Heather+R.+Stage+3

=Stage 3 Plan Learning Experiences and Instruction=

// **Note:** **Each part must consider the TPACK framework.** // (How are you using technology as a teacher? How are your students using technology?) Aural: Verbal: Physical: Logical: Social: Solitary**: [|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR) Which ones from Stage 1?
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...) and Resources (Include Web resources)
 * 4. (E) Explore/****(R)** **Rethink** ([|Graphic Organizer], [|Checking for Understanding]) **Experience/****Revise** ([|Cooperative Learning] Feedback Loop - use checklist, rubrics), **Rehearse,** and **Refine** (after getting some type of feedback )
 * 5. (E-2)** **Evaluate** (Formative/Summative Assessment) Which one from Stage 2?
 * 6. (T) Tailor** (use the seven [|Learning Styles])
 * Visual:
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology), and Timeframe (total minutes? over how many days? over the length of the unit?)

=Facet 1= 2. Question Reflection - Would you have voted for Hitler? **(Hook)** 3.Students will know: Vocabulary: liberal, conservative, moderate. Key Factual Information: The issues that are supported by liberals, moderates, and conservatives. Key Factual Information: Stereotypes of different political labels. **(Equip)** Persuasion Map, Articles on various politician, notes **(Resources)** 4. Students will use a[| persuasion map]to indicate a politician's political label. **(Explore/Rethink)** The students will participate in a Jigsaw Activity in which they will be assigned a specific famous politician. Students will complete the map and discuss their findings in their Jigsaw group. The students will then share their findings with the rest of the class. Students will discuss the politician's political label in preparation for the Blog. **(Experience)** 5. Students will complete a checklist of the requirements of the persuasion map as a formative assessment. The blog will be evaluated through a summative rubric. **(Evaluate)** 6.**Visual:** Students will complete a persuasion map. 7. Students will be able to recognize whether a politician is a liberal, moderate, conservative. **(Self-Knowledge)** Product: Blog their opinion. **(Technology**) Classes: 1-2. **(Organize)** || =Facet 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will understand that liberals and conservatives have different views on economics, social policies, defense, and foreign policy. **(Where)** //Students make individual and collaborative decisions on matters related to social studies using relevant information and research, discussion, and ethical reasoning skills//**//.//** **(What)** Students need to be able to evaluate a politician's ideas to determine whether they will vote for them or not as a representative of their views. **(Why)**
 * Aural:** Students will take notes over the key information.
 * Verbal:** Students will answer review questions by index card selection.
 * Physical:** Students will use handheld Active Expressions for the review activity
 * Logical:** Students make list of stereotypes for the various political labels.
 * Social:** Students will discuss/debate their politician.
 * Solitary**: Students will blog their reflections.

9. Discussion - Which ice cream company do you like best and why? **(Hook)** 10. Students will know: The issues that are supported by liberals, moderates, and conservatives and Important Events and People: Schools of philosophy, Important Politicians both Republican and Democrat **(Equip**) Notes on issues that are supported by liberals, moderates, and conservatives (paper copies need to be scanned for computer usage), webpages on politicians [|click here.] 11. Students will work in groups to break down the political label of a famous politicians using an [|Idea Wheel]. The goal will be to identify what makes a politician a Republican or Democrat. (**Explore/Rethink)** **(Experience)** The students will complete a partner activity in which they meet together as partners to complete the idea wheel. Another group will be on the other side of the room completing the same tasks. Students will then be brought together as group of four to compare their ideas and make adjustments if needed. 12. The students will fill out the idea wheel a as a formative assessment. Students will complete a written reflection on what are the major components of a Republican and Democrat. This will be evaluated using the school wide writing rubric (summative) **(Evaluate)** 13. **(T) Tailor** 14. Students will be able to compare and contrast how political labels fit into the Republican and Democrat parties. **(Perspective**) Product - Written Reflection Classes - 1 **(Organize)** || =Facet 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that a person's political philosophy will influence the way that they vote and their choice of political party. **(Where)** //Students make individual and collaborative decisions on matters related to social studies using relevant information and research, discussion, and ethical reasoning skills//**//.//** **(What)** Students need to analyze politicians and reflect on their label in order to vote for one of our political parties. **(Why)**
 * Visual:** Students will complete an idea chart.
 * Aural:** Students will read web pages on politicians and listen to statements on liberals and conservatives.
 * Verbal:** Students will discuss issues with their peers.
 * Physical:** Students will participate in the warm up activity by creating signs that have liberals, moderates, and conservatives. I will read out a statement and the students need to raise the appropriate sign for issue that I read out.
 * Logical:** Students will fill out the idea chart.
 * Social:** Students will meet as a group to discuss
 * Solitary**: Students will write a reflective written piece.

16. Predictions - Are there more liberals, moderates, conservatives in our class? Maine? The country? Answer these questions on [|Survey Monkey]. **(Hook)** 17. Students will know key factual information about which issues are supported by liberals, moderates, and conservatives (stances on issues), the stereotypes of political socialization, how experiences influence stereotypes of political labels. **(Equip)** Questionnaire, notes on political socialization (paper copies) - need to scan for computer usage. **(Resources)** 18. Students will use a questionnaire sheet to interview another student about their experiences in life and other components of political socialization in a Three Step Interview Process. **(Explore and Experience)**. The student will make a generalization about their partner's political label and then they will give each other feedback. **(Refine)** Students will then begin to make conclusions about their own political label by completing an [|online survey] over liberals, moderates, and conservatives. **(Explore and Experience)** 19. Students will write on their blog a summary of their partners political label and how their experiences influenced this. (summative school wide rubric.) Students will also complete an exit ticket to express their development of their own political label. **(Evaluate)** 20. **(T) Tailor** 21. Students will predict how a classmate will vote in an upcoming election. **(Explain)** Product - Interview and Summary Statement on Blog **(Technology)** Classes - 1 **(Organize)** || =Facet 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that people form their political philosophy based on their experiences in life, income levels, parental influence, religion, and level of education. **(Where)** //Students make individual and collaborative decisions on matters related to social studies using relevant information and research, discussion, and ethical reasoning skills//**//.//** **(What)** Students need to understand that people's experiences influence their political labels. **(Why)**
 * Visual:** Students will view the visuals to accompany the notes and survey monkey.
 * Aural:** Students will record the answer of the interview with their peer.
 * Verbal:** Students will interview one other.
 * Physical:** Students will post the results of the survey monkey on the board.
 * Logical:** Students will use survey monkey to organize their opinion.
 * Social:** Students will interview one another.
 * Solitary**: Student will write a blog reflection.

23. Mystery Question - Why are you a liberal, moderate, conservative? Why is the biggest contributed to your selection of political label? **(Hook)** 24. Students will know which components of political socialization are the major most important contributor to ones political label. Students will know stereotypes of various political labels. **(Equip)** Students will complete a reading guide over political socialization/public opinion and will take notes over the stereotypes of political labels. **(Resources)** 25. Students will complete a chart to determine how their experiences have impacted their political label. **(Explore)** The students will be able to use chart to help with the biography section of the wiki. These will be collected as a progress check and then passed back to the students. The students will meet with other students (using the Four Corner Activity) who have similar backgrounds to revise and discuss their biographies. **(Experience, Revise)** 26. Students will submit the chart for a formative grade. The Comic Life will be collected for a summative grade using a. 27. **Visual:** Students will complete a comic life strip to express their experiences. 28. Students will make sense of how one's experiences influence their political label. **(Interpret)** Product - Carton Comic Life **(Technology)** Classes - 1 **(Organize)** || =Facet 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that people form their political philosophy based on their experiences in life, income levels, parental influence, religion, and level of education. **(Where)** //Students make individual and collaborative decisions on matters related to social studies using relevant information and research, discussion, and ethical reasoning skills//**//.//** **(What)** Students will reflect on how their experiences in life and other factors of political socialization affect their political label.
 * Aural:** Students will complete a reading guide as they read the section.
 * Verbal:** Students will talk with other students of similar experiences.
 * Physical:** Students will meet in the corner of the room to meet with similar political ideas.
 * Logical:** Students will complete the chart.
 * Social:** Students will meet in groups to discuss their biographies.
 * Solitary**: Students will complete a chart and comic life strip to express their experiences.

30.Pretend you are a crystal ball. Given what you know about the members in group, what are their political labels? Students will guess and then check their predictions at the end of the lesson. **(Hook)** 31. Students will know the stereotypes of the different labels, the components of political socialization, famous politicians, and key vocab words. **(Equip)** Resources will be similar to Facet 5. 32. Students will use the previous skills that they learned in evaluating their own experiences and its affect on political labels and analyze another students and or famous politician. The students will do this using the same cause and effect chart from Facet 4. **(Explore)** The students will then work with one other pair to discuss the accuracy of their determinations. **(Refine)** 33. The chart will be graded as a formative assessment and the written blog reflection will be assessed using a summative rubric (school wide writing rubric). **(Evaluate)** 34. **Visual:** Students will complete the chart. 35. Students will test to see whether a person's experiences and backgrounds are aligned with their political label. **(Apply)** Product - Blog Reflection **(Technology)** Classes: 1 **(Organize)** || =Facet 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that liberals and conservatives have different views on economics, social policies, defense, and foreign policy. Students will also understand that people form their political philosophy based on their experiences in life, income levels, parental influence, religion, and level of education. **(Where)** //Students make individual and collaborative decisions on matters related to social studies using relevant information and research, discussion, and ethical reasoning skills.// **(What)** Students need to be familiar with a candidates biography before voting for them. This will help them understand the candidate's political label and why the are that particular label.
 * Aural:** Students will write a reflection.
 * Verbal:** Students will meet in partners.
 * Physical:** Students will answer review questions by index cards at the beginning of the lesson.
 * Logical:** Students will complete the chart.
 * Social:** Students will meet in groups and discuss with me.
 * Solitary**: Students will write a written reflection.

37. Vote - The school is thinking about providing health care check ups for all students in our building. Make a list of five people in our class that you think will support this idea. Students will then give stickers to the five people they believe will support it. **(Hook)** 38. Students will know the various issues that are supported by liberals, moderates, and conservatives, the stereotypes of the different labels, and vocab. **(Equip)** Students will navigate through the same resources on political that were provided for Facet 2. 39. Students will use a persuasion map that was provided in Facet 1 to discuss the social issue from the perspective of the different label. **(Rethink)** Students will meet with me during class to discuss their "new feelings" on the social issue. **(Experience)** Students will make corrections if needed after the discussion with me. **(Revise)** 40. Students will complete an verbal exit ticket before leaving class (Formative) and will be assess with teh school wide writing rubric on the positions paper (summative) **(Evaluate)** 41.**Visual:** Students will complete a chart and review notes. 42. Students will assume the role of a different political label and discuss a specific social issue from that perspective. **(Empathy)** Product: Position Paper. Classes: 1 **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that liberals and conservatives have different views on economics, social policies, defense, and foreign policy. Students will also understand that people's political philosophy will influence the way that they vote and their choice of political party. //Students make individual and collaborative decisions on matters related to social studies using relevant information and research, discussion, and ethical reasoning skills. **(What)**// Students need to be able to understand how other people think and be respectful and understanding of this opinion. This activity will force them to think beyond their own opinions.
 * (Why)**
 * Aural:** Students will review notes and write a position paper.
 * Verbal:** Students will meet with me discuss their chart.
 * Physical:** Students will give out stickers to people who they feel would support the health care check ups in our building.
 * Logical:** Students will complete the chart.
 * Social:** Students will meet me with and discuss with their peers the health care check ups.
 * Solitary:** Students will write a position paper and complete a chart by themselves.

2004 ASCD and Grant Wiggins and Jay McTighe