L3+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 Criticize **__Grade Level__:** 9 **__Topic__:** //Constitutional and legal rights// **__Objectives__** **Student will understand that** **all citizens impact the government.** **Student will know “who is a citizen”, government, voting and the impact citizens make.** **Student will be able to criticize the impact citizens make on the government** **__ 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 lesson will focus on the everyday choices made by all citizens and how to positively impact the government. **__ Assessment __** **Formative (Assessment for Learning)** At the beginning of the lesson the I will pass out a list of good or bad ways that citizens impact the government and have students answer, at the end of lesson pass out the same list and see the differences in answers. Do this before the final project; this will help in reviewing so if students are getting the same things wrong the teacher can dig deeper into those questions. **Self-Assessment** Students will make a Describing Wheel where they will show and elaborate examples of citizen impact, such as voting. The students will do think-pair-share where individually students think of examples of how they could positively impact the government, pair up talk about them and share to the class. Every student will choose a impact example that was shared during think-pair-share and compose a short 5 minute written scenario of how it works. The teacher will walk around the classroom and check in with each student and allow the students that want to share aloud to the class do so. **Summative (Assessment of Learning)** After the lesson is finished I will be passing out the same list of good or bad ways that citizens impact the government and see the differences in answers. This will show the knowledge that is gained and also act a prompt for the review session. **__Integration__** **Technology:** Students are creating an I-Movie video that shows their understanding of citizen impact, this project is a type two technology project. **__ Groupings __** While walking into class each student will draw a piece of paper stating what side they are on pro/con and as a class will debate and criticize the impact citizens make on the government. After doing the debate within your debate team they will be asked to break up into groups of three. This will be the team that they will work on their graphic organizers, do think-pair-share and also making an I-Movie. This is give both a randomness due to the luck of the draw but also the freedom of choice when they get to pick their own groups within the debate teams. **__ Differentiated Instruction __** ** Strategies: ** **Bodily/Kinesthetic**: Student will play fly swatter game by hitting different ways to positively impact the government. **Verbal/Linguistic**: Students will write a 2 minute speech showing their understanding of citizen impact. **Musical**: Students will watch clips of government meeting and sessions. **Visual**: Teacher will use interactive SMART Board with sound when going on the material. **Intrapersonal**: Students will brainstorm ideas with each other on different impacts they could make on the government. **Naturalist**: Students will use interactive tools that will connect with broader resources that will help answer their questions. ** 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 an I-Movie video that shows their understanding of citizen impact on the government; this project is a type two technology project. **__ Materials, Resources and Technology __** -Laptops -Laptop charger -SMART Board -YouTube clips of government in action -Fly Swatter -Projector screen -Pencil -Graphic organizer **__ Source for Lesson Plan and Research __** Graphic organizer- http://www.eduplace.com/graphicorganizer/pdf/wheel_eng.pdf **__ 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 “who is a citizen”, government, voting and the impact citizens make. 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 an I-Movie video that shows their understanding of citizen impact on the government; this project is a type two technology project**.** Other instructional strategies will also be used including: **Bodily/Kinesthetic**: Student will play fly swatter game by hitting different ways to positively impact the government. **Verbal/Linguistic**: Students will write a 2 minute speech showing their understanding of citizen impact. **Musical**: Students will watch clips of government meeting and sessions. **Visual**: Teacher will use interactive SMART Board with sound when going on the material. **Intrapersonal**: Students will brainstorm ideas with each other on different impacts they could make on the government. **Naturalist**: Students will use interactive tools that will connect with broader resources that will help answer their questions. //** 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)** At the beginning of the lesson the I will pass out a list of good or bad ways that citizens impact the government and have students answer, at the end of lesson pass out the same list and see the differences in answers. Do this before the final project; this will help in reviewing so if students are getting the same things wrong the teacher can dig deeper into those questions. **Self-Assessment** Students will make a Describing Wheel where they will show and elaborate examples of citizen impact, such as voting. The students will do think-pair-share where individually students think of examples of how they could positively impact the government, pair up talk about them and share to the class. Every student will choose a impact example that was shared during think-pair-share and compose a short 5 minute written scenario of how it works. The teacher will walk around the classroom and check in with each student and allow the students that want to share aloud to the class do so. **Summative (Assessment of Learning)** After the lesson is finished I will be passing out the same list of good or bad ways that citizens impact the government and see the differences in answers. This will show the knowledge that is gained and also act a prompt for the review session. ** __Teaching and Learning Sequence__: ** Teaching and Learning Sequence: Agenda: 2 day lesson Day 1 (80 minutes) -While walking into class each student will draw a piece of paper stating what side they are on pro/con and as a class will debate and criticize the impact citizens make on the government. Students will understand that all citizens impact the government, every day the choices made by students and citizens could impact the government, and everyone should understand the positive ways to do so. (30 minutes) -The teams will be given 30 seconds to pick groups of three to be their group. After this I will pass out the graphic organizer the formative assessment questions that are there to both see the knowledge base and prompt ideas for their movie. Groups will be using the internet and also discussing different ways that citizens can positively impact the government. There will be a few different ways that they can fill out their graphic organizers, they can play the fly swatter game, watching clips on YouTube of real life government sessions, or they can brainstorm ideas on their own using the worksheet that they filled out as a formative assessment. (20 minutes) -Groups will then do Think-pair-share where individually students think of examples of how they could positively impact the government, pair up talk about them and share to the class; groups will only present what they have found for two minutes. (15 minutes) -Groups will then brainstorm and start their I-Movies showing their understanding of citizen impact on government. Groups are expected to get any footage or pictures for homework or during their study halls for the next class period. (15 minutes) Day 2 (80 minutes) -Groups will immediately work on their movies and use this time to put their footage and information together. Movies are to be no less than three minutes but no more than five minutes. (40 minutes) -Every group will present their video to the class and answer any question about their impacts.(25 minutes) -After all the videos have been watched I will pass out the same worksheet that was completed for the formative assessment and see what has been learned and after comparing the answers going over any things that are still confusing and make sure that all the students have the right understanding of good and bad citizen impact. (15 minutes) My classroom will be set up in rows until attendance is taken and then will be moved so that they are in their groups and each group will have their section in the classroom to work on their project. I do not care where the group decides to work as long as they are in the classroom, they can move desks or sit on the floor, as long as they are comfortable and getting work done as a group. Students will understand the roles of all citizens and the impact that they can and should have on the government. This lesson will cover both good and bad ways that everyone is able to impact and this gives a reason to be educated on government issues at both local and national levels. Assuming that students have a prior knowledge of the subject matter is terrible so students will complete a graphic organizer that will help to both see knowledge base and prompt ideas for key points in their I-Movie. ** Where, Why, What, Hook, Tailors: ** Students will know “who is a citizen”, government, voting and impact citizens make. Students will make a Describing Wheel where they will show and elaborate examples of citizen impact, such as voting. The students will do think-pair-share where individually students think of examples of how they could positively impact the government, pair up talk about them and share to the class.Every student will choose a impact example that was shared during think-pair-share and compose a short 5 minute written scenario of how it works. ** Equip, Explore Rethink, Revise Tailors: ** The teacher will walk around the classroom and check in with each student and allow the students that want to share aloud to the class do so. At the beginning of the lesson the teacher will pass out a list of good or bad ways citizen’s impact the government and have students answer, at the end of lesson pass out the same list and see the differences of answers. Do this before a formal test; this will help in review so if students are getting the same things wrong the teacher can dig deeper into them. For timely feedback to the students I will advise that students ask as many questions as they want and as they are doing their think-pair-share I will be available to talk and help the entire time. Working on their I-Movie is going to be so important, not only for the insurance that they will finish it on time and have it to their satisfaction, but also so they are able to troubleshoot any problems they had that night and work them out with me during class. This project fits in with the entire unit of Constitutional and Legal rights. Bodily/Kinesthetic: Student will play fly swatter game by hitting different ways to positively impact the government. Verbal/Linguistic: Students will write a 2 minute speech showing their understanding of citizen impact. Musical: Students will watch clips of government meeting and sessions. Visual: Teacher will use interactive SMART Board with sound when going on the material. Intrapersonal: Students will brainstorm ideas with each other on different impacts they could make on the government. Naturalist: Students will use interactive tools that will connect with broader resources that will help answer their questions. ** Evaluate, Tailors: ** **__ Content Notes __** Our debate will be based on issues such as voting or welfare and there is no telling where the debate will lead us but this will act as the hook and hopefully the debate will get heated. This is going to be a great base to see what the knowledge is before the lesson, but is not meant for hurting or offending any students. I am going to be facilitate the entire time to make sure that this debate is not going to get out of hand at all and to ensure that all of the bases are covered: voting, welfare, and positive impacts on the government. I am going to explain the importance of students working on their I-Movie outside of class. This will ensure that they will have their movie done on time but it will not be rushed in class and not be done the way that they want it. Also they will be able to troubleshoot all possible problems and be able to work with me in class for any questions or finishing touches. Another good reason for this will be enforcing homework and working together with a partner outside of class and being able to accomplish a project under their own supervision to gain better time management and work ethic. I will talk to the class about the importance of education and how all citizens need to be involved and need to understand that they have the opportunities to change and impact their local and national government. Groups will dive into the examples that were given on the formative assessment and use those discussions for the making of the movies. I am available to answer any questions or help in the movie making process. The graphic organizer can be found at: [] and they will be able to use this to brainstorm together to create an even better movie! Students will be able to watch clips online showing real government issues and meetings on YouTube.com. While doing think-pair-share they will all have to think of a scenario that they will share and have examples of how the students could impact the government. Our last discussion will be based on what is understood after taking the summative assessment and what the students need more details on. This is a great tool that makes sharing more comfortable and fun. It requires responsibility but I will strongly suggest that students take this serious because it is a great review session for the making of the movies. The movies is where students can chat and have fun, the process leading up to this has to be mature and educational, I am going to keep students on track as best as I can while still keeping it smooth and fun! **__ Handouts __** Formative/ Summative assessment Graphic organizers 
 * Experience, Rethink, Revise, Refine, Tailors:**