L1+Barry,+Lillian


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, SOCIAL STUDIES**
 * LESSON PLAN FORMAT**


 * Teacher’s Name:** //Lillian Barry//
 * Lesson # :** //1//
 * Facet:** //Describe//
 * Grade Level:** 9
 * Topic:** //Understanding the constitutional and legal rights of all citizens.//

__**Objectives**__

 * Student will understand that all citizens have constitutional and legal rights.**
 * Student will know Civics, legal, constitution, democracy, government, duties, personal roles, laws, government, "who is a citizen" and rights.**
 * Student will be able to describe constitutional and legal rights of citizens.**

__**Maine Learning Results Alignment**__
//Maine Learning Results: Social Studies// //B. Civics and Government// //B2 Rights, Duties, Responsibilities and Citizen Participation in Government// //9-Diploma//


 * //Students understand the constitutional and legal rights, the civic duties and responsibilities, and roles of citizens in a constitutional democracy and the role of citizens living under other forms of government in the world.//**


 * Rationale:** //This particular lesson will focus on the amendments in the U.S Bill of Rights, and how to make a positive impact as a citizen.//

__**Assessment**__
//**Formative-Assessment**- Prior to starting the lesson, giving a pre-survey to see what the knowledge base of the bill of rights and what it means to be a law abiding citizen at the beginning.// //**Self-Assessment**-// Each student will work on an inverted triangle and narrow ideas so they are not to broad. will be placed into their groups and will understand and use Group and Individual Accountability. This will ensure that all group members contribute to the project. //The next day as a whole there will be a review session at the beginning to clear up any confusion.// //**Reflection**- Teacher will pass out the same survey that was handed out at the beginning of the lesson to see what knowledge has been gained after the lesson and project.//

//In groups the students will be ask to make a Xtra-Normal movie that shows their understanding of personal rights and the amendments that each citizen should know. This is fun and you have the power to make your virtual characters do and say anything you want.// Each group is going to be assigned a different amendment and will need to create a plot that correctly shows how this amendment can be proven. Each video will have different outcomes.//This project is to be between two and three minutes and every group will present and explain their movie. Everyone in the group must be able to answer questions on the amendment and on the making of the project. This includes the scrip and how the group got to the final product.//
 * Summative-Assessment**

__**Integration**__

 * Technology:** Students are creating a Xtra-Normal video that shows their understanding of personal rights and amendment in the Bill of Rights, this project is a type two technology project.
 * Language Arts:**Students can use Language Arts to fully understand the meaning of the Bill of Rights

__Groupings__
//As the students walk into the classroom they will pick a piece of paper with a number on it, all of the like numbers will form a group. Students will form groups for five minutes to review the questions and material of the lesson. Groups do a three step interview. During the first step they will interview partners and ask clarifying questions, during the second step partners reverse the roles and the last step is members share their partner's response with the class.//

__**Differentiated Instruction**__
//**Verbal/Linguistic:** Students will discuss questions and debate outcomes of trials dealing with constitutional and legal rights.// //**Logical/Mathematic:** Compare rights form the past and present.// //**Visual/Spatia:** Movie "Life of David Gale"// //**Intrepresonal:** Coming up with questions for the teacher to ask to the class, choosing the topics of the questions based on the material.// //**Intapersonal:** Blogging about the material on class wiki.// //**Bodily/Kinesthetic:** Doing corners to evaluate the material.//
 * Strategies**

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

//Excused absents will not receive any penalty to your participation or assignment grades. As for students that have an unexcused absence for class you will receive no participation grade and homework will receive no credit.// //You are expected to contact me about late work or extensions and meet with me to set up a time line for a new due date. You are expected to pass in what you have on the due date to get partial credit and prove that you have been working on the assignment. There will be no excuses for long term assignments being late, they will receive 10 pts off for everyday that it is late and stop at 60, because after that the assignment is failing.//
 * Absence:**

Type II- All students are creating a Xtra-Normal video that shows their understanding of personal rights and amendment in the Bill of Rights, this project is a type two technology project.
 * Extensions:**

__**Materials, Resources and Technology**__
-Laptops -Laptop charger -Connector cord -LCD projector -Projector screen -Binder -Pencil -Rubric -Assignment book

__Source for Lesson Plan and Research__
Inverted Triangle Graphic Organizer [|http://www.eduplace.com/graphicorganizer/pdf/triangle.pdf] Student Blogs[| https://www.google.com/accounts/ServiceLogin service=blogger&continue=https%3A%2F%2Fwww.blogger.com%2Floginz%3Fd%3Dhttp%253A%252F%252Fwww.blogger.com%252Fhome%26a%3DADD_SERVICE_FLAG&passive=true&alinsu=0&aplinsu=0&alwf=true&ltmpl=start&skipvpage=true&rm=false&showra=1&fpui=2&naui=8#s01] Copy of the United States Bill of Rights

__**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:** In EDU221 we discussed the different learning types that we all are these include puppy, beach ball, clipboard, and microscope; this lesson with be helpful to all four types. Beach ball learners like to try new ideas, are creative and inventive so the project-based final will complement their best traits. Puppy learner’s value people- oriented environments, which works perfectly due to the constant interactions with groups during reviews, discussions and the projects. For the Clipboard learners they will find the inverted triangle and script work very useful because they are very detailed and organized learners. Lastly, this lesson will help provide knowledge to the Microscope learners as well because they prefer to explore ideas and use them based on logic and evidence and this will need to happen when explaining their amendment.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** Students will know civics, citizen, legal, constitution, democracy, government, duties, voting and rights**,** personal roles, voting, laws, government, "who is a citizen"**,** and constitution**.** These topics will be covered during class discussions, group work and research for student projects. By doing this it will meet the Maine Learning Results standard B2, for Government and Social Studies education.

Maine Learning Results: Social Studies B. Civics and Government B2 Rights, Duties, Responsibilities and Citizen Participation in Government 9-Diploma "Students understand the constitutional and legal rights, the civic duties and responsibilities, and roles of citizens in a constitutional democracy and the role of citizens living under other forms of government in the world."


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:** All students are creating a Xtra-Normal video that shows their understanding of personal rights and amendment in the Bill of Rights, this project is a type two technology project. Other instructional strategies will also be used including:


 * Verbal/Linguistic**: Students will discuss questions and debate outcomes of trials dealing with constitutional and legal rights.
 * Logical/Mathematic:** Compare rights form the past and present.
 * Visual**: Movie "Life of David Gale"
 * Interpresonal**: Coming up with questions for the teacher to ask to the class, choosing the topics of the questions based on the material.
 * Intrapersonal**: Blogging about the material on class wiki.
 * Bodily/Kinesthetic:** Doing corners to evaluate the material.

//**Formative-Assessment**- Prior to starting the lesson, giving a pre-survey to see what the knowledge base of the bill of rights and what it means to be a law abiding citizen means at the beginning.// //**Self-Assessment**-// Each student will work on an inverted triangle and narrow ideas so they are not to broad. will be placed into their groups and will understand and use Group and Individual Accountability. This will ensure that all group members contribute to the project. //The next day as a whole there will be a review session at the beginning to clear up any confusion.// //**Reflection**- Teacher will pass out the same survey that was handed out at the beginning of the lesson to see what knowledge has been gained after the lesson and project.//
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

//In groups the students will be ask to make a Xtra-Normal movie that shows their understanding of personal rights and the amendments that each citizen should know. This is fun and you have the power to make your virtual characters do and say anything you want.// Each group is going to be assigned a different amendment and will need to create a plot that correctly shows how this amendment can be proven. Each video will have different outcomes.//This project is to be between two and three minutes and every group will present and explain their movie. Everyone in the group must be able to answer questions on the amendment and on the making of the project. This includes the scrip and how the group got to the final product.//
 * //Summative-Assessment//**

__Teaching and Learning Sequence__
Agenda: 3/4 day lesson


 * Day 1 (80 minuets)**
 * At the beginning of class we will take a quick attendance and take a pre-assessment quiz over the amendments in the Bill of Rights.Then start watching the movie "The Life of David Gale" Students are not required to take notes just to think about what is going on and not to have their laptops on while watching the movie. **(80 minutes)**
 * Day 2: (80 minuets)**
 * At the beginning of class we will take a quick attendance and then start watching the movie "The Life of David Gale" Students are not required to take notes just to think about what is going on and not to have their laptops on while watching the movie. After this class period there should only be 10 minutes of the movie left. **(80 minutes)**
 * Day 3: (80 minuets)**
 * Finishing the movie. **(10 minuets)**
 * Students will break up into their groups and talk about what happened in the movie. Then they will start working on Inverted Triangles to brainstorm idea they have to work on a project about personal rights and amendments. **(15 minuets)**
 * I will introduce blogs and how to sign up for a free blog and give each student time to ask 2-3 questions about the Bill of Rights. I will look over the blogs and create a review session from common questions to be covered during the next class. After they are blogging I will explain what the project is that they will be working on with their group and show them my XTra-Normal movie as an example. They will be able to use this to help them the entire time. **(30 minuets)**
 * Students will do corners. This consists of students going to the corner that reflects their understanding of the material, Do not understand, Kind of understand, Mostly understand, and I understand. During this time I will ask if they understand the material and if they understand what they are being asked to do with the Xtra-Normal movie. **(10 minuets)**
 * The rest of this class will be dedicated to working on scrips for their movies. **(15 minuets)**
 * Day 4: (80 minuets)**
 * Students will have the ten minuets to pull together any finishing touches on their movies. **(10 minuets)**
 * Each group will present their XTra-Normal movie on the the amendment they chose **(40 minuets)**
 * Review session based on the questions asked on the blogs and the post quiz that has the same questions they were asked at the beginning of the lesson. **(30 minuets)**

My classroom will be set up in a U shape while watching the movie with the movie at the front and center. During discussions the desks will also be in U shape because it makes it easier for learning makes for a more comfortable class discussion when everyone including myself can see everyone's face. After the movie is finished the desks will be moved so that they are in groups of four and each group will have their section in the classroom to work on their project.

Students will understand that all citizens have constitutional and legal rights. All students are citizens and need to know what their constitutional and legal rights are. **//Students understand the constitutional and legal rights, the civic duties and responsibilities, and roles of citizens in a constitutional democracy and the//** **//role of citizens living under other forms of government in the world.//** Assuming that students have a prior knowledge of the subject matter is terrible so students will complete a formative assessment to base the content that we will cover in the class discussions. Students will watch "The life of David Gale" This movie is two hours and ten minuets so the class will watch it for the first two classes and then ten minuets into the third class. After the movie is finished we will talk about what they thought about the hook.
 * Visual:** Movie "Life of David Gale"
 * Where, Why, What, Hook,Tailor**

Students will break up into groups and will know Civics, legal, constitution, democracy, government, duties, personal roles, laws, government, "who is a citizen" and rights. Each student will work on an inverted triangle and narrow ideas so they are not to broad. Students will be placed into their groups and will understand and use Group and Individual Accountability. This will ensure that all group members contribute to the project. Students will blog when they come into the classroom. They will have 2-3 questions that each student will have to answer based on the material being covered and students will not be graded on this. The teacher will revise blog entries and find a common questions that students need more understanding with and cover that during the next class. Next they will do corners to make sure they understand what the project consists of and what is being asked of them.
 * Verbal/Linguistic:** Students will discuss questions and debate outcomes of trials dealing with constitutional and legal rights.
 * Interpersonal:** Coming up with questions for the teacher to ask to the class, choosing the topics of the questions based on the material.
 * Intapersonal:** Blogging about the material on class wiki.
 * Bodily/Kinesthetic:** Doing corners to evaluate the material.
 * Equip, Explore, Experience, Rethink, Revise, Refine, Tailor**


 * Content Notes**

Students will understand that all citizens have constitutional and legal rights, all students are citizens and need to know what their constitutional and legal rights are. Who is a citizen? How can people become citizens? [|1] The United States Bill of Rights. [|2]

Why do so many people strive to be an American citizen? Equality [|3] Voting [|4] Job opportunities [|5]

Content during discussion will be based on the clarifying questions posed on blogs. The blogs will act as a guide for me to make sure discussions are on topic and usful for all student learners.


 * Handouts**
 * Class syllabus
 * Formative assessment quiz
 * Reflection quiz