L6+Lind,+Kevin

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mr. Lind **__Lesson #:__** 6 **__Facet:__** Self-Knowledge
 * __ Grade Level __**** : ** 9-Diploma **__Numbers of Days:__** 3
 * __ Topic: __** The U.S. Constitution


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that **they have civic duties and responsibilities.


 * Student will know **vocabulary (civic duty, citizen).


 * Student will be able to **be aware of civic duties and responsibilities.


 * Product: ** Wikipage

Content Area: Social Studies Standard Label: B2: Rights, Duties, Responsibilities, and Citizen Participation in Government Grade 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.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: **


 * __ Assessments __**
 * __ Pre-Assessment: __** Students will take a quiz (that won't be graded) to test their understanding of civic duties so far.

Students will use a four column chart to separate civic duties into different types.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will receive feedback throughout the class by getting comments on their wikipage and by receiving written feedback on their pre-assessment.
 * Section II – timely feedback for products (self, peer, teacher) **

Wikispaces (35): Students will have to maintain a wiki page. The purpose of this wiki page is to create a space where students can communicate about how they view civic duties, and ask questions. The wiki page will mainly be graded on participation. As long as students post something at least once a day for a week that is relelvant, then they will receive credit.
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** Students will be using wikipages to post information about civic duties. Similarly to their Livejournals, they will receive feedback from students and I through comments on their pages.


 * Content Areas: ** English is going to be covered to an extent in this lesson because of the necessary writing portions of the summative assessment. Depending on how content areas is defined, students will also be looking at philosophy because of the opinion based ideas of what citizens have to do.

Students will use a four column chart to separate civic duties into different types. Students will also use roundrobin brainstorming to consider all of the possible responsibilities of U.S. citizens.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will be working with the students located in their clusters. The role of every student will be the same: as a brainstormer. After every group is done, the groups will each chose one reported to tell the rest of the class their thoughts. They will receive verbal feedback after each group has shared some information.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**

Students will have to write in paragraph form for their wikipages. Students will discuss what kinds of images can represent civic duties.
 * Logical: **
 * Verbal: **
 * Visual: **

Students will discuss how music can be seen as a civic duty. Students will be given time to reflect on their own thoughts of civic duties after discussions. Students will physically display some civic duties during class discussion. Students will discuss how civic duties change in different environments.
 * 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. //

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.
 * Plan for accommodating absent students: **


 * __ Extensions __**


 * Type II technology: ** Students will complete a wikipage to show what their thoughts on their civic duties are and to receive new ideas from peers and I.


 * Gifted Students: ** Gifted students will be asked to supply their peers with deep and enriching feedback.

Internet access Graphic organizers Quizzes for Pre-assessment
 * __ Materials, Resources and Technology __**


 * __ Source for Lesson Plan and Research __**

[] Gives some examples of civic duties [] Inspiration for some of my ideas for this lesson.


 * __ PART II: __**

Section1 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: Civic Duty video (5-10 minutes) pre-assement quiz (5-10 minutes) Roundrobin Brainstorming (25-30 minutes) Feedback (20 minutes) Class discussion on definition of civic duty (remainder of class) Day 2: Introduction to wikipages (25-30 minutes) Class discussion on importance of civic duties (20-30 minutes) Work on wikipages (remainder of class) Day 3: Class discussion on possible outcomes of not performing responsibilities (25-30 minutes) Work on wikipages (remainder of class)
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //
 * (W)** 6.1 Students will understand that they have civic duties and responsibilities (**what**). In order to complete their necessary responsibilities in society (**why**). **//Students will understand the constitutional and legal rights, civic duties and responsibilities, and role of citizens in a constitutional democracy and the role of citizens living under other forms of government in the world (where).//**
 * (H)** 6.2 Government Made Easy: Civic Duty video (youtube.com/watch?v=ZIB24piRlv8)
 * (E)** 6.3 Students will know vocabulary (civic duty, citizen) **EQUIP.** Students will use a four column chart to separate civic duties into different types (**explore**). Students will use a wikipage to express their thoughts on civic duties and to receive peer feedback (**experience**).
 * (R)** 6.4 Students will receive feedback from peers on their wikipages and from myself during class discussions (**rethink**). Students will use feedback to alter ideas on their wikipages (**revise**). Students will make necessary changes to their four column charts (**refine**).
 * (E)** 6.5 Students will take a quiz (not graded) and go over the answers in groups of four.
 * (T)** 6.6 **Bodily-Kinesthetic**: Students will physically display some civic duties during class discussion.
 * Linguistic**: Students will have to write in paragraph form for their wikipages.
 * Intrapersonal**: Students will be given time to reflect on their own thoughts of civic duties after discussions.
 * Naturalist**: Students will discuss how civic duties change in different environments.
 * Musical:** Students will discuss how music can be seen as a civic duty.
 * Spatial**: Students will discuss what kinds of images can represent civic duties.
 * (O)** 6.7 Students will be able to be aware of civic duties and responsibilities (**perspective**) Product: wikipage Days: 4 (**organization**)

Students will understand that they have civic duties and responsibilities (**what**). In order to complete their necessary responsibilities in society (**why**). **//Students will understand the constitutional and legal rights, civic duties and responsibilities, and role of citizens in a constitutional democracy and the role of citizens living under other forms of government in the world (where).//** My hook will be a video showing regular citizens discussing what their thoughts on civic responsibilities are. (**Linguistic, Musical, Naturalist, Intrapersonal, Kinesthetic, Spatial**)(**Where, Why, What, Hook, Tailors**) Section 2 Students will know vocabulary (civic duty, citizen) **EQUIP.** Students will use a four column chart to separate civic duties into different types (**explore**). The pre-assessment for this lesson will be a quiz that will not actually be graded. It will allow me to see how much information my students remember from the last lesson. I will use class discussions and wikipages to formatively assess my students over the course of the class. Students will receive feedback from peers on their wikipages and from myself during class discussions (**rethink**). Students will use feedback to alter ideas on their wikipages (**revise**). The content of this lesson requires students to have some understanding of civic duties. A large portion of this lesson is based on opinion, so as long as studdents are able to logically back-up their claims, then they will be right. (**Linguistic, Intrapersonal, Interpersonal**)(**Equip, Explore, Rethink, Revise**) Section 3 Students will use a four column chart to separate civic duties into different types (**explore**). Students will use a wikipage to express their thoughts on civic duties and to receive peer feedback (**experience**). The facet of this section is self-knowledge, so the majority of the information students will be responsible for will be in regards to each student's responsibilities. The pre-assessment will mainly be based on making sure students retained the concepts from the previous lesson. Class discussions will provide me with understanding of the areas I need to cover more thoroughly. The summative assessment will show me what students have learned about their own responsibilities over the entire lesson. Students will work on their own to establish their wikipages. While my students are working on their wikipages in class, I will make myself available to them for extra help. Students will receive feedback from peers on their wikipages and from myself during class discussions (**rethink**). Students will use feedback to alter ideas on their wikipages (**revise**). Students will make necessary changes to their four column charts (**refine**). (**Linguistic, Intrapersonal, Interpersonal**)(**Explore, Experience, Rethink, Revise, Refine**) Section 4 Students will self-assess themselves with a rubric for their wikipages. They will also be able to assess themselves by scheduling a one-on-one conference with me to go over their assessments. The feedback they receive will be based entirely on the logical sections of their assessments. The assessment shows that over the entire course, my students have understood the significance of their actions on their community, country, and world. (**Linguistic, Logical, Intrapersonal**)(**Evaluation, Tailors**)

Students will know…..
 * __ Content Notes __**


 * that there are multiple civic duties.
 * that voting is on of those duties.
 * that the failure to complete these duties could be catastrophic.

Rubrics Graphic Organizers Quizzes
 * __ 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 shown the exact way to set up a wikipage


 * // Microscope: //** Students will have to analyze their actions.


 * // Puppy: //** Students will be allowed to work in the setting that is most suitable for each of them.


 * // Beach Ball: //** Students will be given a few different options for the appearance of their wikipages.


 * // Rationale: //** By making so many options available for my students, I am hoping that they will give my a large variety of products.


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * // Content Knowledge: //** The jist of the content knowledge is an understanding of civic duties and responsibilities. Essentially, if students can analyze their role in society and the necessity of that role, then they will understand the information. I want my students to be able to show me how their understanding of a civic duty is a civic duty.

Content Area: Social Studies Standard Label: B2: Rights, Duties, Responsibilities, and Citizen Participation in Government Grade 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.
 * // MLR or CCSS: //**


 * // Facet: //** Self-Knowledge


 * // Rationale: //** The main way my facet relates to the lesson is by showing that my students understand their places in society. My students will have to show me how their actions are civic duties and responsibilities thaat need to be fulfilled. By showing me that they understand the significance of their role in society, my students are really showing me that they understand that they have some responsibilities beyond themselves.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * Bodily-Kinesthetic**: Students will physically display some civic duties during class discussion.
 * Linguistic**: Students will have to write in paragraph form for their wikipages.
 * Intrapersonal**: Students will be given time to reflect on their own thoughts of civic duties after discussions.
 * Naturalist**: Students will discuss how civic duties change in different environments.
 * Musical:** Students will discuss how music can be seen as a civic duty.
 * Spatial**: Students will discuss what kinds of images can represent civic duties.


 * // Type II Technology: //** Wikipage


 * // Rationale: //** By using a wikipage, my students will be able to expand on their prior thoughts on civic duties. More importantly, like with the Livejournals, it will make it easier for myself to give feedback, and students will be able to recieve peer feedback.


 * // 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 assess students formatively during class discussions and by periodically reading what they have on their wikipages.


 * // Summative: //** The summative assessment for this lesson is a wikipage where students will have to show me understanding of their own responsibilities in society.

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 * // Rationale: //** My formative assessment can be used as a way of making sure my students are all on the right track before I let them move on to different content. Also, by checking their wikipages, I can give them feedback without the possibility of embarassing them in class. The summative assessment is mainly focused whether students can make logical arguements for how their actions are considered civic duties. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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