Abby+W.+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=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that there are many causes of the Holocaust. **(Where)** //Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States and various regions of the world.// **(What)** If you know the causes of the Holocaust it is possible to prevent it from happening again and preventing another genocide from happening again. **(Why)**

2.Students will watch the Youtube video [|One thing leads to another] to see how each thing is connected to the next thing**(Hook)**

3.Students will know anti-Semitism, Holocaust, process of discrimination, gathering and occupation of Europe, geography of Europe, important people (Hitler, Stalin, Mussolini, Tojo, FDR, WInston Churchill, Anne Frank, Oskar Schindler, Simon Wiesenthal) **(Equip)** Resources include: [|Direct Essays], //The Holocaust Series**,**// [|Best History Sites] **(Resources)**

4. Students will create a [|time line outlining] the events that led up to the Holocaust **(Explore/Rethink)**. In pairs students will research each part of the time line describing each event on the time line they will then share these will another partner group. For this research they will use the [|5 Ws chart] which will be transferred to their Comic Life **(Experience / Refine)**.

5. This sumative product of a Comic Life is graded using a rubric. Students will evaluate their progress with a check list**(Evaluate).** can be formative - checking to see if they have learned it or sumative-graded

6.**Visual:** Students will see a PowerPoint presentation of the basic content and introduction
 * Aural:** Students will hear classroom lecture from the PowerPoint presentation and will hear the information during the peer conversations of research.
 * Verbal:** Students will discuss the research they are conducting with their peer about the causes of the Holocaust
 * Physical:** Students may use sticky notes on the time line when sorting the data found in the research
 * Logical:** Students will organize data on the time line as they research the causes of the Holocaust
 * Social:**students will work together to research and create their Comic Life
 * Solitary**: Students will create their own time lines with the data that they gathered as they were researching with their peer. **(Tailor)**

7.Students will be able to consider what causes led to the Holocaust. **(Explaining).** Product: warning advertisement using Comic Life.**(Product)** 3 55 minute class periods over 3 days **(organize).** || =Facet 2=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that the Jews and other groups have been persecuted through out history.**(Where).** //Students understand historical aspects of unity and diversity in Maine, the United States and various world cultures, including Maine Native Americans.//**(What)** It will be easier to understand why groups are persecuted today and why groups or people are singled out in your everyday life.**(why)**

9. Bell assignment - asking students "Have they ever been discriminated against or seen anyone discriminated against?" Students will share answers with the classes. **(Hook)**

10. Students will know Antisemitism, discrimination, Mengele's Children, Mein Kampf, Japanese-American Interment Camps,process of discrimination**(Equip.)** //The Holocaust Series//, //American History,// [|United Streaming,][|Quia] **(Resources).** Students will complete the [|Describing Wheel] independently than conduct a think-pair- share with a partner to plan out the different times through out history different groups have been persecuted and organize their ideas before writing the paragraphs **(Explore / Experience).**

11. Students will create an idea web about the different times that groups or Jews have been persecuted throughout history **(Rethink)** Each student will research one time period to research in detail. They will then Jigsaw with a partner group of four **(Refine).**

12. The formative assessment will be a paragraph that students write in an e-mail forum. This will be checked for student understanding **(Evaluate).**

13.
 * Visual:** Students will see images in resources being used and will also see the connections through the idea web
 * Aural:** Students will hear the in class discussions with their peers and teacher
 * Verbal:** Students will discuss their ideas on the idea web with their classmates and teacher
 * Physical:** Students will have the option to create their idea web through moving around note cards
 * Logical:** The creation of the idea web
 * Social:** Student will discuss their ideas on the idea web with their classmates and teacher
 * Solitary**: Students will first create their idea webs independently before sharing them with their peers and class. **(Tailor)**

14. Students will be able to describe why Jews have been persecuted throughout history. **(Explain)** Product: paragraph in an e-mail forum **(Product).** 2 55 minute class periods over 2 days **(organize)** || =Facet 3=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that the Jews and other groups have been persecuted through out history.**(Where).** //Students understand historical aspects of unity and diversity in Maine, the United States and various world cultures, including Maine Native Americans.//**(What).** It will be easier to understand why groups are persecuted today and why groups or people are singled out in your everyday life.**(why)**

16. Students will be asked at the beginning of class when history has repeated itself in history. Students will share answers with the class (**Hook).**

17. Students will know Antisemitism, Holocaust, World War 2, extermination, discrimination, process of discrimination **(Equip.).** T//he Holocaust Series//, //American History,// [|United Streaming,][|Quia] **(Resources)**. Students will use Inspiration web organization program to organize ideas as they are discussed with the class. Students will then share their webs with a peer to further discussion and make sure that key points are not missing **(Explore / Experience).**

18. Students will discuss different ideas with the peers and with the class **(Rethink).** These ideas will be put into an Inspiration Web to organize ideas **(Refine).**

19. The formative assignment will be completion of an Inspiration Web and class discussion to check for student understanding **(Evaluate)**

20.
 * Visual:** Students will see images in resources being used and will also see the connections through the idea web
 * Aural:** Students will hear the in class discussions with their peers and teacher
 * Verbal:** Students will discuss their ideas on the idea web with their classmates and teacher
 * Physical:** Students will have the option to create their idea web through moving around note cards
 * Logical:** The creation of the idea web
 * Social:** Student will discuss their ideas on the idea web with their classmates and teacher
 * Solitary**: Students will first create their idea webs independently before sharing them with their peers and class. **(Tailor)**

21. Students will be able to propose the theory of why Jews have been persecuted throughout history, one example being the Holocaust **(Apply)**. Product: Inspiration web and class discussion **(Product).** 1 55 minute class period, 1 day **(Organize).** || =Facet 4=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.Students will understand that the impact of the Holocaust effected many lives and has had an impact on history. **(Where)** //Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States and various regions of the world.// **(What)** It is important to know about things that have effected so many lives, maybe even yours. **(Why)**

23. Students will be asked what their perspective is of a current event. These perspectives will be shared with the class. Students will observe that each one has a different perspective just like people during the Holocaust had a different perspective **(Hook).**

24. Students will know Terezin Ghetto, Warsaw Ghetto,Prague Ghetto, Auschwitz, Belzec, Bergen-Belsen, important people (Hitler, Stalin, Mussolini, Tojo, FDR, WInston Churchill, Anne Frank, Oskar Schindler, Simon Wiesenthal), heros of the Holocaust (Simon Wiesenthal, Oskar Schindler, Raoul Wallenberg), Rescuers of the Holocaust**(Equip.).** //The Holocaust Series, The Longest Hatred Movie,// Noteshare notes **(Resources).** Students will use the [|spider web] organizer to take notes on various perspectives **(Explore).** Students will share these webs in a class discussion about the different perspectives **(Experience).**

25. Students will take notes in class organizing their ideas using a spider web organizer. **(Rethink).** These ideas will then be written into a postcard in the perspective chosen by the students. This will be the first draft of the students final product. **(Refine).**

26. The summative product will be a postcard written from one of the perspectives studied by the class. This will be graded using a rubric and students will monitor their progress using a check list. **(Evaluate).**

27.
 * Visual:** Students will be using //The Holocaust series// which includes many pictures
 * Aural:**Students will hear the teacher reading some of the book to the class, class discussion
 * Verbal:** Class discussion, written words in the book and Noteshare notes
 * Physical:** students can use note cards to organize ideas
 * Logical:** spider web organizer and the creation of students postcard
 * Social:** students will be discussing with their peers and class the different perspectives of the Holocaust
 * Solitary**:Students will complete the spider web on their own before discussing with a peer and as a whole class discussion. **(Tailor)**

28. Students will be able to be aware of the different perspectives of the Holocaust. **(Self - Knowledge).** Product: Postcard written from the perspective chosen by student **(Product)** 3 55 minute class periods, 3 days **(Organize)** || =Facet 5=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that there are many causes that led to the Holocaust.**(Where)** //Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States and various regions of the world.// **(What)** If you know the major themes and causes of the Holocaust it is possible to recognize them in the future and prevent it from happening again.**(Why)**

30. Students will be asked in the form of the daily question at the beginning of class what causes them to get in trouble? After a class discussion it will be explained to them that everything has causes that lead to something just like there were things that led to the Holocaust **(Hook).**

31.Students will know concentration camp, ghetto, internment camps, Antisemitism, death marches, Holocaust, discrimination, Butterfly Project, Mein Kampf, gathering and occupation of Europe, deporting Jews, sending Jews to Concentration Camps, Liberation of Concentration Camps **(Equip.).** //The Holocaust series, American History//, [|Causes of the Holocaust movie][| www.quia.com] **(Resources)** Students will use the [|word web] to take notes during class discussion aided by a PowerPoint presentation by the teacher **(Explore)**. Teacher will conduct a 3 minute review to make sure that students notes are complete**(Experience).**

32. Students will complete the word web organizing their notes and discuss these with their peer group **(Rethink).** Students will complete a Quia quiz independently. The teacher will provide feedback on this quiz and then provide the opportunity for students to correct the quiz **(Refine).**

33. The formative product of the completion of the Quiz quiz will be used to check for student understanding and to reinforce main concepts **(Evaluate).**

34.
 * Visual:** Images from the books used, images in the PowerPoint presentation
 * Aural:** Class discussion, PowerPoint presentation
 * Verbal:** class discussion, Quia quiz, PowerPoint presentation, word web
 * Physical:** students may use note cards instead of writing the word web to organize notes
 * Logical:** organization of the word web, Quia quiz
 * Social:** class discussion, word web with peers
 * Solitary**: completion of Quia quiz independently, **(Tailor)**

35. Students will be able to analyze major themes of the causes of the Holocaust.**(Perspective)** Product: Self check quiz using Quia.com **(Product)** 2 55 minute class periods, 2 days **(Organize)** || =Facet 6=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that the impact of the Holocaust effected many lives and has had an impact on history.**(Where)** //Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States and various regions of the world.// **(What)** Everything in the past effects today so it is important to understand the past to understand the present and the future **(Why).**

37. Students will be asked in the form of the daily question at the beginning of class what impact history has their lives today? The answer will be discussed as a class. Students will recognize that what has happened in the past does effect what happens today **(Hook).**

38. Students will know process of discrimination, gathering and occupation of Europe, deporting Jews, sending Jews to Concentration Camps, Liberation of Concentration Camps, US entering WW2, battles of WW2 (Battle of Pearl Harbor, Battle of Midway, D-Day, Battle of Stalingrad, battle of the Bulge, Battle of the Atlantic, BAttle of Berlin, Iwa Jima, Siege of Leningrad), specific concentration camps (Terezin Ghetto, Warsaw Ghetto,Prague Ghetto, Auschwitz, Belzec, Bergen-Belsen ), number of deaths, Night of Broken Glass, important people (Hitler, Stalin, Mussolini, Tojo, FDR, WInston Churchill, Anne Frank, Oskar Schindler, Simon Wiesenthal), heroes of the Holocaust (Simon Wiesenthal, Oskar Schindler, Raoul Wallenberg), Rescuers of the Holocaust **(Equip.)**. //The Holocaust Series//, [|www.portalportal.com], [|www.unitedstreaming.com] [|www.Discoveryschool.com] **(Resources)** Students will use the [|cluster chart] to document their notes from using the sites provided on the Portaportal site **(Explore).** Students will complete a round robin with first their group and then with the whole class to discuss their findings in their research **(Experience).**

39. Students will discuss their findings with their peers and then as a whole class discussion **(Rethink).** Students will write the first draft of a script of their findings of the impact of the Holocaust on history **(Refine)**

40. The summative product will be a podcast graded using a rubric and a student will evaluate their progress using a check list **(Evaluate)**

41.
 * Visual:**Students will use //The Holocaust series// with images, the website used for research also have many images for these students
 * Aural:** Students will have class discussions and discussions with their groups of the research they have done
 * Verbal:** Students will read books and websites, they will also discuss with their peers and group also
 * Physical:** Students will be using their computers to conduct research. If they prefer to use note cards to record research they may do so
 * Logical:** Students will be using the cluster chart to take their notes for research
 * Social:** Students will discuss their findings with their peers and discuss with the class. They may also work with a peer to conduct their research
 * Solitary**: Students may conduct their research independently before sharing with their groups and the class **(Tailor)**

42. Students will be able to evaluate the impact of the Holocaust. **(Interpret)** Product: Podcast explaining the impact with images **(Product)** 4 55 minute class periods, 4 days **(Organize).** ||

2004 ASCD and Grant Wiggins and Jay McTighe