L1+Brennick+Christopher

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

__ Grade Level __ : 12 __Topic__: Citizens involvement in government
 Students will know Critical details: Citizen’s rights, duties, and responsibilities in government.  Students will be able to analyze the constitutional principle and how the guide citizens role in government.  ** 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 Rationale: The Maine Learning results will be met because students will learn about what rights, duties, and responsibilities they have in American political process. Students will show what ways American have to become involved in creating change.  __ Technology __  - I will have student using Comic Life to produce their comic books. Students will also use online resources to research the questions they will be given during their jigsaw session. Students will use inspiration to create a chart outlining their answers. __English__- I will have to students use their writing and reading skill sets to have them perform their research throughout this lesson. Students will also writing and reading skill sets will also be required to produce their comic book.  Students will come in and pick a card out of a deck and the two people who have the same card will pair as partner to perform research on the question the teacher assigned to their group. Both students will look for the answers to the question sheet, but each will have to find the information from a different source. In these groups one student will record all the information they find and one student will report it. After students are done researching their topics the group will come back as a whole to hear reports from groups on the answers they found. After partners share the answers they have found in their groups I will assign work groups for the unit to produce all of the major products for this unit. In these workgroups 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.  I will review students' IEPs, 504s, or ELLIDEPs and make appropriate modifications and accommodations
 * __ 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. ** 
 * __ Maine Learning Results Alignment __** 
 * __ Assessment __** <span style="font-family: 'Times New Roman',Times,serif">
 * Formative (Assessment for Learning): ** <span style="font-family: 'Times New Roman',Times,serif"> Students will hand in proposal for their group’s project (See group project proposal sheet) that will outline the ideas they have gathered in the initial planning stage. Students will also hand in their answer for the rights, duties, and responsibilities question sheets along with their rights, duties, and responsibilities graphic organizer that they have completed after group discussion over the subject areas. The group project proposal sheet, rights, duties, and responsibilities question sheets, and rights, duties, and responsibilities graphic organizer will given be teacher feed back to guide groups in the next step of building their product for this lesson. None of these pieces will receive a grade value. The group project proposal sheet, rights, duties, and responsibilities question sheets, and rights, duties, and responsibilities graphic organizer will be use to determine if a group is ready to produce product and if not it will be used to determine what resources are still needed before a group can start.
 * Summative (Assessment of Learning): ** <span style="font-family: 'Times New Roman',Times,serif"> Final draft of students Comic Book that will show students understanding of how citizens rights, duties, and responsibilities guide their participation in their government. These final products will receive teacher feedback along with a status of completed or not completed. Once a groups project has received a status of completed they will upload their Comic Life to their group Wiki portfolio where it will be scored against the rights, duties, and responsibilities comic book requirement list before the unit final assessment. If students are not happy with their first grade they may re-submit it as many times as they like before the end of the grading period. (See Comic Life requirement list.)
 * __ Integration __** <span style="font-family: 'Times New Roman',Times,serif">
 * __ Groupings __** <span style="font-family: 'Times New Roman',Times,serif">
 * __ Differentiated Instruction __** <span style="font-family: 'Times New Roman',Times,serif">
 * Strategies ** <span style="font-family: 'Times New Roman',Times,serif">
 * Interpersonal-** Students will work in groups of two while doing research.
 * Visual**- Students will have the inspiration cart in front of the room to look at the answer form the rights, duties, and responsibilities question sheet.
 * Verbal**- Students will be talking about the answers with the people in their group.
 * Logical-** Student will a rights, duties, and responsibilities graphic organizer to track thoughts with.
 * Interpersonal-** Students will have to report to me how they will accomplish the evidence of learning for this lesson in their group project proposal.
 * Bodily**- Students will be able to use laptops to research answers to questions during group time.
 * Musical**- Students will be able to listen to music while doing their research.

Absent students

Students who are missing from class during this lesson will have to obtain the questions and answers shared during group discussion time from a member of their work group. Students will have to come see me to pick up their unit syllabus and to add what role they will play in the group project to the project proposal sheet. Before coming in to see me students will need to meet with group members to talk about what their role in their group projects will be. If a student fails to come in see me within a week after their last day of being absent from my class or if a students absent is unexcused they will lose 2 work habits points from their unit grade. <span style="font-family: 'Times New Roman',Times,serif"> LCD projector Screen for projector Laptops (Teacher and students) Inspiration software <span style="font-family: 'Times New Roman',Times,serif"> Smart board Deck of cards Music: ask students to bring in or play **__appropriate__** music if they wish* Right’s, duties, and responsibilities topic area question sheet (Students version) Right’s, duties, and responsibilities topic area question sheet (Teacher version with answers) Right’s, duties, and responsibilities graphic organizer <span style="font-family: 'Times New Roman',Times,serif"> Right’s, duties, and responsibilities comic book requirement list <span style="font-family: 'Times New Roman',Times,serif"> Right’s, duties, and responsibilities comic book roles list <span style="font-family: 'Times New Roman',Times,serif"> Pens Papers Comic Life software Wiki sites (Class site, Resource page) <span style="font-family: 'Times New Roman',Times,serif"> http://en.wikipedia.org/wiki/First_Amendment_to_the_United_States_Constitution [|http://en.wikipedia.org/wiki/United_States_Bill_of_Right] <span style="font-family: 'Times New Roman',Times,serif"> =<span style="font-family: 'Times New Roman',Times,serif">The constitution of the United States = <span style="font-family: 'Times New Roman',Times,serif"> http://www.constitution.org/billofr_.htm http://www.slideshare.net/sita0519/citizenship-rights-duties-and-responsibility-of-being-and-american/ [|www.cyberlearning-world.com/lessons/civics/**duties**.ppt] <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.
 * Extensions: ** <span style="font-family: 'Times New Roman',Times,serif"> In this lesson I will be using both inspiration and comic life as type II technology. While the jigsaw groups are reporting out I will be building an Inspiration chart of all of the answer the crucial questions. This inspiration chart will be printed off as the “textbook” and resources guide for the entire class to use while making their product. I will also students using Comic Life to build the comic books explain the rights duties, and responsibilities that citizens have and how they guide citizen’s involvement in government. Students will be using this in a type II way because they will build a comic books.
 * __ Materials, Resources and Technology __** <span style="font-family: 'Times New Roman',Times,serif">
 * __ Source for Lesson Plan and Research __** <span style="font-family: 'Times New Roman',Times,serif">
 * __ Wikipedia sites on bill of rights __** <span style="font-family: 'Times New Roman',Times,serif">
 * __ Slide shows over rights duties and responsibilities of American citizens __** <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">
 * // 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-family: 'Times New Roman',Times,serif">
 * Rationale: ** <span style="font-family: 'Times New Roman',Times,serif"> This lesson shows well the third standard for teachers initial certification because it gives students of all learning types a way to learn. The room will provide students with the ability to work with many resources in a comfortable setting. The lesson will also provide choices of topics students want to research in greater depth through links provided by the teacher. Students will be give a hand out of question and a hand out to organize thoughts on so they will be able to keep up with all of the information that they will need to demonstrate they know they have met the standard. The process the teacher will take the students through is a sequence so it will be easy for students to keep up with.
 * // • 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 ** <span style="font-family: 'Times New Roman',Times,serif"> : This demonstrates the standard because it will ask students to fill in the opinion side of their chart with what they already know about the subject so that the teacher can see a clearly what readiness level students are starting from at the start of this lesson. This clearly also shows the interpret section of the six facets of understanding because it will have students showing they can analyze what the principals of Constitution. This lesson aligns exactly with the standards set out in Maine Learning Results.
 * // • 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 ** <span style="font-family: 'Times New Roman',Times,serif"> : **:**This lesson very specificity lays out ways to meet many of the different intelligences. The students will be able to see their answers and read them as I put them on the board. Students will be able to listen out loud to their fellow classmates give answers and discuses them out loud. Students will be able to talk with reflect inside of themselves while they reflect on weather or not they feel ready to start their group project. Students will also al the opportunity to share with their partner about the answers they come up with. Students who are ** interpersonal will have their needs met because **students will work in groups of four while doing research. Students who are visual** will have their needs met because ** students will have a Smart Board in the front of the room so they can see the notes for lecture. Students who are verbal** will have their needs met because ** Students will be talking about the answers with the people in their group. Students who are ** logical will have their needs met because **student will trace the evolution of Americans constitutional principals over time. Students who are ** intrapersonal will have their needs met because s **tudents will have to report to me how they will accomplish the evidence of learning for this lesson in their group project proposal. Students who are ** bodily learners will have their needs met because **students will be able to use laptops to research answers to questions during group time. Students who are ** musical learners will have their needs met because **students will be able to listen to music while doing their research. Students who are interested in computers will have the opportunity of using them to make their comic book on the Comic Life program and to use computers while researching questions.
 * // • 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 ** <span style="font-family: 'Times New Roman',Times,serif"> : This lesson supports the standards because it lets students build their own resources showing the knowledge they are gaining throughout the lesson. The lesson also gives students many steps for formative assessment through teacher feedback, peer feedback, asserting prior to research what they know to show growth. This lesson will also let student show their knowledge through an authentic assessment.
 * __ Teaching and Learning Sequence __** <span style="font-family: 'Times New Roman',Times,serif">** : **

Agenda: <span style="font-family: 'Times New Roman',Times,serif"> *Introduction activity <span style="font-family: 'Times New Roman',Times,serif"> *Bill Clinton Youtube video <span style="font-family: 'Times New Roman',Times,serif"> *Direct students to class Wiki to the class syllabus and review syllabus <span style="font-family: 'Times New Roman',Times,serif"> *Sign up Wikispaces and Blogger accounts <span style="font-family: 'Times New Roman',Times,serif">

Students will demonstrate by the end of this lesson they understand the ** constitutional ** principals that guide citizens involvement in government. Students will be able to demonstrate this so that they understand the rights they have in the political process and so students can use these rights as a starting point of ways to become involved in creating the world they wish to see. Students will come in and be asked by the teacher to sit down in any seat they wish. After the students have all taken a seat the teacher will introduce themselves to the class by telling students their name and then telling students a little about their background. The teacher will then take attendance and ask students to share an interesting fact about themselves when their name is called. After attendance is completed students will be asked by their teacher to look up at the screen to watch a video that has been loaded by the teacher of ( http://www.youtube.com/watch?v=BETstpOD5qs&feature=related ) Bill Clinton talking about commitment and volunteering. This video will be the first part of the teachers hook and lead into the teacher asking students about citizenships and what gives us the right to affect the type of change Pres. Clinton is talking about in this clip. (10 min) <span style="font-family: 'Times New Roman',Times,serif"> Students will need to understand critical details citizen’s rights, duties, and responsibilities in government. Students will understand this critical information by researching in jigsaw groups. Student will be put into these groups by picking a colored card at random on their way into class and then meeting up with the person who has the same colored card as them. (See group assignment cards) The teacher will explain that in these jigsaw groups one person will be responsible for taking down the information on to their sheet during the time they are researching and during the time groups are reporting out. The other student in the groups will be responsible for keeping track of time during the research process, reporting out to the whole group at the end. When students break into their jigsaw groups the teacher will assign each group a question to research in detail. Students will go out and research their question using links provided in class Wiki. For each question a group answers each partner must find a different source for information if more then one link is provided although I expect the information to be the same. All of the links will have numbers or letter and once they find an answer they will put the number or letter of the link they found it under. As students are working on this the teacher will walk around from group to group checking to make sure everyone is finding all the answers using the links in the class Wiki. The teacher will put music on for students to listen to while they work and turn it off at the end of the jigsaw research time. Once everyone has finished with answers the entire class will come back together and share aloud the answers they found during partner research. As students share answer the teacher will add anything to student’s answer that he/she thinks the class will need during this project. The teacher will also be making a inspiration outline on the smart board in front of the room to give it to students after all student have shared. The inspiration outline will be included in student’s binders and will be the main resource for building projects. By building the Inspiration chart students will have the use of the technology taught to them. After the students are done sharing answers they will take all of the answer they came up with off from the inspiration chart and put them into the rights, duties, and responsibilities graphic organizer. (See rights, duties, and responsibilities graphic organizer) While students are filling in their graphic organizers the teacher will be walking around the room to make sure all behavior is on task and all students understand the assignment. The teacher will put music on for students to listen to while they work. Students after finishing this graphic organizer will come back together as an entire group and review the correct answers. The teacher will give the answer by pointing out an answer on the inspiration chart and then asking students which category they put it under. The teacher will also explain why that answer is under that category. Students will hand in the questions and the answers they got along with the rights, duties and responsibilities graphic organizer to the teacher for his feedback. Students for homework will watch the comic life tutorial in the class Wiki. Students will also brainstorm ideas for their project for homework. (80 min) See content notes that are attached
 * What, Where, Why, Hook, Tailor: Linguistic, Visual, Musical, Interpersonal ** <span style="font-family: 'Times New Roman',Times,serif">
 * The teacher will then hand students a sheet of paper with the address of the class Wiki site. (See Wiki site sheet) The teacher will ask students to load this site on their laptops. Once all of the students have loaded the site the teacher will tell them to hit the class syllabus link. The teacher will inform students that this is the site that contains all of the important information about the class. The teacher will give an overview of the entire syllabus. (See course syllabus) The teacher will also go over in detail the school board prompt and current events Blog that students must do. The teacher will explain that all the articles are currently posted in the class Wiki for student current events. The teacher will also tell students that these two assignments will be due on their blogs at 5 pm the night before groups start presenting their final project. The teacher will also go over the work habit portion of the syllabus. Students will be given a chance at this point to ask any questions they may have about the unit. The teacher will then ask students to students to create a Blog on Blogger and a Wikispaces account by using the video links in the tutorials section of the class Wiki. The teacher will instruct students to not use their real name in either name. The teacher will instruct students that they do not need to set up their own space they just need to set an account up on Wikispaces. While students are creating these two accounts the teacher will be walking around the room to help students if they are having trouble. Students will finish this and for homework they will have to take the tutorial how to edit Wiki and make a Blog. Also for homework they will post their user names under my identity in the class Wiki and post a test Blog with the label my first post. (80 min) ** <span style="font-family: 'Times New Roman',Times,serif">
 * Day 2 agenda ** <span style="font-family: 'Times New Roman',Times,serif">
 * Pick jigsaw groups to research <span style="font-family: 'Times New Roman',Times,serif">
 * Jig saw research
 * Report out from jigsaw groups and create class resource inspiration chart

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"> Day 3 Agenda:
 * Explore, Equip, Experience, Rethink, Revise, Tailor: Linguistic, Logical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, Visual** <span style="font-family: 'Times New Roman',Times,serif">

*Break students into unit long work groups <span style="font-family: 'Times New Roman',Times,serif"> *Go over requirements for Right, Duties, Responsibilities Comic book
 * Hand back answers to question from last time, rights, duties and responsibilities graphic organizer, and inspiration chart from last time
 * Go over how that is looked at by teacher <span style="font-family: 'Times New Roman',Times,serif">
 * Time for groups to work on project <span style="font-family: 'Times New Roman',Times,serif">
 * The teacher will start off class by handing back students ** <span style="font-family: 'Times New Roman',Times,serif"> back answers to question from last time and rights, duties and responsibilities graphic organizer, and inspiration chart to students. The teacher will explain that this is look at by the teacher to see if you have all of the information and it is not graded. He/she will also explain that this will be the main resource you use for facts during your project so doing a good job will save you time in the end. The teacher will next break students into groups of four and explain that these will be their “firms” for the unit. The teacher will tell students that these firms will be the workgroups for the unit that will create all of the big projects for the unit. The teacher will create these workgroups before class based on who he thinks can work well together and what types of learning styles complement each other. Students will go seat with their work group. The teacher will hand students group roles sheet for that project by their teacher. Students will over this sheet in detail and have a chance to ask questions. (See group roles sheet) Students will then review the requirements for the rights, duties, and responsibilities comic book. (See requirements for the rights, duties, and responsibilities comic book) After reviewing all requirements the teacher will ask students for any question. The teacher will then hand out and explain the group proposal sheet. (See group proposal sheet) Students will have the rest of the class to work in their workgroups on brainstorming and filling in the group proposal sheet. The teacher will be walking around the room during the brainstorming session to check and see if students understand the process they are using and to also check if students are using the facts they found in day two. The teacher will put music on for students to listen to why they work. With two minutes left the teacher will stop groups and ask them to hand their group proposal sheet in. For homework students will have to start working on their comic life. (80 min)
 * Explore, Experience, Rethink, Revise, Tailor: Linguistic, Musical, Interpersonal, Intrapersonal, And Visual** <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"> Day 4 Agenda: <span style="font-family: 'Times New Roman',Times,serif"> *Hand group proposal sheets back <span style="font-family: 'Times New Roman',Times,serif"> *Work on group project <span style="font-family: 'Times New Roman',Times,serif"> The teacher will tell students to work on building their projects. While students are working the teacher will hand back group proposal sheet. If students have completed these sheets with all the information needed the teacher will hand it back signed and tell that group to put their plan into action now. If a group’s proposal sheet does not have all the information need the teacher will see group and personally work with them to fill in the information still needed. After the teacher is done all the group proposal sheets he/she will walk around the room and help groups with their projects. For homework groups will finish their comic books and upload their comic book to their groups space on the class Wikispaces. Students will hand this project in at the start of the next class. (80min)


 * Rethink, Revise, Refine, Tailor: Linguistic, Logical, Spatial, Bodily Kinesthetic, Musical, Interpersonal, Intrapersonal, and Visual** <span style="font-family: 'Times New Roman',Times,serif">
 * Reflection: **