L5+Lind,+Kevin

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 venn diagrams to organize the connections between rights and duties. I will collect and read these at the conclusion of each class. They will be redistributed at the beginning of each class. I will give students feedback by writing notes on their venn diagrams indicating if they have the right idea or not. Livejournal (35): Students will be expected to keep a Livejournal account. The purpose of this account is to allow students to post their day-to-day activities nd how their activities are related to citizenship. The grade will be mainly based on whether students understand the concept of civic duties or not. These will be submitted online so anyone can view them, but I will not set aside any time to view them in class. These accounts should represent at least on posting a day for a week. Students will use venn diagrams to organize the connections between rights and duties. Students will also use the "Partners" activity to pass knowledge on to one another. Students will be working on their own for the product. However, any of the students can view the other students' Livejournal and give feedback, which will indirectly help them. 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 a Livejournal account to keep track of their daily civic responsibilites. Internet access graphic organizers [] Has homework assignments and can be used to formatively assess students. [] This site has some examples of civic duties and responsibilities. Students can read it after they complete their pre-assessment. 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: Debate (15-20 minutes) Explanation of Livejournal assignment (10 minutes) Class Discussion over debates and other related information (20-30 minutes) Work with venn diagrams for the remainder of the class Day 2: Class discussion over ideas of how to exhibit the duties of U.S. citizens. (30-35 minutes) Reminder of Livejournal (5 minutes) Break into pairs to peer review venn diagrams. (10-15 minutes) Assign reading from the U.S. Constitution and allow students to start homework for the rest of class. Day 3: Class discussion over assigned reading (20 minutes) Class discussion over the types of things posted on Livejournals (25-30 minutes) Peer-revision of Livejournals (10-15 minutes) Work on Livejournals for the rest of class, must be finished by the end of class Students will understand that they have civic duties and responsibilities (**what**). In order to carry out their civic duties and responsibilities (**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 (where).//** My hook will be a brief debate in which my students will decide whether voting is more important than the duty to follow the law. (**Logical, Spatial, Interpersonal, intrapersonal, Bodily-Kinesthetic, Naturalist**)(**What, Why, Where, Hook, Tailors**) Section 2 Students will know vocabulary (citizen), and key factual information (the different duties and responsibilities of citizens) **EQUIP**. Students will use venn diagrams to organize the connections between rights and duties (**explore**). My lesson will begin with students pre-assessing themselves with a questionaire. At the conclusion of the questionaire, students will go over their answers in pairs to gauge each other's understanding of civic duties and responsibilities. As with my other lessons, I will use class discussions to formatively assess my students. The use of a fact and opinion chart will be optional for students as a way of keeping track of factual information versus pre-conceived notions given by myself and other students. Students will work in groups of four to re-organize their venn diagrams in the best possible way (**rethink**). Students will use their new information about duties to add to their Livejournal (**revise**). The content of this lesson is based mainly on opinions. Most of the information used in the Livejournals and in class discussions will be based on students' ideas of what civic duties and responsibilities are, and why they are necessary. (**Logical, Interpersonal, Intrapersonal**)(**equip, explore, rethink, revise**) Section 3 Students will use venn diagrams to organize the connections between rights and duties (**explore**). Students will use a Livejournal account to keep track of their daily civic responsibilites (**experience**). Since the facet for this section is apply, I will be asking my students to apply what they learn to their daily lives. The pre-assessment will look at the various duties and responsibilities that students already understand. Class discussions will be used to see growth in the general understandings of duties. The Livejournal is the most important part of this lesson. It will be used to check and make sure my students are applying what they learn by analyzing the civic duties they perform for a week. The Livejournal project will be based on each students own work, so there is no need to organize them into groups. The only role students will really have to play is that of a citizen, and the point of the assignment is to show students that they are citizens. I will assess students while they are working on their Livejournals by commenting on their ideas. They will also receive peer-feedback the same way. Students will work in groups of four to re-organize their venn diagrams in the best possible way (**rethink**). Students will use their new information about duties to add to their Livejournal (**revise**). Students will write down any other questions they still have about duties (**refine**). (**Logical, Intrapersonal, Interpersonal, Spatial**)(**Explore, Experience, Rethink, Refine, Revise, Evaluation**) Section 4 Students will self-assess by looking over their answers for the first questionaire, but it is hard to really self-assess because it is such an opinion based lesson. I will provide feedback by commenting on Livejournals, just as I will require my students to provide peer feedback in the same way. This lesson and the following lesson are both based primarily on civic duties. This is also related to the other lessons by giving students the chance to see what other students' thoughts are in the form of their final assessments. (**Logical, Interpersonal, Intrapersonal**)(**Evaluation, Tailors**) Students will know... Rubrics Graphic Organizers 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. About � Blog � [|Pricing] � Privacy � Terms � [|**Support**] � [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
 * ** UNIVERSITY OF MAINE AT FARMINGTON ** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT ** **__ Teacher�s Name __**** : ** Mr. Lind **__Lesson #:__** 5 **__Facet:__** Apply
 * __ 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 (citizen), and key factual information (the different duties and responsibilities of citizens).
 * Student will be able to **exhibit civic duties and responsibilities.
 * Product: ** Livejournal
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: **
 * __ Assessments __**
 * __ Pre-Assessment: __** Students will complete a questionaire to see how many duties and responsibilities they already know. They will then discuss their answers in groups organized by where they are seated.
 * __ 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 Livejournal as a way of keeping track of duties and responsibilities that they perform. It will also be used so myself and other students will be able to comment on their postings.
 * Content Areas: ** Students will connect the information they learn with english because they have to keep a written record of all of it.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II � Groups and Roles for Product **
 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Logical: **Students will think about correlations between rights and duties in their venn diagrams.
 * Verbal: ** Students will have to write down all the duties and responsibilities they perform in their Livejournals.
 * Visual: **Students will discuss how civic duties visually affect the environments of citizens.
 * Musical: **
 * Intrapersonal: **Students will work alone to pre-assess their knowledge.
 * Interpersonal: **Students will work together to revise their venn diagrams.
 * Kinesthetic: **Students will physically participate in civic duties.
 * Naturalist: **Students will consider what happens to a habitat when animals don't complete their duties during a discussion.
 * __ 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 make more ellaborate and helpful comments than their peers.
 * __ 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) **
 * (W)** 5.1 Students will understand that they have civic duties and responsibilities (**what**). In order to carry out their civic duties and responsibilities (**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 (where).//**
 * (H)** 5.2 Students will have a brief debate to see what they feel the most significant duty of U.S. citizens is.
 * (E)** 5.3 Students will know vocabulary (citizen), and key factual information (the different duties and responsibilities of citizens) **EQUIP**. Students will use venn diagrams to organize the connections between rights and duties (**explore**). Students will use a Livejournal account to keep track of their daily civic responsibilites (**experience**).
 * (R)** 5.4 Students will work in groups of four to re-organize their venn diagrams in the best possible way (**rethink**). Students will use their new information about duties to add to their Livejournal (**revise**). Students will write down any other questions they still have about duties (**refine**).
 * (E)** 5.5 Students will complete a questionnaire about civic duties to show what they already know.
 * (T)** 5.6 **Logical**: Students will think about correlations between rights and duties in their venn diagrams.
 * Spatial**: Students will discuss how civic duties visually affect the environments of citizens.
 * Intrapersonal**: Students will work alone to pre-assess their knowledge.
 * Bodily-Kinesthetic**: Students will physically participate in civic duties.
 * Interpersonal**: Students will work together to revise their venn diagrams.
 * Naturalist**: Students will consider what happens to a habitat when animals don't complete their duties during a discussion.
 * (O)** 5.7 Students will be able to exhibit civic duties and responsibilities (**perspective**) Product: Livejournal Days: 4-5 (**organization**)
 * __ 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.
 * __ 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 receive exact instruction for setting up their Livejournal accounts.
 * // Microscope: //** Students will have to analyze the correlation between rights and duties.
 * // Puppy: //** Students will be able to edit their Livejournals in a way that is most suitable for them.
 * // Beach Ball: //** Students will be able to choose exactly which civic duties they perform and when.
 * // Rationale: //** By giving students so many options with their Livejournals, I am making it more accessible for each learning style.
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Content Knowledge: //** The main content knowledge that I will need to teach this lesson is the understanding of multiple civic duties. My students will obviously have different responsibilities from myself, and also different opinions on what constitutes responsibilities. The main point of this lesson is to show my students that all citizens have responsibilities to fulfill, or else society could potentially crumble.
 * // MLR or CCSS: //**
 * // Facet: //** Apply
 * // Rationale: //** Students will have to apply what they learn from their peers and myself to their daily life by performing duties. This is mainly shown in their Livejournals, which will have each duty they do and why it is consider a civic duty. The main point of this is to see if my students understand what a civic duty is, rather than if they can memorize a list of civic duties. While I am reading through their Livejournals, I will keep an open mind to what my students have to say and the grade will be based primarily on their reasons for including each activity.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students� needs. //**
 * // MI Strategies: //**
 * Logical**: Students will think about correlations between rights and duties in their venn diagrams.
 * Spatial**: Students will discuss how civic duties visually affect the environments of citizens.
 * Intrapersonal**: Students will work alone to pre-assess their knowledge.
 * Bodily-Kinesthetic**: Students will physically participate in civic duties.
 * Interpersonal**: Students will work together to revise their venn diagrams.
 * Naturalist**: Students will consider what happens to a habitat when animals don't complete their duties during a discussion.
 * // Type II Technology: //** Livejournal
 * // Rationale: //** A Livejournal is the perfect technology to use for assessing students' understanding of civic duties because it will give students the ability to fully explain their reasoning. This will allow me to see my students thoughts on their role in society.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Formative: //** Students will be formatively assessed through observation during class discussions and through their Livejournal accounts, which other students and I will use to comment on their thoughts and understanding of civic duties.
 * // Summative: //** The summative assessment for this lesson is the Livejournal account, which should be completed by the end of the lesson.
 * // Rationale: //** My formative assessment will be used effectively by allowing my students to see what areas of civic duties they still need to studey and understand better, since I will be giving them feedback on their summative assessment at the same time. Their summative assessments will be vital because they will allow me to see the thought process of each of my students as they consider each of their responsibilities. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||