L1+Cummons+Michael

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **  **__LESSON PLAN FORMAT __**     E. History E1.Historical knowledge, concepts, themes, and patterns c. Trace and critique the roots and evolution of democratic ideals and constitutional principles in the history of the United States and the World using historical sources    Teacher will make a list of things that students are not allowed to do for a week. The teacher will write 1.) "Students are no longer allowed to express ideas if they disagree with Mr. Cummons. 2.) Be forced to house military personnel on United States government request. 3.) Students can now be imprisoned without due process of law." Afterward there will be a class discussion on why the students feel that these are not fair and what they know about the rights of Americans.
 *  [[image:file:///C:%5CDOCUME%7E1%5Ccummonmj%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_image002.gif width="91" height="85"]]UNIVERSITY OF MAINE AT FARMINGTON **
 * __Teacher’s name: __**<span style="font-size: 12pt; font-family: "Times New Roman","serif""> Mr. Cummons **__Date of lesson:__** 1 Fall 08
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Grade Level: __**<span style="font-size: 12pt; font-family: "Times New Roman","serif""> 10 **__Topic:__**  Bill of Rights
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Objectives: __**
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Students will understand **<span style="font-size: 12pt; font-family: "Times New Roman","serif"">that Constitutional Values can be found in the Revolutionary Era. **Students will know** the Bill of Rights
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Students will be able to **<span style="font-size: 12pt; font-family: "Times New Roman","serif""> exhibit understanding of the United States Bill of Rights
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Maine Learning Results Alignment __**
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Maine Learning Results: **<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Social Studies
 * Grade 9-Diploma "Revolutionary Era 1754-1783" ****<span style="font-size: 12pt; font-family: "Times New Roman","serif"">
 * //Students understand major eras, major enduring themes and historic influences in United States and World history including the roots of democratic philosophy, ideals and institutions in the World//** **
 * Rational **<span style="font-size: 12pt; font-family: "Times New Roman","serif"">: Students will explore the United States Bill of Rights and Constitution, learning the meaning and context of each Article. Students will understand how each Article effects his or her life personally.
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Assessment __**
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Formative (Assessment for Learning) **

Students will explore each Right by reading the bill <span style="font-size: 12pt; font-family: "Times New Roman","serif"">[|online] <span style="font-size: 12pt; font-family: "Times New Roman","serif"">, and writing their own ideas about each Right on a pie graph. Students will eventually use this graph to start their final product. <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Students will build an Inspire file, putting each of the ten Articles in their own words. They will also include how each Article affects their life personally. Students will present their Inspire files to the class. Peers will evaluate their product using the rubric. There will a student survey that students will fill out, evaluating how well they think the project went. <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Type II Technology- Students will build an inspire product. English- Students will express ideas through an outline format Art- Students can put images into their Inspire document. <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif"">On the second day of class students will be put into groups of two. Groups will be counted by the teacher (1, 2, 1, 2) If there is an odd number of students then there will be one group of three. On the second day of class students are expected to come to class prepared with a filled out graphic organizer. The graphic organizer is a pie graph. The pie is split up into ten different slices. On each slice students are asked to write how a different Article in the Bill of Rights affects his or her life personally. When students are paired into groups, they are asked to present and discuss each piece of the pie to each other. In this grouping students are given an opportunity to get feedback on their pie. Students are also able to take ideas from their partner’s pie. This particular group setting offers a growth as two different people are creating ideas together about the Bill of Rights. <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Materials, Resources and Technology: <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif""> Students who missed any or all of these classes are allotted enough time decided during a one on one student teacher meeting. Each student has different circumstances and will be given the amount of time necessary and appropriate for the student. The student and teacher will work together to decide deadlines. <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Type 2 Technology-Students will write a blog summarizing the 11,12,13, and 14th Amendment and write a reflection on how it effects his or her life. Students will make comments on each other’s blogs. <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Pencil <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Laptops <span style="font-size: 12pt; font-family: "Times New Roman","serif"">http://www.enchantedlearning.com/graphicorganizers/piechart/10.shtml <span style="font-size: 12pt; font-family: "Times New Roman","serif""> (where the pie graph image is from <span style="font-size: 12pt; font-family: "Times New Roman","serif"">http://www.billofrights.com/bill_of_rights.htm <span style="font-size: 12pt; font-family: "Times New Roman","serif""> (This link is a website that has each Amendment of the Constitution written in it's original form.) <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Pie Chart <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Bill of Rights Note Taking Sheet <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Inspire software <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Inspire software lesson handout <span style="font-size: 12pt; font-family: "Times New Roman","serif"">http://www.internet4classrooms.com/inspiration_use.htm <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif"">http://www.enchantedlearning.com/graphicorganizers/piechart/10.shtml <span style="font-size: 12pt; font-family: "Times New Roman","serif""> (where the pie graph image is from <span style="font-size: 12pt; font-family: "Times New Roman","serif"">http://www.billofrights.com/bill_of_rights.htm <span style="font-size: 12pt; font-family: "Times New Roman","serif""> (This link is a website that has each Amendment of the Constitution written in it's original form.) <span style="font-size: 12pt; font-family: "Times New Roman","serif"">http://www.internet4classrooms.com/inspiration_use.htm <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Desk will be arranged in a semi-circle <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Class Agenda: Day 1: 1.) "Take away rights" exercise 2.) Bill of Rights Note Taking Activity 3.) Pass out "Bill of Rights pie graph and assign as homework
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Summative (Assessment for Learning) **
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Integration __**
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Groupings __**
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Differentiated Instruction: __**
 * Strategies **<span style="font-size: 12pt; font-family: "Times New Roman","serif"">
 * Interpersonal-** Students work in groups to give each other their ideas about the Bill of Rights
 * Linguistic**- Students are asked to write their ideas on the Bill of Rights
 * Intrapersonal**- Students personally reflect on the Bill of Rights in the Inspiration product.
 * Kinesthetic**- Students move around and meet in groups and move around.
 * Spatial**- Students organize ideas on Inspiration.
 * Musical**- Music will be playing quietly in the background during class.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Modifications / Accommodations **
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif"">*I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. **
 * //<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Absent Students: //**<span style="font-size: 12pt; font-family: "Times New Roman","serif""> <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Students who miss day one will be handed a Bill of Rights note sheet (see attachments) and are expected to get notes from other students. Student is required to have a ten minutes meeting with teacher to go over the notes. Student must answer pass in a short paragraph answering the "Loss of Rights" exercise (see attachments.) Students will be given a pie graph. If a student missed day two of the lesson they are expected to stay after school, come in before school, or come in during a study hall to learn how to use Inspire. The student must be given the rubric and is required to turn their pie graph. If a student misses day three then he or she is allotted time to finish his or her project and will present next available time.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif"">Extensions **
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Materials, Resources, Technology __**
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Source for Lesson Plan and Research __**
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Maine Standards for Initial Teacher Certification and rationale: __**
 * //<span style="font-size: 12pt; font-family: "Times New Roman","serif"">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 //**//<span style="font-size: 12pt; font-family: "Times New Roman","serif"">. //<span style="font-size: 12pt; font-family: "Times New Roman","serif"">
 * Rationale:** I taught in a number of ways that reaches students in many different ways. This lesson is taught to reach different intelligences. My essential question and knowledge is reached using many different intelligences. Students have the opportunity to read, to organize, to discuss, and to create a product that is based on all of those.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//
 * Rationale:**** Students will learn will learn about their rights based on the Bill of Rights. The will be able to relate their life and personal rights to this document. They will be able to relate their personal ideas about personal rights to what this historic document says.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Rationale:**** I used six multiple intelligences in my lesson. I used Interpersonal, Linguistic, Intrapersonal, Kinesthetic, Spatial, and Musical. Students get to discuss their ideas with the class (interpersonal). Students are able to movie around (Kinesthetic). Students are able to organize their thoughts on a Inspiration (Spacial). Students read and form an outline (Linguistic). Students have time to think about the topic and analyze others (Intrapersonal). Music will play during the class (Musical). Students will have several engaging experiences leading to their final product on the Bill of Rights.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner//.
 * Rationale:**** Students participate in "hook" exercise where they are asked about the rights they will be "loosing." Students will read bill and fill out a pie chart. Students will make drafts of Inspire, which will be presented, evaluated, and refined.
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Teaching and Learning Sequence: __**

Day:2 4.) Bill of Rights Research groups and discussion 5.) Inspiration Lesson

Day:3 6.) Students Make Inspiration product 7.) Students present Inspiration product to the class 8.) Students fill out rubrics for each presentation

Put radio on at a low level before class.

Hook: Before the beginning of class write the "Loss of Rights" list on the board (See attachments). When students enter the room, ask them to draw their attention to the "Loss of Rights" on the board. Give them three to four minutes to think about what life would be like if they really lost these rights. As the students to raise their hands and express their ideas about what life would be like without these particular rights. If students do not raise their hands then begin calling on students. (20 minutes)

<span style="font-size: 12pt; font-family: "Times New Roman","serif"">The next topic on the agenda is to take notes on the ten Bill of Rights. The teacher must pass out "Bill of Rights Note Taking" handout to students (see attachments). The teacher will write each Article on the board and explain what each one means. Each Article and what it means can be found in attachments. It is labeled "Bill of Rights Answer Sheet." After each Article is explained students will have an opportunity to ask an clarifying or expanding questions about the Article. At the end of the note taking, students will once again have the opportunity to ask any questions that they may have about the Bill of Rights. Teacher then passes out the Bill of Rights pie graph (see attachments. Each student must write how each Article in the Bill of Rights affects each him or her. This is a homework assignment that is due next class.(60 minutes)
 * What, Where, Why, Hook, Tailor- linguistic, Intrapersonal, Musical**

<span style="font-size: 12pt; font-family: "Times New Roman","serif"">Before class put on the radio at a low level. At the beginning of the next class teacher must count students into groups of two, by counting (1,2,1,2). If it does not come out to an even number, then groups of three will be made. Students will use their graphic organizers as notes for group discussion on how each Bill of Rights affects their lives. Students are encouraged to use others ideas for their graphic organizer, if they feel that the ideas are ones that they also believe in. (30 Minutes)

The next sections of class is used to show the kids how to use Inspire. Pass out an "Inspire Directions" sheet (see attachments). Students will follow along as teacher makes a mock presentation. Teacher will use "Learning to Use Inspiration in Your Classroom" (see attachments.) The teacher should be prepared to stop at any time to allow questions and comments. When the Mock Presentation is over, the teacher will ask for questions and comments. (30Min)

The rest of the class time will be spent allowing students to get started on his or her project. The teacher will should be ready to answer questions. The students are encouraged to get as much finished as possible. Students will have 30 minutes in the next class to present before presentations. Inspire projects are to be done individually. The rubric (see attachments) should be passed out before the end of class.
 * Explore, Experience, Re-think, Revise, Tailor- Linguistic, Musical, Kinesthetic, Interpersonal, Linguistic**

<span style="font-size: 12pt; font-family: "Times New Roman","serif"">When students come into class they are encouraged to get started immediately as they only have 30 minutes until presentation time. Students are handed out rubrics to grade each other’s projects on. The teacher will go around to each person as they are working and give advice when needed, offering ideas for any revisions. (30 min)

Students will present his or her project and fill out rubrics on the other student’s rubrics. The teacher will fill out a rubric as well. At the end of class students will fill out a student survey (see attachments) to assess how they thought the project went and what they learned. <span style="font-size: 12pt; font-family: "Times New Roman","serif"">
 * Refine, Evaluate, Tailor- Spatial, Intrapersonal, Kinesthetic**