L2+Lind,+Kevin

// Content Area: Social ////Studies//// Standard Label: B2: Rights, Duties, Responsibilities, and Citizen Participation in GovernmentGrade Level: 9-Diploma ////Students//// will understand the constitutional and ////legal rights////, the ////civic//// duties and responsibilities, and roles of citizens in a constitutional democracy and the role of citizens living under other forms of government in the world. // // Rationale: This lesson will meet the Maine Learning Results by providing students with necessary information to understand their rights. // Students will use a flowchart to record all of their new information in this section. I will periodically move around the room to make sure that every student is recordign information. Students will receive feedback from myself on a daily basis to make sure they are still on track. Also, students will receive peer feedback following the pre-assessment. Podcast (25): The second benchmark students reach requires them to create a podcast. Students will be expected to creat audiofiles in groups of three or four in which students will discuss their individual rights. This podcast will be played on a pre-determined day. After the recording, students in each group will explain what they learned from this lesson about their rights. Part of the assignment will be for students to turn in a script for the recording. Students will use a flowchart to keep track of all information related to rights. Students will also use a three-step interview to expand their knowledge of constitutional and legal rights. Students will be working in groups that are decided by the topic of their podcasts. Students will tke turns fulfilling the roles of interviewer and participant. Students will classify their rights in the form of a flowchart. Students will turn in a written script of final podcast. Students will show a song that causes them to think of one of their rights during class discussion. Students will make a list of their rights without consulting classmates as part of their pre-assessment. Students will demonstrate actions protected by rights. Students will use naturally occuring events to explain rights during class discussion. If a student has a legitimate reason for an absence (considered legitimate by me) or a not from a parent or guardian, then I will give the student any notes missed in the class period. If there is no note or legitimate reason, it will be the student's responsibility to get notes from a peer. If a student turns in work late without any reasoning or note, then the grade will lose 10 points for each day it is late. If a student is late with a note or a hall pass, then there will be no punishment. If a student is late without either a note or a hall pass, then they will be required to stay after class to make up for anything they missed in class. Students will complete a podcast with partners to compare their views on their rights. Internet access graphic organizers recording software quizzes for pre-assessment [] Gives an explanation of judicial review. [] Detailed descriptions of Supreme Court cases. [] Access to information about various Supreme Court cases. Section 1 First class will begin with seating students in clusters of four. They will sit according to when their birthdays are (students with their birthdays in summer will sit together, etc...). If too many students are seated at one cluster, then the student with the birthday closest to the season of the smallest cluster will be asked to move. Day 1: Bill of Rights video (10-15 minutes) Self-Assessment (5-10 minutes) Cooperative Learning excercise (15-20 minutes) Class Discussion on rights/Pre-assessment answers (15 minutes) Introduction to Recording Software (remainder of class) Day 2: Discussion about assessments (15-20 minutes) Class Discussion on rights not included in the Bill of Rights(40-45 minutes) Work on Assessments (remainder of class) Students will understand that they have constitutional rights (**Where**). So they know what social expectations they have (**Why**). **//Students will understand the constitutional and legal rights, the civic duties and responsibilites, and roles of citizens in a constitutional democracy and the roles of citizens living under other forms of government in the world (What).//** My hook will be a video that outlines the Bill of Rights in the form of a rap. (**Linguistic, Musical, Natualist, Intrapersonal, Logical, Bodily- Kinesthetic**)
 * ** UNIVERSITY OF MAINE AT FARMINGTON ** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT ** **__ Teacher’s Name __**** : ** Mr. Lind **__Lesson #:__ 2 __Facet:__** Explanation
 * __ Grade Level __**** : ** 9-diploma **__Numbers of Days:__** 3
 * __ Topic: __** The U.S. Constitution
 * __ PART I: __**
 * __ Objectives __**
 * Student will understand that ** they have constitutional rights.
 * Student will know ** vocabulary (Constitution, Bill of Rights, amendments) and Key Factual Information (Supreme Court Cases).
 * Student will be able to ** describe constitutional rights.
 * Product: ** podcast
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: **
 * __ Assessments __**
 * __ Pre-Assessment: __** Students will be given short answer quizzes that will not be graded in order to assess their knowledge of the Constitution. They will go over the answer afterwards with a partner.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * __ Summative (Assessment of Learning): __**
 * __ Integration __**
 * Technology: ** Students will be using recording software in order to create their podcasts. They will also be using internet tool in order to post the podcasts.
 * Content Areas: ** Students will be accessing their English skills to write the scripts for their podcasts, along with pontentially using music as well.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **
 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Logical: **
 * Verbal: **
 * Visual: **
 * Musical: **
 * Intrapersonal: **
 * Interpersonal: **
 * Kinesthetic: **
 * Naturalist: **
 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //
 * Plan for accommodating absent students: **
 * __ Extensions __**
 * Type II technology: **
 * Gifted Students: ** Gifted students will be asked to elaborate on the clauses for each of their rights.
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**
 * __ PART II: __**
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning processusing all of the information from part I of the lesson plan) **
 * (W)** 2.1 Students will understand that they have constitutional rights (**Where**). So they know what social expectations they have (**Why**). **//Students will understand the constitutional and legal rights, the civic duties and responsibilites, and roles of citizens in a constitutional democracy and the roles of citizens living under other forms of government in the world (What).//**
 * (H)** 2.2 Bill of Rights Song (youtube.com/watch?v=KINGYf7pdJE)

Section 2 Students will know vocabulary (constitution, Bill of Rights, amendments) and Factual Information (Supreme Court cases) **Equip** Students will use a flowchart to keep track of all information related to rights (**explore**). This lesson begins with a pre-assessment that requires students to take a quiz that won't be graded in order to figure out how much knowledge each student already knows. Throughout the lesson, I will rely on class discussions to make sure my students are understanding the information and expanding their thoughts. Students will use a flowchart in order to record their information into organized catagories. Students will think back to what they learned in the first lesson, reflect on prior misconceptions, and change their flowcharts accordingly (**rethink**). Students will use any new information to add to their podcasts (**revise**). The content of this lesson requires students to know and understand their constitutional rights. They will be asked to learn and memorize the rights granted to them by each amendment to the Constitution, and they will also have to know what rights are given to them in other sections of the Constitution. (**Linguistic, Intrapersonal, Logical**)
 * (E)** 2.3 Students will know vocabulary (constitution, Bill of Rights, amendments) and Factual Information (Supreme Court cases) **Equip** Students will use a flowchart to keep track of all information related to rights (**explore**). Students will complete a podcast with partners to compare their views on their rights (**experience**).
 * (R)** 2.4 Students will think back to what they learned in the first lesson, reflect on prior misconceptions, and change their flowcharts accordingly (**rethink**). Students will use any new information to add to their podcasts (**revise**). Students will hand in a list of any opinions that changed over the course of the assignment (**refine**).

Section 3 Students will use a flowchart to keep track of all information related to rights (**explore**). Students will complete a podcast with partners to compare their views on their rights (**experience**). The facet in this section is **explanation**, so my expectations are that each student will be able to make meaning out of their rights. They will use the pre-assessment to show what rights they can already explain, class dicussions to show that they are beginning to understand their new rights, and a podcast assignment at the end of the lesson to show that they have mastered the content. I will have my students working in groups according to a random lottery system. I will put slips of paper with the names of my students into a hat or some other container that is available and draw four names. These four students are in a group. I will continue this process until all my students are in groups. Groups can decide each members role according to what they are especially good at doing. The linguistic students will be given the opportunity to write, and the technologically savvy students can do the computer work. While students are working together in class, I will move around the room and make sure each of them are contributing to their group. This is a way for me to assess them, along with their final podcasts. Students will think back to what they learned in the first lesson, reflect on prior misconceptions, and change their flowcharts accordingly (**rethink**). Students will use any new information to add to their podcasts (**revise**). Students will hand in a list of any opinions that changed over the course of the assignment (**refine**). (**Linguistic, Logical**) Section 4 Students will self-assess using a rubric for both their presentation, and for class participation. Each student will be given time in class to look over the rubrics and give themselves a grade based on how well they participated and worked on their podcasts. I will give my students feedback using the same rubrics that I gave them for self-assessment. This lesson is related to the next lesson because it shows my students the rights of citizens directly before transitioning into a lesson about citizenship. My assessment is related to other assessments by giving students the ability to use new technology. (**Linguistic, Logical**)
 * (E)** 2.5 Students will be given short answer quizzes that ask for explanations of each right.
 * (T)** 2.6 **Logical**: Students will classify their rights in the form of a flowchart.
 * Intrapersonal**: Students will make a list of their rights without consulting classmates as part of their pre-assessment.
 * Bodily**-**Kinesthetic**: Students will demonstrate actions protected by rights.
 * Naturalist**: Students will use naturally occuring events to explain rights during class discussion.
 * Musical**: Students will show a song that causes them to think of one of their rights during class discussion.
 * Linguistic**: Students will turn in a written script of final podcast.
 * (O)** 2.7 Students will be able to explain constitutional rights (**perspective**). Product: podcast days: 4-5 (**organization**)

Students will know….. // Rubrics // // Syllabi // // Graphic Organizers // // Quizzes //
 * __ Content Notes __**
 * each right and exactly what it means.
 * that the first amendment has six parts (speech, religion, assembly, press, petition, establishment clause).
 * that the second amendment protects the rights to bear arms.
 * that the third amendment protects against quartering.
 * that the fourth amendment protects against unlawful searches and seizures.
 * that the fifth amendment allows for due process of law, protects against self-incrimination, and makes eminent domain legal.
 * that the sixth amendment protects the right to a just and speedy trial.
 * that the seventh amendment protects the right to a trial by jury.
 * that the eighth amendment protects against cruel and unusual punishment.
 * that the ninth amendment protects unenumerated rights.
 * that the tenth amendment limits the government to the powers given to it in the Constitution.
 * that the eleventh amendment created soverign immunity.
 * that the twelfth amendment created the electoral college.
 * that the thirteenth amendment abolished slavery.
 * that the fourteenth amendment requires states to protect all previous rights for citizens regardless of race, gender, or religion
 * that the fifteenth amendment allows for sufferage for men of all races.
 * that the sixteenth amendment allows the government to collect income tax.
 * that the seventeenth amendment allows for the direct election of senators.
 * that the eighteenth amendment established prohibition.
 * that the nineteenth amendment allows for universal female sufferage.
 * that the twentieth amendment establishes the lame duck period.
 * that the twenty-first amendment repealed prohibition.
 * that the twenty-second amendment limits the president to two terms.
 * that the twenty-third amendment allows Washington, D.C. to be represented in the electoral college.
 * that the twenty-fourth amendment outlaws poll taxes.
 * that the twenty-fifth amendment defines the process of presidential succession.
 * that the twenty-sixth amendment limited the ability to vote to citizens of at least eighteen years of age.
 * that the twenty-seventh amendment prevents laws affecting congressional salary from taking effect until the next session of congress.
 * __ Handouts __**
 * __ 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. //**
 * //__ Learning Styles __//**
 * // Clipboard: //** Students will be given straight forward instructions on how to use audio software.
 * // Microscope: //** Students will be able to deeply analyze their various rights.
 * // Puppy: //** I will create a comfortable learning environment using a set up to help my students pay attention.
 * // Beach Ball: //** I will allow my students to make a podcast in whatever way they like the best.
 * // Rationale: //** My idea is to try to add some variety that will aid all my students, regardless of their learning style.
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Content Knowledge: //** I will be using the Maine Learning Results in my lesson to stay focused on the necessary content of constitutional and legal rights. The vast majority of the content will revolve around the exact meaning of each right. This lesson will be more focused toward knowing what each part of the Constitution means for my students than higher implications. The point is that I want my students to understand that the constitution is important in their daily lives.
 * // MLR: //**
 * //Students will understand the constitutional and legal rights, the civic duties and responsibilites, and roles of citizens in a constitutional democracy and the roles of citizens living under other forms of government in the world.//**

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 * // Facet: //** Explain
 * // Rationale: //** Students will use the facet to get a general understanding for all of their rights. My lesson is planned so students will be able to explain to me how their rights can be enacted in common life. Being able to explain their rights will eventually allow my students to apply them. This is also going to be based partially on the pre-assessments. If their are certain rights that every students already understands, then I will spend less time talking about them.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // MI Strategies: //**
 * Logical**: Students will classify their rights in the form of a flowchart.
 * Intrapersonal**: Students will make a list of their rights without consulting classmates as part of their pre-assessment.
 * Bodily**-**Kinesthetic**: Students will demonstrate actions protected by rights.
 * Naturalist**: Students will use naturally occuring events to explain rights during class discussion.
 * Musical**: Students will show a song that causes them to think of one of their rights during class discussion.
 * Linguistic**: Students will turn in a written script of final podcast.
 * // Type II Technology: //** Podcast
 * // Rationale: //** Since there are so many factors involved in my lesson plan, my students will be able to view the content using almost every type of intellignece. Also, by having my students create podcasts, I am introducing them to technology that they may not be familar with.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Formative: //** I will observe my students during class discussions as a way of formatively assessing them.
 * // Summative: //** The final project of making a podcast in groups will serve as a summative assessment.
 * // Rationale: //** My formative assessment is going to be effective because it will allow my students to explain their view and doesn't limit their thought process to what they can right down in the class period. My summative assessment is more focused on the linguistic intelligence, but it will still give my students the ability to expand on their thought process beyond any limiting factors. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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