L4+Daigle,+Joshua

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

Teacher’s Name:** **Mr. Daigle Date of Lesson: Lesson 4**
 * Grade Level: 9** **Topic: Maine Government**-**Perspective**

__**Objectives**__

 * Student will understand that** The recent emigration of Somali and other African cultures has led to a new political base in the elections of the state.
 * Student will know** the functions and inner-workings of Maine's government.
 * Student will be able to do** analyze the political structures, political power and political perspectives of diverse cultures, including those of Maine and other Native Americans, various historical and recent immigrant groups in Maine and the United States, and those of various World cultures.

__**Maine Learning Results Alignment**__
Maine Learning Results: Social Studies. B: Civics and Government. B3: Individual, Cultural, International, and Global Connections. Grade: 9-Diploma D: Analyze the political structures, political power, and political perspectives of diverse cultures, including those of Maine and other Native American, various historical and recent immigrant groups in Maine and the United States, and those of various world cultures.
 * Students understand political and civic aspects of unity and diversity in Maine, the United States, and the world including Maine Native Americans.**
 * Rationale:** Because it is important for everyone to know the inner workings of their state so they can grow up and be an active participant in society.

__**Assessment**__
Students will receive a [|Sandwich Chart] graphic organizer in which they will fill out, describing the functions of the three branches of government in Maine. The graphic organizer will be a work in progress, as students will learn more and more about the functions of Maine's government throughout the lesson and will be allowed time to reflect, and edit their graphic organizer.
 * Formative (Assessment for Learning)**

For assessment students will create a web page to help them understand and analyze the intricacies of Maine politics and cultures. this web page will be a log of what they learn throughout the lesson. The students will break down each of the three branches of government in Maine and organize, and make it look visually appealing. The goal is to be able to break the functions of government down for all to easily comprehend.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology**- Students will use technology through creating web pages, which will be loaded onto the school internet server and available for all to view. They will become familiar with HTML and web page creation techniques.


 * English**- In order to create a visually appealing web page, students will need to have good command of grammar and punctuation rules, as poor spelling and grammar distracts what what the teacher is teaching, and the learner is learning.


 * Art**- Students will have the opportunity to add graphics and different fonts, colors, etc. to make their web page unique and eye catching.

__Groupings__
The students will be grouped up during the summative assignment to be partners in designing the webpage. They will get into groups according to who their seasonal partner(s) are. They will also pair up during the [|Three-Step Interview] toward the end of the lesson.

__**Differentiated Instruction**__
Musical/Rhythmic **Students may choose to create a song or rhythm for the music on their web page.
 * Strategies**-These intelligences will be addressed:
 * Verbal-Linguistic **Students will be able to use their writing skills to develop a grammatically correct web page explaining the intricacies of politics and government in Maine.
 *  Logical/Mathematical **Students will be able to go out in public and take pictures of important buildings in the throughout the state. **
 *  Intrapersonal **Students will be able to complete their sandwich charts individually, and then share their answers with the class.
 *  Interpersonal **During the three-step interview, students will be allowed to work with their team members to clarify information pertaining to Maine's Government.
 *  Naturalist ** Students may go out into the community and take pictures of government buildings in Maine to incorporate in their web page.

//**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**// If absent from class for any reason, you are responsible for contacting me or a classmate to make up the work as soon as possible. There will be a folder in the back of the classroom with all handouts and assignments pertaining to the lesson for your access. It is your responsibility to get the work you missed and contact me so that we can arrange another way of handing in the work.
 * Modifications/Accommodations**

Students will create a web page on the internet geared to discovering the workings of Maine's Government.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops (each student will need their own) Internet access Space on the school's internet server to upload web page Subscription to Nvu Site Manager Sandwich activity graphic organizer

__Source for Lesson Plan and Research__
The source for the sandwich graphic organizer comes from this [|web site], and the basis for the three-step interview coming from [|this one]. The idea of the web page is my creation, however we will be using Nvu to create the web page. For teaching how the basics of web page creation I will show this [|tutorial].

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** In this lesson, students will be using different methods to learn information about Maine's government. The internet will serve as a source of information, as well as what they will learn through the three-step interview. The Sandwich chart will be used during original research online to fill out based on information on the three branches of government in Maine.
 * //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.//

Rationale:** The importance of this lesson is is to learn about how the government of Maine works. There are many complexities and not everyone knows a lot about the goings-on in the judicial, legislative, and executive branches. Giving them as assignment that relies a lot on computer use is beneficial because the students will be learning computer skills, and research skills to find information online.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:**** Verbal-Linguistic **Students will be able to use their writing skills to develop a grammatically correct web page explaining the intricacies of politics and government in Maine. Musical/Rhythmic **Students may choose to create a song or rhythm for the music on their web page.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 *  Logical/Mathematical **Students will be able to go out in public and take pictures of important buildings in the throughout the state. **<span class="wiki_link_ext">
 * <span class="wiki_link_ext"> Intrapersonal **<span class="wiki_link_ext">Students will be able to complete their sandwich charts individually, and then share their answers with the class.
 * <span class="wiki_link_ext"> Interpersonal **<span class="wiki_link_ext">During the three-step interview, students will be allowed to work with their team members to clarify information pertaining to Maine's Government.
 * <span class="wiki_link_ext"> Naturalist ** Students may go out into the community and take pictures of government buildings in Maine to incorporate in their web page.

Students will gather information on the the three branches of government in Maine

Rationale:** Students will receive a [|Sandwich Chart] graphic organizer in which they will fill out, describing the functions of the three branches of government in Maine. The graphic organizer will be a work in progress, as students will learn more and more about the functions of Maine's government throughout the lesson and will be allowed time to reflect, and edit their graphic organizer.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

For assessment students will create a web page to help them understand and analyze the intricacies of Maine politics and cultures. this web page will be a log of what they learn throughout the lesson. The students will break down each of the three branches of government in Maine and organize, and make it look visually appealing. The goal is to be able to break the functions of government down for all to easily comprehend.

__Teaching and Learning Sequence__
Day 1- Students will enter the classroom and sit at their assigned seats. I will begin class finalizing what was completed the day before and discussing where the lesson is going. During the introduction of the topic of Maine's government, I will give the students time to browse Maine.gov (10 mins.) I will then hand out the Sandwich Chart graphic organizer and give the students time to fill in what they know about the three branches of Maine's government, or the government on the national level, so I can connect the two concepts (5-10 mins.) I will provide a sheet with a list of questions pertaining to various aspects of Maine's government. The students will pick colored pencils from a tin that I will provide, containing the number of pencils for the number of students in the class, and an equal number of colors represented to group the students up into groups of 3. They will complete the three-step-interview activity in which they will ask each other some of the questions, and hear the answer. Questions that students don't know the answer to will be research on Maine.gov. After the questions have been answered, I will ask each group a question that they must answer, students will use a writing utensil other then what they wrote with initially, and make corrections as needed, submit after (45 mins.)

Day 2- Students will come to class and sit at their normal seats. I will do a recap of what the class discussed the day before and explain where we are heading. I will explain the assessment and show the students a sample of the web page I created on Google Sites that they will have to do (10-15 mins.) The students will pair up with their Winter seasonal partner(s) to complete the web page assessment. They have a worksheet which helps them decide what a "good" reliable website is for their assistance during research. However, Maine.gov will be their primary source of information. Books may be used as well. The groups will receive assessment rubrics for the assignment and will be given the rest of the class period to work on their webpages.

Day 3- Students will be given the entire class period to work on their webpages. Remind students that they will probably have to work on their webpage outside of the classroom.

Day 4- Finishing touches on webpages. Presentations being (Spring presents first, followed by Summer, Fall, and Winter).

Students understand that the recent emigration of Somali and other African cultures has led to a new political base in the elections of the state. Because it is important for everyone to know the inner workings of their state so they can grow up and be an active participant in society. It is every citizens responsibility to participate in government elections, and know what the departments in our states governments have for responsibilities. Students understand political and civic aspects of unity and diversity of Maine, the U.S. and the world including Maine Native Americans.
 * Equip, Explore, Rethink, Tailor:** **//Visual, Logical, Verbal, Naturalist, Bodily, Intrapersonal, Interpersonal.//**

Students will know the following terms and concepts: The students will complete the [|Sandwich Chart]graphic organizer to help me gauge their current knowledge of the policies and procedures of Maine's Government. It will be something that the students continually add to and edit throughout the lesson to exhibit their understanding and mastery. Students will be able to gather information and use it to help them reflect on what they have learned.
 * Equip, Explore, Rethink, Tailor:** **//Visual, Logical, Verbal, Bodily, Intrapersonal, Interpersonal.//**

The students will complete the [|Sandwich Chart]graphic organizer to help me gauge their current knowledge of the policies and procedures of Maine's Government. It will be something that the students continually add to and edit throughout the lesson to exhibit their understanding and mastery. During the [|Three-Step Interview] I will provide a sheet with a list of questions pertaining to various aspects of Maine's government. The students will be grouped according to the method explained above and they will complete the three-step-interview activity in which they will ask each other some of the questions, and hear the answer. Questions that students don't know the answer to will be research on Maine.gov. After the questions have been answered, I will ask each group a question that they must answer, students will use a writing utensil other then what they wrote with initially, and make corrections as needed. Students will be able to gather information and use it to help them reflect on what they have learned. Student will be able to analyze what they noted during the Three-Step Interview to reaffirm their knowledge of Maine's government. Students will be observed by their teacher and meet with them depending on in they have completed a sufficient amount of work.
 * Explore, Experience, Rethink, Revise, Refine, Tailor:** **//Visual, Logical, Verbal, Bodily, Intrapersonal, Interpersonal.//**

[|Sandwich Chart]- linked is the graphic organizer that the students will fill out as a pre assessment for me to see the depth of the knowledge of general government departments and processes in Maine. [|Three-Step Interview]- linked is an explanation of how to conduct the Three-Step Interview in the case that I cannot be present to class on the day of the lesson. If students need further clarification on how to build a web page using Nvu, they may refer to a great tutorial located at http://www.thesitewizard.com/gettingstarted/nvu1.shtml
 * Content Notes**

[|Sandwich Chart]
 * Handouts**