L5+Ford,+Brody


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


 * Teacher’s Name:** Mr. Ford **Lesson #:** 5 **Facet:** Self-Knowledge **Product:** iMovie
 * 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** suffrage, ghost voting, public service announcement
 * Student will be able to** recognize how important voting and being knowledgeable about public policy issues are to the survival of a 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:** Recognizing that civic involvement through voting and keeping up with public policy issues directly relates to the ideals, purposes, principles, structures, and processes of a democratic government at the local, state, and federal levels.

__**Assessment**__

 * Formative (Assessment for Learning)**


 * Pre-Assessment:** The next two lessons 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). I will use their answers later on to see if I need to build time into my lesson to discuss certain information about government that they will need to know as a starting base before starting the lesson.


 * Checking for Understanding:** I will ask the students to discuss within their table groups what they think of "The Dumbest Generation" excerpt and if they think that today's youth is the dumbest generation. While students are discussing in their table groups, I will walk around to check that they understood the excerpt for what it was- a swipe at everyone in the room and their generation. After they discuss within their groups, I will ask the tables to share what they discussed as a group. I will use what they said in their table groups as talking points in the larger classroom discussion. This hook forces the student to step outside of themselves and understand how their generation is often perceived- as a "dumber, technological, lazy" generation.


 * Checking for Understanding:** After the graffiti wall has been completed, I will ask students to go up to the wall with a [|Fact and Opinion] graphic organizer. Here, they will read the information on both candidates, write down the positions they feel strongly for or against, and weigh these feelings. Then, they will choose which candidate they support. The amount of support by way of facts that they give for the candidate they choose allows me to check their understanding of choosing candidates based off of a wide array of public policy issues.


 * Checking for Understanding:** I will ask students to form a line at the front of the classroom. On one side will be the people who strongly favor one candidate and on the opposite side will be the people who strongly favor the other candidate. Those with no strong preference are near the middle. I will then ask students to fold the line and have a conversation with the person opposite them. Thus, the person who most strongly favors one candidate will speak with the person who most strongly favors the other candidate and so on. Students will present their Fact and Opinion graphic organizer to their partner and compare and contrast their opinions based on the facts from the graffiti wall. This allows me to check that students can apply the knowledge they have now learned by respectfully arguing for a candidate and the issues they support.


 * Feedback:** After PSA/music video products have been finished, students will self-assess their own work using the rubric provided by me. They will also work with their Spring and Summer seasonal partners to peer-assess their partner's product. After this feedback session, students will be given the opportunity to go back and improve their product based off of the feedback they were given. They will also write a short paragraph response on what they changed if anything on their blog.


 * Summative (Assessment of Learning)**


 * iMovie:** Students will use iMovie to urge youth to vote by creating a Public Service Announcement or music video. They will base their knowledge after the previous three days of learning including "The Dumbest Generation" book, political knowledge facts, ghost voting website, and graffiti wall activity. I will be looking for them to include in their video the importance of making sound decisions based off of a number of facts. The summative assessment will be based off of a rubric provided by me.

__**Integration**__

 * Technology:** The Type II technology being used in this lesson is an iMovie. The iMovie will be used to show that students understand the power and importance of voting. Students will show this by creating a Public Service Announcement or music video. Products will be based off of a rubric provided by me. Students will get the chance to self-assess their own work using this rubric as well as assess the products of two peers during a feedback session.


 * Music:** Students will integrate music into their learning when given the opportunity to create a music video with the message of youth needing to vote.


 * English:** Students will integrate English into their learning when reading and summarizing magazine, internet, and newspaper articles for the graffiti wall. English will also be utilized when making the PSA/music video, as students will need to tell some sort of story in their scripts.

__Groupings__
Dumbest Generation- table groups I will separate students into groups by asking them to work with their Autumn seasonal partners. I'll ask them to take their seats and the other pair sitting in their table group will be their other partners. Fold the line- voting Students will first work with their Spring & Summer seasonal partners where they will present both of their PSA/Music 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.

__**Differentiated Instruction**__

 * Strategies:**
 * Interpersonal:** Students will use the interpersonal intelligence when discussing "The Dumbest Generation" excerpt within their table groups. It will also be used during the class brainstorm, when working in groups of four for candidate research, when discussing candidates during the fold the line activity, and when receiving peer feedback.
 * Intrapersonal:** Students will use the intrapersonal intelligence when they are asked to reflect on the excerpt from "The Dumbest Generation." It will also be used when deciding which public policy issues are most important to the class. It will again be used when students weigh feelings to decide on a candidate, when self-assessing their Public Service Announcements, and when justifying their vote during the fold the line activity.
 * Verbal:** Students will be using the verbal intelligence when reading and summarizing information from newspapers, magazines, and the internet. This intelligence will also be used when students write a script for their PSA or song for the music video.
 * Visual:** Students will use the visual intelligence when they are asked to examine the graph on the overhead projector about youth voting in relation to voting of older adults. It will also be used when obtaining information from televised media for the graffiti wall, when using the graffiti wall to sort through information, and when using the Fact and Opinion graphic organizer to organize information to support their decision for voting.
 * Musical:** Students will use the musical intelligence when given the opportunity to make a music video about voting.
 * Bodily-Kinesthetic:** Students use the bodily-kinesthetic intelligence during the fold the line activity.
 * Logical:** Students use the logical intelligence when sorting through and internalizing facts to support a candidate.


 * 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 iMovie. The iMovie will be used to show that students understand the power and importance of voting. Students will show this by creating a Public Service Announcement or music video. Products will be based off of a rubric provided by me.

__**Materials, Resources and Technology**__

 * Butcher paper for graffiti wall
 * Newspapers
 * Television
 * Magazines
 * Political Knowledge Pre-Assessment
 * Fact and Opinion graphic organizer
 * PSA/music video rubric
 * Laptops
 * iMovie Website: http://www.apple.com/support/imovie/
 * iMovie Tutorial: http://videos.howstuffworks.com/harvard-extension-school-s-computer-science-e-1-understand/2732-imovie-tutorial-video.htm


 * Rationale:** I have decided to use an iMovie for this lesson as students may already be familiar with seeing Public Service Announcements about youth voting. The PSA/music video allows students to display their knowledge in a hands-on project form. I also decided to have a hands-on lesson on voting before the creation of the PSA, because it shows the student how important researching candidate's stances on issues and using that power to vote in approval or disapproval is.

__Source for Lesson Plan and Research__

 * [|"The Dumbest Generation" by Mark Bauerlein]
 * Political Knowledge Pre-Assessment
 * [|Ghost voting]
 * [|Politics Statistics]
 * [|Fact and Opinion Graphic Organizer]
 * PSA/Music video rubric

__**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:**
 * Puppy:**
 * Microscope:**
 * Beach Ball:**


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**

Maine Learning Results: Social Studies- B. Civics and Government B1: Knowledge, Concepts, Themes, and Patterns of Civics/Government Grades 6-8
 * //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:**


 * //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 "The Dumbest Generation" excerpt within their table groups. It will also be used during the class brainstorm, when working in groups of four for candidate research, when discussing candidates during the fold the line activity, and when receiving peer feedback.
 * Intrapersonal:** Students will use the intrapersonal intelligence when they are asked to reflect on the excerpt from "The Dumbest Generation." It will also be used when deciding which public policy issues are most important to the class. It will again be used when students weigh feelings to decide on a candidate, when self-assessing their Public Service Announcements, and when justifying their vote during the fold the line activity.
 * Verbal:** Students will be using the verbal intelligence when reading and summarizing information from newspapers, magazines, and the internet. This intelligence will also be used when students write a script for their PSA or song for the music video.
 * Visual:** Students will use the visual intelligence when they are asked to examine the graph on the overhead projector about youth voting in relation to voting of older adults. It will also be used when obtaining information from televised media for the graffiti wall, when using the graffiti wall to sort through information, and when using the Fact and Opinion graphic organizer to organize information to support their decision for voting.
 * Musical:** Students will use the musical intelligence when given the opportunity to make a music video about voting.
 * Bodily-Kinesthetic:** Students use the bodily-kinesthetic intelligence during the fold the line activity.
 * Logical:** Students use the logical intelligence when sorting through and internalizing facts to support a candidate.


 * //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:** The next two lessons 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). I will use their answers later on to see if I need to build time into my lesson to discuss certain information about government that they will need to know as a starting base before starting the lesson.


 * Checking for Understanding:** I will ask the students to discuss within their table groups what they think of "The Dumbest Generation" excerpt and if they think that today's youth is the dumbest generation. While students are discussing in their table groups, I will walk around to check that they understood the excerpt for what it was- a swipe at everyone in the room and their generation. After they discuss within their groups, I will ask the tables to share what they discussed as a group. I will use what they said in their table groups as talking points in the larger classroom discussion. This hook forces the student to step outside of themselves and understand how their generation is often perceived- as a "dumber, technological, lazy" generation.


 * Checking for Understanding:** After the graffiti wall has been completed, I will ask students to go up to the wall with a [|Fact and Opinion] graphic organizer. Here, they will read the information on both candidates, write down the positions they feel strongly for or against, and weigh these feelings. Then, they will choose which candidate they support. The amount of support by way of facts that they give for the candidate they choose allows me to check their understanding of choosing candidates based off of a wide array of public policy issues.


 * Checking for Understanding:** I will ask students to form a line at the front of the classroom. On one side will be the people who strongly favor one candidate and on the opposite side will be the people who strongly favor the other candidate. Those with no strong preference are near the middle. I will then ask students to fold the line and have a conversation with the person opposite them. Thus, the person who most strongly favors one candidate will speak with the person who most strongly favors the other candidate and so on. Students will present their Fact and Opinion graphic organizer to their partner and compare and contrast their opinions based on the facts from the graffiti wall. This allows me to check that students can apply the knowledge they have now learned by respectfully arguing for a candidate and the issues they support.


 * Feedback:** After PSA/music video products have been finished, students will self-assess their own work using the rubric provided by me. They will also work with their Spring and Summer seasonal partners to peer-assess their partner's product. After this feedback session, students will be given the opportunity to go back and improve their product based off of the feedback they were given. They will also write a short paragraph response on what they changed if anything on their blog.


 * Summative (Assessment of Learning)**


 * iMovie:** Students will use iMovie to urge youth to vote by creating a Public Service Announcement or music video. They will base their knowledge after the previous three days of learning including "The Dumbest Generation" book, political knowledge facts, ghost voting website, and graffiti wall activity. I will be looking for them to include in their video the importance of making sound decisions based off of a number of facts. The summative assessment will be based off of a rubric provided by me.

__Teaching and Learning Sequence__

 * Day #1:**

As a pre-assessment for the next two lessons, students will take a short test of questions concerning government and politics. I will use their answers later on to see if I need to build time into my lesson to discuss certain information about government that they will need to know before completing the lesson. **(15 minutes)**

For part of the hook, I will have a graph on the overhead projector showing the percentage of youth who vote compared to the percentage of older adults who vote. I will then read an excerpt from "The Dumbest Generation" by Mark Bauerlein. I will ask the students to discuss within their table groups what they think of the excerpt and if they think that today's youth is the dumbest generation. After they discuss within their groups, I will ask the tables to share what they discussed as a group. **(20 minutes)**

As a tie-in to "The Dumbest Generation Book", I will present a few statistics on political knowledge from the civic youth website. This will segue into the main theme of this lesson- that one reason why youth don't vote is that they lack the political knowledge to make an informed decision. **(5 minutes)**

I will then show students the Ghost voting website where we will discuss as a class why these ghost voters may feel the way they do about voting. The main theme with these voters is that they are uninformed about the issue itself or how the issue effects their own life. **(20 minutes)**

-20 MORE MINUTES-


 * Day #2:**

I will then explain to students that we will be closely examining a government race in our home state. If this lesson is happening in a midterm or presidential election year, I will have the class focus on the presidency or representative races. If, however this lesson is not happening around election time, I will have students examine the most recent government race. Working in groups of four, students explore election information from current sources and record information on sticky notes or lined paper which will later be put on a graffiti wall made of butcher paper. I will separate students into groups by asking them to work with their Autumn seasonal partners. I'll ask them to take their seats and the other pair sitting in their table group will be their other partners. **(10 minutes)**

I will then ask students to brainstorm important policy issues as a class. After all ideas have been written on the board, we will decide which ten policy issues are most important to the class as a whole. These will be the ten policy issues that we will be researching in regards to the government candidates. **(15 minutes)**

After we have decided on the policy issues, teams will choose which two policy issues they would like to research for this activity. I will assign the five groups a number and pick that number out of a hat to decide who gets to choose their policy issue first. Groups will research their two policy issues for both candidates. **(10 minutes)**

After deciding on which group will be researching which policy issue, students will begin their research. I will have different activity centers around the room for different forms of media. One area will have newspapers, one will have a television with a tape of one of the candidates on a news program, and one area will have recent magazines. Students will have the option to utilize all of these activity centers. The rest of the class time will be used as a research session. **(45 minutes)**


 * Homework:** For homework, I will ask students to bring in any materials that they find at home that will help them with this lesson.


 * Day #3:**

Students will continue to research their policy issues. **(30 minutes)**

After the graffiti wall has been completed, I will ask students to go up to the wall with a [|Fact and Opinion] graphic organizer. Here, they will read the information on both candidates, write down the positions they feel strongly for or against, and weigh these feelings. Then, they will choose which candidate they support. This teaches the students to become knowledgeable about a range of policy issues so they can vote for candidates that best align with their own opinions. **(25 minutes)**

I will then ask students to form a line at the front of the classroom. On one side will be the people who strongly favor one candidate and on the opposite side will be the people who strongly favor the other candidate. Those with no strong preference are near the middle. I will then ask students to fold the line and have a conversation with the person opposite them. Thus, the person who most strongly favors one candidate will speak with the person who most strongly favors the other candidate and so on. Students will present their Fact and Opinion graphic organizer to their partner and compare and contrast their opinions based on the facts from the graffiti wall. This exercise allows students to gain an even more knowledgeable opinion as they are hearing viewpoints different from their own. This also teaches students to civilly disagree with others without resorting to accusations or name calling. After the fishbowl exercise, students will cast their votes. **(25 minutes)**


 * Day #4:**

Students will now be asked to use iMovie software to make a Public Service Announcement urging young people to vote. They will base their knowledge after the previous three days of learning including "The Dumbest Generation" book, political knowledge facts, ghost voting website, and graffiti wall activity. I will be looking for them to include in their video the importance of making sound decisions based off of a number of facts. I will walk students through an iMovie tutorial to make sure that they are familiar with the software. They will be given the option to make the PSA more of a music video if that better suits their talent. The people who make the music video will however be held to the same standards as those making the PSA. The iMovie PSA/Music video will be evaluated based off of a rubric provided by me. **(15 minutes)**

Once I give students the go ahead, I will circulate the room to check that they are on the right track and answer any questions that might arise. **(65 minutes)**


 * Homework:** Complete iMovie PSAs.


 * Day #5:**

Students will first work with their Summer seasonal partners where they will present both of their PSA/Music 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 Spring partners. I will be circulating the room to keep students on task and make sure valuable, respectful feedback is being given. **(15 minutes)**

Once the peer feedback process is complete, students will use the rest of the class time to revise their work. Once they have a finished product that they are satisfied with, they will upload the file to the class wiki. This file will be later used for their electronic portfolio. Students will also write a short paragraph length response on their blogs of what they changed through the peer feedback process. This not only lets the student respect the feedback process toward ongoing learning, but it also allows myself as the teacher to check in to make necessary changes to the process. **(50 minutes)**


 * Homework:** Whatever is not finished in class will be assigned as homework. Uploaded files and corresponding blogs must be completed by the start of the next class period.

Students will understand that there are certain roles citizens have in their community, state, country, and world. Students need to understand how they can influence their communities for the greater good. //**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.**// For part of the hook, I will have a graph on the overhead projector showing the percentage of youth who vote compared to the percentage of older adults who vote. I will then read an excerpt from "The Dumbest Generation" by Mark Bauerlein. I will ask the students to discuss within their table groups what they think of the excerpt and if they think that today's youth is the dumbest generation. After they discuss within their groups, I will ask the tables to share what they discussed as a group. As a tie-in to "The Dumbest Generation Book", I will present a few statistics on political knowledge from the civic youth website. This will segue into the main theme of this lesson- that one reason why youth don't vote is that they lack the political knowledge to make an informed decision.
 * Where, Why, What, Hook, Tailors: Intrapersonal:** Students will use the intrapersonal intelligence when they are asked to reflect on the excerpt from "The Dumbest Generation."
 * Interpersonal:** Students will use the interpersonal intelligence when discussing "The Dumbest Generation" excerpt within their table groups.
 * Visual:** Students will use the visual intelligence when they are asked to examine the graph on the overhead projector about youth voting in relation to voting of older adults.

I will then explain to students that we will be closely examining a government race in our home state. I will separate students into groups of four by asking them to work with their Autumn seasonal partners. I'll ask them to take their seats and the other pair sitting in their table group will be their other partners. I will then ask students to brainstorm important policy issues as a class. After all ideas have been written on the board, we will decide which ten policy issues are most important to the class as a whole. These will be the ten policy issues that we will be researching in regards to the government candidates. After we have decided on the policy issues, teams will choose which two policy issues they would like to research for this activity. I will assign the five groups a number and pick that number out of a hat to decide who gets to choose their policy issue first. Groups will research their two policy issues for both candidates. After deciding on which group will be researching which policy issue, students will begin their research. I will have different activity centers around the room for different forms of media. One area will have newspapers, one will have a television with a tape of one of the candidates on a news program, and one area will have recent magazines. Students will have the option to utilize all of these activity centers. The rest of the class time will be used as a research session.
 * Students will know suffrage, ghost voting, public service announcement . **
 * Equip, Explore Rethink, Revise Tailors: Interpersonal:** Students will use the interpersonal intelligence during the class brainstorm and when working in groups of four.
 * Intrapersonal:** Students will use the intrapersonal intelligence when deciding which public policy issues are most important to the class.
 * Verbal:** Students will be using the verbal intelligence when reading and summarizing information from newspapers, magazines, and the internet.
 * Visual:** Students will use the visual intelligence when obtaining information from televised media.

I will ask students to go up to the graffiti wall with a [|Fact and Opinion] graphic organizer. Here, they will read the information on both candidates, write down the positions they feel strongly for or against, and weigh these feelings. Then, they will choose which candidate they support. I will then ask students to form a line at the front of the classroom. On one side will be the people who strongly favor one candidate and on the opposite side will be the people who strongly favor the other candidate. Those with no strong preference are near the middle. I will then ask students to fold the line and have a conversation with the person opposite them. Thus, the person who most strongly favors one candidate will speak with the person who most strongly favors the other candidate and so on. Students will present their Fact and Opinion graphic organizer to their partner and compare and contrast their opinions based on the facts from the graffiti wall. After the fishbowl exercise, students will cast their votes. Students will now be asked to use iMovie software to make a Public Service Announcement urging young people to vote. They will base their knowledge after the previous three days of learning including "The Dumbest Generation" book, political knowledge facts, ghost voting website, and graffiti wall activity. I will walk students through an iMovie tutorial to make sure that they are familiar with the software. They will be given the option to make the PSA more of a music video if that better suits their talent. The people who make the music video will however be held to the same standards as those making the PSA. Upon completion of their product, students will work with their Summer seasonal partners where they will present both of their PSA/Music videos and evaluate the other person's product using the teacher provided rubric. Once the peer feedback process is complete, students will use the rest of the class time to revise their work. Students will also write a short paragraph length response on their blogs of what they changed through the peer feedback process.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Visual:** Students will use the visual intelligence when using the graffiti wall to sort through information and when using the Fact and Opinion graphic organizer to organize information to support their decision for voting.
 * Intrapersonal:** Students will use the intrapersonal intelligence when they weigh feelings to decide on a candidate, when self-assessing their Public Service Announcements, and when justifying their vote during the fold the line activity.
 * Interpersonal:** Students will use the interpersonal intelligence when discussing candidates during the fold the line activity and when receiving peer feedback.
 * Musical:** Students will use the musical intelligence when given the opportunity to make a music video about voting.
 * Bodily-Kinesthetic:** Students use the bodily-kinesthetic intelligence during the fold the line activity.
 * Verbal:** Students use the verbal intelligence when writing a script for PSA or song for the music video.
 * Logical:** Students use the logical intelligence when sorting through and internalizing facts to support a candidate.

The iMovie PSA/Music video will be evaluated based off of a rubric provided by me. Upon completion of their product, students will work with their Spring and Summer seasonal partners where they will present both of their PSA/Music videos and evaluate the other person's product using the teacher provided rubric.
 * Evaluate, Tailors: Interpersonal:** Students use the interpersonal intelligence when having a conversation about ways to improve their product.
 * Intrapersonal:** Students use the intrapersonal intelligence when self-assessing their product.


 * Content Notes**

Hook Ghost voting


 * Handouts**

Political Knowledge Pre-Assessment Fact and Opinion Graphic Organizer PSA/Music video rubric