LyndaStage3

=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=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**1.1 Student will understand that time can be represented in different ways to help us function in our lives with more efficiency, security and happiness. (**Where)** Understanding time will help us to feel happy rather than confused. **(Why)** Student will use the chronology of history and major eras to demonstrate the relationships of events and people. **(What)**


 * (H)** 1.2 Student will assist in placing velcro on laminated clocks and practice applying accurately to schedule (using sticky stuff and hearing the sound of velcro are the hooks) **(Hook)**

**(E)**1.3 Student will know how to use a schedule and clock. **(Equip)** Her graphic organizer is her daily schedule where she will learn to apply clocks to certain sections **(Explore)** Turns will be taken with the teacher picking a subject on master schedule, then placing clock in accurate spot on daily schedule. Subjects will be written down on little pieces of paper, put in a cup and then we will take turns to "pick one." **(Experience)**

**(R)** 1.4 Double check master schedule for accurate placement of clocks. **(Rethink)** Student will use checklist to account for accuracy of clock placement. **(Rethink/Revise)** Teacher will use her checklist with student to check for accuracies/inaccuracies giving feedback on each clock. **(Revise/Refine)** ("where 1.3 and 1.5 interact")

**(E)** 1.5 (e.2) Formative Assessments: Pre-Assessment (only in Lesson 1); **Check for Understanding:** Ask questions **Timely Feedback:** Checklist **(Evaluate)**

**(T)** 1.6 **Verbal-Linguistic**: Student will send short email to her parents with names of specials and the times she has/had them on particular day. **Logical/mathematical:** Student will identify correct clock out of an assortment to match with subject and will adhere to schedule with velcro. **Visual/Spatial:** Student will match analog clock to digital representation on daily schedule. **Bodily/Kinesthetic:** Student will pick up clock after placing velcro on the back and place it in the correct position on daily schedule, then sign the corresponding subject. **Musical/Rhythmic:** Use short rhythmic poem "The clock says 12:00, it goes right here." **Intrapersonal** **Interpersonal:** In the morning, student will take completed daily schedule to teacher and explain what subjects she has that particular day. **Naturalist**

**(O)**1.7 Student will be able to use knowledge by designing daily schedule to determine where to go during the day. (**Apply**), Product: small clocks to sections of the daily schedule, Number of Days: 5 days || =Lesson 2=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that time can be represented in different ways to help us function in our lives with more efficiency, security and happiness. **(Where)** Numbers can be used to show me what day it is, what time it is and indicate what is coming next. **(Why)** Students will demonstrate the ability to use the skills and strategies of the writing process. **(What)**


 * (H)** 2.2 Using "Pages" on the computer we will create a story about time that includes clocks, a daily schedule and a calendar. **(Hook)**

**(E)** 2.3 Students will know about time after designing and reading a book. **(Equip)** The graphic organizer will be a list of subjects from the daily schedule, each day, from which a story will be typed on the laptop. **(Explore)** Student and teacher will take turns typing text of book. **(Experience)**

**(R)** 2.4 Observe story in rough draft form. **(Rethink)** With checklist student will go back and make sure at least one subject for each day is included in the book. **(Rethink/Revise)** Teacher will review rough draft and give feedback on accuracy of days and subjects labeled with clocks. **(Revise/Refine)**

**(E)** 2.5 **Checking for Understanding:** Ask questions about the book when completed such as "what day do you have music?" and "What time do you have music on that day?" **Timely Feedback:** Checklist **(Evaluate)**

**(T)** 2.6

**Verbal-Linguistic:** When completed, student will learn to sign story, or record herself reading story. **Logical/mathematical:** Student will check master schedule to make sure information in text is correct. (organization tools) **Visual/Spatial:** Student will enhance text with hand drawn pictures. **Bodily/Kinesthetic:** Student will take turns with the teacher typing text of story. **Musical/Rhythmic:** Create text in rhyme "Anisa Anisa what do you see? I see music at 10:40 that's what will be." (something like that-very fond of rhyme) **Intrapersonal** **Interpersonal:** Student will read book to teacher**.** **Naturalist:**

**(O)** 2.7 Student will be able to express time in standard expression when looking at the clock. **(Explain)**, Product: A story with clocks. Number of days: 14 days || =Lesson 3=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Time can be represented in different ways to help us function in our lives with more efficiency, security and happiness. **(Where)** Creating and watching a Powerpoint about my daily schedule and how this fits in with my family will help me feel happy and less confused/frustrated. **(Why)** Students will use the chronology of history and major eras to demonstrate the relationships of events and people. **(What)**


 * (H)** 3.2 Creating a Powerpoint will be a new, exciting way to talk about the daily schedule and family.

**(E)** 3.3 Students will know about time after designing and watching a Powerpoint. **(Equip)** The Powerpoint itself will serve as a graphic organizer about the daily schedule and family. **(Explore)** Student and teacher will take turns typing and clicking to prepare Powerpoint. **(Experience)**

**(R)** 3.4 Observe Powerpoint in "social story" form. **(Rethink)** With checklist student will review Powerpoint. **(Rethink/Revise)** Teacher will review rough draft and give feedback on concise explanations of Powerpoint in "social story form. **(Revise/Refine)**

**(E)** 3.5 **Check for Understanding:** Ask questions about the Powerpoint. **Timely Feedback:** Checklist **(Evaluate)**

**(T)** 3.6

**Verbal-Linguistic:** Student will send powerpoint to former teacher with a note (by email). **Logical/mathematical** **Visual/Spatial:** Student will incorporate photographs in powerpoint of student in certain locations where subjects take place. **Bodily/Kinesthetic:** Student will arrange index cards indicating sequence used to prepare her daily schedule including getting ready for school in the morning and departure at the end of the day. **Musical/Rhythmic:** Student will choose from 3 musical options background music to accompany her powerpoint. **Intrapersonal:** Student will create at least 2 pieces of art work to describe slides in powerpoint. **Interpersonal:** Student will share powerpoint with a friend, reading and manipulating frame changes. **Naturalist:**

**(O)** 3.7 Student will be able to be aware of how she fits in to her daily schedule and family. **(Explain)** Product: Powerpoint of slideshow about using a daily schedule and how this fits into her family. Number of days: 14 days. || =Lesson 4=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that numbers are concepts that enable people to represent quantities, sequences, and rates. **(Where)** Creating a timeline will help me keep track of my family history and upcoming events. **(Why)** Students will use the chronology of history and major eras to demonstrate the relationships of events and people **(What)**


 * (H)** 4.2 We get to use something new on the laptop called "dipity." (sound of this word and use of technology are the hooks) **(Hook)**

**(E)** 4.3 Students will know how to create, read and use a timeline. **(Equip)** The timeline itself will serve as the graphic organizer. **(Explore)** Student and teacher will take turns inputting data on the timeline. **(Experience)**

**(R)** 4.4 Observe timeline and accuracy of years. **(Rethink)** Compare digital timeline to handwritten timeline for accuracy of family milestones. **(Rethink/Revise)** Teacher will review timeline for accuracy and format. **(Revise/Refine)**

**(E)** 4.5 **Check for Understanding:** Ask questions about the timeline such as "Can you point to the date you were born on the timeline?" **Timely Feedback:** Checklist **(Evaluate)**

**(T)** 4.6

**Verbal-Linguistic:** Student will type names of family members with birth dates. **Logical/mathematical:** Student will transfer written birth dates of family members onto timeline. **Visual/Spatial:** Student will create a handwritten rough draft timeline with assistance from teacher. **Bodily/Kinesthetic:** Student will keep the beat with her hand on table while reciting poem about timeline. **Musical/Rhythmic:** Student will create a poem about her timeline. **Intrapersonal** **Interpersonal:** Student will share timeline with teacher and explain it. **Naturalist:** Student will transfer information from timeline to a family tree template.

**(O)** 4.7 Student will be able to document her family history on a timeline **(Interpret)** Product: A timeline made with "dipity." Number of days: 7 days || =Lesson 5=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that knowing family history and events can make life more interesting and engaging. **(Where)** I can keep track of family history by writing it down and using a timeline. **(Why)** Students will use the chronology of history and major eras to demonstrate the relationships of events and people. **(What)**


 * (H)** 5.2 The brochure will include pictures of your family! **(Hook)**

**(E)** 5.3 Students will know to create and use a brochure. **(Equip)** The brochure outline in paper form will serve as the graphic organizer. **(Explore)** Student and teacher will take turns inputting data on the brochure and embedding the timeline from dipity. **(Experience)**

**(R)** 5.4 Observe brochure and accuracy of information. **(Rethink)** Compare digital brochure to handwritten brochure for accuracy of information. **(Rethink/Revise)** Teacher will review brochure for accuracy and format. **(Revise/Refine)**

**(E)** 5.5 **Check for Understanding:** Ask questions about the brochure such as "Where is the timeline in this brochure?" **Timely Feedback:** Checklist **(Evaluate)**

**(T)** 5.6

**Verbal-Linguistic:** Student will type text to match family photos. **Logical/mathematical** **Visual/Spatial:** Student will create handwritten brochure with cut and paste photos. **Bodily/Kinesthetic:** Student will write family members/birth dates on individual sticky notes and arrange in order as they will appear on timeline. **Musical/Rhythmic:** Student will compose a song or poem about her brochure. **Intrapersonal** **Interpersonal:** Student will show brochure to teacher and explain it. **Naturalist:** Student will include family tree in her brochure.

**(O)** 5.7 Student will be able to analyze personal timeline. **(Perspective)** Product: A brochure for family about family history (pages) with timeline (dipity) embedded. Number of days: 7 days. || =Lesson 6=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that knowing family history and events can make life more interesting and engaging. **(Where)** I can show a friend how to keep track of her family history and upcoming events. **(Why)** Student will understand and apply concepts of data analysis. **(What)**


 * (H)** 6.2 Now it is time to show a friend how to make a brochure about her family history. **(Hook)**

**(E)** 6.3 Student will know how to teach a friend how to create a family brochure. **(Equip)** The teaching outline/checklist will serve as the graphic organizer. **(Explore)** Student and teacher will take turns sharing the brochure with a friend and helping her learn to make one for her family. **(Experience)**

**(R)** 6.4 Observe friend's brochure for accuracy of information. **(Rethink)** Compare digital brochure to handwritten brochure (of friend) for accuracy of information. **(Rethink/Revise)** Teacher will review brochure for accuracy and format. **(Revise/Refine)**

**(E)** 6.5 **Check for Understanding:** Use checklist for teaching friend how to create a brochure/timeline. **Timely Feedback:** Checklist **(Evaluate)**

**(T)** 6.6

**Verbal-Linguistic:** Student will describe process used to create timeline on dipity.com. and a brochure on pages. **Logical/mathematical:** Student will create a checklist for teaching friend how to make a timeline and brochure for her family. **Visual/Spatial:** Student will demonstrate how to drag pictures into brochure, examine and rearrange as desired. **Bodily/Kinesthetic:** **Musical/Rhythmic:** Student will help friend change words to song to create a verse about friend's brochure. **Intrapersonal:** Student will create art about timeline/brochure on the invitation to her friend **Interpersonal:** Student will give an invitation to her friend inviting her to come each day for recess to learn how to create brochure. **Naturalist:**

**(O)** 6.7 Students will be able to consider the timeline of a friend. **(Empathy)** Product: Show friend how to create her own timeline. Number of days: 7 days. ||

2004 ASCD and Grant Wiggins and Jay McTighe