Tara+P.+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. Have you heard about the Tree Octopus that they captured in California? **(Hook)** 3.Students will know Critical Detail(Note taking, what information is needed, credible source) **(Equip)** Use Tree Octopus site for this assignment. 4. Students will respond to questions given after their turn and talk **(Explore/Rethink)**. After reading is done, students will turn and talk to a peer about what they read **(Experience/Revise).** 5. Students will complete a series of questions that will guide them in analyzing the web page. They will write a reflection of their thoughts about this site. This will be a formative assignment **(Evaluate).** 6.**Visual:** Using the website to analyze information. 7. Students will be able to recognize credible sources.**(Self-Knowledge)** Product: Tree Octopus Days 1.**(Organize)** || =Facet 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. //Students will understand that// quality research has multiple sources involved. **(Where)**//Students propose and revise research questions, collect information from a wide variety of primary and/or secondary sources, and follow the conventions of documentation to communicate findings.//**(What)** Recognizing credible sources is critical to researching. **(Why)**
 * Aural:** Turning and talking with their partners.
 * Verbal:** Paired conversation.
 * Physical:** Students will go to the board and write their thoughts about the webpage.
 * Logical:** The graphic organizer allows for students to organize their information.
 * Social:** Turning and talking with their partners.
 * Solitary:** Students will answer the questions that go along with the site. **(Tailor)**

9. How many of you have been to a museum? What do you remember most about the museum? Imagine World War II war veterans coming to our school to see our museum on Pearl Harbor. What would they think about the information you have found? **(Hook)** 10. Students will know vocabulary: Primary Sources, Secondary Sources, Bibliography, Plagiarism**.(Equip)**Use TicTacToe graphic organizer for this assignment. 11. Students will research their topic in pairs using the TicTacToe graphic organizer. **(Explore/Rethink)** Students will collaborate in pairs to get three primary sources and three secondary sources. **(Experience/Revise)** 12. Students will research a series of questions that will lead them to primary and secondary sources. They will create a museum box that will be a summative assessment scored by a rubric.**(Evaluate)** 13.**Visual:** Gathering primary and secondary sources. 14. Students will be able to show how to use information ethically and legally.**(Explain)** Product: Museum Box Days 3.**(Organize)** || =Facet 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that quality research has multiple sources involved. **(Where)**//Students research, select, and present a position on a current social studies issue by proposing and revising research questions, and locating and selecting information from multiple and varied sources.(//**What)** Consider both primary and secondary sources for research.**(Why)**
 * Aural:** Listening to their partners ideas and thoughts.
 * Verbal:** Discussion of primary and secondary sources.
 * Physical:** Students will create a 3D box to visuallly show their information.
 * Logical:** Students will sort primary and secondary sources for their box.
 * Social:** Students will work in small groups. **(Tailor)**
 * Solitary**: Individual students will be responsible for one primary source and one secondary source that will contribute to the museum box.

16. Do news articles exist about history? How many of you have read an article from 60 years ago? There are thousands of articles archived just waiting to be read. Lets see who can find the most interesting article about Pearl Harbor. **(Hook)** 17. Students will know Terminology:Bibliography, Boolean phrases, periodicals, reference materials- Vocabulary:Primary Sources, Secondary Sources, Bibliography, Plagiarism Critical Detail:Note taking, what information is needed, credible source**(Equip)** Students will use the Five W's Chart to organize their articles. 18.Students will locate a credible article using Marvel that has something to do with Pearl Harbor.**(Explore/Rethink)** Once article is found, students will read the article and share their article with a partner.**(Experience/Revise)** 19. Students will read and analyze an article they have chosen. The reader response will be a summative assessment scored by a rubric.**(Evaluate)** 20.**Visual:** Researching Marvel for an article on Pearl Harbor. 21. Students will be able to analyze sources for information. **(Perspective)** Product: Credible article -Days 1. **(Organize)** || =Facet 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15 Students will understand that summarizing and interpreting information is essential to research.**(Where)** //Students propose and revise research questions, collect information from a wide variety of primary and/or secondary sources, and follow the conventions of documentation to communicate findings**.**//**(What)** Learn how to analyze sources for important information. **(Why)**
 * Aural:** Students will listen to other students articles that they have read.
 * Verbal:** Students will discuss their articles with their partner.
 * Physical:** Students will use sticky notes to help them organize their information about their article.
 * Logical:** Students will sort their ideas on the sticky notes and then placing them in the correct spot on the graphic organizer.
 * Social:** Students will share and discuss their articles with a partner.
 * Solitary**: Students will write a summary and reaction to their article. **(Tailor)**

23. When would you have to summarize something? Summarize with a partner your day you have had in two sentences or less. We will practice summarizing all year. **(Hook)** 24.Students will know Critical Detail:Note taking, what information is needed, credible source. **(Equip)** Using five sticky notes students will locate five of the most important words from an article read in class. Students will combine their five most important words with a partner and narrow it down to seven. As a class come up with a list of 10-15 words that would be needed in a summary of the article. 25. Students will create their five most important words from the article and combine them with their partners. The groups will discuss why they chose the words they did and narrow the list down to seven. **(Explore/Rethink)** As a class, we will narrow all words down to 10-15 words that will need to be apart of the summary. **(Experience/Revise)** 26. Students will read and analyze an article as a class. The summary will be a formative assessment.**(Evaluate)** 27.**Visual:** Students will read article that was given. 28. Students will be able to apply what information to use to summarize the article. **(Decide)** Product: Critical information-Days: 1 **(Organize)** || =Facet 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.Students will understand summarizing and interpreting information is essential to research.**(Where)** //Students research, select, and present a position on a current social studies issue by proposing and revising research questions, and locating and selecting information from multiple and varied sources.//**(What)** Why is it important to use information in an ethical and legal way? **(Why)**
 * Aural:**Students will listen to the article that is being read aloud.
 * Verbal:**Students will share their words up with a partner and then with the class.
 * Physical:** Students will use sticky notes to come up with the five most important words and combined them with their partner.
 * Logical:** Students will group words to create their summary.
 * Social:**Students will share with a partner and class their words and will create a class list.
 * Solitary**: Students will work individually creating a summary using the class words. **(Tailor)**

30. Who knows what MLA stands for? I have a very easy way to help you create a bibliography that will guide you step-by-step. **(Hook)** 31. Students will know Terminology:Bibliography, Boolean phrases, periodicals, reference materials; Vocabulary:Primary Sources, Secondary Sources, Bibliography, Plagiarism. **(Equip)** Students will be put into groups of five. Each person in the group will draw a different source from a cup. Each student will have to locate that source and use noodletools to create a bibliography. 32. Students will be put into groups of five. Each person in the group will draw a different source from a cup.. They will have to locate the sources given and use noodletools to create a bibliography. Each student within the group will have a different source and will do a jigsaw to teach the other students within the group how to cite that source. **(Experience/Revise)** Once finished each student will have to find a radio broadcast from the attack on Pearl Harbor. The students will then cite the source using noodletools. **(Explore/Rethink)** 33. Students will explore and create a bibliography. The bibliography will be a formative assessment that is observable during class. **(Evaluate)** 34.**Visual:** Students will look at the group bibliography. 35. Students will be able to consider both primary and secondary sources for research.**(Empathy** Product: Bibliography-Days: 1 1/2 **(Organize)** || =Facet 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand using information ethically and legally is important to research. **(Where)** //Students propose and revise research questions, collect information from a wide variety of primary and/or secondary sources, and follow the conventions of documentation to communicate findings.//**(What)** Why is it important to use information in an ethical and legal way? **(Why)** Why is it important to use information in an ethical and legal way? **(Why)**
 * Aural:** Students will listen to a broadcast they found.
 * Verbal:**Students will use a jigsaw and listen to others within their group.
 * Physical:** Students will get up to draw their source from a cup.
 * Logical:** Students will use the step-by-step noodletools to help create a bibliography.
 * Social:**Students will discuss using jigsaw method.
 * Solitary**: Students will fin their own source to answer the question that was given. **(Tailor)**

37. How many of you have heard the phrase, " A picture is worth a thousand words"? **(Hook)** 38. Students will know Terminology:Bibliography, Boolean phrases, periodicals, reference materials; Vocabulary:Primary Sources, Secondary Sources, Bibliography, Plagiarism. **(Equip)** 39. Students will be given a set of questions they need to find the answer to. These question will be answered through a variety of sources and create a photo essay. The students will use a graphic organizer to help them organize their photos. **(Explore/Rethink)** Students will then create a bibliography using their sources **(Experience/Revise)** 40. Students will research and create a photo essay on the events of Pearl Harbor. The photo essay will be a formative assessment. **(Evaluate)** 41.**Visual:** Students will view many pictures about Pearl Harbor. 42. Students will be able to represent sources in their own words.. **(Interpret))** Product: Photo Essay -Days: 2 days **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand using information ethically and legally is important. **(Where)** //Students research, select, and present a position on a current social studies issue by proposing and revising research questions, and locating and selecting information from multiple and varied sources.// **(What)** Why is it important to use information in an ethical and legal way? **(Why)**
 * Aural:** Students will listen to others present their photo essay.
 * Verbal:** Students will present their photo essay to the class.
 * Physical:** Students will be moving around to find sources for their photo essay. (Class and Library)
 * Logical:** Students will use a graphic organizer to put their essay together.
 * Social:** Students will practice their essay with a a partner.
 * Solitary**: Students will create their essay on their own. **(Tailor)**

2004 ASCD and Grant Wiggins and Jay McTighe