L1+Webb+Christopher

=**UMF LESSON PLAN FORMAT**=

**Grade Level: Topic: 11-12: Forms of Government**

 * =**Objectives**:= ||
 * Student will understand that there are various types of government in other countries and how they operate compared to ours. ||
 * Student will know how various types of government operate in comparison to the United States. ||
 * Student will be able to interpret the pros and cons of various forms of government in relation to the United States. ||

Knowledge, Concepts, Themes, Patterns of Civics/Government Grades 9-Diploma** a) Explain that the study of government includes the structures, functions, institutions, and forms of government and the relationship of government to citizens in the United States and in other regions of the world. Rationale: This lesson meets the Maine Learning Results because we will be examining other forms of government and their various pros and cons. They will reflect on these and compare them to the United States. ||
 * =**Maine Learning Results Alignment**= ||
 * **Maine Learning Results-B:Civics and Government


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * During the learning process students will be working cooperatively within their groups and providing peer feedback to one another. Also during this time I will be assessing students progress through observation and aiding students in their research and forming their products. ||
 * **Summative** (Assessment of Learning)
 * Comic Life: Students will form groups and create a comic book detailing the pros and cons of a form of government assigned to them. They will divide into pairs in their groups, one group working on positive aspects and the other on negative aspects. They will integrate their knowledge to create this comic outlining those aspects of the form of government they believe to be positive and negative. Students will have to justify their reasons for categorizing certain aspects of each government and critically analyze their form of government. ||

= = English: Students will have to use critical analyzing skills and persuasive writing in their comic life product when explaining the pros and cons. Technology: Students will be using the comic life application to create a comic book or brochure for their given form of government. They will use the application to highlight four pros and four cons about their form of government. ||
 * =**Integration**= ||
 * Science: I will use Socratic Questioning to guide students discussion for part of the lesson. This will cause them to defend their positions and form hypothesis and thesis, like in science.


 * =**Groupings**= ||
 * Students will be assigned to groups through what color card they are handed when they walk through the room. They will cooperate to create a short comic on the form of government. ||

__Intrapersonal:__ Students will being by reflecting on their prior knowledge of whatever type of government they are assigned at their table. __Interpersonal:__ Students will read from one of the sources provided to them on their laptops and discuss their form of government in their groups. __Musical:__ Students will listen to classical music while reading the articles and reflecting on their own knowledge. __Spatial:__ Students will use comiclife to highlight the pros and cons of their form of government. __Kinisthetic:__ Students will be using the laptops to create their comic on comiclife. __Linguistic:__ Students will read sources as well as discuss their opinions of various forms of government. || I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
 * =Differentiated Instruction= ||
 * **Strategies**
 * This is the MI's, do it in list form
 * **Modifications/Accommodation**

If a student is absent from class he/she will be required to provide me with a note from home explaining why they missed class. A students grade will not suffer if they have a valid reason for missing class, however; if they merely skipped class they will recieve a zero for that day and will not be able to make up the work. If they do have an excused absence they can choose to get the notes on that class from me or from a fellow classmate. They will be expected to complete any work which their peers had to do for this day, if this means group work the student and I can reach an agreement on how to modify the assignment. The student and I will also determine an acceptable time for completing any missed assignments. || Students will be using the resources which I provided them on the internet as well as any others they can find to research a specific form of government. They will use the comic life application to create a short comic highlighting the pros and cons of their form of government. After completion of the comics they will upload them to the class wiki and the students must comment on each others comics. Each group will be required to make one revision based upon their classmates feedback, however; if the group chooses to they may do more than one. ||
 * **Extensions**

http://edu221webb.blogspot.com/ Laptops (with internet) Laptops with comiclife application KWL chart http://www.eduplace.com/graphicorganizer/pdf/kwl.pdf ||
 * =Materials, Resources and Technology= ||
 * Students can use some of the websites I have gathered for them in their research.

Inspiration for grouping the students came from Dr.Grace Ward Links to all of the information used can be found on the blog: http://edu221webb.blogspot.com/2008/10/resources.html ||
 * =Source for Lesson Plan and Research= ||
 * This lesson was created by Chris Webb


 * =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:** This lesson addresses the Maine Standards for Initial Certification because in the beginning it asks students to reflect on what knowledge they have prior to any instruction on the subject. Students will then learn about the material through various websites and reading about their form of government. Once they have a basic grasp of the topic through their personal reflections and reading they will then discuss in small groups what they have learned and they will share their knowledge and refine their ideas. Students will also have the opportunity to explore their creativity and demonstrate their knowledge by creating a comic at the end. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson addresses the Maine Standards for Initial Certification because students fill out a KWL chart at the start of class. By assessing where various students are before instruction and where they stand after it will provide a valuable tool for demonstrating their growth. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson addresses the Maine Standards for Initial Certification because first a pre-assessment tool is used, the KWL chart. Students also are engaged in intrapersonal reflection at the beginning of the lesson but slowly move into bigger and bigger interpersonal interactions until the whole class is involved in discussion. Students will also use the internet to read sources about their form of government. They will use comic life on top of this to create a short comic describing the pros and cons of their form of government. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** This lesson addresses the Maine Standards for Initial Certification because the pre-assessment tool of a KWL chart is used in the beginning of the lesson to assess students prior knowledge. Some informal strategies the teacher will use are simply walking around the various groups and observing the conversations being held and answering any questions. More informal assessment will occur once the entire class is discussing all the various forms of government and the groups are reporting to each other what they learned. This lesson also utilized formal assessment since the students are creating a comic which will be graded. ||


 * =Teaching and Learning Sequence:= ||
 * When students enter the class they will be handed a card of a certain suit. All cards of the same suit will sit at desks pre-arranged in groups. Each group will have a different form of government assigned to it, either communism, totalitarianism, monarchy, or oligarchy. Students will first be asked to close their eyes and imagine they are a citizen in a country where this is the form of government that is utilized, can they imagine themselves in that role?

Personal Reflection Read internet sources on laptops Share information in groups Arrange class in semicircle. Discuss, as a class, different governments Organize back into original groups. Work on comic life.
 * Agenda:**

Today in class students will get a broad overview of some other types of government from around the world so they can have something with which to compare our own to. This will help them better understand the good things our government does in how it operates and is structured and it will also help them analyze where it is flawed. As a hook I will ask students to look outside the window and imagine they are a citizen in a country which uses another form of government (the one assigned to them by their group) and think about whether or not they know their rights/responsibilities as citizens or how that governemnt is structured and operates. During this portion of class classical music will play in the background to create a relaxing atmosphere. They will record any of this information on a KWL chart. They will then use their laptop and the sources provided to research their form of government, then share their opinions within their groups. (20 minutes)
 * What, Why, Where, Hook,Tailor; Intrapersonal, Intrapersonal, Musical** ||
 * After the students have had time to reflect, read, and then discuss their thoughts they will arrange the desks in a semicircle in the class. Next I will ask each group to report to the class some of the key features of their form of government and describe some pros and cons. I will use Scoratic Questioning during this portion of the class to guide the discussion, asking such questions as "why do you believe that is a negative aspect?" or asking them to explain further. This will require them to think critically about their form of government and form opinions and defend their positions. Through discussing these various forms of government students will have a basis for which to compare our own government to. Once every group has reported their finding to the class and everyone has a basic grasp of the various forms of government the class will divide back into the original groups. (30 minutes)
 * Equip, Tailor; Kinesthetic, Interpersonal, Linguistic, Logical** ||
 * Students will explore these various governments in their groups once more. They will need to discuss as groups what they believe to be the strengths and weaknesses in their form of government. I will be a resource to the students as well as the links I have provided them. They will need to develop their understanding whichever form of gvernment they are researching and provide justifications for each pro and con they develop. By brainstorming in groups and utilizing the resources they have been provided, as well as any others they can find, they will create their mini comic about their form of government explaining its strengths and weaknesses. During this process I will assess each groups progress and provide suggestions to each one for formulating pros and cons. Students will be constantly rethinking their product based upon what different members of the group believe to be a strength or a weakness. Students will submit their finished comic onto the class wiki for the rest of the class to view and comment upon. All students will be required to leave one comment each of the other groups comics. Each group must make one revision to their comic based upon the classes comments. (30 minutes)
 * Explore, Experience, Rethink, Revise, Refine, Tailor; Interpersonal, Bodily, Spatial, Linguistic** ||
 * Students will begin self assessing by using the KWL chart at the beginning of class. They will also assess their peers work via the class wiki and the discussion option to comment on the comics. I will provide onging feedback throughout the class to assess students understanding. I will do this through Socratic Questioning and well as simple observation while studetns are in their various groups. The information learned in this lesson will help them in the next class because they will all have a basis to compare the role of citizens in the United States and another country. The comic life product will aslo serve as a summative assessment tool to measure the students' understanding of their form of government.
 * Rethinl, Revise, Refine, Tailor; Intrapersonal, Interpersonal, Linguistic, Kinesthetic** ||

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