L6+Ford,+Brody


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name:** Mr. Ford **Lesson #:** 6 **Facet:** Empathy **Product:** Xtranormal
 * Grade Level:** 6-8 **Topic:** Civics and Government

__**Objectives**__

 * Student will understand that** there are certain roles citizens have in their community, state, country, and world.
 * Student will know** jury duty, voir dire, prosecution, defense
 * Student will be able to** role-play jury members to show how important jury service is to the democratic government.

__**Maine Learning Results Alignment**__
Maine Learning Results Social Studies B. Civics and Government B1. Knowledge, Concepts, Themes, and Patterns of Civics/Government //**Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world.**//


 * Rationale:** Role-playing jury members, prosecution, and defense gives students a firsthand, hands-on experience of the judicial system and the ideal, purposes, principles, and structures of the United States Constitution.

__**Assessment**__

 * Formative (Assessment for Learning) **

**Pre-Assessment:** This lesson and lesson five derive from the same understanding, so I will use a pre-assessment at the start of lesson number five to use for the next two lessons. Students will take a short test of questions concerning government and politics. The questions on the pre-assessment will be about voting, jury duty, and the structure of the United States government at the state and federal levels (ie. Judicial, Legislative, and Executive Branches and what those are comprised of).

**Checking for Understanding:** After students have taught each other their topics using the Jigsaw Cooperative Learning strategy, I will formatively assess with an "Every Pupil Response" session. I will give each student a green and red card. Each color represents a specific response. Students raise the card to provide the correct response to a question I ask concerning today's lesson. The information gained from this assessment will allow me to alter the next day's lesson accordingly.

**Checking for Understanding:** After the voir dire simulation, students will have an opportunity to reflect and show their understanding of the day's events. For homework, students will be asked to write a blog entry about the day's proceedings. They will write about what their own role was and if they agreed with the end decision by the jury. They will also discuss their feelings on the voir dire process. Do they favor it? Do they oppose it? Why is it needed for a democratic form of government? I will use this blog to check that students grasped the main concepts of the lesson.

**Checking for Understanding:** On the third day of the lesson, I will build in a discussion over the previous day's activity. Students will be asked to reflect on the experience and reference their blogs they wrote for homework.

**Reflection/Revision:** On the fourth day, students will get with their seasonl partners, in this instance Winter and Summer. They will present both of their Xtranormal videos and evaluate the other person's product using the teacher provided rubric. I will be breaking this time into sections to keep students on track.

**Summative (Assessment of Learning)**

The summative assessment for this lesson will be an Xtranormal video. It will be used after the voir dire simulation. I will start out by having a number of scenarios in a hat relating to trial issues. I will circulate the room and have students pick a scenario out of a hat. Students will then apply the knowledge they have gained about the voir dire process, prosecution, and defense by providing an example of a how a trial concerning this issue would go down. They will show the step-by-step judicial proceedings in the Xtranormal video. There will be formative assessments built into this summative assessment as there will be a feedback session with student's seasonal partners to improve on their products.

__**Integration**__

 * Technology:** The Type II technology being used in this lesson is an Xtranormal video. Students will make a video with a scenario of an example of the voir dire process as well as the trial itself.


 * English:** Students will integrate English into their Xtranormal videos as they are asked to write a script for their judicial example with their Xtranormal videos.


 * Drama:** Students will utilize drama into their Xtranormal videos, making sure the voir dire process builds up the trial, and that the defense and prosecution argue over the facts of the case.

__Groupings__
When walking into the class on the first day, I will hand students a card that will later be used to divide students into groups. I will alternate cards as friends usually walk into the room together. For example, I would hand out cards as follows: King, Queen, Jack, Ten, Nine, King, Queen, Jack, Ten, Nine, etc. Students with like cards will form a group resulting in four groups of five. Students will be using the Jigsaw cooperative learning strategy to gain knowledge in five areas.

Voir dire: While on the bus ride, I will clue in the defense and the prosecution on the details of the case. The case will be about one person plagiarizing the paper of another student. The plagiarizer will be the defense and the person whose paper was plagiarized will be the prosecution. The defense and prosecutor will perform the voir dire process by selecting jury members out of the remaining class members.

__**Differentiated Instruction**__

 * Strategies**


 * Interpersonal:** Students will use the interpersonal intelligence when discussing their parent's views on jury duty. Students will also use the interpersonal intelligence as they are working in groups of five to obtain information. Discussion and cooperation will be necessary. It will also be used in the court room and when working with a peer to discuss improvements on Xtranormal products.
 * Intrapersonal:** Students will use the intrapersonal intelligence when they are asked to determine which information is most important to teach their group during the Jigsaw activity. It will also be used when they are asked to decide on the outcome of the trial as they must sift through their own beliefs. It will again be used when self-assessing Xtranormal products.
 * Verbal/Linguistic:** Students will use the verbal/linguistic intelligence when researching their topic and sifting through the information to provide a strong summary. It will also be used when preparing arguments for the court simulation and when making a script for the Xtranormal video.
 * Visual:** Students will use the visual intelligence when working with the Spider Map graphic organizer to provide visual structure for their information. It will also be used when watching Xtranormal products.
 * Bodily-Kinesthetic:** Students will use the bodily-kinesthetic intelligence as they will be in a real courtroom with a trial judge and jury.
 * Naturalist:** Students will use the naturalist intelligence as they are taking a field trip to learn in a natural, real world setting.
 * Logical:** Students will use the logical intelligence when they argue for someone or decide on the case as a juror during the court simulation.


 * Modifications/Accommodations**

//**I will review student's IEP, 504, or ELLIDEP and make appropriate modifications and accommodations.**//


 * Absences**

If a student is absent during this lesson plan, they can still participate due to Skype buddies. We will set up Skype buddies at the beginning of the year. These buddies can be used throughout the lesson.

If, for extenuating circumstances, the student can not Skype in, the student and teacher will set up an action plan when they come back to school. The teacher will have a class wiki with updated agenda and assignments pages. These can be further resources to use when a student is absent.


 * Extensions**

The Type II technology being used in this lesson is an Xtranormal video. The Xtranormal video will be used to show that students understand the importance of jury duty. Students will show this by creating a scenario of voir dire, defense, and prosecution during a trial.

__**Materials, Resources and Technology**__

 * Laptops
 * Chargers
 * Pencil
 * Spider Map Graphic Organizer
 * Voir Dire Worksheet
 * Xtranormal Rubric
 * Xtranormal Tutorial: http://www.xtranormal.com/state_tutorials


 * Rationale:** I have decided to use an Xtranormal video for this lesson because it allows their students to use their own characters and make their own script. Thus, it is the perfect tool to make a simulation of a judicial trial.

__Source for Lesson Plan and Research__

 * Spider Map Graphic Organizer: http://www.eduplace.com/graphicorganizer/pdf/spider.pdf
 * Voir Dire Worksheet:
 * Xtranormal Rubric:
 * Xtranormal Tutorial: http://www.xtranormal.com/state_tutorials

__**Maine Standards for Initial Teacher Certification and Rationale**__

 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:** My lesson will meet the four learning styles: Clipboard, Puppy, Microscope, and Beach Ball
 * Clipboard:** Clipboard learners will appreciate the Spidermap graphic organizer as it provides structure for information. Students will also appreciate the peer feedback process as it offers a sense of process and ongoing learning.
 * Puppy:** Puppy learners will appreciate the peer feedback session as seasonal partners provide a feeling of familiarity and comfort.
 * Microscope:** Microscope learners will appreciate the fact that they can analyze arguments as jury members during the voir dire simulation activity.
 * Beach Ball:** Beach ball learners will appreciate the Jigsaw Cooperative learning activity as it allows them to explore and go on an adventure to find the information they think is important.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** Subject matter will be based upon essential understandings from Maine standard B1. Civics and Government.

Maine Learning Results Social Studies B. Civics and Government B1. Knowledge, Concepts, Themes, and Patterns of Civics/Government //**Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world.**//

I will be using technology in a Type II way to further student understanding of the judicial process including voir dire and prosecution/defense. They will use an Xtranormal video to simulate an example of the judicial process. I have planned to include seven of the eight intelligences from Howard Gardner's MI Theory to vary my instructional strategies.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**


 * Interpersonal:** Students will use the interpersonal intelligence when discussing their parent's views on jury duty. Students will also use the interpersonal intelligence as they are working in groups of five to obtain information. Discussion and cooperation will be necessary. It will also be used in the court room and when working with a peer to discuss improvements on Xtranormal products.
 * Intrapersonal:** Students will use the intrapersonal intelligence when they are asked to determine which information is most important to teach their group during the Jigsaw activity. It will also be used when they are asked to decide on the outcome of the trial as they must sift through their own beliefs. It will again be used when self-assessing Xtranormal products.
 * Verbal/Linguistic:** Students will use the verbal/linguistic intelligence when researching their topic and sifting through the information to provide a strong summary. It will also be used when preparing arguments for the court simulation and when making a script for the Xtranormal video.
 * Visual:** Students will use the visual intelligence when working with the Spider Map graphic organizer to provide visual structure for their information. It will also be used when watching Xtranormal products.
 * Bodily-Kinesthetic:** Students will use the bodily-kinesthetic intelligence as they will be in a real courtroom with a trial judge and jury.
 * Naturalist:** Students will use the naturalist intelligence as they are taking a field trip to learn in a natural, real world setting.
 * Logical:** Students will use the logical intelligence when they argue for someone or decide on the case as a juror during the court simulation.

Formative checking for understanding assessments will be used as checkpoints to make sure every student is on the right track. This builds up to the summative assessment, an Xtranormal video which will be used for more formative assessment (a feedback session).
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**


 * Formative (Assessment for Learning) **

**Pre-Assessment:** This lesson and lesson five derive from the same understanding, so I will use a pre-assessment at the start of lesson number five to use for the next two lessons. Students will take a short test of questions concerning government and politics. The questions on the pre-assessment will be about voting, jury duty, and the structure of the United States government at the state and federal levels (ie. Judicial, Legislative, and Executive Branches and what those are comprised of).

**Checking for Understanding:** After students have taught each other their topics using the Jigsaw Cooperative Learning strategy, I will formatively assess with an "Every Pupil Response" session. I will give each student a green and red card. Each color represents a specific response. Students raise the card to provide the correct response to a question I ask concerning today's lesson. The information gained from this assessment will allow me to alter the next day's lesson accordingly.

**Checking for Understanding:** After the voir dire simulation, students will have an opportunity to reflect and show their understanding of the day's events. For homework, students will be asked to write a blog entry about the day's proceedings. They will write about what their own role was and if they agreed with the end decision by the jury. They will also discuss their feelings on the voir dire process. Do they favor it? Do they oppose it? Why is it needed for a democratic form of government? I will use this blog to check that students grasped the main concepts of the lesson.

**Checking for Understanding:** On the third day of the lesson, I will build in a discussion over the previous day's activity. Students will be asked to reflect on the experience and reference their blogs they wrote for homework.

**Reflection/Revision:** On the fourth day, students will get with their seasonl partners, in this instance Winter and Summer. They will present both of their Xtranormal videos and evaluate the other person's product using the teacher provided rubric. I will be breaking this time into sections to keep students on track.

**Summative (Assessment of Learning)**

The summative assessment for this lesson will be an Xtranormal video. It will be used after the voir dire simulation. I will start out by having a number of scenarios in a hat relating to trial issues. I will circulate the room and have students pick a scenario out of a hat. Students will then apply the knowledge they have gained about the voir dire process, prosecution, and defense by providing an example of a how a trial concerning this issue would go down. They will show the step-by-step judicial proceedings in the Xtranormal video. There will be formative assessments built into this summative assessment as there will be a feedback session with student's seasonal partners to improve on their products.

__Teaching and Learning Sequence__

 * Note:** All classes are 80 minutes long.


 * Day #1:**

When walking into the class, I will hand students a card that will later be used to divide students into groups. I will alternate cards as friends usually walk into the room together. For example, I would hand out cards as follows: King, Queen, Jack, Ten, Nine, King, Queen, Jack, Ten, Nine, etc. **(3 minutes)**

Prior to the lesson, I will have students interview an adult about their thoughts and feelings on jury duty. I will be looking for students to ask the following questions:

How did the adult react to the experience? Why? Did they feel that they were taking part in their country or was it a chore? Does this person favor having a justice system that relies on its citizens to be jurors?

When students come back with their answers on the first day of the lesson, we will have a discussion on their answers. **(15 minutes)**

Students will be broken up into groups for this part of the lesson. They will use their cards that were distributed at the start of class. Students with like cards will form a group resulting in four groups of five. Students will be using the Jigsaw cooperative learning strategy to gain knowledge in five areas. They are as follows:

Voir Dire- what is it? Define how potential jurors are removed (challenge for cause, peremptory challenges) What questions defense & prosecution would ask jury members upon selection Prosecution- who are they? Defense- who are they?

Each group member will be assigned one of those topics to teach to his fellow group members. Students across the class working on the same sub-section get together to decide what aspects of the topic they will focus on and how they will teach that information to their groups. Then, research begins using their laptops. Students will use a [|Spider Map] graphic organizer for their research so they can organize their information to teach their original groups more efficiently. I will circulate the room to make sure students are on task and know what they are doing. **(35 minutes)**

After researching their subject in their "expert" groups, the original groups reform and students teach each other their material. Their job is to make sure all of their group members understand their topic area. **(15 minutes)**

After students have taught each other their topics, I will formatively assess with an "Every Pupil Response" session. I will give each student a green and red card. Each color represents a specific response. Students raise the card to provide the correct response to a question I ask concerning today's lesson. The information gained from this assessment will allow me to alter the next day's lesson accordingly. **(12 minutes)**


 * Day #2:**

Students will simulate the voire dire process in a real court room. I will begin class by saying that a crime has been committed in the classroom and that the issue must be settled through the judicial system. Students will be taken to the local court room with a trial judge. While on the bus ride, I will clue in the defense and the prosecution on the details of the case. The case will be about one person plagiarizing the paper of another student. The plagiarizer will be the defense and the person whose paper was plagiarized will be the prosecution. The defense and prosecutor will perform the voir dire process by selecting jury members out of the remaining class members. Both sides will then argue their case and the trial judge will keep the proceedings in line. After each side has argued their case, the jury will decide if the defendant is guilty or not guilty. **(80 minutes)**


 * Homework:** For homework, students will be asked to write a blog entry about the day's proceedings. They will write about what their own role was and if they agreed with the end decision by the jury. They will also discuss their feelings on the voir dire process. Do they favor it? Do they oppose it? Why is it needed for a democratic form of government?


 * Day #3:**

I will first build in a discussion over the previous day's activity. Students will be asked to reflect on the experience and reference their blogs they wrote for homework. **(15 minutes)**

I will then ask students to rethink the issue by making an Xtranormal video. I will have a number of scenarios in a hat. I will circulate the room and have students pick a scenario out of a hat. Students will then apply the knowledge they have gained about the voir dire process, prosecution, and defense by providing an example of a how a trial concerning this issue would go down. Upon selection of their scenarios, I will hand out the rubric they will be evaluated on. The rest of the class will be used as a work session where I will circulate the room to answer any questions. **(65 minutes)**


 * Day #4:**

This class will be an Xtranormal work session for half of the period. I will continue to circulate the room where I will regularly check in on students. **(40 minutes)**

The next half of the class will be a peer feedback session. Students will get with their Winter partners. They will present both of their Xtranormal videos and evaluate the other person's product using the teacher provided rubric. I will be breaking this time into sections to keep students on track. The presenter will present their video and the listener will write down thoughts on paper. **(3 minutes)** Then, the listener will ask these questions and present these thoughts to the presenter. **(2 minutes)** Then, the listener watches the product by them self and grades it using the rubric. At this time, the presenter will be self evaluating their own work using the same rubric. They will each have their own copy of the rubric. **(5 minutes)** When they are finished assessing, the listener will have a conversation with the presenter about where they could improve their work. The presenter will take down notes off of this conversation. **(3 minutes)** The presenter then compares the rubrics and formulates an action plan with the listener. **(2 minutes)**


 * Total time allotted: (15 minutes**)

Students will then repeat the process with their Summer partners. I will be circulating the room to keep students on task and make sure valuable, respectful feedback is being given. **(15 minutes)**

The remaining time in class will be given to revise Xtranormal videos. Once students are pleased with their product, they will upload it to the class wiki. **(10 minutes)**


 * Homework:** Finish Xtranormal videos and upload them to the class wiki.

Student will understand that there are certain roles citizens have in their community, state, country, and world. Students need to understand that the roles of the citizen go behind who they are as students. They will understand that adulthood brings many new roles, one of which is jury duty. //**Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world.**// Prior to the lesson, I will have students interview an adult about their thoughts and feelings on jury duty. I will be looking for students to ask the following questions: How did the adult react to the experience? Why? Did they feel that they were taking part in their country or was it a chore? Does this person favor having a justice system that relies on its citizens to be jurors? When students come back with their answers on the first day of the lesson, we will have a discussion on their answers.
 * Where, Why, What, Hook, Tailors: Interpersonal:** Students will use the interpersonal intelligence when discussing their parent's views on jury duty.

Student will know jury duty, voir dire, prosecution, defense Students will be broken up into groups for this part of the lesson. They will use their cards that were distributed at the start of class. Students with like cards will form a group resulting in four groups of five. Students will be using the Jigsaw cooperative learning strategy to gain knowledge in five areas. They are as follows: Voir Dire- what is it? Define how potential jurors are removed (challenge for cause, peremptory challenges) What questions defense & prosecution would ask jury members upon selection Prosecution- who are they? Defense- who are they? Each group member will be assigned one of those topics to teach to his fellow group members. Students across the class working on the same sub-section get together to decide what aspects of the topic they will focus on and how they will teach that information to their groups. Then, research begins using their laptops. Students will use a [|Spider Map] graphic organizer for their research so they can organize their information to teach their original groups more efficiently. After researching their subject in their "expert" groups, the original groups reform and students teach each other their material. Their job is to make sure all of their group members understand their topic area. After students have taught each other their topics, I will formatively assess with an "Every Pupil Response" session. I will give each student a green and red card. Each color represents a specific response. Students raise the card to provide the correct response to a question I ask concerning today's lesson.
 * Equip, Explore Rethink, Revise Tailors: Interpersonal:** Students will use the interpersonal intelligence as they are working in groups of five to obtain information. Thus, discussion and cooperation are necessary.
 * Verbal/Linguistic:** Students will use the verbal/linguistic intelligence when researching their topic and sifting through the information to provide a strong summary.
 * Visual:** Students will use the visual intelligence when working with the Spider Map graphic organize to provide visual structure for their information.
 * Intrapersonal:** Students will use the intrapersonal intelligence when they are asked to determine which information is most important to teach their group during the Jigsaw activity.

Students will simulate the voire dire process in a real court room. I will begin class by saying that a crime has been committed in the classroom and that the issue must be settled through the judicial system. Students will be taken to the local court room with a trial judge. While on the bus ride, I will clue in the defense and the prosecution on the details of the case. The case will be about one person plagiarizing the paper of another student. The plagiarizer will be the defense and the person whose paper was plagiarized will be the prosecution. The defense and prosecutor will perform the voir dire process by selecting jury members out of the remaining class members. Both sides will then argue their case and the trial judge will keep the proceedings in line. After each side has argued their case, the jury will decide if the defendant is guilty or not guilty. A corresponding blog entry and discussion will follow. I will then ask students to rethink the issue by making an Xtranormal video. I will have a number of scenarios in a hat. I will circulate the room and have students pick a scenario out of a hat. Students will then apply the knowledge they have gained about the voir dire process, prosecution, and defense by providing an example of a how a trial concerning this issue would go down.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Interpersonal:** Students will use the interpersonal intelligence when working with the class to create a true court room experience.
 * Intrapersonal:** Students will use the intrapersonal intelligence when they are asked to decide on the outcome of the trial as they must sift through their own beliefs.
 * Bodily-Kinesthetic:** Students will use the bodily-kinesthetic intelligence as they will be in a real courtroom with a trial judge and jury.
 * Naturalist:** Students will use the naturalist intelligence as they are taking a field trip to learn in a natural, real world setting.
 * Logical:** Students will use the logical intelligence when they argue for someone or decide on the case as a juror during the court simulation.
 * Verbal/Linguistic:** Students will use the verbal/linguistic intelligence when preparing arguments for the court simulation and when making a script for the Xtranormal video.

The next half of the class will be a peer feedback session. Students will get with their Winter partners. They will present both of their Xtranormal videos and evaluate the other person's product using the teacher provided rubric. I will be breaking this time into sections to keep students on track. Students will then repeat the process with their Summer partners. Students will evaluate their own work and the work of their peers through a rubric provided by me.
 * Evaluate, Tailors: Interpersonal:** Students will use the interpersonal intelligence when working with a peer to discuss necessary improvement for their Xtranormal video.
 * Intrapersonal:** Students will use the intrapersonal intelligence when evaluating their own product.
 * Visual:** Students will use the visual intelligence when watching the Xtranormal products.


 * Content Notes**

Jury selection Voir Dire Defense Prosecution


 * Handouts**

Spider Map Voir Dire worksheet Xtranormal rubric