L2+Brennick+Christopher

** UNIVERSITY OF MAINE AT FARMINGTON ** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **  ** LESSON PLAN FORMAT **   **__ Teacher’s Name __**** : Chris Brennick __Date of Lesson__: 2 **

__ Grade Level __ : 12 __Topic__: Citizens involvement in government
    **__ Objectives __**  ** Students will understand the constitutional and legal rights, the civic duties and responsibilities and roles of citizens in a constitution democracy and the role of citizens living under other forms of government in the world. **    Students will know how interest groups and the media effects change in government. <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> Students will be able to e. evaluate how people influence government and work for the common good. <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif">**__ Maine Learning Results Alignment __** <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif">** Maine Learning Result ** : Social Studies B. Civics and government B2. Students will understand the constitutional and legal rights, the civic duties and responsibilities and roles of citizens in a constitution democracy and the role of citizens living under other forms of government in the world. Grade 9 – diploma “ Citizens role in government” e. Evaluate how people influence government and work for the common good including voting, writing to legislators, performing community service, engaging in civil disobedience <span style="font-family: 'Times New Roman',Times,serif"> Rationale: Students will meet the Maine Learning results because they will be seeing how groups try and influence people on important issues. Students will also understand they ways they have to influence people for the common good. <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif">**__ Assessment __** <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif">** Formative (Assessment for Learning): ** Students will turn in their report card charts that will outline the information that they have gathered while watching and discussing the different ways groups have lobbied on their issues. Students will not only give each piece used for lobbying a grade, but will also give each piece comments about what it is and what like and disliked about it. These charts will be turned in for teacher feedback. Students will be given feedback on their report card, but not a grade. <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif">** Summative (Assessment of Learning): ** Students will create a Power Point using Inspiration software to build a presentation to an interested group telling them how to create change on their issue. This project will be given a set of requirements and students will be given one point for each requirement they complete. Students will be able to resubmit this project as many times as they would like until the grading period closes. This project will be a PowerPoint. <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif">**__ Integration __** <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> Technology- Students will be using their laptops to build their Inspiration and PowerPoint. Students will also use their laptops to look at the types of lobbying groups have done on issues. English- Students will have to use writing and speaking skills to give a good presentation. Art- Students will have to tap their art skills to make a presentation that will appeal to their interest groups. <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif">  <span style="font-family: 'Times New Roman',Times,serif">  <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif">**__ Groupings __** <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> Students will come in and will meet with partners. Students will then sit in these groups to look at two political pieces meant to effect change. In these groups one person will be the recorder taking notes about what they saw in the ad down on the report card and one person will be the reporter reporting out to the group about what the group thought about the ad. Each group member will also give each piece a grade and take notes on each piece. (See lobbying piece report card) Students will also work in their unit long work groups to do their interest group presentation. In these group students will have one of four roles; One student will be the firm president who runs their meeting and during the project will be in charge of graphics, one group member will be the recorder taking all notes for their meeting and during this project will be in charge of text, one person will be the head of marketing and they will be in charge of kicking things off with a starting idea for conversation and during this project will be in charge of bringing together pieces, and the last person will be the head sales who will make recommendations of ideas from marketing and during the project will be in charge of editing. <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif">**__ Differentiated Instruction __** <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif">** Strategies ** <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif">** Naturalist: ** I will attempt to relate as many of the topics we talk about to nature. <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif">** Modifications/Accommodations ** <span style="font-family: 'Times New Roman',Times,serif"> I will review students' IEPs, 504s, or ELLIDEPs and make appropriate modifications and accommodations Absent students Students who are missing during this lesson are responsibility for coming to see the next day they are back to get all of the work they missed and make arrangements to make up any work. Students must see me within one week or they will lose two points off from their work habits grade. <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif">** Extensions ** <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> I will be using a type II technology in Inspiration to create the chart and PowerPoint presentation. The class will also use Inspiration to build their resource chart. During this lesson one of the students will be making the Inspiration chart that all students will receive as their main resource. <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif">**__ Materials, Resources and Technology __** <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> Pens Paper Lobbying piece report card handout Inspiration software PowerPoint software Laptops LCD projector Lobbying pieces Lobbying piece report card <span style="font-family: 'Times New Roman',Times,serif"> Civics resume <span style="font-family: 'Times New Roman',Times,serif"> Interest group presentation requirements <span style="font-family: 'Times New Roman',Times,serif"> Interest group presentation topic sheet <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif">**__ Source for Lesson Plan and Research __** <span style="font-family: 'Times New Roman',Times,serif"> Notes from College course in government http://usgovinfo.about.com/blorgs.htm USA government about interest groups http://www.answers.com/topic/interest-group definition of interest group http://colfa.utsa.edu/users/ajasperson/Week7.PDF college notes <span style="font-family: 'Times New Roman',Times,serif">http://www.youtube.com/watch?v=a9WB_PXjTBo Michael J. Fox ad for McCaskill <span style="font-family: 'Times New Roman',Times,serif">http://www.youtube.com/watch?v=4_Za-Mx1y3A&feature=related Obama Fame ad <span style="font-family: 'Times New Roman',Times,serif">http://www.youtube.com/watch?v=_vZF5ZTu2Go Harold Ford Ad <span style="font-family: 'Times New Roman',Times,serif">http://www.tomallen.org/tomTV.asp Tom Allen “change” ad <span style="font-family: 'Times New Roman',Times,serif">http://www.youtube.com/watch?v=X2M5iB1fkeM Obama ad (yes we can) <span style="font-family: 'Times New Roman',Times,serif">http://www.youtube.com/watch?v=TG4fe9GlWS8 dear Mr. Obama ad <span style="font-family: 'Times New Roman',Times,serif">http://www.youtube.com/watch?v=EV14xqelWxY Joe Biden on Obama <span style="font-family: 'Times New Roman',Times,serif">http://www.youtube.com/watch?v=6reQLzgywzk John Mccain on fundamentals <span style="font-family: 'Times New Roman',Times,serif">http://www.youtube.com/watch?v=0iSku9yBvZc&feature=channel Joe the plumber <span style="font-family: 'Times New Roman',Times,serif">http://www.youtube.com/watch?v=RfdBvJvNS2c&feature=channel Mccain speaking to the people <span style="font-family: 'Times New Roman',Times,serif">see palm cards (Oxford County casino palm card) <span style="font-family: 'Times New Roman',Times,serif"> http://www.youtube.com/watch?v=Nl58QbpVLHw Rally during Vietnam War <span style="font-family: 'Times New Roman',Times,serif"> How to use PowerPoint website (http://www.education.umd.edu/blt/tcp/powerpoint.html) <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif">  <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif">**__ Maine Standards for Initial Teacher Certification and Rationale __** <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif">**// Standard 3 - Demonstrates 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. //** <span style="font-family: 'Times New Roman',Times,serif">** Rationale ** : This lesson meets the standard for teacher certification because it gives all students a safe and comfortable environment to learn in. Students will also have the ability to dive deep into topics presented by examining what it is they took out of each topic presented. Students will be able to track their thoughts by writing on the hand out. <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif">**// • Standard 4 - Plans instruction based upon knowledge of subject matter, students,  curriculum goals, and learning and development theory. //** <span style="font-family: 'Times New Roman',Times,serif">** Rationale ** : This lesson shows he standard because students will relate how each of pieces we watch affects them. Students will also talk about whether they think each piece would inspire change on the topic it was about. Students will be able at the end of this lesson interpreter the ways that they and others around them can influence change an issue. This lesson will force students to explain the different ways that groups of people can effect change in the world around them. Students will evaluate the different ways that people can effect change and how effective each one of these are. <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif">**// • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //** <span style="font-family: 'Times New Roman',Times,serif">** Rationale ** : **Naturalist:** I will attempt to relate as many of the topics we talk about to nature. <span style="font-family: 'Times New Roman',Times,serif"> Students who enjoy technology will be able to use PowerPoint and inspiration on their laptops to make their project. <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif">**// • Standard 8 - Understands and uses a variety of formal and informal assessment  strategies to evaluate and support the development of the learner. //** <span style="font-family: 'Times New Roman',Times,serif">** Rationale ** : This lesson meets the standards by giving students many opportunities for peer and teacher feedback. Students will get feedback after each of the learning activities have happened. This important feedback will allow me to catch any students who are struggling or who are not being challenged. Students in this lesson will also use inspiration software to create a PowerPoint presentation that will inform a selected interest group how they can best effect change on a current issue. This assessment will be very authentic because exactly the same type of presentation they would do if they where a political consulting firm. <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif">**__ Teaching and Learning Sequence __**** : ** <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> Students will come into the classroom with desk set up in clusters of 4 with each desk facing the other three so they can all talk and collaborate with one and other. <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> Agenda: <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> *Pick roles for project <span style="font-family: 'Times New Roman',Times,serif"> Students will start class by handing in their comic books on rights, duties, and responsibilities. Students by the end of this lesson will be able to evaluate how people can influence government and work for the common good. Students will understand how all citizens can influence the government so they can realize the implications of their actions. Students will come in and find a seat and the person sitting next to them will be their partner for this day. Students will be handed out a list of ten vocabulary words to define in their class binders so that they can take the quiz in 2 lessons. Students will also be handed a concept list and told they need define the things on it for a quiz three lessons later. Students will be told by their teacher these quizzes will be one notes. Students will the watch a video clip that has been loaded by their teacher of a violent protest (http://www.youtube.com/watch?v=Nl58QbpVLHw) and after the clip is done the teacher will have a conversation about what is happening and what the class thinks of it. (10 min)
 * Interpersonal:** The students will be working with their partners to fill in political advertisement report card.
 * Verbal**: Students will share and talk about answers with the entire class.
 * Visual**: Students will use a political ad report card to sort out answer for their topic.
 * Intrapersonal:** Students will have to fill out their observations on their project when they fill out their requirements list.
 * Musical:** During the group think part of class students will have music playing in the background.
 * Interpersonal:** The students will be working with their partners to fill in political advertisement report card.
 * Verbal**: Students will share and talk about answers with the entire class.
 * Visual**: Students will use a political ad report card to sort out answer for their topic.
 * Intrapersonal:** Students will have to fill out their observations on their project when they fill out their requirements list.
 * Musical:** During the group think part of class students will have music playing in the background.
 * Vocabulary and concept list handed out
 * Watch lobbying pieces and talk about them with classes
 * Go over requirements for project

<span style="font-family: 'Times New Roman',Times,serif">** What, Why, What, hook Tailor: Linguistic, Logical, Spatial, Bodily Kinesthetic, Musical, Interpersonal, Intrapersonal, and Visual ** <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> Students will need to know how interest groups and the media they see effects change in government. Students will understand the different ways they can work for the common good. (See content notes) Students in their groups for that day will be assigned to look at two political influence pieces meant to effect change. (See attached list on links) Student will reflect on these lobbying pieces by talking in their groups about the things they liked and dislike about each piece. Students will use the political advertisement report card that the teacher will hand before assigning political advertisement to evaluate and reflect on each advertisement and influence piece they watch. (See political advertisement report card) Students in these groups will have one of twos roles; one students will be the recorder taking down what is being said and the other students will be the reporter reporting out to the whole class on what their group thought about the political ad. Students after talking about the pros and cons of each piece and filling in the report card will come together as a whole group and report out from their groups. Students will look at each piece and then the group who had the piece will report what they wrote down about the advertisement and the teacher will add any information that is still needed. The teacher will tell students they need to write their own grade for the piece and not the grade the group reporting gave it. While the entire class talks about each piece students will write down what is being said about the piece by the group who viewed the piece and the teacher. (50min) <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> Students will be able to evaluate how people influence government and work for the common good. After the class has gone over all of pieces, students will hand in their Political Advertisement Report Card and then meet with their unit long work group. At this point the teacher will assign each group an interest groups and a issue they will have to do their interest group presentation over. (See interests group presentation topic sheet) After all of the groups have been assigned a topic they will be handed out a requirements list for the project. (See interests group presentation requirements) The teacher will review the requirements list with students and allow for students to ask any questions they have on the project. Students will assigned a role within the group; One student will be the firm president who runs their meeting and during the project will be in charge of graphics, one group member will be the recorder taking all notes for their meeting and during this project will be in charge of text, one person will be the head of marketing and they will be in charge of kicking things off with a starting idea for conversation and during this project will be in charge of bringing together pieces, and the last person will be the head sales who will make recommendations of ideas from marketing and during the project will be in charge of editing. Students will be told by their teacher to pick a different role then they played last time. Students will have to pick a role then write which role each group member is playing on a white sheet of paper and submit it to the teacher. Students will then be assigned homework to come up with ideas for their presentation and put those ideas into an inspiration chart and bring that chart to class. Also for homework students will review the how to make a PowerPoint website in the tutorial section of the class Wiki so they will be ready to start making one next class. (http://www.education.umd.edu/blt/tcp/powerpoint.html) (20 min) <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> Day 2 Agenda: <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> *Pass back interest group report cards <span style="font-family: 'Times New Roman',Times,serif"> *Get into work group and work on project <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> Students will come in and be told to meet with their groups and begin sharing their ideas on their inspiration within their groups. As group begin this the teacher will give students back their political advertisement report cards so they can use them to help with their projects. As the teacher passes students back their political advertisement report cards if he/she see the student does not have all of the information the teacher will walk over see the student and help them fill in any missing information. If a student has all of the information written down they will get back their sheet to use as a resource in planning their presentation. Students will brainstorm by putting ideas from their inspiration chart they did for homework on an inspiration chart for the whole group and then making an outline. If student like this outline they may export it right to the PowerPoint and then add graphics and links. The teacher will inform students that once they have complete brainstorming they may move directly into working on their project. After passing back all of the political advertisement report cards the teacher will be walking around checking up on students and if students are on the wrong track and if they are on the wrong track the teacher will provide advice and guidance on how to their project back on the right track. The teacher will tell students that for homework they need too finish their projects and each group member needs to fill out a copy of the requirements list for self-assessment. The teacher will inform students that if for one requirement they have a not complete they need to justify why in the comments box. Students for homework will also have to post a Blog entry simply say interest group presentation feedback so students can comment the next class on their project. (80 min) <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> Students will come in and sit down at tables set up in a horseshoe shape so they can all see the front of the room where students will present. <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> Day 3 agenda: <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> *Group presentations <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> Students will come in and sit down and hear each group’s presentations. During theses presentation the teacher will watch in the back of the room and fill out the requirement sheet as the group presentation is going on. The teacher will also make sure that all students who are watching the presentations are paying attention. After each group is done they will turn in their presentation for grading. Before turning this project in all students will have self-assessed weather they have met each of the requirements and if any not completes are marked a student must justify it. Students will also turn this in with their project. After each group is done their presentation the students in the class who are not presenting will go onto that teams Blog and give the group feedback about what they learned from their project. While students comment on that teams Blog the students in the group that just went will talk with the teacher about their presentation. At the end of the presentations the teacher will inform students that they will get this project back next class with comments and that if t they are satisfied with their grade they will have a chance after that to submit their project again for a new grade as many times as they would like before the end of the grading period. Students homework will be to fill in the civics resume hand out. (See civics resume) If group presentations end early students may have free time as long as they quite. (80 min) <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif">  <span style="font-family: 'Times New Roman',Times,serif">  <span style="font-family: 'Times New Roman',Times,serif"> <span style="font-family: 'Times New Roman',Times,serif">** Reflection: **
 * Explore, Experience, Tailor: Linguistic, Musical, Interpersonal, Intrapersonal, Visual, Bodily**
 * Explore, Experience, Rethink, Rehearse, Revise, Tailor: Linguistic, Musical, Interpersonal, Intrapersonal, Visual, Bodily**
 * Rethink, Revise, Tailor: Linguistic, Interpersonal, And Intrapersonal**