L1+Glidden,+Elizabeth

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

Maine Learning Results: Social Studies: B :Civics and Governments B1 Knowledge, Concepts, Themes, and Patterns of Civic/Government Grade 9-Diploma Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States system, as well as examples of other forms of government and political systems in the world. d. Describe the purpose, structures, and processes of the //American political system// The students will respond to questions in the teacher's blog about their basic knowledge prior to any learning taking place. Students will use a classification map to explore and organize the knowledge they will gain. As the class progresses the students will fill in their classification maps and will present them to other classmates. The class will participate in a discussion about their basic knowledge and will write it on the board as things are mentioned. The students will create a blog to discuss what they have learned and then pose a new question to the teacher's blog. The students must also make comments on their classmates’ blogs regarding the content of the blog. This particular assignment is worth 20 points and is to be a way for students to interact with other students during their coursework. Blogs should be upbeat. Negative posts to a classmates’ blog will result in a loss of points.
 * __ Teacher’s Name __**** : ** Ms. Elizabeth Glidden
 * __ Date of Lesson __**** : ** Lesson One: Describe the purpose of the American Political System
 * __ Grade Level __**** : **  11
 * __ Topic __**** : ** American Government
 * __ Objectives __**
 * Student will understand that ** the three branches of government have specific purposes and focuses
 * Student will know ** Judiciary, executive and legislative branches, the Bill of Rights, 17 other amendments, George Washington, Thomas Jefferson, James Madison, Franklin D. Roosevelt, John Marshall, Henry Clay, Various Political Figures of Today.
 * Student will be able to do ** describe the purpose, structures, and processes of the American Political System.
 * __ Maine __****__ Learning Results Alignment __**
 * Rationale:** In this lesson students will meet this MLR by being able to understand the structure of the American Political System.
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * Technology: ** This lesson will focus on the use of blogs as a learning tool. Blogs offer a way for students to interact on the subject with peers. Blogs offer a student a chance to reflect on a subject by creating their own blog.

Cooperative learning: The students, once the discussion is complete, will line up and count off by fours. This will create a group for filling in their graphic organizers as well as for their final project. To start they will do an activity called [|Uncommon Commonalities] to learn more about each other as a group. The groups will pass in their Uncommon Commonalities papers to the teacher. The group will then discuss items of information they found interesting about the //Five Friends// video. They will then finish filling in their graphic organizers to mostly completion. [] //**__ ( I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.) __**// If a student is absent for any reason you must contact the teacher regarding this absence within two days of your absence. A student who is absence is required to make up their work in a time set by the teacher. Homework that was due the day of your absence __will be due__ the day you next come to class. Graded material, such as a test, must be made up within __one week__ of the missed test. That excludes students who missed more than a week. I do wish to thank you for your absence if you are ill because you have done me and your class a favor! For this particular lesson the movie will be made available via link from the teacher's blog as well as instructions on how to fill out the graphic organizer. Students will be able to earn the discussion points by blogging about their thoughts. Students will have the ability to elaborate on and create as much as they wish on their blogs. The ability to comment and respond to other classmates' posts will allow for them to interact as they wish. Teacher Laptop Student Laptops Hand-outs of Classification Maps Uncommon Commonalities worksheets Marker/Chalkboard Markers or Chalk (depending on the board) for the board Access to the internet Projector that connects to the teacher's laptop How to Handout for creating and posting a blog [|//Five Friends Video//] This link is to the You Tube spot of the video shown in class to inspire students to vote when eligible. []
 * English: ** Students will work with English by blogging about the info I've given them. The use of proper grammar will be expected as well as spelling. Students will have the chance to speak regarding the topic during the class discussion. The students will also integrate their English skills by listening to the video //Five Friends//.
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies **
 * Visual-** The //Five Friends// video presentation is a visual way to figure out why you should vote. The Classification Graphic Organizer is a visual tool also.
 * Interpersonal**- There will be group work in which the students get to interact. It is also interactive to respond to other students blog posts.
 * Intrapersonal**- The group board discussion can be a self-reflective activity as you don't have to do group work, instead just writing your thoughts down on the board. The whiteboard brainstorming activity is also a reflective activity as are their reflective blogs.
 * Logical-** The classification chart is a logical activity as it puts things in an order.
 * Verbal-** The video and class discussion both offer chance for verbal learning. The class discussion allows students to voice ideas.
 * Kinesthetic-** The board discussion is a way for students to get up and manipulate their thoughts and the thoughts of other students. They get to interact and not be at their seats.
 * Musical-** The Five Friends video offers a very powerful message using a dramatic pauses and voices.
 * Modifications/Accommodations **
 * ABSENT STUDENTS **
 * Extensions **
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**

[|Constitution Day]: This website provides some background information on the Constitution. Overall the website is well organized and allows for some assessment as the students learn. []

[|The Constitution] This links to the National Archives posted script of the United States Constitution. In other places there are additional documents for the students to investigate. One unique feature is that the Constitution is written but then they added links to the Amendments that changed them. This website like the one above it has some unique features regarding it. This one provides biographies of the people present. You will also find this website when the students do their webquest not developed by the current teacher. []

[|Presidents]: This is the White House biographies of the Presidents. []

[|White House on Our Government] The White House page regarding our government. The various links along the description should also be known. []

[|CIA Factbooks]: This is the CIA Factbook page on the United States. This contains current political information. [] The classroom features many varied learning abilities as well as styles. The //beach ball// in this lesson is allowed to choose the aspects they want to discuss in their blog. They also have the choice to respond to certain classmates’ blogs. //Puppies// are students who need a comforting environment. This class offers it because this might be the shy student who doesn’t like speaking but likes writing down their thoughts so the white board discussion would help them. The //clipboards// are people that like to overview the information as well as keep things structured. This lesson allows them to do this with their classification map. Finally the //microscopes// like to really look at things and analyze them. The //microscopes// can research various information regarding the topic and also analyze the Constitution. This lesson has been developed using the idea of Backwards Design and Differentiated Instruction with the idea that students will have the ability to understand the three branches of the United States Government. In an effort to help all students the lesson contains a variety of ways to interact. The class discussion session offers for students to be proactive by talking but also quite by just writing on the board. The Graphic Organizers offer a way for students to organize the data they have collected. The online aspect offers students the chance to create and be as creative as they wish. The discussion provides them with the opportunity for social learning as well as individual learning. This lesson contains a pre-assessment to allow the teacher to gain a better understanding of the knowledge of the learner. There are chances for students to show improvement as they blog. The blog allows for both student and teacher feedback. While this is a solo creation the teacher has included time for the students to be interactive in the classroom, board discussion and group work. The teacher has also planned instruction based on the subject matter using the content notes to explore the information. According to the Maine Learning Results students will achieve completion of this lesson by being able to describe the purpose, structures, and processes of the //American Political System//. This will be accomplished by the work of the students to create a blog which is intended to outline the student’s grasp of the content. This lesson provides for pre-assessment of the students by having the students post a comment to the teacher's blog. The pre-assessment continues in the way that the students will work to fill in the graphic organizer. The only formally graded part of this project is the student's final reflective blog entry paired with comments on the other student's blogs as well as a new question to the teacher’s blog. My classroom will be arranged (if equipped with desks) in groups of four and positioned so that the back of the student is not to the teacher. If the room is equipped with the tables the students will be asked to move so that they can see the front of the class. The students will sit in their groups after they have been assigned. The teacher's desk will be off to the side, preferably in a corner. The board will be placed so that students do not have to compete with incoming light in regards to the board.
 * __ 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. //**
 * // Rationale: //**
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //**
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**
 * Visual- ** The //Five Friends// video presentation is a visual way to figure out why you should vote. The Classification Graphic Organizer is a visual tool also.
 * Interpersonal**- There will be group work in which the students get to interact. It is also interactive to respond to other students’ blog posts.
 * Intrapersonal**- The group board discussion can be an self-reflective activity as you don't have to do group work, instead just writing your thoughts down on the board. The whiteboard brainstorming activity is also a reflective activity as are their reflective blogs.
 * Logical-** The classification chart is a logical activity as it puts things in an order.
 * Verbal-** The video and class discussion both offer chance for verbal learning. The class discussion allows students to voice ideas.
 * Kinesthetic-** The board discussion is a way for students to get up and manipulate their thoughts and the thoughts of other students. They get to interact and not be at their seats.
 * Musical-** The Five Friends video offers a very powerful message using a dramatic pauses and voices.
 * Type Two Technology-** This lesson includes the use of the internet for classroom interaction on projects. The technology is the creation of a blog. The students are creating a reflection on their learning while the teacher provides some feedback.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Rationale: //**
 * __ Teaching and Learning Sequence __**** : **

Agenda.
 * Students will have a chance to settle in: 3mins after the bell has rung
 * students will watch a video called[| Five Friends] 7mins.
 * The teacher will pose the question: "Will you vote when you are of age" on the board. The students will be able to write on the board regarding important thoughts. Discussion can be guided by teacher questions as needed: 20mins or longer (as needed by the class)
 * Uncommon Commonalities: 5mins
 * Set up blog accounts and students post to the teacher's blog: 25mins
 * Exploration time of websites:20 mins or until bell.


 * Students will have a chance to settle in: 3 mins
 * Blog Questions: Students will have the chance to ask questions about blogs: 7mins
 * Group work to fill in Classification Map detailing the set up of the Government: 20 mins
 * Class Clarification of Classification Maps: 20mins
 * Students will be given the chance to blog about what they have learned about government, to pose a new question to the teacher's blog, and to comment on fellow classmates' blogs.(30mins)

Students will understand that the three branches of government have specific purposes and focuses. **T**his will be to your advantage in the future so you understand your role in the Government in the United States. //**Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the US system as well as examples.**// At the beginning of this unit and in particular this lesson the students will listen to the //Five Friends// video and will then have a class whiteboard brainstorm involving their thoughts.

Students will need to know Judiciary, executive, and legislative branches, the Bill of Rights, 17 other amendments, George Washington, Thomas Jefferson, James Madison, Franklin D. Roosevelt, John Marshall, Henry Clay, Various Political Figures of Today. They will us a classification map to collect information and organize it so that it outlines how the United States government is organized. The students will come to the board and have a class written discussion: If you say something you write it down. If you think it, you write it. The class will then do an introduction of blogs and how the class will use them.
 * Equip, Explore, Rethink, Tailors: Logical, Interpersonal, Intrapersonal, Verbal, Kinesthetic, Visual**

Day One: Students will enter class and once the bell rings they will have three minutes to settle in.(3mins) The teacher will give a brief introduction to the video about who made it. Students will watch the video called [|Five Friends].7mins) The teacher will then introduce the board discussion. The teacher will inform students that they can write thoughts down on the board and they can also speak about thoughts. It is an organized brainstorming activity. The discussion will begin with the question: "will you vote when you are of age?" written on the board. The teacher will frame the discussion by asking relevant topics (also by asking questions to get students thinking about government). The students will be able to write on the board regarding important thoughts.(20mins or as needed) The students when done discussion will line up and count off by fours. The groups will then meet briefly to decided fill out the Uncommon Commonalties worksheet (attached). (5mins) The teacher will then introduce blogs by visiting their own. The students will be asked to bookmark the teacher's blog. The class will then proceed to set up blog accounts with the chance to ask the teacher questions. Students will post to the teacher's blog during this time answering the questions the teacher proposes about blogs.(25mins) In the final portion of class the students will have the chance for the exploration of websites and the beginning of the Classification Maps (attached). (20 mins or until bell) The students can also explore other websites they may find. The ones the students should look at are the following: [|Constitution Day] ,[|The Presidents' White House Site], [|White House's Government basics], and the CIA Factbook.

Day Two:
 * Students will enter class and have a chance to settle in of three minutes from the bell ringing. (3mins) Students will have the chance to ask questions about blogs but not the content they used to complete their assignments. (7mins) The students will work in Uncommon Group to fill in remaining details of their Classification Map of the United States Government (20 mins). The class will then work as a group to fill in any missing pieces. (10mins) The students will now have a chance to ask questions about the content of the teacher's blog and about the questions asked (10mins). To complete the day students will be given the chance to blog about what they have learned about government, to pose a new question to the teacher's blog, and to comment on fellow classmates' blogs to complete the product section of this blog (30mins).


 * Explore, Experience, Rethink, Revise, Refine, Tailors: Visual, Interpersonal, Intrapersonal**, **Logical,** **Verbal,** **Kinestetic,** **Musical**

The students will Self assessment by responding to questions asked on the teacher's blog and also in their final project of their personal growth.

Students will be assigned the homework of a classification map that should be completed to an extent.

The Final Project is a blog post, as well as a response to classmate's blogs, about the American Government and it's set up. The United States Federal Government has three branches. The three branches are the Legislative Branch, the Executive Branch, and the Judicial Branch. The Legislative Branch is made up of the House of Representatives and the Senate. The divisions of the branch, Congress, work together to create laws that govern the nation. The House and the Senate have particular departments of which they look at but both have committees to focus on certain issues. The House is made up of a number of persons from all fifty states. These people must be at least 25 and are elected every two years. The number per state is decided upon by the number of people in the state. States have no less than two but have no limit when it comes to the higher number. Maine has two based on our population being around 1.2 million people. The Senate is limited in its number to two per a state, creating a Senate of 100 people. The members of Senate must be over 30 years of age; Senators serve six year terms. The Executive Branch consists of the President of the United States of America and his under-persons including the Vice-president. The President must be a natural born person of the United States and over the age of 35. The President is the Commander and Chief of the United States military but Congress declares war. The President is elected by a college of electors from each states based upon their representation in Congress. The President and Vice-president serve four year terms and the president may only serve two terms. The Judicial Branch refers to the court system in the United States. There are various levels of federal courts in America but the focus of this branch is the Supreme Court. The Supreme Court rules upon cases that involve citizens from another state against a state or other such federal legal issues. The Supreme Court justices are appointed by the President and confirmed by the Senate. The number of justices is currently nine but this can change depending on the Congress. It has been nine for the majority of its existence. Justices serve for life. The Constitution has 27 Amendments. The first ten are collectively called the Bill of Rights. The Bill of Rights extends certain rights to the American people. The next 17 have various purposes from guaranteeing voting rights to setting terms for presidents. The men listed are various leaders who have defined the American government. See Attached. Uncommon Commonalities Classification Map
 * Evaluate, Tailors: Verbal, Intrapersonal, Logical**
 * __ Content Notes __**
 * __ Handouts __**