of Independence, Bill of Rights, United States Constitution, Articles of Confederation, First Congressional Congress, Federalists, Anti-Federalists **(Explore)** Students will be given a problem-solution chart in order to see both sides of the argument (federalists/anti-federalists) **(Equip)** The strategy of Team Pair Solo will be used to motivate the students to take the Report to tackle any problems the students have with the material at first. Then allow them to individual create the report and put a personal spin on the project after discussing it with partners in the beginning. **(Experience)** 18. After meeting with the groups students will be challenged to re-think their position after doing a little bit of research and discussing the material with their groups. (**Re-Think)** Students will be asked for a rough draft after meeting with their group, then after additional research and peer editing will be asked to complete their final draft. **(Revise)** 19. The rough draft and final copy will be graded based on a pre-made rubric and the students will be given a grade accordingly **(Evaluate)** 20.**(Tailor) Verbal:** Discussing their opinion on why they feel the constitution is effective or not 21. Evaluate the United States Constitution and the effects it has on our country **Product**-Research Paper **(Organize)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.Students will understand that each form of government (local, state, and national) effects their daily lives. **(Where)** Students will do a research report learning individually about the pros and cons of the United States Constitution to get a better understanding on why American politics have become what they are today. **(What)** //Students 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.//**(Why)**
 * Logical:** Thinking about the "What Ifs" and seeing what our country would look like without the constitution
 * Kinesthetic:** Moving around and looking for books in the library for sources
 * Visual:** Use of graphic organizers to help formulate their ideas in the report, as well as using photographs to illustrate their writing
 * Naturalist:**Take an ecological stand-point as a federalist or anti-federalist saying how the government can help/hurt the environment
 * Intrapersonal:** A Formal essay allows these students to do a lot of personal reflection in their writing
 * Interpersonal:** Asking other students why they are supporting their particular side
 * Musical:** Including a personal CD with the report to make a radio "jingle" to help gain support for their opinion

23. Show the students the difference of people beliefs (Pro-life vs. Pro-choice rally) to see how people argue their position **(Hook)** 24.Students will know Special Interest Groups, Lobbyist, Supreme Court, Judicial Review, //Marbury v. Madison//**(Explore)** Students will be given a Fact and Opinion chart to develop stronger arguments while writing the paper, this can also help them disprove arguments made by opposing viewpoints.**(Equip)** The Three-minute interview process will allow students to learn more about other student's positions and some students will write more effectively after discussing it with a partner. This process will also help students listen to their classmates and assume good etiquette for future "mock trial" lessons. **(Experience)** 25.The students will "rehearse" their arguments with their interviews with fellow class mates and help get a better picture of what they are writing **(Rehearse)** After talking to their partners students may want to switch topics, refine their arguments, or learn more about what their partners are researching. **(Refine)** 26.Students papers will be graded based on a pre-made rubric and at the end of the process students will receive a form for self-evaluation **(Evaluate)** 27.**(Tailor) Verbal:** Interviews will be a great way to let verbal students to get their ideas organized after discussing the topic 28.Exhibit the ability to defend a certain "side" of an argument **Product-**Position Paper **(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.Students will understand there are certain individual rights, granted by the United States constitution. **(Where)** Students are asked to write a position paper to help develop defensive thought process and help student's fight for what they believe is personally important. **(What)** //Students 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.// **(Why)**
 * Logical:**Statistics and graphic representations can be used within the paper to strengthen the paper's argument
 * Kinesthetic:**Students can act out their position and create a video, and also they can enjoy the interview process and moving around
 * Visual:**Images can be used within the paper, or student created fliers to help convey the message
 * Naturalist:** Students can choose any topic to defend (including environmental policy or animal testing)
 * Intrapersonal:**Students can learn more about a topic they find personally appealing and express their thoughts through writing
 * Interpersonal:**Students can go out and interview people with similar beliefs and report their findings within the paper
 * Musical:** Finding a piece of music with relative lyrics, or making their own song lyrics to help convey their feelings

30. **Using this web to explain different governments relating to [|cows] (Hook)** 31. Students will know Capitalism, Democracy, Anarchy, Socialism, Communism, Dictatorship, Fascism, Feudalism, Bureaucracy  **(Explore)** Students will be given a KWS sheet so they can state what they know, what they want to learn, and think of possible sources to help research **(Equip)** Students will be split into a jigsaw so each of them can be assigned an equal work load to complete a certain section of the brochure **(Experience)** 32.each student must create a rough draft (model) of the brochure (**Re-Think)** after seeing each of the models the best design is chosen to represent the groups selected government type **(Revise)** 33.The students will be given a group evaluation at the end of the project and each student will also receive a self-assessment **(Evaluate)** 34.**(Tailor) Verbal:** The use of verbal skills to emphasize the assigned government type 35.Compare and contrast the American political system to other political systems throughout the world **Product-**student brochure **(Organize)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.Students will understand that there are certain individual rights, granted by the United States Constitution.**(Where)** Students are asked to create a brochure to show a glorified version of each different type of political system to show students different perspectives than just the American political system (**What)** //Students 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.// **(Why)**
 * Logical:** The design of the brochure
 * Kinesthetic:** The hands-on process of creating the brochure (either digital or a 3-dimensional model)
 * Visual:** Being creative with colors and photos to make the brochure aesthetically pleasing
 * Naturalist:**Can talk about the environmental effects of having that particular form of government, (for example the dangers of capitalism on the enviornment)
 * Intrapersonal:**Can talk about what life for an individual would be like within a country under the assigned form of government
 * Interpersonal:** Working with a group to create a mutual project
 * Musical:** Students can find "national anthems" of countries to represent the government forms, or songs with lyrics which relate to that type of government

37. Watching the Presidential [|Debate] Highlights and discuss whether the president is on par with his election "promises" **(Hook)** 38. Students will know electoral college, caucus, ballot, referendum, delegate, debate **(Explore)** Students will be given a T-chart in order to brainstorm the pros and cons of each argument **(Equip)** With the mock trials teams will be done in the numbered heads together format, in order to remove bias the topics will also be pre-selected and assigned **(Experience)** 39. The students will have to re-think their position if assigned to defend something they are totally against, but will help them defend an argument effectively **(Re-Think)** Students can rehearse most of the key points of their topic as well as have a plan to counter-act their opponent through additional research **(Rehearse)** 40.Students will receive feedback by anonymous "positive sandwich" cards, telling the person something positive, giving constructive criticism, and then ending on another positive **(Evaluate)** 41.**(Tailor) Verbal:** Defending their side of an issue through speech 42. Role-playing in the form of a mock trial **Product-** Mock Trial **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.Students will understand that they each play a big role in their communities and their thoughts and actions have effects on a much larger scale.**(Where)** Students perform mock trials in order to take their position paper to the next step, and also learn more about the defense of their personal beliefs **(What)** //Students 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.//**(Why)**
 * Logical:** Thinking forward into what their opponent's next move may be, and how to counter act it
 * Kinesthetic:** Using body language to communicate their feelings
 * Visual:** Using graphics or videos to help convey your argument**,** or creating graphic representations about the discussion
 * Naturalist:** Talking about environmental issues, or what effects their position can have to change the environment
 * Intrapersonal:** Personal deep thinking about the issue to enhance the debate
 * Interpersonal:**Working with a team to help defend a side, as well as having a slight spirit of friendly competition
 * Musical:** Writing a protest song towards the opposing side

2004 ASCD and Grant Wiggins and Jay McTighe