L4+Webb+Christopher

=**UMF LESSON PLAN FORMAT**=

**Grade Level:11-12 Topic:Civics and Government**

 * =**Objectives**:= ||
 * Student will understand Students will understand the function of the United States government by examining the Preamble to the Constitution. ||
 * Student will know what the Preamble is and the six functions of government it outlines; Establish justice, ensure domestic tranquility, provide for the common defense, promote the general welfare, secure the blessing of liberty to ourselves, and secure the blessing of liberty to our posterity. ||
 * Student will be able to analyze how the government goes about performing its various functions. ||

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.
 * =**Maine Learning Results Alignment**= ||
 * **Maine Learning Results-B:Civics and Government
 * Rationale:** This lesson meets the Maine Learning Results because it discusses the Preamble to the United States Constitution, which is considered by many to state the six functions of the United States government. ||

There will be a large blank piece of paper covering a section of the whiteboard when students walk into class. As they come in I will ask each one of them to please write on the paper what they believe is one function of our government. After they have all sat down and had time to look at the paper I and analyze what they have come up with I will remove the paper and underneath it will reveal that I have written out the Preamble to the Constitution which defines the six reasons for forming our government and ask how many of them know what it is and to simply raise their hands if they do. || The students will each create a few pages using Comic Life in their groups for their specific portion of the Preamble. These will be combined to form one large class book. Each group will be graded based on the criteria outlined in the rubric that will be handed out to them. They will also assess each other and how well they worked together as a group to receive individual grades. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

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 * =**Integration**= ||
 * Technology: Students will watch a Youtube video on the projector. The students will also be using Comic Life to create a book over the Preamble.

English: The Students will need to create text for their section of the class book on the Preamble to the Constitution and explain the significance of it to the rest of the class.

Art: The students will be using Comic Life to explain a specific portion of the Preamble to the Constitution and they will need to incorporate graphics to accompany their text. ||


 * =**Groupings**= ||
 * Students will be placed in one of six groups where they will work with their partners on examining one of the functions of our government as outlined in the Preamble. The Means for determining the groups will simply be to count off students from 1-6 until all the groups are formed. ||


 * =Differentiated Instruction= ||
 * **Strategies**
 * Musical:** Students will watch a YouTube video with music in the background.
 * Intrapersonal:** Students will write their reactions to the YouTube video on their blog.
 * Kinesthetic:** Students will have to move around the class to get into their groups and they will be using laptops during the class period.
 * Linguistic:** The students will be discussing their portion of the Preamble in their groups.
 * Visual:** Students will watch a short YouTube video from Schoolhouse Rocks at the beginning of class.
 * Interpersonal:** Students will be working in small groups to research and discuss their specific function of government and create their pages for the book together. ||
 * **Modifications/Accommodations**

I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.

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 receive 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. For this particular assignment if a student was not present I will require them to review the work the class did as a whole and write a two page summary outlining the different functions of our government, why they are important, and how their classmates expressed this. It will be handed in and graded the next class period. || Students will be in one of six groups that will be required to create a few pages using Comic Life outlining the meaning and importance of their portion of the Preamble to the Constitution of the United States. These pages do not need to be in depth but must outline how our government performs that specific function. ||
 * **Extensions**:


 * =Materials, Resources and Technology= ||
 * Computers with internet and Comic Life

Comic Life tutorial video http://www.youtube.com/watch?v=QaqWqOV9-Dw

Comic Life tutorial written http://www.uen.org/Lessonplan/preview.cgi?tid=99954&LPid=17838

Preamble Worksheet

Comic Life Rubric ||

http://edsitement.neh.gov/view_lesson_plan.asp?id=233#LESSON4 I changed some of the readings for this lesson as well as the questions. I am requiring my students to create a comic book as a class as well. Link to website on the Preamble http://www.usconstitution.net/consttop_pre.html Link to YouTube video on the Preamble http://www.youtube.com/watch?v=Q_TXJRZ4CFc&feature=related Group 1 and establishing justice http://en.wikipedia.org/wiki/Equal_protection_clause Group 2 and ensuring domestic tranquility http://www.freedomforum.org/templates/document.asp?documentID=13718 Group 3 and Providing for the Common Defense http://encarta.msn.com/encyclopedia_761562953_7/franklin_d_roosevelt.html Group 4 and Promoting the General Welfare http://www.reasontofreedom.com/general_welfare_clause.html Group 5 and Securing the Blessing of Liberty to Ourselves http://en.wikipedia.org/wiki/Wisconsin_v._Yoder Group 6 and Securing the Blessing of Liberty of our Posterity http://www.conlaw.org/prearg4.htm ||
 * =Source for Lesson Plan and Research= ||
 * Idea for the lesson plan


 * =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 meets the Maine Standards for Initial Teacher Certification because it creates a learning environment in which students are comfortable expressing their ideas to their classmates and thinking critically about their government. This lesson allows for students to be creative and explore ideas with each other. It also provides a strict structure at the same time so students will stay on task and achieve the desired results. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson meets the Maine Standards For Initial Teacher Certification because it asks students to interpret the various functions of their government. By doing these exercises they will see how the government performs its function in society. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson meets the Maine Standards for Initial Teacher Certification because it uses a variety of MI's to meet students needs. They will be involved in a pre-assessment individually as well as group work throughout the lesson. There will be a short period of class discussion followed by time spent within groups doing research on their laptops. The video students will be viewing incorporates music in it's presentation of the Preamble. Students will also be using Comic Life to create a page describing the importance of their function of government.
 * Musical:** Students will watch a YouTube video with music in the background.
 * Interpersonal:** Students will be working in small groups to research and discuss their specific function of government and create their pages for the book together.
 * Intrapersonal:** Students will write their reactions to the YouTube video on their blog.
 * Kinesthetic:** Students will have to move around the class to get into their groups and they will be using laptops during the class period.
 * Linguistic:** The students will be discussing their portion of the Preamble in their groups.
 * Visual:** Students will watch a short YouTube video from Schoolhouse Rocks at the beginning of class. ||
 * __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 meets the Maine Standards for Initial Teacher Certification because to begin class students will be given a handout to assess what prior knowledge they may have before any instruction begins. They will also recieve a rubric outlining the expectations for their section of the class book. Students will also be required to fill out a group evaluation on their team members and how they performed together as a group. ||


 * =Teaching and Learning Sequence:= ||
 * Students will enter class and sit in their assigned seats so they can all view the front of the classroom and clearly see the projector screen since I will be playing a YouTube video from the Schoolhouse Rocks series of videos. http://www.youtube.com/watch?v=Q_TXJRZ4CFc&feature=related.


 * Agenda:**

Show students the YouTube video on the Preamble Discuss their reactions Brief class discussion over the reason for the Preamble and how it outlines the function of government Divide the class into groups and have them work on their specific portions of the Preamble

In today's class students will learn about the Preamble to the Constitution and how this important, and often overlooked piece, outlines the basic functions of our government. Before I begin teaching this unit I will hand out a worksheet for students to complete to assess any prior knowledge they may have on the Preamble so I can better form the groups students will be working in. As a hook I will show students a brief three minute video clip on the Preamble to get their attention and present the topic for the day's discussion. (10minutes)
 * What, Where, Why, Hook, Tailor: Interpersonal, Linguistic, Visual**, **Musical** ||
 * Together as a class we will briefly discuss what the Preamble is and how exactly is represents the various functions of the government. The Students will need to read this website; http://www.usconstitution.net/consttop_pre.html, as it outlines what the Preamble is very briefly and breaks down each of the six functions of government that they will need to research in their groups. I will hand out the worksheet on the Preamble which each group has two questions they must answer during their research. Once the groups answer these questions they will proceed to use comic life to illustrate the importance of their specific function of government. (20minutes)
 * Equip, Tailor: Intrapersonal, Linguistic** ||
 * Students need to understand what the function of their government is since it is part of their everyday life. To do this I will have the students split into groups and explore one aspect of the Preamble in depth. There will be no specific roles assigned to the students, all of the students will have an equal share of the workload in each aspect of the project. The six functioned of government as outlined in the Preamble are; 1) Establishing Justice 2) Ensuring Domestic Tranquility 3) Providing for the Common Defense 4) Promoting the General Welfare 5) Securing the Blessing of Liberty to Ourselves 6) Securing the Blessing of Liberty of our Posterity. Each group will be researching one of these functions of government and creating a page using comic life explaining the importance of their particular function of government. (50minutes)
 * Explore, Experience, Rethink, Revise, Tailor: Spatial, Kinesthetic, Interpersonal** ||
 * Each student will have a group evaluation sheet to fill out on their group members to evaluate them on how well they worked as a team and whether or not the work was done equally. If the students are unsatisfied with their grade they can resubmit their project once to try and improve it.
 * Evaluate, Tailor: Intrapersonal** ||

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