SusanStage3

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // How are you using technology as a teacher? How are your students using technology? [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR or CCSS **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] and[| Cooperative Learning] the content (**Explore**), working on product (partners, teams...) (**Experience**)
 * (R)** **.4** Checking for Understanding Strategies during instruction (**Rethink),** Self-Assessment using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher on Product (**Revise**/**Refine**),
 * (E)** **.5** Formative Assessment - List the one's used in this lesson. **(Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7** Students will be able to ...( **Organize**), Product: Type II Technology, Number of Days:

[|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.

=Lesson 1= =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**1.1 Students will understand that personal interests and skills create and support self-image **(Where)**.Personal growth and change are part of a healthy life. **(Why)** //Students reflect on and/or analyze interests, skills, habits of mind, and experiences to maintain a positive self-concept and to aid them in making career and life decisions. **(What)**//
 * (H)** 1.2 Listen to a song, lyrics reflect the possiblity of overcoming adversity and personal change.
 * (E)**1.3 Students will know vocabulary: personality, self-concept, perspective, efficacy (**Equip)** Students will use a "necklace" in order to identify personal interests and skills. **(Explore)** Cooperative learning**:** Students will use a KWL chart as a Think, Pair, Share in order that they can create a digital collage. **(Experience)**
 * (R)** 1.4 I will listen to and read students' responses to aspects of self-image and reflect back to them what I hear and read **(Rethink)** Student will share their self-assessment with a peer in order that it all aligns with what they want to put in the digital collage. **(Revise)**
 * (E)** 1.5 **Pre-assessment**: KWL. **Check for understanding:** Observe journal entry. **Timely feedback:** Self-assessment and Peer review. **(Evaluate)**
 * (T)** 1.6
 * Verbal:** Students will be exploring the vocabulary.
 * Logical:** Students will compare what I am reflecting back to them, conversation that may contrast their own.
 * Kinesthetic**: Students will use "beads" and string them on a rope.
 * Visual**: Students will draw on paper their "beads" before creating them
 * Musical:** Students will listen to preselected music.
 * Interpersonal:** Students are doing peer review.
 * (O)** 1.7 Students will be able to explain personality characteristics and interests that they recognize in themselves. (**Explain)** **Product:** Digital Collage, **Number of Days:** 2-3 days. ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 Students will understand that personal interests and skills create and support self-image.**(Where)** We are a blend of positive and negative attributes. **(Why)** //Students reflect on and/or analyze interests, skills, habits of mind, and experiences to maintain a positive self-concept and to aid them in making career and life decisions. **(What)**//
 * (H)** 2.2 We will watching segments of the movie "Precious".
 * (E)** 2.3 Students will know the difference between positive, desirable personal characteristics and negative, undesirable personal characteristics. **(Equip)** Students will diagram (+) and (-) attributes of themselves. **(Explore)** Students will present their chart to the group, engaging in conversation about why the characteristics are labeled (+) and (-). **(Experience)**
 * (R)** 2.4 I will be part of the group discussion, clarifying their charts. **(Rethink)** Any changes or additions will be made **(Revise)**
 * (E)** 2.5 **Pre-assessment:** Discussion of positive and negative. **Check for understanding**: Group discussion of the chart. **Timely feedback:** Review of revised chart.
 * (T)** 2.6
 * Verbal:** Students will be discussing the positive and negative traits**,** clarifying specifically what makes the trait positive or negative.
 * Logical:** Students will the consider the implications of negative vs. positive personality traits.
 * Natural:** Students consider the implications of negative vs. positive traits in other species.
 * Visual:** The use of large poster paper to clarify negative and positive traits.
 * Musical:** Students will consider the impact of music on their self-image. (what songs do they listen to and why?)
 * Interpersonal:**Group presentation and discussion of the personal traits chart
 * (O)** 2.7 Students will be able to diagram positive and negative aspects of self-image. **(Interpret) Product: chart, Number of Days: 2-3 days** ||

//Students reflect on and/or analyze interests, skills, habits of mind, and experiences to maintain a positive self-concept and to aid them in making career and life decisions. **(What)**// =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand that these interests, skills and some personality characteristics, including values and beliefs are subject to change at any time.**(Where)** Change happens over time and within a historical and cultural context. **(Why)**
 * (H)** 3.2 Solicit responses from the group addressing a change, any change that you have noticed in the world.
 * (E)** 3.3 Students will recognize personal values and beliefs and define cultural and historical factors that are part of their life. **(Equip)** Using concentric circles, students will fill-in the circles "time" and "place" at the time of birth. **(Explore)** Further group discussion about any changes in these circles or are "time" and "place" the same? **(Experience)**
 * (R)** 3.4 During group discussions, students will consider what historical events were happening in a "time" or "place" other than their own. **(Rethink)** Considering this, does it change your "circles"? **(Revise)** Students will do journal writing, self-reflection on the process of identifying "time" and "place". **(Reflect)**
 * (E)** 3.5 **Pre-assessment**: Independently, students answer the Life Line presentation Guide. **Check for understanding:** As a group, students contrast and compare responses to the form looking for clarification, revising where necessary. **Timely feedback:** Final drafts of the form are handed in.
 * (T)** 3.6
 * Verbal:** Students will be writing in their journals.
 * Logical:** As a group, we will create a timeline of some common social events.
 * Kinesthetic:** I will present the idea of including a few beginning yoga stretches.
 * Visual:** Students will be using the Venn diagrams in order to distinguish between personal "time" and "place".
 * Musical:** Another selection from my pre-selected list of relevant music.
 * Intrapersonal:** Journal writing will provide opportunity for self-reflection.
 * (O)** 3.7 Students will be able to create and explain a timeline of their life that includes historical and cultural aspects. **(Apply) Product:Timeline. Number of days: 5.** ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that interests, skills and some personality characteristics are subject to change at any time.**(Where)** Change happens over time and within a historical and cultural context. **(Why)** Students reflect on and/or analyze interests, skills, habits of mind, and experiences to maintain a positive self-concept and to aid them in making career and life decisions. **(What)**
 * (H)** 4.2 Quick brainstorm of famous/infamous women and one thing that they are known to have accomplished.
 * (E)**4.3 Students will know vocabulary: personality, self-concept, history, culture. Students will be given a rubric that outlines performance expectations. (**Equip)** Students will create a life-size poster identifying the individual's interests and skills and relevant historical events and cultural aspects of their life. **(Explore)** Reading about the individual and writing a story that summarizes their life will be shared with the group. **(Experience)**
 * (R)** 4.4 In one-on-one, guided by the rubric, review with student the fundamental concepts of personality and historical context of their chosen individual. **(Rethink**) Allow for any revisions to the poster. **(Revise)** Informally, ask students to contemplate a comparison of themselves and the person chosen for the historical biography. **(Reflect)**
 * (E)** 4.5 **Pre-assessment**: Brainstorm people, places and eras of history. **Check for understanding:** One-on-one consultation using rubric as a guide. **Timely feedback:** Formal group presentation of poster.
 * (T)** 4.6
 * Logical:** Brainstorming of people, places and eras of history.
 * Naturalist:** Take the group Into the rec yard... what sensations are you aware of and will they change?
 * Kinesthetic:** By creating a life-size poster of the individual, students will moving around.
 * Visual:** Ask students to close their eyes and imagine what a particular individual from history might look like, what they might be wearing.
 * Musical:** Maybe a little sing-a-long or hum-a-long of old slave work songs or gospels.
 * Interpersonal:** Group presentation and discussion of the selected historical person.
 * (O)** 4.7 Students will be able to report on an individual who overcame adversity, identifying their strengths and weaknesses, historical and cultural aspects of their life**.(Perspective) Product: oral presentation. Number of days: 8.** ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that setting short and long term goals provides a framework for personal growth and change. **(Where)** Decisions about school, work and community are choices we make based on self-image and cultural and historical contexts. **(Why)** //Students reflect on and/or analyze interests, skills, habits of mind, and experiences to maintain a positive self-concept and to aid them in making career and life decisions.// **(What)**
 * (H)** 5.2 "Dare to dream". MLK, Jr. speech
 * (E)** 5.3 Students will know the difference between short and long term goals and reflect on strengths and barriers (from lesson #2) **(Equip)** Group discussion about each one's possible dreams and how they might be accomplished. **(Explore)** Using graphic organizer to plan for long term goal, some steps in order to get there. Listing potential problems and how the individual might overcome them. **(Experience)**
 * (R)** 5.4 Reconsider your desire to attend school, get a certain job in light of your knowledge of how you can change your life. **(Rethink)** Complete the goal form **(Revise**) Present to the group your plan and be prepared for questions and clarifications **(Reflect)**
 * (E)** 5.5 **Check for understanding:** I will talk with each student individually, concentrating on realistic goals and acknowledgment of barriers and supports to attaining the goals.**Timely feedback:** Group presentation and explanation regarding challenges and strengths of the plan.
 * (T)** 5.6
 * Verbal:** Listening to MLK, Jr.'s speech along with a printed copy.
 * Logical:** Students will be creating a goal plan with sequential steps.
 * Kinesthetic:** Continuation of yoga stretches.
 * Visual:** Students will be able to view some photos of the MLK, Jr. including civil rights movement.
 * Musical:** Pre-selected music of the 1960's.
 * Interpersonal:** Group presentation and discussion.
 * (O)** 5.7 Students will be able to identify their dreams and how they will attain them, one step at a time. **(Empathy) Product: graphic organizer. Number of days; 5** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand they not only are learning about and changing their own self-image, but they can help someone else to do the same.**(Where**) Personal growth and change are part of a healthy life. **(Why)** //Students reflect on and/or analyze interests, skills, habits of mind, and experiences to maintain a positive self-concept and to aid them in making career and life decisions.// **(What)**
 * (H)** 6.2 Now you are the teacher! The performance.
 * (E)** 6.3 Students will know what has been covered in this unit, reviewing vocabulary, scenarios, historical situations, etc. **(Equip)** Plan for an encounter with a friend who is dissatisfied with some aspect of their life and how you might begin a conversation with them about how to make it better, writing down the conversation. **(Explore)** Practice on a partner from the class, changing roles. **(Experience)**
 * (R)** 6.4 Consider what concepts have been helpful in the unit **(Rethink)** Draft a list of questions you would ask your friend who has come to you for support.**(Revise)** Have a conversation with your friend listening to her responses and guiding her through the steps of assessing self-image and goal-setting. Switch roles. **(Reflect)**
 * (E)** 6.5 **Check for understanding:** Draft a short script of questions you would ask your friend, include vocabulary we have discussed.**Timely feedback:** I will observe and listen to the paired interactions.
 * (T)** 6.6
 * Verbal:** Students will engage in role-playing a conversation between two friends, helping each other to understand aspects of personal changes.
 * Logical:** Thinking beyond the personal, we might discuss social changes that we would like to see.
 * Kinesthetic:** Continuation of yoga stretches, taking requests from the group.
 * Visual:** Students will line up their life-size posters of historical individual. (I have mounted them on cardboard so they "stand-up")
 * Musical:** Grand finale, sing-a-long.
 * Intrapersonal:** A journal entry that captures the students final thoughts and feelings about the unit.
 * (O)** 6.7 Students will be able to recognize their own capacity to change and how they might inspire others to do the same.**(Self-knowledge) Product: lead a one-on-one discussion. Number of days: 5** ||

2004 ASCD and Grant Wiggins and Jay McTighe