L4+Brennick+Christopher

 ** UNIVERSITY OF MAINE AT FARMINGTON ** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **  ** LESSON PLAN FORMAT **  Students will know the ways that they are able influence the government for positive change.  Students will understand that government is responsive to the things they think their citizens need and if government does not see a need of citizens they cannot response.  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. Rational: This lesson will provide students with a view of how the media makes them think about the government. This will also teach students about which ways are and are not effective in their attempt to lobby the government for change. Students will hand in their fact vs. opinion charts. Students will also hand in their group proposal sheets. These sheets will also be handed in for teacher feedback and approval to go ahead with their project. Neither of these items will be graded. Students will also take an open note quiz over the terms they where to define in their class binder by this point. This quiz will be ten questions and will inform the teacher if students are taking the proper notes or not. This quiz will be graded with each question being worth a half point.  Students will hand in an interest group influence piece. This presentation will be focused on to effecting change on their issue. Students will create either a letter to the editor or a letter to an elected official and either a TV or radio ad to influence change on their issue. Students will receive a grade based on the interest group influence piece requirement list. Completing each requirement will earn students one point for their final grade. If a student receives a grade they are not happy with they may re-submit as many times as they like before the end of the grading term.  Technology- Students will use either Garage Band or Imovie to create their ads. English- students will have to use their English skills to write out and present their presentation.  Students will sit in their unit long work groups so they can brainstorm. Students will use think-pair-share to brainstorm. Students will also work in groups to complete their project. In these groups one student in the group will be the firm president who will be in charge of graphics for this project, one group member will be the recorder and during this project will be in charge of text, one person will be the head of marketing and this project will be in charge of bringing together the images and text pieces and putting them into the program they will use, and the last person will be the head sales who will be in charge of editing for this project.  I will review students' IEPs, 504s, or ELLIDEPs and make appropriate modifications and accommodations
 * __ Teacher’s Name __** ** : Chris Brennick __Date of Lesson__: 4 **
 * __ 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. ** 
 * __ Maine Learning Results Alignment __** 
 * Maine Learning Result **  : Social Studies
 * __ Assessment __** 
 * Formative (Assessment for Learning) ** <span style="font-family: 'Times New Roman',Times,serif">
 * Summative (Assessment of Learning) ** <span style="font-family: 'Times New Roman',Times,serif">
 * __ 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">
 * Visual ** <span style="font-family: 'Times New Roman',Times,serif"> -The whole class will have the fact vs. opinion chart to look at while they plan.
 * Verbal-** Groups will talks about their projects as they build ideas for their project.
 * Intrapersonal-** Students will have to write down the answers to the prompt before they share with partners
 * Interpersonal**- Students will talk about their answers to the prompt in their groups.
 * Musical-** Students while they are meeting with groups will have music playing in the background.
 * Bodily-** Students will use laptops to build their projects
 * Modifications/Accommodations ** <span style="font-family: 'Times New Roman',Times,serif">

Absent students:

Students who miss the first day will have to meet students within the group and get the information off the fact vs. opinion chart. Students who miss the second will have to complete their part of the project outside of the class. If a student misses the presentation day they will have to come in and give the teacher an overview of the project they did by themselves. If a student fails to come in and see me within a week of their last day of being absent or if their absences are unexcused they will lose two points from their work habits grade. <span style="font-family: 'Times New Roman',Times,serif"> Students will use Imovie or garage band to create their project. <span style="font-family: 'Times New Roman',Times,serif"> LCD projector Screen for projector Laptops (Teacher and students) Influence piece prompt for brainstorming sheet Influence piece prompt for brainstorming sheet teacher copy Paper Pens Influence piece presentation requirements <span style="font-family: 'Times New Roman',Times,serif"> Fact vs. opinion charts <span style="font-family: 'Times New Roman',Times,serif"> Quiz 1 <span style="font-family: 'Times New Roman',Times,serif"> Ehow to create a political AD http://www.ehow.com/how_2127237_political-ad.html <span style="font-family: 'Times New Roman',Times,serif">
 * Extensions ** <span style="font-family: 'Times New Roman',Times,serif">
 * __ 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">

how to make a political AD http://blogs.suntimes.com/scanners/2008/10/film_101_how_to_make_a_politic.html 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"> Agenda: <span style="font-family: 'Times New Roman',Times,serif"> *Quiz <span style="font-family: 'Times New Roman',Times,serif"> *Hand back and Go over presentation grades and feedback <span style="font-family: 'Times New Roman',Times,serif"> *Story about teacher making a difference <span style="font-family: 'Times New Roman',Times,serif"> *Hand out and go over requirements for influence piece and group proposal <span style="font-family: 'Times New Roman',Times,serif"> *Work on brainstorming and group proposal for project <span style="font-family: 'Times New Roman',Times,serif"> Students will come in and take a 10-question quiz over the definition of vocabulary terms given out in sheet one. This will be an open notebook quiz. (See Quiz 1) The teacher will sit at the front of the room-watching students to make sure students are all doing their own work. Students will understand that government is responsive to the things they think their citizens need and if government does not see a need of citizens they cannot response. Students will understand this so that they are able to see how they can effect change to make the world a better place to live in. Their teacher will start class after the quiz by sharing a story of what he did at an age not much older then them to make a difference in his community will hook students. (20 min) <span style="font-family: 'Times New Roman',Times,serif"> Students will need to know the ways that they are able influence the government for positive change. Students will be passed back their requirements list and feedback from their interest group presentation. Students will be informed at this point by their teacher that they will be taking the issue that they did their presentation over and writing a letter on that issue. The teacher will tell students that this letter will either be a letter to the editor in a major newspaper or a letter to one of their states United States Senator about the issues. The teacher will then inform students that along with this letter they must also use Imovie or Garage band to create either a radio or television advertisement for their side of the issue. Students will be reminded by the teacher to use their report cards from the political influence piece lesson to see what they felt was strong to build their advertisement. Students will then be handed a requirement list for the influence piece project. (See the influence piece requirements list). The students will go over the requirements with the teacher and the teacher will also ask if student have any question about the requirements. Students will then be handed a facts vs. opinion chart to brainstorm with by their teacher. Students will brainstorm by splitting their work group into pairs. In their pairs students will be asked a question by their teacher off the influence piece prompt sheet. (See influence piece prompt sheet) students will have a minute or two to write an answer down on the opinion side of their facts vs. opinion chart and then they will be asked by the teacher share it with their partner for a minute. After partners have shard with each other their answers they will be asked by the teacher to share their answers with the other pair in their work group. The group will be told by their teacher to come up with a final answer for the question after two minutes of all four partners talking. Students will be told to mark this final answer on the fact side of their opinion sheet. The students and their teacher will repeat this process until the students have answered all questions on the prompt sheet. After this prompt sheet and facts vs. opinion chart is complete students break into roles for this project. The teacher will inform students that one student in the group will be the firm president who will be in charge of graphics for this project, one group member will be the recorder and during this project will be in charge of text, one person will be the head of marketing and this project will be in charge of bringing together the images and text pieces and putting them into the program they will use, and the last person will be the head sales who will be in charge of editing for this project. The teacher will inform students to pick a role they have not yet filled. The teacher will then hand students a copy of the group proposal sheet and ask students to take their answers from the prompt questions and put them into a group proposal sheet. The teacher will tell students that the group proposal sheet will be due at the end of the class. The teacher will then let students fill this sheet out while the teacher walks around the room keeping groups on task and checking on student’s progress. Students at the end of class will hand in a group proposal sheet and their facts vs. opinion charts. The teacher will give both these pieces feedback that night to see if all groups are ready to start building their project and pass them back next class. Student’s homework will be to go into the class tutorial section of the class Wiki and look at the program they will be using to build their project. Students will also start to work on their project for homework. <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 2 agenda: <span style="font-family: 'Times New Roman',Times,serif"> *Hand back group proposal and outline <span style="font-family: 'Times New Roman',Times,serif"> *Work on projects <span style="font-family: 'Times New Roman',Times,serif"> Students will be able to use the knowledge they have gained during this unit to create a letter and an advertisement to influence change on a subject. The teacher will kick off class by asking students to students to start working on their projects in their work groups. At the start of class the teacher will walk around and hand back group proposal sheets and fact vs. opinion charts. If these sheets are complete the teacher tell students to create project, but if a sheet is not complete the teacher will work with that group to fill in missing information. After passing back and finishing all proposal sheets the teacher will walk from to group to answer any questions they have and make sure all groups are on task and getting all the correct information. The teacher will tell students that the need to finish their projects and each group member needs to fill out a copy of the requirements list for self-assessment for homework. 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"> Students will come into the classroom with desk set up in horseshoe shape facing the front of the room so students can see all of the presentations at the front of the room. <span style="font-family: 'Times New Roman',Times,serif"> Day 3 Agenda: <span style="font-family: 'Times New Roman',Times,serif"> *Group presentations <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. While each group is doing their presentations the students in the group will show their product to the rest of the class their project on the screen. Students will read their letter to the class. At the end of reading their letter and showing their advertisement students from the group will call on students watching the presentations with any questions. After each group is done their presentation the group will turn their presentation into the teacher. Students will also turn into the teacher a copy of the requirements listed of the project they have filled out ahead of time. If student has marked not complete for any requirements that student must justify why they marked that requirement not complete on the back of the requirements list and also list action they will to fulfill that requirement. 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. After all groups are done the teacher will remind 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 will have no homework. (80 min) <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"> : Students will be able to draw from many resources during this lesson. During this lessons students will be able to draw from many resources while planning out their summative assessment. Students will be able two clear organizers to keep track of their thoughts throughout the process. Students will dives deep into the subject matter and ways to present it. Students at this point will be very comfortable with their group members so planning their roles will become easier. For these reason this lesson meets standard three for certification.
 * // • 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 lesson clearly shows the standard because it is focused around the facet of application. Students will have to apply what they have learned throughout unit to this point in this project. This lesson will show students how to apply knowledge to make a difference on any level of government. This lesson lines up very well with the Maine Learning results nicely because it takes the what students to need understand and allows them to do it.
 * // • 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"> : ** Students of different learning styles will have their learning styles of met during this lesson. The whole class will given a graphic organizer to look at while they are planning their project so visual students can see the information they have learned. Students who are verbal learners will be talking in the process of developing their projects. Students who are intrapersonal learners will have to reflect on where there is in the process when filling out the requirement list. Students who have a learning style that is interpersonal will have their needs meet when they are talking in groups about what they would like to do as a project. Students who are musical will have their needs met when music is playing in the background why groups work. Students who learn kinetically will have their needs met because they will use laptops to do their inspiration brainstorming. **Students will have technology needs met because they will be using inspiration to create their brainstorming chart and outline. Students who enjoy technology will also be able to use Imovie and Garage Band to make their project.
 * // • 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 meets the standard by providing many steps for peer and teacher feedback and charting the development of learning. Students will go through many steps throughout this project so that the teacher can make adjustment and giver feedback throughout the whole projects so teacher can ensure correct information. Students will show at the end of this lesson an authentic assessment because their product could be used in real life. Students for their summative assessment will create something that is intended to influence change on an issue. **
 * __ Teaching and Learning Sequence __** <span style="font-family: 'Times New Roman',Times,serif">** : **
 * What, Why, What, Hook Tailor: Linguistic, Logical, Bodily Kinesthetic, Intrapersonal, and Visual ** <span style="font-family: 'Times New Roman',Times,serif">
 * Equip, Explore, Experience, Tailor: Linguistic, Musical, Interpersonal, Intrapersonal, Visual, Bodily, logical ** <span style="font-family: 'Times New Roman',Times,serif">
 * Explore, Experience, Rethink, Rehearse, Revise Tailor: Interpersonal, Intrapersonal, Bodily, logical, ** <span style="font-family: 'Times New Roman',Times,serif">
 * Rethink, Rehearse, Revise Tailor: interpersonal, intrapersonal, and bodily ** <span style="font-family: 'Times New Roman',Times,serif">
 * Reflection: **