L1+Lind,+Kevin

** Student will understand that ** they have constitutional rights. ** Student will know ** vocabulary (Constitution, Bill of Rights, Supreme Court), and key factual information (Supreme Court cases, amendments).  Student will be able to analyze constitutional rights. ** Product: ** Comiclife //**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.**// Rationale: This lesson will meet the Maine Learning Results by aiding students with their understanding of constitutional and legal rights. KWL Chart to see what knowledge students have of constitutional and legal rights. Students will use the "Is That a Fact?"exercise. They will also complete a graphic organizer to record new information and revise old misunderstandings. Students will be given a rubric that show how accurate their understanding is. The rubric will be based on a combination of class participation and quick write assignments. Comiclife (25): The first benchmark students will reach requires them to create a comic. The comic will be used to assess students' understanding of their individual rights. Students will explain in depth each of their rights that are outlined in the Bill of Rights. The goal for this assessment is to show that students understand applications of the information they have learned. These will be presented, but the grade will be primarily based on the product. **Technology**: Students will use Comiclife to show how the Bill of Rights relates to them. I will also be using this technology to introduce students to the various capabilities of Comiclife. Students will also use English abilities to complete quick writes over their rights. Music is also used in this lesson to help students understand the first amendment. Students will use a sequence chart to list the Bill of Rights and reword each right in a way that is meaningful to each of them. Then students will use the "Circle the Sage" activity to share new information. Students will be assigned to work in groups with the other students sitting near them. Students will look over and discuss both the lesson content and their "Circle the Sage" activities. // Textbooks/ copies of Constitution // // Graphic organizers // // Access to computers // // Tutorial for Comiclife // // Copies of quizes for pre-assessing // [] Describes content related to the First Amendment. [] Outlines the major ideas and key points of the Constitution. [] Explains what led to the establishment of the Constitution. 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: Seating (5-10 minutes) Class Discussion/ Hook (30 minutes) Intro to Comiclife/Starting Work on Assessments (40 minutes) Day 2: Questions About Assessments (20 minutes) Class Discussion (40 minutes) Work on Assessments (Remainder of Class) Day 3: Present Assessments (Entire Class) Students will understand that they have constitutional rights. (**what**) This information connects to real life by showing students what they are allowed to do as American citizens ( ** why ** ). My hook will be an enticing discussion over Supreme Court cases that will grab the attention of my students. (**Linguistic, Logical, Naturalist, Interpersonal, musical**) Section2 Students will know vobaulary (constitution, Bill of Rights, Supreme Court) and Factual Information (Supreme Court cases, amendments) **Equip**. Students will use a sequence chart to list the Bill of Rights and reword each right in a way that is meaningful to each of them. Then students will use the "Circle the Sage" activity to share new information (**explore**). I will placing the emphasis of this section of my lesson on the class discussion, which will allow for input from all my students and let's me know what areas of content they need to know more about. The graphic organizer will allow my students to have their notes organized in a way to suits them best, and the cooperative learning activity allow them to share their knowledge with classmates. Students will use the new information learned in the "Circle the Sage" activity and add it to their sequence charts (**rethink**). Students will be given the opportunity to add knowledge learned in the "Circle the Sage" activities and from rubrics of rough drafts to comiclife. Students will also make use of quick writes and group discussions to help clarify information (**revise**). The content of this lesson will relate entirely to the constitutional rights of citizens. We will begin by looking at the Bill of Rights (amendments I-X) and move on to later amendments. Another section of this lesson will be associated with rights outlines in other parts of the Constitution (right to vote, various requirements for elected office, etc...). (**Linguistic, Interpersonal, Logical**) Section3 Students will use a sequence chart to list the Bill of Rights and reword each right in a way that is meaningful to each of them. Then students will use the "Circle the Sage" activity to share new information (**explore**). Students will use comiclife to show how the Bill of Rights relates to them (**experience**). The facet of this section is **perspective**, meaning that students will have to be able to analyze their rights. They will have to do this in a number of different ways. First, they will have to be able to do this orally during class discussions. They will also do this in writing as part of their Comiclife presentations. I will group my students with the other students in their clusters. The role of each student will be chosen by each group. If one student would rather record information than speak, they can do that. If a student prefers speaking, they can announce the groups thoughts to the rest of the class. I will ensure all students are contributing by means of observation. While they are working in class, I will move around the room and join in conversations when necessary. The evidence of learning will be taken in throuogh both observation and the final assessment of my students' Comiclife presentations. Students will use the new information learned in the "Circle the Sage" activity and add it to their sequence charts (**rethink**). Students will be given the opportunity to add knowledge learned in the "Circle the Sage" activities and from rubrics of rough drafts to comiclife. Students will also make use of quick writes and group discussions to help clarify information (**revise**). Students will outline any misconceptions that they will need to change on their charts (**refine**). (**Linguistic, Logical, Interpersonal, Intrapersonal**) Section 4 Students will self-assess with a KWL chart. This will be part of a class discussion. The class will all list what they know, what they want to know, and what they think they will learn. I will require at least two points in each section of the chart. I will provide timely feedback by giving some oral feedback, but mostly by trying to hand back written work as quickly as possible. It all connects to the next lesson because they are both associated with my first standard. It connects to future assessments by having students hand in a hardcopy of their presentations, which I will require for other assessments. (**Logical, Linguistic, interpersonal**) **__ Content Notes __** Students will know... // Rubrics // // Syllabi // // Graphic organizers // I will use the Maine Learning Results in my lesson mainly to stay focused on the exact content of constitutional and legal rights. Most of the content will be associated primarily with constitutional rights and their various uses in modern life. The various forms of elections will also be a major part of the content in my lesson. After students learn what each part of the Constituion says, then they will need to be able to fully analyze the meanings of each right. Students will also have to look at ways to apply their rights in society. 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 * ** UNIVERSITY OF MAINE AT FARMINGTON **  ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **   ** LESSON PLAN FORMAT **  **__ Teacher�s Name __**** : ** Mr. Lind**__Lesson #:__** 1 **__Facet:__** Perspective
 * Grade Level **** : ** 9-diploma **Numbers of Days:** 4-5 **__ Topic: __** The U.S. Constitution
 * __ PART I: __**
 * __ Objectives __**
 * __ Maine Learning Results (MLR) or Common Core State Standards(CCSS) Alignment __**
 * Rationale: **
 * __ Assessments __****__ Pre-Assessment: __**
 * __ 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 __**
 * Content Areas: **
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II � Groups and Roles for Product **
 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Logical: **Students will analyze the connections between their individual rights in a class discussion.
 * Verbal: **Students will write rough drafts/storyboards for their comics using comiclife.
 * Visual: **
 * Musical: **While discussing their rights in groups, students will be asked to think of songs that require the first amendment.
 * Intrapersonal: **Students will complete quickwrites at the beginning of class over information from the previous class or homework.
 * Interpersonal: **Students will split into groups of four and discuss their individual rights.
 * Kinesthetic: **
 * Naturalist: **Students will compare their rights to their "natural rights" in a quick write.
 * __ 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: ** If students miss a class in this lesson, I will assign a student to take notes for the absent student.
 * __ Extensions __**
 * Type II technology: **Students will use comiclife to show how the Bill of Rights relates to them.
 * Gifted Students: ** Gifted students will be asked to provide a deeper concept of other parts of the Constitution.
 * __ 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 synthesisinto 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) //
 * //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. (//**where)
 * how the U.S constitution affects the daily lives of students.
 * what the first amendment says and at least one scenario in which it is necessary.
 * proper uses for the second amendment in modern America.
 * the rights of Americans accused of crimes and different court cases associated with each of them.
 * different ways to use the ninth amendment in life.
 * the various processes for elections into each government body.
 * __ 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 clear explanations of what each amendment/right says.
 * // Microscope: //** Students will discuss and deeply analyze each of their rights.
 * // Puppy: //** I will a create a safe environment by covering my walls with posters and have plants located throughout my room.
 * // Beach Ball: //** I will give my students various options for what to do for their comiclife topic (individual rights in Bill of Rights, Election processes, etc...).
 * // Rationale: //** These will help my students understand the standard by giving my students and a few different ways to understand the content.
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Content Knowledge: //**
 * // MLR: //**
 * //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.//**
 * // Facet: //** I will use my facet mainly to focus my students to analyzing their rights in the deepest possible way. I organized my lesson so my students will be able to learn what each right specifically says. Once they know what their rights are, they will then be expected to create a deeper analysis.
 * // Rationale: //** I rationalize my organization of my lesson based on what my students know. I will start out with the KWL chart to evaluate how much they already know. I will then allow them to begin learning the basic information about their rights, and work my way up to a mastery of the content.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students� needs. //**
 * // MI Strategies: //**
 * Naturalist**: Students will compare their rights to their "natural rights" in a quick write.
 * Linguistic**: Students will write rough drafts/storyboards for their comics using comiclife.
 * Logical**: Students will analyze the connections between their individual rights in a class discussion.
 * Interpersonnel**: Students will split into groups of four and discuss their individual rights.
 * Musical**: While discussing their rights in groups, students will be asked to think of songs that require the first amendment.
 * Intrapersonal**: Students will be given time for their own personal reflects on their rights.
 * // Type II Technology: //** Comiclife
 * // Rationale: //** My lesson plan shows my competency with this standard by displaying the various intelligences I have been able to incorporate into my lesson. Also, the Comiclife presentation will allow my students to work with new technology that I'm sure many of them has never used.
 * // 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 observations of my students during their discussions as my way of formatively assessing them. I will also use a rubric to help show my students what areas of my class they need to improve on.
 * // Summative: //** For a summative assessment, my students will have to complete the performance task of making a Comiclife and presenting it to the class.
 * // Rationale: //** This shows my ability to assess my students in a variety of ways by first assessing them formatively in a way that targets six of their intelligences, and then assessing them summatively by focusing more on their linguistic, logical and interpersonal intelligences. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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