L4+Barry,+Lillian


 * UNIVERSITY OF MAINE AT FARMINGTON**

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**

**LESSON PLAN FORMAT**


 * __Teacher’s Name__****:** Ms. Lillian Barry **__Date of Lesson__:** 1 Recognize
 * __Grade Level__****:** 9 **__Topic__:** //Constitutional and legal rights//


 * __Objectives__**
 * Student will understand that people influence government and work for the common good.**
 * Student will know duties, personal roles, common good, and rights.**
 * Student will be able to recognize the impact and influence citizens make on government.**

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

//**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 lesson will demonstrate the importance of community and that we are all citizens, we can all come together to work for the common good.


 * __Assessment__**
 * Formative (Assessment for Learning)** Students will create a ladder sheet that will show different ways they could personally influences government. Then students will be put into partners and 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. Students will each come up with one idea that they class could do together that would be influential and benefit the common good.


 * Summative (Assessment of Learning)** The teacher will choose three examples and the class will vote, the winning idea will be completed by the class through community service. After each day the teacher will give five minutes at the end of class for the students to post on their wiki what is still confusing them. The teacher will write these down and clarify everything during a review session.


 * __Integration__**
 * Technology:** Students are creating a Capzels video that shows their understanding of personal roles; this project is a type two-technology project. Capzels is a popular site that is used to share pictures, music, and text to create a story.

Each student is going to be handed a card with either a word or a definition on it. The students will then walk around the room and find their matching cards. Whoever has the matching card will then become your partner for this entire lesson.
 * __Groupings__**


 * __Differentiated Instruction__**
 * Strategies:**
 * Intrapersonal**: Students will create inspiration idea webs for brainstorming techniques.
 * Naturalis**t: Teacher will have students do community service around the school as a whole, to show the positive impact they can make.
 * Verbal-Linguistic:** Teams will share their ladder sheet topics, hitting on all the major points.
 * Logical/Mathematical:** Class will discuss community service strategies.
 * Visual:** Each student will make a perzi for the class to view showing their understanding of working for the common good.
 * Bodily/Kinesthetic:** Students will each draw a card with a definition on them. The students will then walk around the room and find their matching cards.

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

**Extensions** Students are creating a Capzles that shows their understanding of personal roles; this project is a type two-technology project.

-Laptops -Laptop charger -Definition cards -Projector screen -Pencil -Graphic organizer
 * __Materials, Resources and Technology__**


 * __Source for Lesson Plan and Research__**


 * __http://www.appappeal.com/app/capzles/__**


 * __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 graphic organizer 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 topic.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * //Rationale://** Student will know personal roles, common good, and rights. By doing this it will meet the Maine Learning Results B2 for Social studies.

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 Capzles that shows their understanding of personal roles; this project is a type two-technology project**.** Other instructional strategies will also be used including:


 * Intrapersonal**: Students will create inspiration idea webs for brainstorming techniques.
 * Naturalis**t: Teacher will have students do community service around the school as a whole, to show the positive impact they can make.
 * Verbal-Linguistic:** Teams will share their ladder sheet topics, hitting on all the major points.
 * Logical/Mathematical:** Class will discuss community service strategies.
 * Visual:** Each student will make a perzi for the class to view showing their understanding of working for the common good.
 * Bodily/Kinesthetic:** Students will each draw a card with a definition on them. The students will then walk around the room and find their matching cards.


 * //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)** Students will create a ladder sheet that will show different ways they could personally influences government. Then students will be put into partners and 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. Students will each come up with one idea that they class could do together that would be influential and benefit the common good.


 * Summative (Assessment of Learning)** The teacher will choose three examples and the class will vote, the winning idea will be completed by the class through community service. After each day the teacher will give five minutes at the end of class for the students to post on their wiki what is still confusing them. The teacher will write these down and clarify everything during a review session.

Agenda: 3-day lesson plan
 * __Teaching and Learning Sequence__****:**

Day 1 (80 minutes)

-As the students walk into the classroom they will all be handed a card with either a word or a definition on it. I will create a glogster showing citizens working together and having the people shown the same age as the students, this will act as the hook. The students will then walk around the room and find their matching cards. Whoever has the matching card will then become your partner for this entire lesson. This is where they start working on their ladder sheets and talk about different ways they could personally influence government. After this they will 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. (20 minutes)

 -Each person will brainstorm ideas for their Capzles by making an inspiration. This will be passed in with their movie. While they are doing this they will also come up with ideas that the class can do as a community service activity. I will look at all of the ideas and choose three, the class will vote on the idea and the next day we will do that activity. (20 minutes)  -Groups will start finding things for their Capzles for ten minutes and for the last ten minutes the class will vote on the community service activity they will be completing next class. (20 minutes)  Day 2 (80 minutes)  - The class will start with doing a community service activity around the school. While doing this students and can take pictures for their Capzles and discuss how we are making an impact and working for the good of the school. (60 minutes)  -When we come back into the class we will go right to working on the projects and use footage that they have from homework and also taken during the community service activity they just completed. (20 minutes)  Day 3 (80 minutes)  -Today is a workday. The Capzles will be completed and ready to be passed in. If they are finished before the class is over they will be able to show me what they have done and I can feedback any advice they need to fix it before passing it in for a final grade. At the end of the class they will have their Capzles and inspiration done and passed in for a grade. (80 minutes)  My classroom is going to be set up in tables by pushing the desks together into groups so that everyone is facing each other and able to discuss and brainstorm with everyone in their groups. This will also make it easier for my to float around to each group and be a facilitator during the lesson. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will understand that people influence government and work for the common good. As citizens our society should have a community feel and we can all come together to work and make our home safe. 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. The teacher will create a Glogster showing citizens working together and having the people shown the same age as the students. This is help to show that anyone at any age is able to impact the government and work for the common good of a community. ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Where, Why, What, Hook, Tailors:  ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will know duties, personal roles, common good, and rights. Students will create a ladder sheet that will show different ways they could personally influences government. Students will be put into partners and 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. Students will each come up with one idea that they class could do together that would be influential and benefit the common good. ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Equip, Explore Rethink, Revise Tailors:  ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The teacher will choose three examples and the class will vote, the chosen idea will be completed through community service by the entire class. After each day the teacher will give five minutes at the end of class for the students to post on their wiki what is still confusing them. The teacher will write these down and clarify everything during a review session. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Intrapersonal: Students will create an inspiration idea webs for brainstorming techniques. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Naturalist: Teacher will have students do community service around the school as a whole, to show the positive impact they can make. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Verbal-Linguistic: two teams will share their ladder sheet topics, hitting on all the major points. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Logical/Mathematical: Class will discuss community service strategies. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Visual: Each student will make a perzi for the class to view showing their understanding of working for the common good. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Bodily/Kinesthetic: Students will each draw a card with a definition on them. The students will then walk around the room and find their matching cards. ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Explore, Experience, Rethink, Revise, Refine, Tailors: ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">For timely feedback to the students I will want them to ask questions and have me look at their Capzles at any point during the class before it is time for them to hand it in. This was it will let both myself and the students assess what they have done so far and set goals to finish it. This project fits in with the entire unit of Constitutional and Legal rights. ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Evaluate, Tailors: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> ** __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Content Notes __ ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">-Capzles is a very interesting program that requires no fees and only asked for you to set up an account so that you are able to share your “story” though text, photos, and sound. It is much like YouTube where anyone can search on it but it is a digital way to tell your story and show everyone the way you look at it! This program has no ads on the side and no other site allows users to make a timeline while producing the project. This will be very fun and innovative for the students because it is a new tool that they will be able to use in the future! <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">-The Ladder sheet is a very basic graphic organizer that allows students to jot their thoughts down and brainstorm with their groups. It is simple but very useful and it can be a beginning step for the groups before they decide to make their inspiration or prezi. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">-Inspiration is a great tool that allows students to brainstorm and make visual idea webs and outlines at the same time. This program is already uploaded into the laptops and students will be able to work with groups on this but all of them need to have their own to be passed in. Prezi is a power point to the extreme! It is a new and exciting way to show your ideas and present them to the class before making your Capzles. This is going to be more intensive but in either warm-up project they will be gaining both knowledge of the material and skills in these programs. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">-As for the community service activity, that is to be determined. The class will be voting on this during the first class of this lesson. All of the ideas will come from the students and ideas may be: cleaning up trash around the school campus, creating more recycling bins, emailing out local government official to come talk to the school and many others. This activity will act both as a lesson on contributing to the community just for the common good and also giving groups live footage for their Capzles. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> ** __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Handouts __ ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">-Definition Cards <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">-Ladder sheet