L3+Brennick+Christopher

  ** UNIVERSITY OF MAINE AT FARMINGTON ** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **   ** LESSON PLAN FORMAT **   Student will know what they have done to influence change in the world around them. Students will know why it is important to be involved in the world around them.  Students will be able to self assess their level of involvement in government.  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 Rationale: students will meet the Maine Learning Results because they will see what ways they are currently working for the common good.  Students will turn in the civics resume they have filled out. This will be given feedback and turned back to students the next class. This sheet will not be scored. Students will also get feedback when they share their answers from their sheet with the class.  Students will post a blog entry about their own level of involvement in government. Students will write a one-page blog about how involved they feel they are, how they have been in making a difference in their community and how engaged they feel in what is happening in the world around them. This project will be graded the Blog on level of involvement requirements. 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. Technology- Students will use a Blog to post their paper so they can comment each other’s postings.  English-. Students will use English skills to write their blog entry. <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> Two students in a work group will be the interviewers and asking the questions on the civics resume sheet. These students will stay after five minutes at their “interview center”. The other two students in the work group will be the people being interviewed and they will answers the questions. After the five minutes of talking at each interview center the students being interviewed will move to the next interview center. <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> I will review students' IEPs, 504s, or ELLIDEPs and make appropriate modifications and accommodations  <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> Absent students:  <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> Students who are absent during this class will have one week from the last day they were absent to come and see me to go over their civics resume so they can have the same conversations as other students. Once a student has discussed civics resume with me they will have two days to write and post their blog entry. If a student fails to come in see me within a week after their last day of being absent from my class or 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"><span style="font-family: 'Times New Roman',Times,serif"> I will use type II technology with student’s blogs. Students will use blogs to write their papers. After the students have submitted their papers they will also use blogs to write reaction to their peers papers. <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> LCD projector Screen for projector Laptops (Teacher and students)  <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> Pens  <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> Civics resume  <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> Music  <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> Blog requirements sheet  <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> Blogger.com  <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"> *Watch YouTube clip  <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> *Process discussion over civics resumes  <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif">
 * __ Teacher’s Name __** <span style="font-family: 'Times New Roman',Times,serif">** : Chris Brennick __Date of Lesson__: Three **
 * __ Grade Level __** <span style="font-family: 'Times New Roman',Times,serif">** : 12 __Topic__: Citizens involvement in government **
 * __ Objectives __** <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif">
 * 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. ** <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 ** <span style="font-family: 'Times New Roman',Times,serif"> : Social Studies
 * __ Assessment __** <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif">
 * Formative (Assessment for Learning) ** <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif">
 * Summative (Assessment of Learning) ** <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">
 * __ Groupings __** <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">
 * Interpersonal ** <span style="font-family: 'Times New Roman',Times,serif"> : Students will participate in a group process discussion.
 * Visual ** <span style="font-family: 'Times New Roman',Times,serif"> : Students will use their resume to guide their involvement in the discussion.
 * Intrapersonal ** <span style="font-family: 'Times New Roman',Times,serif"> : Students will have a chance to update their resumes at the end of class. Students will post a Blog entry on how involved they feel they are in creating in change government.
 * Verbal: ** <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> Students will talk about their resumes during the group discussions.
 * Bodily ** <span style="font-family: 'Times New Roman',Times,serif"> : Students will move stand up while they talk in the discussion.
 * Musical: ** <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> Students will have music playing when they are coming into the room.
 * Modifications/Accommodations ** <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">
 * __ Materials, Resources and Technology __** <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"><span style="font-family: 'Times New Roman',Times,serif">
 * __ Blogger __** <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 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"><span style="font-family: 'Times New Roman',Times,serif">
 * Rationale ** <span style="font-family: 'Times New Roman',Times,serif"> : this lesson demonstrates the standard in several ways. This lesson first gives many resources for students to use. This lesson also allows for groups to move at their own pace and not at a group rate. This lesson also gives students a chance to use charts to organize their thoughts. This also gives students clear transitions by going over materials once they are to be finished. This lesson also allows students to go deep into thinking with probing questions during the whole group conversation. Students will feel comfortable in an inviting atmosphere.
 * // • 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"><span style="font-family: 'Times New Roman',Times,serif">
 * Rationale ** <span style="font-family: 'Times New Roman',Times,serif"> : This lesson shows this standard for initial certification by focusing on the facets of student’s self-knowledge. The lessons ask students to reflect on what they know and have done. This lesson also asks students to reflect on what it is that they get involved in. This meets the Maine Learning results by educating students on what ways they already working for the public good.
 * // • 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"><span style="font-family: 'Times New Roman',Times,serif">
 * Rationale ** <span style="font-family: 'Times New Roman',Times,serif"> : this lesson reaches all learners by tapping into there many intelligences. This lesson reaches interpersonal students because they will participate in a group process discussion. This lesson reaches visual students will use their resume to guide their involvement in the discussion. ** Intrapersonal learners will learn because ** students will have a chance to update their resumes at the end of class. Verbal learners will be reached because students will talk about their resumes during the group discussions. Students who are bodily because they will move stand up while they talk in the discussion. Students will have music playing when they are coming into the room so musical learners will be taught. Students who have trouble with writing or spelling will have laptops to use. Students will use blogs to comment on each other’s work.
 * // • 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"><span style="font-family: 'Times New Roman',Times,serif">
 * Rationale ** <span style="font-family: 'Times New Roman',Times,serif"> : this lesson demonstrates this standard by allowing for students to have an ongoing conversation with their teacher that will give the feedback necessary for their growth. Students will also use blogs so they can comment on each other’s work. The summative assessment for this lesson will be the blog entry that students. This assessment will be authentic because students will be using to sell their political firm.
 * __ Teaching and Learning Sequence __** <span style="font-family: 'Times New Roman',Times,serif">** : **

Students will show by the end of this lesson that they can accurately self-assess their own level of involvement in government. Students will understand this so they can see the ways they are already involved in the world around them and use that to build upon. Students will be hooked by a Youtube video about citizens their age getting involved and volunteering. (http://www.youtube.com/watch?v=RnliTI1jpPE ) (10 min)  <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> Students will need to know the ways they can get involved in their community and their own level of involvement in government. Students will be told by their teacher that they need to take out their civics resume and go sit with their work groups. After all students are sitting with their workgroups students will be told that two students in the work group will be the interviewers and asking the questions on the civics resume sheet. These students will stay after five minutes at their “interview center”. The other two students in the work group will be the people being interviewed and they will answers the questions. After the five minutes of talking at each interview center the students being interviewed will move to the next interview center. During the interview sessions the teacher will be alone at a table as an interviewer meeting with two students going over their civics resume to make sure it is done and that they have all of the information that they need. Throughout the entire interview process students will be encourage by their teacher to add any new information they take out of their interviews. Once the two students who were being interviewed reach their workgroup again the teacher will tell students to switch roles. Students who being interviewed will become the interviewers and asking the questions on the civics resume sheet and the interviewers will become the people being interviewed and they will answers the questions and after the five minutes of talking at each interview center these students will move to the next interview center. Once both sets of students have a chance to rotate through the whole class, including the teachers interview center, the group will come back together and students will hand in their civics resume to their teacher. This resume will be looked at by the teacher that night and handed back the next class period. (70 Min)  <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 and go over civics resume  <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> *Pass out and go over requirements for blog on student’s involvement  <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> *Remind student about their school board meeting attendance and response and their current event Blogs  <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> *Work on blog  <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> Students will come in and the teacher will hand back students civics resume with feedback. After handing back all of the resumes to students the teacher will question students on what it is they learned about themselves during this lesson. Students will also be asked by the teacher in this section of the lesson to give the answers they came up with on the resume and he will fill in any missing information that is not mentioned. The teacher will next hand students out the requirements for their blog entry that will self assess their level of involvement in government. (See requirements for their Blog entry on level of involvement) The teacher will go over this requirements list and ask students if they need clarification on any requirements. Once all the requirements from the blog entry have been covered and all the questions from students have been answered students will reminded about the requirements for their blog entry about the school board meeting they will attend. Students will also be reminded by the teacher to keep posting their current events Blog. If any time is left students may work on their homework which will be finishing the blog entry and posting it before the start of the next class. Students need 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. <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif"> At the start of the third class students will hand in a printed copy of their blog with their copy of the requirements list filled out as a self-evaluation. If a student marks not complete on their copy of the requirements list they must write on the back of their requirements list a justification of why and what plan they have for completing this requirement. Students will have this handed back next class along with a copy of the requirements list the teacher fills out for grading that. The teacher will remind students if they are not satisfied with their grade they will have a chance to submit their project again for a new grade as many times as they would like before the end of the grading period. Student for homework the night after they hand their blogs in will have to post a response to five members of their class Blog entry on this topic. <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif">
 * What, Why, What, Hook Tailor: Interpersonal, Visual, logical, bodily, musical ** <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif">
 * Equip, Explore, Experience, Tailor: Interpersonal, Visual, logical, bodily, intrapersonal ** <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif">
 * Explore, Experience, Rethink, Rehearse, Revise Tailor: Interpersonal, Visual, logical, bodily, intrapersonal ** <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif">
 * Rethink, Rehearse, Revise Tailor: Interpersonal, Visual, logical, bodily, intrapersonal ** <span style="font-family: 'Times New Roman',Times,serif"><span style="font-family: 'Times New Roman',Times,serif">
 * Reflection: **