S3+Cooper+Marcy

=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. Dress up colleagues. (**Hook)** Have a few other teachers dress up as a couple key revolutionary leaders. Have them talk to the class explaining what they did or what they are famous for. Perhaps argue a bit. 3. Students will know important people: Thomas Hutchinson, George Washington, Thomas Paine, Patrick Henry, Sam Adams, Lord North, John Adams, Thomas Jefferson, Nathan Hale,Phillis Wheatley, Paul Revere, William Dawes, John Trumbull, and John Paul Jones. (**Equipt)** Students will organize the information using a Four Column chart. (**Explore)** Students will brain storm the ideas of the lesson using a jigsaw. (**Experience)** 4. The class will report out what they came up with for each leader and as a class missing information will be filled in. **(Rethink)** Students will have an opportunity to revise their product after evaluating it from the webquest rubric. **(Revise)** The teacher will then evaluate the work according to the same rubric after which the student will be given a last opportunity to fix the mistakes. **(Refine)** 5. Have students grade their product from the webquest using the rubric on the webquest before turning it in. (**Evaluate)** 6.MI's 7. Students will be able to compare the roles of different leaders of the revolution **(Organize)** and complete the Webquest. **(Product)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that important leaders arose and unified the separate colonies toward one goal, revolution. (**Where)** The reason we are learning about this today is study examples of leadership and how get others to follow you. (**Why)** //Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. (//**What**)
 * Verbal:** The hook with the presenters.
 * Logical:** How class time is organized and the "time keepers" in the different jigsaw groups.
 * Kinesthetic:** moving around to form groups and doing webquest on laptop.
 * Visual:** the teachers dressed up.
 * Naturalist:**
 * Intrapersonal:** jigsaw activity
 * Interpersonal:** as individuals think about and choose the American of the Year according to them, on the webquest.
 * Musical:** Play a part of a symphony as the teachers enter. Have a mini discussion of when the music was created and whether or not the music was effective as a good introduction. **(Tailor)**

9. Gummy Bear activity.(**Hook)** Tell the class the day before that I have realized how hard they have been working in class and that I was going to buy them gummy bears today. I will give them the gummy bears. After a few minutes I'll ask them for the money for their share of the gummy bears. I'll tell them that I talked to Mr.(teacher in the school) and he said that since I was not getting any benefit from buying the gummy bears, I should tell you to pay me back. Go around the room asking who has money for it. Calculate how much each student would owe. When the students start to say well you said... introduce how the colonies had to pay for the French and Indian war through new taxes after the Prime minister promised the colonists they did not have to. Explain how opinion in England had changed and then start the lesson. 10.Students will know important events, people, and vocabulary such as Thomas Paine, Patrick Henry, Sam Adams, George III, Boston Tea Party, Lord North, Proclamation of 1763, Quartering Act, Sugar Act, Stamp Act, Colonists, Taxation without representation, Tories, John Locke, Jacques-Bénigne Bossuet, Rights of man, and Divine right of Kings.(**Equip**) Students will organize the information using a Problem Solutions Chart. (**Explore**) Students will brain storm the ideas of the lesson using the Think, Pair, Share form of cooperative learning with their seasonal partner.(**Experience**) 11. Students will complete a checklist for content before turning in a paper copy of their essay.(**Rethink)** After receiving feedback from me they will make changes before posting it to their blog. (**Revise)** Each student will then peer review each others' blog entries using the checklist and comment with one positive statement and one constructive criticism. The students will then be given time to make necessary changes according to peer feedback.(**Refine)** 12. Students will hand in a paper copy of their essay with a completed checklist to the teacher before posting it to their blog.(**Evaluate**) 13. MI's 14. Students will be able to critique the colonists' grievances, their beliefs about their rights, and how they fixed their problems with George III. (**Organize)**: by writing an essay and posting it to the student's blog.(**Product)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that differences existed in the beliefs about the rights, power, and role of government between the colonists and Britain.(**Where**) The reason we are doing this today is to see an example of people who believed in an idea and were willing to work to attain it.(**Why**) //Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. (//**What**)
 * Verbal**- Discuss hook as a class.
 * Logical**- How much did the gummy bears cost and what will they cost for each student compared to taxes/deficit of England's treasury and what the war will cost to each colonist.
 * Visual**- Hand out or website that goes deeper into the topic.
 * Kinesthetic**- Get into groups and use of laptops.
 * Musical**- Break in class to find a song that talks about beliefs.
 * Interpersonal**- Organize the information of the lesson individually in the Think section of the cooperative learning.
 * Intrapersonal**- Cooperative learning: Think, Pair, Share.
 * Naturalist**- Pictures of Appalachian Mountains and Proclamation line of 1763.(**Taylor)**

16. Movie clip from the Patriot. (**Hook)** Play a scene of the skirmishes of Lexington and Concord. The idea is to see the differences in supplies and number of soldiers or militia men. 17. Students will know key factual information such as size of British army vs the size of the colonial militia, the fact that the British had the best navy in the world and the colonists did not even have one, and the time it took for orders to come from England. (**Equip)** Students will organize the information using a T Chart. (**Explore)** Students will collaborate together with their seasonal partner. **(Experience)** 18. The teacher will look over the T-Chart to check for accuracy and help the student fill in missing sections. **(Rethink)** The students will pass in a script of their pregame report before recording and the teacher will provide feedback. **(Revise)** The student will assess their project using the checklist and if they notice things that need to be changed those changes can be made before the project is scored. **(Refine)** 19. Students will assess their project using a checklist. (**Evaluate)** 20.MI's 21. Students will be able to explain the differences between the supplies, men, and organization of both the British Army and colonial militia **(Organize)** and create a "pregame report" using garage band comparing how the two sides "line up." **(Product)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that a grassroots, ragtag militia defeated the country with the largest empire in the world. (**Where)** The reason why we are learning about this today is to analyze a true underdog that came out on top. (**Why)** //Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. (//**What**)
 * Verbal:** A little bit of lecture explaining the google earth tour.
 * Logical:** The numbers involved (men in the army, distance across the ocean, and supplies)
 * Kinesthetic:** Break the class physically to compare the odds of each side. (like every 1,000 of people represents 1 classmate)
 * Visual:** A map or a google earth view of the distance between the colonies and England and the hook.
 * Naturalist:** The google earth view of ocean and terrain.
 * Intrapersonal:** The work with a seasonal partner.
 * Interpersonal:** A journal entry about what they think an underdog is.
 * Musical:**Find contemporary music that reminds you of an underdog story. example the soul song form Remember the Titans **(Taylor)**

23. Video from Youtube. **(Hook)** Play a video that breaks reenacts the battle of Bunker Hill, a battle a little later in the war. It shows the difference in tactics of the colonial militia and the British army under general Howe. 24. Students will know the difference between the guerilla tactics used by the colonists and the European style of warfare. (**Equip)** Students will organize the information using a Describing Wheel. (**Explore)** Students will participate in the round robin brain storm format of cooperative learning. (**Experience)** 25. The class will fill in the Describing Wheel together after the brain storm activity to check for accuracy. **(Rethink)** Students will receive feedback from their short description. **(Revise)** The teacher will make a comment on the final product in the discussion section of the wiki and then the student can make any changes before it is scored. **(Refine)** 26. Students will turn in a short description of the main points of the essay and what the hyperlinks and graphics add to the piece.(**Evaluate)** 27. MI's 28.Students will be able to write an essay describing the tactics used by the Continental army to win the Revolutionary War **(Organize)** and post it to a wiki adding both graphics and 2 hyperlinks. **(Product)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that a grassroots, ragtag militia defeated the country with the largest empire in the world. (**Where)** The reason why we are learning about this today is to notice a time in history when the tactics of warfare changed and how the side who did not hold on to tradition had an advantage. (**Why)** //Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. (//**What**)
 * Verbal:** class discussion to fill in Describing wheel.
 * Logical:** Talk about the accuracy of weaponry in the war.
 * Kinesthetic:** Do a live person demonstration of how far away a person would have to be to see the whites of another person's eyes.
 * Visual:** The hook.
 * Naturalist:** The use of terrain in guerrilla tactics.
 * Intrapersonal:** the cooperative learning activity- round robin brain storm.
 * Interpersonal:** Journal entry about change. How change can be good or helpful and the consequences of holding onto traditions just for the sake of tradition.
 * Musical:**Find a music piece to add to the wiki if desired, can be mood enhancing or content related. **(Taylor)**

30. Cartoon image of George III. **(Hook)** Display the cartoon on the board and let the students look at it. Have them write down a few thought or impressions the cartoon gives them about George III. 31. Students will know important people and vocabulary such as George III, Jacques-Bénigne Bossuet, Divine Right of Kings, and the Rights of Man. (**Equip)** Students will organize the information using the Time Order Chart. (**Explore)** Students will use the Think, Pair, Share form of cooperative learning with their seasonal partner.(**Experience)** 32. The Time Order Charts will be checked for accuracy. **(Rethink)** The story board of their comic will receive feedback from the teacher before it is made into the comic. **(Revise)** Students will have the opportunity to make changes to their comic after they evaluate themselves using the rubric. **(Refine)** 33. Students will assess their comic life using the rubric. (**Evaluate)** 34.MI's 35. Students will be able to assume the role of King George III and retell the events leading up to the American Revolution from his point of view (**Organize)** using Comic Life. **(Product)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that differences existed in the beliefs about the rights, power, and role of government between the colonists and Britain.(**Where**) The reason we are learning about this is to understand that there are two sides to every conflict. Most of the time people are not causing problems because they want to. Problem arise because of the difference of beliefs. (**Why**) //Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. (//**What**)
 * Verbal:** Discussion about George III and perception.
 * Logical:** the money needed for the treasury. How much the colonists were paying compared to the people in England.
 * Kinesthetic:** Have the students get up and act how they would think George III would act according to the cartoon.
 * Visual:** Hook- cartoon of George III
 * Naturalist:**
 * Intrapersonal:** cooperative learning activity- Think, Pair, Share
 * Interpersonal:** reflection on a few thought or impressions the cartoon gives them about George III.
 * Musical:**Find a contemporary song that has to do with being misunderstood. **(Taylor)**

37. Cartoon of Join or Die. (**Hook)** Display the cartoon. Have the students figure out roughly when during the revolution that the cartoon was made. Have the students predict if the cartoon was effective and for how long. 38. Students will know Sequence and Timelines: The French and Indian War, the American Revolution, and the Articles of Confederation. **(Equip)** Students will organize the information using an E-Chart. (**Explore)** Students will use the Team, Pair, Solo form of cooperative learning. (**Experience)** 39. Students' work will be checked in the pair stage for accuracy. **(Rethink)** Students will receive feedback on their brief description of their examples. **(Revise)** Students' journal entry will be commented on and time allotted for adjustments. **(Refine)** 40. Students will list in a brief sentence how the example they gave for each of the three questions and turn that paper in. (**Evaluate)** 41. MI's 42. Students will be able to reflect on how the colonies united to defeat Britain the state of that union when the war ended **(Organize)** in a journal entry. **(Product)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that important leaders arose and unified the separate colonies toward one goal, revolution. (**Where)** The reason we are learning about this today is to see an example of how people will unite to solve a problem, but when the danger has passed, they are more concerned about their own welfare. (**Why)** //Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. (//**What**)
 * Verbal:** Discussion following the hook and kinesthetic activity.
 * Logical:** Using an timeline and figuring out when events happened.
 * Kinesthetic:** Have the students go to different corners of the room according to what they think the answer to the questions are.
 * Visual:** Hook
 * Naturalist:** The geographical differences between different areas of the colonies as a reason to break apart.
 * Intrapersonal:** cooperative learning team pair solo
 * Interpersonal:** the solo section of the cooperative learning and the time to write down what they think about the hook.
 * Musical:** **(Taylor)**

2004 ASCD and Grant Wiggins and Jay McTighe