JoyceS3

=Stage 3 Plan Learning Experiences and Instruction=

// **Note:** **Each lesson 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)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 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?)

**__Maine Learning Results__** Performance Indicators & Descriptors Pre-K-2 Students understand key ideas and processes that characterize democratic government in the community and the United States.**
 * B. Civics and Government:**
 * B 1 Knowledge, Concepts, Themes, and Patterns of Civics/Government
 * a. Describe and provide examples of democratic ideals.**
 * c. Identify community workers and volunteers and the roles they play in promoting the common good**

=Lesson 1 Explanation= 2. **H** Do you think you will always have someone telling you what to do? Do you think I have a boss or supervisor? Do you have one? Is that good or bad? 3. **E** We will fill in the KWL chart (re-created for the smartboard) from The Graphic Organizer Website. Reflect on what we know or think we know. Compare ideas and information. Organize the information. Review each others ideas 4. **R** Divide the class into groups. Each group is assigned a role (student - teacher - principal - superintendent - school board) Take this new information and think about what may be something fun about each job and something that might be a difficult part of the job. Brainstorm with your group and discuss with the class. 5. **E** A read aloud checklist of self evaluation questions for the class to think about and discuss. 6. **T** Aural Dr. Jean Community song between each transition Visual - KWL chart on smartboard Verbal - Discussion of the workers and their responsibilities. The written piece on the smartboard Physical - Student can come to the smartboard and write the beginning letter of each idea Logical - Use "cut and paste" to reorganize the jobs into the hierarchy Social - Brainstorm as a group and work with feedback from others Solitary - Meet with the small groups to see if any individuals need clarification 7. **O** Print and post the KWL and refer back to it throughout the unit. This is a 30 minute lesson.Technology is the Smartboard. I was very surprised at how much prompting the KWL chart took. They didn't know much about school hierarchy. Most didn't know about the superintendent or school board. But I was able to get some info about principals and teachers. They wanted to tell me about the bus drivers! || =Lesson 2 Application=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. **W** Explain to students that we will be learning about the workers in our RSU . For this lesson we will be filling in a KWL chart on the Smartboard to see what you know about the people who work here at RSU10 When we are done our unit we will know who makes certain decisions about buses, what books we use and when we have specials. We will learn the responsibilities of the workers in our district. We will put together an imovie to show the other first grades and answer their questions.

2. **H** What is your job? What is an interview and what kinds of questions could we ask? Lets limit it to 2 responsibilities. I could show the principal interview from the imovie I am making now. 3. **E** We will synthesize information by creating a concept map. We will brainstorm and list questions for each worker as we add them to the web. We will explore issues that may come up in their job. Summarize key ideas, review each others work and monitor their understanding. We will generate a list of interview questions for each worker. 4. **R** Reflect on our interview questions. Shift the perspective by inviting a teacher and the principal in to look at the questions and rehearse with them. Consider new information. Edit the questions. 5. **E** Write a reflection in student journals to show what they are learning about school hierarchy. 6. **T** Aural - web for visualization Visual - concept map to organize information and communicate interview questions Verbal - teacher and principal visits to speak to them about our interview questions Physical - practicing interview techniques and behaviors Logical - patterns of the hierarchy of the web Social - Having rehearsal interviews with the teacher and principal Solitary - Keeping a reflective journal 7. **O** Focus on the big idea - the interview! Two 30 minute lessons. Technology is the imovie clip in the "hook" and the web on Kidsipation. || =Lesson 3 Interpretation=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. **W** We will be learning about each job at our RSU and its responsibilities by interviewing the workers . We will create a web on Kidspiration to show the hierarchy of the school and decide on some interview questions for each worker.

2. **H** Students, which job in the hierarchy could you write about? Today we will type 2 sentence about 1 job! We are going to choose a font and I will show you how to pick the size you want. When you pick a worker make sure you know their supervisor, you will have to tell me that in one of your sentences. 3. **E** Each student will type at least 2 sentences to make sense of a position of their choice. The other sentence will document a responsibility you would have in this position. Students choose the font and size. They should print the sentences and illustrate. 4. **R** Put the pages together to create a book. Read aloud and revisit important ideas. Group the students together that chose principal (for example) and compare and contrast the information in the sentences. 5. **E** What questions do students still have about each position? Does what they have learned changed their thinking? Progress checklists 6. **T** Aural - Students could listen to community song (with headphones) while typing. Visual - Written sentences to communicate with others Verbal - Incorporate speaking while writing to put the sounds that they hear Physical - Allow opportunities for movement. Logical - Associations between sounds and letters to use inventive spelling Social - Have a pair share time to discuss ideas before typing. Solitary - Individual work on laptops 7. **O** After the student prints their sentences, they can illustrate with crayons or markers. This is a 40 minute lesson and they may spend as much or as little time illustrating that they choose. The technology is neo office. || =Lesson 4 Empathy=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. **W** In this lesson students will have some prior knowledge of the hierarchy of the school. The students will be expected to show some understanding of this hierarchy. We will have completed our interviews. They will pick one of the jobs and type 2 sentences about this position in a word processing program. We will review the benefits of each job. One sentence should say who their supervisor would be and one would tell a responsibility.

2. **H** What would it be like to be the superintendent? Would you decide to spend book and supply money on toys for the playground? Are you ready to answer that on camera? 3. **E** Each student will role play at least 1 school worker. Consider a positive and negative of the job. Do others agree or disagree? Compare ideas and information and fill in fact or opinion chart from the graphic organizer website. Did better with discussion. Fact or opinion chart was to difficult. 4. **R** Consider new information. Shift perspective and self assess through discussion in peer response groups. Take turns being the camera man and video tape each other to practice using the camera. 5. **E** How can you relate to each worker in the hierarchy? Has your thinking changed about these jobs? Which position do you believe would be the most difficult? 6. **T** Aural - present information orally Visual - visual media ( the kids videos and Smartboard activity) Verbal - brainstorming Physical - hands on activity - video taping with digital camera Logical - grouping information (fact or opinion chart) to help students learn and understand Social - role playing Solitary - try to be aware of our own thinking by analyzing positive and negative aspects of each position 7. **O** Observe the videos students made. Two 30 minute lessons. Technology is the videos filmed by students and the fact and opinion chart on the Smartboard. || =Lesson 5 Self Knowledge=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. **W** Students have some understanding of workers in the school hierarchy. Students will assume a position in the school structure and brainstorm a "good" and "bad" part of each job. We will review each worker's responsibilities. Check for possible and probable misconceptions.

2. **H** Do you ever go to the movies? We will each be making a movie that includes everyone in the school hierarchy, including you, the student. Today your part in the movie will be filmed by your partner and you will be the camera man for your partner. 3. **E** On a chart we will brainstorm and list the students responsibilities. Did you have breakfast this morning? Did you go to bed on time last night? Did you do your homework? Did you go through your take home folder after school to see if you did have homework? Do you follow the school rules? 4. **R** Let's rethink, "things that make us a responsible student" Which one do you think is most important? Important enough to be in your movie. We will practice with our partner. What will we say on the video? Pick one or two things to complete the sentence, "The students' responsibility is ... 5. **E** Partners use a checklist on each other. Did they really pick a students' responsibility? and How could you improve it? 6. **T** Tape each other Aural - face to face interaction Visual - videos of each other Verbal - communicating with your partner Physical - video taping with digital camera Logical - List of students responsibilities to help them with ideas for their movie Social - Brainstorming as a group and working with a partner for feedback Solitary - review videos of yourself and decide which one will be in your imovie 7. **O** Save the clip you will use on your log in. One 30 minute lesson. Technology is the digital cameras. || =Lesson 6 Perspective=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. **W** In this lesson students will self assess how prepared **they** are to come to school ready to learn. What are **their** responsibilities as a student? What do **they** have to do to be prepared for school?

2. **H** Have students look at the Kidspiration web we created in lesson 2. Show it on the Smartboard. Tell the students to look at the hierarchy for our RSU. "Let's take this symbol and put it in the superintendents part of the web. We would just have that symbol one time because there is just one superintendent in our RSU. If we did that for each principal and every worker on our web, which one do you think would have the **most** symbols?" Record that infomation_ (their guesses) 3. **E** Fill in the Kidspiration web with the appropriate number of symbols. Reflect on this information. 4. **R** Compare and contrast with our original guesses. Analyze this information. 5. **E** Discuss: Was it difficult to guess how many workers in each position? What surprised you the most? Was your guess close or far off? 6. **T** Aural - Use sound recordings in the background of the completed visual web. Visual - Kidspiration web with symbols Verbal - written and spoken guesses about the amount of workers in our RSU Physical - have students take turns adding symbols to the Smartboard Logical - work through this in a systematic way by adding symbols to the web Social - This is a social activity that we will do together. Solitary - Check with individuals to see if they need clarification. Give students time to think it over. 7. **O** Students will be able to visualize how many workers there are at each level. This is one 30 minute lesson and the technology is the Kidspiration web. This proved to be a great way to visualize. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1 **W** In this lesson we will put symbols on the Smartboard to represent each worker in the school hierarchy. This will give students a visual representation of the number of principals, teachers, students, etc. in our RSU.

2004 ASCD and Grant Wiggins and Jay McTighe