L3+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 keep track of information on citizenship using a tree chart Students will receive feedback in the form of me telling them what areas they should try to improve on. Garageband (25): Students will be asked to record a file using Garageband in which they will be on a mock talkshow. The purpose of this talkshow is to have students role-playing as citizen in a constitutional democracy to show how citizens should behave. Just like with the podcast, the Garageband files will be presented and written scripts will be required when they are handed in. Students will keep track of information on citizenship using a tree chart. They will also use class discussions to share information with each other and see how much each student understands. Students will count off by fives during class to decide which group they will be in. Students will all be required to have some speaking role in their products. I will make sure of this by analyzing the products and talking to each student about their groups. Students will hand in script of Garageband recording. Students will discuss what acting like a citizen looks like in pairs. Students will write a paragraph reflecting on their own civic activities. Students will work in groups to make their Garageband recordings. Students will be able to act like ideal citizens. Students will reflect on how citizens treat nature. 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 make a recording using Garageband in which they will portray ideal citizens. Internet access graphic organizers Garageband recording software [] Gives a clear understanding of what civic duties are. [] Explains the importance for citizens to vote. 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: Class discussion on different duties and responsibilities (20 minutes) Students can talk amongst themselves on the subject of civic duties and responsibilities (20 minutes) Sharing any new information learned in group discussion (15 minutes) Explanation of assessment/ questions about the assessment (remainder of class) Day 2: Any other questions on assessments (15 minutes) Discussion on the significance of civic duties (30 minutes) Students can work on their assessments (remainder of class) Day 3: Students will present assessments to the class (entire class) Students will understand that they are citizens of their country and the world (**what**). In order to allow students to behave like citizens (**why**). **//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).//** My hook is a class discussion defining "citizen" and different types of citizens. (**Linguistic, Logical, Bodily-Kinesthetic, Intrapersonal, Interpersonal, Spatial, Naturalist)** Section 2 Students will know vocabulary (citizen, civic duties), and Important Events and People (Thomas Jefferson, American Revolution) **EQUIP**. Students will keep track of information on citizenship using a tree chart (**explore**). This lesson will be started by pre-assessing my students through observation. They will discuss civic duties in their clusters while I circulate around the room. This will allow me to see how much each student already knows about their duties. Class discussions will be important throughout the lesson because they will show new understandings of the content. Students will use tree charts for organiational purposes because they will be able to match new information into categories. Students will discuss differing ideas on citizenship and change their tree charts to match their new information (**rethink**). Students will change their Garageband presentations to give new perspectives (**revise**). The content makes students understand what it means to be a citizen of the United States. As part of this, students must be able to have some understanding of specific civic duties that are crucial for every citizen of the United States. They will also have to know the proper way for a citizen of the United States to act in certain scenarios (national tragedy, voting booth, etc.). (**Linguistic, Bodily-Kinesthetic, Logical, Intrapersonal**) Section 3 Students will keep track of information on citizenship using a tree chart (**explore**). Students will make a recording using Garageband in which they will portray ideal citizens (**experience**). The facet of this lesson empathy, meaning that all of my students should be able to relate to U.S. citizens. Class discussions will be used to show that the students are building on their prior understanding of citizenship, but the final assessment is easily the most important piece. The final assessment will require students to act as citizens. This will allow them to show exactly what is appropriate for a citizen and what is not. I will allow students to form their own groups of 4-5 for this assignment. I will leave it up to each individual group to decide who has what job, but all of them must have some kind of role in the actual product. I will assess them while they are working on their presentations by moving around the room. Students will discuss differing ideas on citizenship and change their tree charts to match their new information (**rethink**). Students will change their Garageband presentations to give new perspectives (**revise**). Students will complete a quick write at the start of class 3 showing they new perspectives they have gained (**refine**). (**Linguistic, Logical, Interpersonal**) Section 4 Students will self-assess themselves by talking with me to see which areas of the assignment they are have trouble with. While students are working on their assessments in class, they will be taking turns talking to me. This will be mandatory. I will give my feedback using a rubric that dictates my exact expectations for their final products. The lesson is related to the next lesson because they both deal with civic duties. It is also related to the other lessons and assessments because they all deal with what it means to be a citizen. 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. //**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 keep track of information on citizenship using a tree chart Students will receive feedback in the form of me telling them what areas they should try to improve on. Garageband (25): Students will be asked to record a file using Garageband in which they will be on a mock talkshow. The purpose of this talkshow is to have students role-playing as citizen in a constitutional democracy to show how citizens should behave. Just like with the podcast, the Garageband files will be presented and written scripts will be required when they are handed in. // List all the items you need for the lesson. // // List all URL and describe. // Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) // // List the items that need to be printed out for the lesson. // 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. //**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 keep track of information on citizenship using a tree chart Students will receive feedback in the form of me telling them what areas they should try to improve on. Garageband (25): Students will be asked to record a file using Garageband in which they will be on a mock talkshow. The purpose of this talkshow is to have students role-playing as citizen in a constitutional democracy to show how citizens should behave. Just like with the podcast, the Garageband files will be presented and written scripts will be required when they are handed in. // List all the items you need for the lesson. // // List all URL and describe. // Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) // // List the items that need to be printed out for the lesson. // 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. //**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 keep track of information on citizenship using a tree chart Students will receive feedback in the form of me telling them what areas they should try to improve on. Garageband (25): Students will be asked to record a file using Garageband in which they will be on a mock talkshow. The purpose of this talkshow is to have students role-playing as citizen in a constitutional democracy to show how citizens should behave. Just like with the podcast, the Garageband files will be presented and written scripts will be required when they are handed in. // List all the items you need for the lesson. // // List all URL and describe. // Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) // // List the items that need to be printed out for the lesson. // 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 #:__** 3 **__Facet:__** Empathy
 * __ Grade Level __**** : ** 9-Diploma **__Numbers of Days:__** 2-3
 * __ Topic: __** The U.S. Constitution
 * __ PART I: __**
 * __ Objectives __**
 * Student will understand that **they are citizens of their country and the world
 * Student will know **vocabulary (citizen, civic duties), and Important Events and People (Thomas Jefferson, American Revolution)
 * Student will be able to **role-play as citizens in a constitutional democracy
 * Product: ** Garageband
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: **
 * Rationale: ** This lesson helps students reach the Maine Learning Results by helping them better understand their civic duties and responsibilities.
 * __ Assessments __**
 * __ Pre-Assessment: __**Students will work in groups of 4 to discuss what they know about citizenship.
 * __ 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 the program Garageband to record their group discussing different civic duties and responsibilities.
 * Content Areas: ** Students will be increasing their English abilities by submitting quickwrites about new knowledge they have gained.
 * __ 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 a visual aspect to their product.
 * __ 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)** 3.1 Students will understand that they are citizens of their country and the world (**what**). In order to allow students to behave like citizens (**why**). **//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).//**
 * (H)** 3.2 Class discussion defining "citizen" and different types of citizens.
 * (E)** 3.3 Students will know vocabulary (citizen, civic duties), and Important Events and People (Thomas Jefferson, American Revolution) **EQUIP**. Students will keep track of information on citizenship using a tree chart (**explore**). Students will make a recording using Garageband in which they will portray ideal citizens (**experience**).
 * (R)** 3.4 Students will discuss differing ideas on citizenship and change their tree charts to match their new information (**rethink**). Students will change their Garageband presentations to give new perspectives (**revise**). Students will complete a quick write at the start of class 3 showing they new perspectives they have gained (**refine**).
 * (E)** 3.5 Students will work in groups of 4 to discuss what they know about citizenship.
 * (T)** 3.6 **Linguistic**: Students will hand in script of Garageband recording.
 * Bodily**- **Kinesthetic**: Students will be able to act like ideal citizens.
 * Logical**: Students will classify different kinds of citizens.
 * Intrapersonal**: Students will write a paragraph reflecting on their own civic activities.
 * Naturalist**: Students will reflect on how citizens treat nature.
 * Interpersonal**: Students will work in groups to make their Garageband recordings.
 * Spatial**: Students will discuss what acting like a citizen looks like in pairs.
 * (O)** 3.7 Students will be able to role-play as citizens in a constitutional democracy (**Perspective**). Product: Garageband Days: 2-3 (**Organization**)
 * __ 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 the opportunity to get precise instruction on how to use the software.
 * // Microscope: //** Students will have to think deeply about exactly what it means to be a citizen in America.
 * // Puppy: //** I will allow my students to work in the most comfortable environment for them.
 * // Beach Ball: //** I will allow my students control over the format of their audio presentations.
 * // Rationale: //** I am going to make it possible for all my students to do well, no matter what their learning style is.
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Content Knowledge: //** I will start my lesson by using the Maine Learning Results to look at what a citizen is and what duties are outlined in the Constitution. Most of the content, however, has more to do with personal interpretations. Students will have to know how citizens act, and that relies a lot on how the students view citiens.
 * // MLR or CCSS: //**
 * // Facet: //** Empathy
 * // Rationale: //** Empathy is a huge part of this lesson. The whole purpose is to have my students view themselves as citizens to understand how they should behave. This is incredibly evident in the final product.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // MI Strategies: //**
 * Linguistic**: Students will hand in script of Garageband recording.
 * Bodily**- **Kinesthetic**: Students will be able to act like ideal citizens.
 * Logical**: Students will classify different kinds of citizens.
 * Intrapersonal**: Students will write a paragraph reflecting on their own civic activities.
 * Naturalist**: Students will reflect on how citizens treat nature.
 * Interpersonal**: Students will work in groups to make their Garageband recordings.
 * Spatial**: Students will discuss what acting like a citizen looks like in pairs.
 * // Type II Technology: //** Garageband
 * // Rationale: //** The Garageband recording will serve two main purposes. First, it will allow students full empathy by putting them in the roles of citizens. Also, students will be using their interpersonal intelligences to achieve their products.
 * // 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 product of a Garageband recording where students will act like citizens will serve as a summative assessment.
 * // Rationale: //** My formative assessment is to make sure my students are understanding and processing the new information. I will listen to them explaining what they are learning, and that should give me some insight into how they are doing. The formative assessment is much more important. It will show me that my students have an idea of how a citizen should properly act. They will be able to show me any number of different actions necessary for citizens. || [[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"]] ||
 * ** UNIVERSITY OF MAINE AT FARMINGTON ** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT ** **__ Teacher’s Name __**** : ** Mr. Lind **__Lesson #:__** 3 **__Facet:__** Empathy
 * __ Grade Level __**** : ** 9-Diploma **__Numbers of Days:__** 2-3
 * __ Topic: __** The U.S. Constitution
 * __ PART I: __**
 * __ Objectives __**
 * Student will understand that **they are citizens of their country and the world
 * Student will know **vocabulary (citizen, civic duties), and Important Events and People (Thomas Jefferson, American Revolution)
 * Student will be able to **role-play as citizens in a constitutional democracy
 * Product: ** Garageband
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: **
 * Rationale: ** This lesson helps students reach the Maine Learning Results by helping them better understand their civic duties and responsibilities.
 * __ Assessments __**
 * __ Pre-Assessment: __**Students will work in groups of 4 to discuss what they know about citizenship.
 * __ 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: **
 * Content Areas: **
 * __ 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: **
 * __ 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) //
 * __ Content Notes __**
 * __ 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: //**
 * // Microscope: //**
 * // Puppy: //**
 * // Beach Ball: //**
 * // Rationale: //**
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Content Knowledge: //**
 * // MLR or CCSS: //**
 * // Facet: //**
 * // Rationale: //**
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // MI Strategies: //**
 * // Type II Technology: //**
 * // Rationale: //**
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Formative: //**
 * // Summative: //**
 * // Rationale: //** || [[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"]] ||
 * ** UNIVERSITY OF MAINE AT FARMINGTON ** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT ** **__ Teacher’s Name __**** : ** Mr. Lind **__Lesson #:__** 3 **__Facet:__** Empathy
 * __ Grade Level __**** : ** 9-Diploma **__Numbers of Days:__** 2-3
 * __ Topic: __** The U.S. Constitution
 * __ PART I: __**
 * __ Objectives __**
 * Student will understand that **they are citizens of their country and the world
 * Student will know **vocabulary (citizen, civic duties), and Important Events and People (Thomas Jefferson, American Revolution)
 * Student will be able to **role-play as citizens in a constitutional democracy
 * Product: ** Garageband
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: **
 * Rationale: ** This lesson helps students reach the Maine Learning Results by helping them better understand their civic duties and responsibilities.
 * __ Assessments __**
 * __ Pre-Assessment: __**Students will work in groups of 4 to discuss what they know about citizenship.
 * __ 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: **
 * Content Areas: **
 * __ 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: **
 * __ 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) //
 * __ Content Notes __**
 * __ 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: //**
 * // Microscope: //**
 * // Puppy: //**
 * // Beach Ball: //**
 * // Rationale: //**
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Content Knowledge: //**
 * // MLR or CCSS: //**
 * // Facet: //**
 * // Rationale: //**
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // MI Strategies: //**
 * // Type II Technology: //**
 * // Rationale: //**
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Formative: //**
 * // Summative: //**
 * // Rationale: //** || [[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"]] ||
 * ** UNIVERSITY OF MAINE AT FARMINGTON ** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT ** **__ Teacher’s Name __**** : ** Mr. Lind **__Lesson #:__** 3 **__Facet:__** Empathy
 * __ Grade Level __**** : ** 9-Diploma **__Numbers of Days:__** 2-3
 * __ Topic: __** The U.S. Constitution
 * __ PART I: __**
 * __ Objectives __**
 * Student will understand that **they are citizens of their country and the world
 * Student will know **vocabulary (citizen, civic duties), and Important Events and People (Thomas Jefferson, American Revolution)
 * Student will be able to **role-play as citizens in a constitutional democracy
 * Product: ** Garageband
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: **
 * Rationale: ** This lesson helps students reach the Maine Learning Results by helping them better understand their civic duties and responsibilities.
 * __ Assessments __**
 * __ Pre-Assessment: __**Students will work in groups of 4 to discuss what they know about citizenship.
 * __ 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: **
 * Content Areas: **
 * __ 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: **
 * __ 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) //
 * __ Content Notes __**
 * __ 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: //**
 * // Microscope: //**
 * // Puppy: //**
 * // Beach Ball: //**
 * // Rationale: //**
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Content Knowledge: //**
 * // MLR or CCSS: //**
 * // Facet: //**
 * // Rationale: //**
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // MI Strategies: //**
 * // Type II Technology: //**
 * // Rationale: //**
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Formative: //**
 * // Summative: //**
 * // Rationale: //** || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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