L4+Lind,+Kevin

they are citizens of their country and the world vocabulary (citizen, citizenship), and key factual information (civic responsibilities) make meaning of being a citizen 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. Students will use a fact and opinion chart to record information about citizenship. I will ask questions at random to make sure my students are understanding the information I'm giving them. I will give my students feedback verbally during this process. If a particular student is in desperate need of improvement, then I will take him or her aside and give the necessary feedback and help. imovie (35): Students will be given the opportunity to use imovie to create a public service announcement. The purpose of this public service announcement will be to show students the problems with areas where citizens don't behave as they should. These will all be shown to the class, and the class will be given the opportunity to give feedback. I am mainly looking for students to have a clear understanding of how citizens should behave, but another part of the grade will be how creative the public service announcment is. Students will use a fact and opinion chart to record their thoughts on citizenship. Students will also have opportunities to share new information with each other in the form of class discussions. The groups for they final product will be decided by the students themselves. They will split into five different groups, and they will need to be as even as possible. Students can take this opportunity to play the roles of citizens again. Feedback will be given in the form of a rubric indicating each area they need to focus on. Students will look at which civic duties correspond with each section of the Constitution. Students will be engaged in group discussions about citizenship. Students will analyze various actions of citizens and how these actions make people appear like citizens. Students will have group discussions. Students will exhibit behaviors similar to citizens to better understand what it means to be one. Students will consider how different animals can be considered citizens in their habitats. 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 use imovie to create a public service announcement explaining what being a citizen means Internet access graphic organizers movie editing software [] Describes the necessary parts of becoming a U.S. citizen. [] Some helpful ways to act like a citizen.
 * ** UNIVERSITY OF MAINE AT FARMINGTON ** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT ** **__ Teacher’s Name __**** : ** Mr. Lind **__Lesson #:__** 4 **__Facet:__** Interpret
 * __ Grade Level __**** : ** 9-Diploma **__Numbers of Days:__** 4-5
 * __ Topic: __** The U.S. Constitution
 * __ PART I: __**
 * __ Objectives __**
 * Student will understand that **
 * Student will know **
 * Student will be able to **
 * Product: ** Imovie
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: **
 * __ Assessments __**
 * __ Pre-Assessment: __** Students will work with partners to explain citizenship. They will then report out to the class about the information they covered.
 * __ 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 use Imovie or similar video software to create a public service announcement in which they will explain the importance of being a good citizen.
 * Content Areas: ** Students will also need to use English skills to effectively explain about being a good citizen.
 * __ 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 include some of the difficulties of becoming a citizen in the United States.
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**
 * __ PART II: __**
 * __ 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)** 4.1 Students will understand that they are citizens of their country and the world (**what**). In order to make students understand what being a citizen requires (**why**). **//Students will understand the constitutional and legal rights, the civic duties and responsibilites, and roles of citizens in a constitutional democracy, and the role of citizens living under other forms of government in the world (where).//**
 * (H)** 4.2 "True Citizen" video (youtube.com/watch?v=MCLsRg kplpF&feature=related)
 * (E)** 4.3 Students will know vocabulary (citizen, citizenship), and key factual information (civic responsibilities) **EQUIP**. Students will use a fact and opinion chart to record their thoughts on citizenship (**explore**). Students will use imovie to create a public service announcement explaining what being a citizen means (**experience**).
 * (R)** 4.4 Students will participate in class discussions about citizenship (**rethink**). Students will add new ideas mentioned in the discussion and think about ways of adding new ideas to their video (**revise**). Students will make all necessary changes to their video (**refine**).
 * (E)** 4.5 Students will work with partners to explain what citizens do. They will then report out to the class.
 * (T)** 4.6 **Naturalist**: Students will consider how different animals can be considered citizens in their habitats.
 * Linguistic**: Students will be engaged in group discussions about citizenship.
 * Logical**: Students will look at which civic duties correspond with each section of the Constitution.
 * Bodily-Kinesthetic**: Students will exhibit behaviors similar to citizens to better understand what it means to be one.
 * Interpersonal**: Students will have group discussions.
 * Spatial**: Students will analyze various actions of citizens and how these actions make people appear like citizens.
 * (O)** 4.7 Students will be able to make meaning of being a citizen (**perspective**). Product: imovie Days:4-5 (**organization**)

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: True Citizen video (10-15 minutes) Class discussion on the meaning of citizenship (25-30 minutes) Discussion on behaviors associated with citizenship (remainder of class) Day 2: Quickwrite on a civic activities (20-30 minutes) Introduction to movie editing software (remainder of class) Day 3: Work Period (students will be allowed to work on their movies/ get help from me) Day 4: Present movies (entire period) (**Logical, Linguistic, Naturalist, Bodily-Kinesthetic, Interpersonal, Spatial)**

Section 2

Students will know vocabulary (citizen, citizenship), and key factual information (civic responsibilities) **EQUIP**. Students will use a fact and opinion chart to record their thoughts on citizenship (**explore**). As a pre-assessment, students will work in pairs to explain what citizenship is. They will then be required to report out to the rest of the class about what they think citizenship means. Class discussion will still be used as a major source of figuring out the areas my students need help in. Students will need to keep a fact and opinion chart to organize which thoughts on citizenship are actual facts and which ones are opinions. Students will participate in class discussions about citizenship (**rethink**). Students will add new ideas mentioned in the discussion and think about ways of adding new ideas to their video (**revise**). The content of this lesson is primarily focused on allowing students to evaluate the ways citizenship can be displayed. They will have to know various duties and responsibilities that citizens have to attend to. They will also have to understand the difficulties that arise when citizens don't follow through with these duties. (**Linguistic, Logical Interpersonal**)

Section 3

Students will use a fact and opinion chart to record their thoughts on citizenship (**explore**). Students will use imovie to create a public service announcement explaining what being a citizen means (**experience**). The facet in this section is interpret, so my expectations are that each student will be able to interpret the importance of civic duties and responsibilities. The pre-assessment will show me how much they retained from the last lesson, class discussions will let me see them as they gain new understandings, and the Imovie will allow me to see if they grasp the significance of these duties. I will have my students working in groups of three based on alphabetical order. The first three names alphabetically by last name will be a group, and so on after that. Each group will allow their members to chose their own role within the group. While students are working on their products in class, I will be available to answer questions. This will allow me to see how each group is progressing in the assessment. Students will participate in class discussions about citizenship (**rethink**). Students will add new ideas mentioned in the discussion and think about ways of adding new ideas to their video (**revise**). (**Linguistic, Logical, Interpersonal**) Section 4 Students will self-assess using the rubric that I will give to each student when I assign the assessment. Students will be giving feedback based on these rubric and will be factored into the final grade along with my own rubric. This relates to the next lesson because they both rely on students' understanding of the responsibilities of citizens. The assessment relates to the others because it requires students to work in groups on technology they may not be familar with. (**Linguistic, Logical**)

Students will know... Rubrics Graphic Organizers Content Area: Social Studies
 * __ Content Notes __**
 * what a citizen is.
 * some specific civic duties.
 * how to act like a citizen.
 * what is appropriate for a citizen after a national tragedy.
 * the importance of voting in a constitutional democracy.
 * __ 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 exact descriptions of what each of their civic duties are.
 * // Microscope: //** Students will be asked to analyze themselves and other citizens to see what kind of actions are performed by citizens.
 * // Puppy: //** I will allow my students to work in the environment in which they each feel most comfortable.
 * // Beach Ball: //** I will allow my students to add whatever creative touches they want to their Imovies.
 * // Rationale: //** By adding some variety, I am hoping that all of my will be able to grasp the importance of civic duties.
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Content Knowledge: //** The content is mainly driven by each student's personal observations. The class discussions will be focused on student-generated ideas of citizens. This lesson is intended to build a deeper understanding of civic duties. The last lesson had students naming civic duties, but this one requires them to tell me why these actions are considered responsibilities.
 * // MLR or CCSS: //**

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.

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 * // Facet: //** Interpret
 * // Rationale: //** Students will be focused on this facet because everything they do is created by their own interpretations. The class discussions will give every student a chance to share their interpretations of responsibilities and civic duties. Similarly, the final product will be focused on how each student views their responsibilities and why they believe it is necessary for them to follow them.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // MI Strategies: //**
 * Naturalist**: Students will consider how different animals can be considered citizens in their habitats.
 * Linguistic**: Students will be engaged in group discussions about citizenship.
 * Logical**: Students will look at which civic duties correspond with each section of the Constitution.
 * Bodily-Kinesthetic**: Students will exhibit behaviors similar to citizens to better understand what it means to be one.
 * Interpersonal**: Students will have group discussions.
 * Spatial**: Students will analyze various actions of citizens and how these actions make people appear like citizens.
 * // Type II Technology: //** Imovie
 * // Rationale: //** I will allow my students multiple opportunities to use multiple intelligences in class discussions. The reason they have to make public service announcements is because they will be able to give full explanations for why they think their responsibilities are necessary.
 * // 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 use observation as a means of assessing students as they begin to gain more knowledge.
 * // Summative: //** The final assessment will be a public service announcement mde using video editing software to explain why resposibilities are necessary for U.S. citizens.
 * // Rationale: //** Observation can be used effectively to assess my students' learning, since it will give them the opportunity to fully explain themselves. If they answer questions on a quiz, then that only tells me that they now two or three key words that covers the topic. The ideas they are looking at are too complex to be covered that easily. The summative assessment is effective in the same way. Students will be able to actually say what they think about civic duties and responsibilities. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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