L6+Glidden,+Elizabeth

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

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// Students will blog about their project and their understanding of the amendment process. Students will show what happens to our living documents. Students should describe about their amendment; if they have a part of the Constitution they should describe how amendments have changed their section. The summative learning is for the students to work in groups and create an iMovie about their section of the Constitution following guidelines from the webquest. Students will be graded on two rubrics. The imovie will be regarding the actual content of the movie. The presentation of the movie will be graded also; though not of the same weight as the actual movie. Students will be working with their project groups of about 4 people. They will use these groups a few times per the lesson. These groups were determined during Lesson One by having the students count off. Given time if the groups appear to not be working well they can be readjusted to satisfy student needs. //**__ ( I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.) __**// Absent students will be required to consult their groups and after that consulting the teacher regarding what they missed. They will be required to blog about the experience. Continue to work on the webquest, []. Students will be required to work with their groups in creating the iMovie. If groups wish they may create a ComicLife storyboard to outline the iMovie instead of a hand drawn creation. Students will also have the chance to enhance their movie through working with iMovie (or iMovie like technology). In the part of class where they are required to blog about their amendments students will have the chance to expand their blogs further than what they have been assigned. Students can analyze multiple aspects of their section. Individually they may blog more about their experience about making a film to better reflect on it. Video Cameras for student use Laptops (teacher and student) iMovie Tutorial Projector Graphic Organizers Copies of Rubrics [] This is the iMovie tutorial page for students to view. [] This is a link to the Student Sample for this lesson. It is titled Constitution TeamFinal [] This is a listing of each section that students will be focusing on. This if for students to read the original document to gain a general understanding. [] This website goes into why we have a constitution and how it arrived. It also covers the Bill of Rights. [] Movie video about the Constitutional Convention. It is from the History Channel. [] This is the webquest link. [] This is the link to the Graphic Organizer that the class will use. [] An graphic organizer for a storyboard. [] This is the Senate site regarding the Constitution. It has what it reads and an interpretation. Puppies will become comfortable because the groups are familiar to them. Beach Balls will like that within groups they will have a variety of options to work on. Clipboards will like having an overview of the entire Constitution while also working from a semi-structured guideline on the web quest. Microscopes will like being experts on one portion of the Constitution. Formal assessment will occur in agreement with iMovie. Students should show what they know between the movie on their particular section and through the presentation. The classroom shall be arranged so that groups of students can work with one another in their movie groups. For the day of presentations student desks will be arranged so that they can easily view the screen and there is an area for the presenters. Day 1: Settle In: 5 Minutes Video: Founding Fathers and the Constitutional Convention: 5 Minutes Lecture: 30 minutes List of Amendments: 5minutes Group Work: 20minutes Work on Webquest: 15minutes Day 2: Amendment Blog Due at End of Class Storyboards Work on Movie in Class Day 3: Receive Storyboards back Allow students to continue to work on iMovie. Day 4: Presentations Students will understand that the Constitution can be changed. This is so as a citizen you understand your rights to change the United States. //**Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the US system as well as examples.**//// The students will watch a video on the Constitutional Convention. During the actual lesson students will have the chance to fill in a graphic organizer to show the two different ways to amend the government. //  //Students will know Marbury v. Madison, Roe v. Wade, Franklin D. Roosevelt, John Marshall. They will work mostly on their web quest. They will blog about their understanding of the amendment process. Since blogs are graded individually (though are a part of the final Blog grade) students will receive a list of four questions that state what they are expected to respond to. // Day One: Students settle in and watch Constitutional Convention video for 10minutes. Teacher lectures on amendment process for 30 minutes. This lecture will consist of exploring the process and outlining how is set up. The teacher will fill in the graphic organizer as the class progresses. Students explore the concept of amendments (5minutes) and the work in groups for 20 minutes to reflect upon the acceptability of the amendment process. The teacher will assign the blog response for the next class and it will be due by the end of the next class period. The class will discuss storyboards, the teacher may present examples on the board, and then the students will work on creating theirs for the remainder of class; students may hand in storyboards before the end of class.  Day Two: Blog assignment will be due by the end of the period. Storyboards will be due after 10 minutes into class. The students will then work on developing their script. The teacher will review storyboards and return them to the groups as soon as possible. The teacher will also discuss the storyboards with the group if concerns arise. The students may begin filming.  Day Three: At the beginning of class the teacher will review rubrics with the class. The teacher will present the prompt from the CEO of the Maine Broadcasting Network (available below). Students will be reminded that they present next class. On Day Three groups will have the opportunity to work on their movies. The teacher will be available for assistance and will walk around the classroom to monitor student work.  Day Four: The class will present based on this information:  Dear Crew, Your work is nearing completion. You have finished your video for President Obama but as a final step before it gets sent nationwide there will be special viewing with select members of a Congressional Committee on Public Knowledge. These esteemed Senators from around the country have been waiting patiently to view your work. You have been asked to D.C. to present your work. There will be a Question and Answer Session prior to the screening of your video. The session will cover how you made your video and what approach you took to make your video. The Senators have informed me that they look forward to your work. Following the Q&A Session your video will be viewed! Congratulations on ALL of the Hard Work! The CEO of the MBN Ms. Glidden Students will complete the webquest project of an iMovie and then they will present based on the rubrics. The United States Constitution allows for two ways to amend the Constitution. We have amended it 27 times. The first ten amendments are known as the Bill of Rights; these were considered vital to the Constitutions passage. The rest have happened gradually over time. This allows for the United States to continue under a 200 year old document. The United States Constitution can be amended in two ways: by Congress or by a Constitutional Convention. The Congressional way requires for the amendment to be passed by 2/3 of the House and 2/3 of the Senate. If passed the amendment then goes to the states to be passed by either 3/4ths of State Legislatures or through a Constitutional Convention in each state in order to be ratified. The United States Constitution has 27 amendments and all of them have gone through Congress and all but one has been ratified by State Legislatures. The only one to be done by individual State Constitutional Convention is the 21st Amendment. It was specified within the Amendment that it must be ratified so. The 21st Amendment is also the only one to repeal another amendment, the 18th. The other method of amending the Constitution is by a national Constitutional Convention. This has never occurred. If an amendment was to come through this way the amendments would then need to be ratified by either 3/4ths of State Legislatures or 3/4ths of State Constitutional Conventions. The president is not directly involved in amending the Constitution. In recent times some presidents have signed the Amendments as a show of support and as a witness to their passage. The president is charged with enforcing the new Amendments. Rubrics for iMovie and Presentation 6 Photos Graphic Organizer Storyboard Basics- A graphic organizer Blog Question and Storyboard Description Sheet
 * __ Teacher’s Name __**** : ** Ms. Glidden
 * __ Date of Lesson __**** : ** Lesson 6: Perspective: Ways to Modify the American Government
 * __ Grade Level __**** : ** 11
 * __ Topic __**** : ** The American Government
 * __ Objectives __**
 * Student will understand that ** there are ways to modify the American Government.
 * Student will know ** Marbury v. Madison, Roe v. Wade, Franklin D. Roosevelt, John Marshall.
 * Student will be able to do ** an analysis of the entire United States Government.
 * __ Maine __****__ Learning Results Alignment __**
 * Rationale: ** The concept behind this lesson is for the students to outline the Constitution.
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * Technology: ** Students will use iMovie to create a video to show the United States Government.
 * Other Content Areas: **
 * English: ** Students will need a script.
 * Art ** : Students will need a storyboard.
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies: **
 * Naturalist ** : The final product can be filmed and made into their own project anywhere they wish. The naturalist might help their group incorporate nature.
 * Kinesthetic**: The filming of their videos allows for the students to move away from the typical classroom to their task setting.
 * Verbal:** The development of a paragraph describing the process of amending the Constitution.
 * Musical:** The video created could incorporate music, sound, and song.
 * Intrapersonal:** The creation of individual lists and blogging allows for self reflection.
 * Interpersonal:** The group work to create paragraphs (focused-listening) and the group project of a imovie.
 * Visual:** The visual learner will get the video about amendments as well as learning from watching the various imovies created.
 * Logical**: Classification map requires attention to detail and a central theme. The logical learner might be in charge of making sure the video flows in a sequence that is understandable.
 * Modifications/Accommodations **
 * ABSENT STUDENTS **
 * Extensions **
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**
 * __ 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: //** This is the cumulative lesson of the unit and students will be expected to draw in information about their topic from other lessons. The other lessons have been building blocks. They should however experience new concepts and revise their thoughts so that at the end of the lesson the students will have the ability to analyze and form their own thoughts on the United States Government. Students will create their own perspective on the United States Government. To help students organize their thoughts about the Amendment Process the teacher will give them a graphic organizer to help them with note taking.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**
 * Naturalist ** : The final product can be filmed and made into their own project anywhere they wish. The naturalist might help their group incorporate nature.
 * Kinesthetic**: The filming of their videos allows for the students to move away from the typical classroom to their task setting.
 * Verbal:** The development of a paragraph describing the process of amending the Constitution.
 * Musical:** The video created could incorporate music, sound, and song.
 * Intrapersonal:** The creation of individual lists and blogging allows for self reflection.
 * Interpersonal:** The group work to create paragraphs (focused-listening) and the group project of a imovie.
 * Visual:** The visual learner will get the video about amendments as well as learning from watching the various iMovies created.
 * Logical**: Classification map requires attention to detail and a central theme. The logical learner might be in charge of making sure the video flows in a sequence that is understandable.
 * Technology: ** Students will use iMovie to create a video to show the United States Government.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Rationale: //** Students will have the chance to blog as a formative assessment. The students will have blogged prior to this so that the technology isn’t new so they can focus on the information they wish to share. They will also be meeting with their groups to share information they have written down.
 * __ Teaching and Learning Sequence __**** : **
 * Agenda **
 * Equip, Explore Rethink, Revise, Tailors: Naturalist, Kinesthetic, Verbal, Musical, Interpersonal, Intrapersonal, Visual, Logical **
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Naturalist, Kinesthetic, Verbal, Musical, Interpersonal, Intrapersonal, Visual, Logical **
 * Evaluate, Tailors: Interpersonal, Intrapersonal, Visual, Kinesthetic **
 * __ Content Notes __**
 * __ Handouts __**