S3+Pelletier+Jennifer

=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. Google Earth Tour **(Hook)** 3. Students will know about the Dred - Scott decision, the Compromise of 1850,Kansas - Nebraska Act, Agriculture vs. Manufacturing, Confederates vs. the Union **(Equip)** Clock **(Explore)** Jigsaw **(Cooperative Learning)**. 4. Students will make sure that they have chosen the correct locations in the correct order using a progress report. **(Rethink),** Students will partner up and review each other's project and give appropriate feedback **(Revise),** Students will site the sources that they used to describe what happened at each location, make sure they have properly used any quotations, and make sure their explanations are clear, concise, and accurate 9teacher feedback) (**Refine)** 5. Students will make sure they have uncovered all of the ideas by using the checklist provided. **(Evaluate)** 6. **Tailor** 7. Students will be able to describe the geographical locations of the North and South throughout the war, including any important events. Product: Google Earth **(Organize)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that the North and the South had differing opinions about themselves and each other. **(Where)** The idea that the North and the South saw each other differently was a crucial reason for the Civil War.**(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:** Students will be giving each other feedback. They have to communicate during the Jigsaw.
 * Logical:** Students will go through a process with the Jigsaw and through each location, because the tour must be in order.
 * Kinesthetic:** Google Earth makes the students feel as if they are actually at the location and students will be moving around in their Jigsaw groups.
 * Visual:** Google Earth is all about using pictures to form a three dimensional planet Earth.
 * Naturalist:** Pictures of nature, including plants, mountains, and trees can be found on Google Earth.
 * Intrapersonal:** Students will individually evaluate themselves, as well as work alone for most of the project.
 * Interpersonal:** The Jigsaw will be in a group, as well as partner up to revise their work and give feedback.
 * Musical:** Music can be added appropriately to Google Earth if the student desires and does so appropriately.

9. Video **(H****ook)** 10. Students will know about important people, such as abolitionists, Thomas Jefferson, Robert E. Lee, the Dred-Scott decision, the 14th Amendment, slave culture, and the Compromise of 1850. **(Equip)** Fact and Opinion **(Explore)** Team Pair Solo **(Experience)** 11. Students will assess whether they have been true to the character they chose. To do so, they will get together with a partner and share the project out loud. **(Rethink)** Students will make any revisions, taking their partner's opinion into account. **Revise,** Students will pass in their project ideas and drafts. The teacher will look over them and suggest any revisions, particularly any idea revisions. Then, students will refine the work. **(Refine)** 12. Students will complete a prompt about the Slavery project: What do you really understand about slavery? **(Evaluate)** 13. **Tailor** Kinesthetic:** Students will get up and move around during the Team Pair Solo and when they get together in partners to rethink. 14. Students will be able to create a project about slavery, from the perspective of someone involved in slavery (ex. a slave, a plantation owner, a plantation mistress, a slave owner) and fully describe what point of view that person might have had about slavery. Use the first person point of view. Product: ComicLife **(Organize)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students understand that the controversy of slavery played a major role in the Civil War. **(Where)** Slavery is an important issue to learn about, because slavery still happens today in countries all over the world. **(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:** Students will collaborate with their peers during the Team Pair Solo, as well as work with partners while rethinking and revising their work.
 * Logical:
 * Visual:** ComicLife is a very visual project. Words, pictures, color, and creativity are all involved.
 * Naturalist:** Students can use pictures of nature, as well as pictures from the Civil War Era, to use in their comic.
 * Intrapersonal:** Students will make revisions on their own, do the Solo part of the Team Pair Solo activity by themselves, and refine their work once teacher feedback has been returned to the student.
 * Interpersonal:** Students will work in groups during the Team Pair Solo and while they are in partners.
 * Musical:**

16. Dress as character. **(Hook)** 17. Students will know what led up to the war, beginning of war, important events/battles, end of war in terms of how other countries and territories helped both the North and the South, the Confederates vs. the Union, and outside help on both sides. **(Equip)** Sandwich Chart **(Explore)** Numbered Heads Together **(Experience)** 18. Students will reread their blog about what they know about how outside help affected the war. **(Rethink)** Students will respond to at least three other blogs and use what they have learned to revise their own blogs. **(Revise)** Students will get teacher feedback and refine their blogs accordingly.**(Refine)** 19. Students will write another blog about the questions and uncertainties they still have about outside parties involved in the Civil War. **(Evaluate)** 20. **Tailor** Visual:** Blog template can be personalized according to what is most visually appealing to the student; students will also use a Sandwich Chart to visually organize their work. 21. Students will be able to recognize the outside parties involved in the Civil War and how they impacted the outcome of the war. Product: Blog **(Organize)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that outside parties contributed to the outcome of the war between the North and the South. **(Where)** Countries need to have allies, especially during a time of war. **(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:** Students must use language to write their blogs, respond to other blogs, and collaborate during the Numbered Heads Together activity.
 * Logical:** Students will organize their work in a Sandwich Chart and through the group work of a Numbered Heads Together.
 * Kinesthetic:
 * Naturalist:** Students may include how outside help assisted in accordance with the terrain of the war zone, as well as add pictures to their blogs.
 * Intrapersonal:** Students will complete most of their work on their own.
 * Interpersonal:** Students will work in a group during the Numbered Heads Together and collaborate through the blogs by responding to others and assessing and possibly using the information given by others on their own blog.
 * Musical:**

23. Provocative Entry Questions and Student Sample **(Hook)** 24. Students will know about the Confederates vs. the Union, Yeoman farmers, women in the workforce, election of 1856, the Mexican War, the Know-Nothings, Andrew Jackson, Andrew Johnson, Carpet Baggers, Daniel Webster, Ulysses S. Grant, other important generals, leaders, and people. **(Equip)** Ideal Wheel and KWL Chart **(Explore)** Think-Pair-Share **(Experience)**. 25. Students will read over their script and decide if the they chose is still something they are interested in and if the initial information is accurate during a student-led conference. **(Rethink)** Students will revise their script by reading it out loud by themselves and then to a partner. **(Revise)** Students will make final revisions to their script and make sure that product on Garage Band sounds right. **(Refine)** 26. Students will blog about how difficult it was to assume the role of someone else. **(Evaluate)** 27. **Tailor** Naturalist:** Students are encourage to describe where their character is from and other details involving scenery and home life. Students will work alone when the first read aloud their script. 28. Students will be able to assume the role of someone from the Civil War Era (ex. soldier, president, citizen, specific person, woman). Product: Garage Band **(Organize)** =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that the North and the South had differing opinions about themselves and each other. **(Where)** To better understand big ideas, like why people go to war, sometimes people have to assume the role of someone else. **(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 product will be an oral interview on Garage Band.
 * Logical:** The final product must include all of the information, but must also be presented in a logical sequence because it is a conversation.
 * Kinesthetic:** Students will move around during the Think-Pair-Share activity.
 * Visual:
 * Intrapersonal:** ||
 * Interpersonal:** Students will work with a partner and a group during the Think-Pair-Share activity and possibly work with a partner on their final product.
 * Musical:** Students can add music clips to their interview on GarageBand.

30. Personal Experience: Uncle Joe **(Hook)** 31. Students will know about the Confederates vs. the Union, important battles, equipment, and leaders, including Robert E. Lee, Andrew Jackson, and Ulysses S. Grant **(Equip)** ISP Chart **(Explore)** Circle the Stage **(Experience)**. 32. Students will read their letters out loud to their partners and record the feedback in a learning log. **(Rethink),** Students will clean up any grammar, spelling, and concept mistakes, as well as add in any missing information **(Revise),** Students will find another person, preferably at home, to read their letter to and get feedback **(Rehearse)** Students will make final changes and possibly spend time making their letters look "old" (**Refine)** 33. Students will blog about a set of questions, including how the felt they did and what they could have done differently **(Evaluate)** 34. **Tailor** (Multiple Intelligences 6 to 8 and use each at least twice) Intrapersonal:** Students will work individually on the WebQuest. 35. Students will be able to analyze the major enduring themes, turning points, events, consequences, and people in the United States and world during the Civil War and the implications for the present and future. Product: WebQuest **(Organize)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that the North and the South had differing opinions about themselves and each other.**(Where)** There is still fighting going on today all over the world, yet we are all human. **(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:** Students will read their letters aloud to at least two people.
 * Logical:** Students will go through a process of revisions for both ideas and grammatics.
 * Kinesthetic:** Students will do an activity, called Circle the Sage and they must actively find someone to read their letter to or someone who will read their letter.
 * Visual:** Students will encounter pictures on the WebQuest, as well as potentially improving their letters by making them look "old" (tea will do this).
 * Naturalist:
 * Interpersonal:** Students will be working in groups and partners during the whole process.
 * Musical:**

37. Odd fact **(Hook)** 38. Students will know about the Reconstruction. **(Equip)** KWL Chart **(Explore)** Three Minute Review **(Experience)** 39. Students will write a blog evaluating the Reconstruction, then double check it for spelling and grammatical errors. **(Rethink)** Students will get in groups of three and discuss what each student wrote in their blog and get feedback on their new ideas. **(Revise)** Students will add any new ideas and fix any inaccurate information. || Students will also put together a folder of blogs, including response blogs, in a portfolio //. //**(Refine)** 40. Students will write another blog about what students learned about the Reconstruction, including what surprised them and what they already knew. **(Evaluate)** 41. **Tailor** Intrapersonal:** Students will write and revise their blogs on their own, as well as add new ideas once they get feedback. 42. Students will be able to evaluate the Reconstruction. Product: Blog **(Organize)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that the controversy of slavery played a major role in the Civil War. **(Where)** The resolution of the slavery issue affected the United States forever and would have an impact on the Reconstruction. **(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:** Students will share their ideas about the Reconstruction in groups of three and participate in the Three Minute Review group activity.
 * Logical:** Students can organize their thoughts in the KWL Chart and go through a revision process on their blogs.
 * Kinesthetic:** Students must get up and move around to get into groups to discuss their blogs and during the Three Minute Review.
 * Visual:** Students can customize their blogs, add pictures, and organize their thoughts in the KWL Chart.
 * Naturalist:
 * Interpersonal:** Students will be grouped during the Three Minute Review and during the revision process.
 * Musical:**

2004 ASCD and Grant Wiggins and Jay McTighe