L4+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// This lesson has two formative assessments. The first one is a squaring off activity where students will first share what they know and then learn more from articles about the three branches. The other formative assessment is for the students to provide the script prior to recording for their Garage Band Interview. The Garage Band interview will be graded on a rubric and will show that they meet the criteria. The students will discuss how it is important for people to know the governing documents of the country as well as their individual section and just a little bit about what they will be creating in their iMovie. Cooperative Learning: Students will spend time learning in groups in an activity called Squaring Off. This group will be there Project Group. The students will share what they know about the branches and then in their corners they will read an article about each branch to learn more about what the branch does. They will then create a web, as an individual, to understand what each branch does and if it relates to any of the other branches in a web. They will later learn as a class as we will create a Venn diagram of the three branches. //**__ ( 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! Students will have the ability to assist with their group’s project as much as they believe is needed. They may also look in the newspapers for information regarding particular branches or sections to include in the interview as the interview must be modern and be done as if it was an interview. Students will be using GarageBand in this lesson so students may use GarageBand to enhance the lesson as they so choose. This is a group project so the group must accept all work. Teacher Laptop Student Laptop Newspapers Papers for Web (blank) Paper for Venn Diagram Whiteboard Markers Projector for video Garage Band Software on Laptops. __ [] __ This will be read as a class. It is the first article to be thought of. Students should include information from it. [] This covers the Executive Branch, in detail the President, Vice President, and the Departments. [] This covers the Legislative Branch. Students should note the section regarding Government Oversight. [] The is over the Judicial Branch. It focuses on what is granted by law in the United States and under what sections of our Constitution the Supreme Court falls. [] This is an article that will be available for students to view. It is important for the groups who have the Amendments to cover. [] Just a quick check for students to remember. It is always important to be knowledgeable about your government. The classroom will be arranged so that there are separate groups for each branch of government. These groups should be in The Legislative, Executive, Judicial, and a Checks and Balances Exploration. The students will work in their Project Groups. Day One *Students will have 3 minutes to settle in: 3mins *Students will receive the papers for the day with explanation: 7mins *Teacher will read overview article aloud: 5mins *Students read first article: 15mins *Web the Article: 5mins *Second Article: 15mins *Web that Article: 5mins *Third Article: 15 *Web the Article: 5 *Wrap up day Day Two *Students Settle in: 3mins *Review last class: 2mins * Read 4th Article: 15mins *Web It: 5mins *Students will meet in their group to start Venn: 10mins *Students will come to board to write Venn Diagram as a Class:15mins *Garage Band Tutorial *Student Work Time-maybe show “student work” *Submit Script Via Email Prior to Next Class: elizabeth.glidden@maine.edu Day Three *Settle Period: 3mins *Review Venn diagram: 7mins *Pass Back Scripts (printed out) with changes, words of encouragement ect.: 10mins *Work time for GarageBand:60 Day 4 Present Garageband Product. 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.**//// Students will learn via a squaring off activity. // Students will gain an understanding of the Judiciary, Executive, and Legislative branch, Marbury v. Madison, At least 9 checks and balances, a variety of interactions between the branches. They will organize this information first in a web and then in a Venn diagram. The web will allow them to organize it as they wish. The Venn diagram will connect the three branches in an organized manner. Day One *Students will have 3 minutes to settle in at the beginning of class. Students will receive the papers for the day with explanation for about 7 minutes. The instructor will then read aloud the overview article taking about 5 minutes. Students will then break into their individual groups and proceed to read three of the four articles. They will spend 15 minutes on each article and the 5 minutes after each article on adding to their web. That is a total of twenty minutes per an article. The day will end in a brief wrap up. Day Two *Students will have 3 minutes to settle in. The class will discuss, briefly, what they have been doing. They will have 20 minutes to read and web the last article. They will then meet up in their groups to create their Venn diagram. Students will then come to board to complete aVenn Diagram as a Class for about 15 minutes. The teacher will then show a Garage Band tutorial. Students will then be given time to start working on their script. The teacher may decide to play a student work. Students will be reminded to submit their script via e-mail prior to next class (elizabeth.glidden@maine.edu). Day Three Day Three will start with the 3 minute settle time. We will then review the Venn diagrams for about 7 minutes. The teacher will then pass out printed scripts with feedback such as changes or words of encouragement and will allow for questions for about 10minutes. The rest of class will be spent working on their projects. That time is about 60 minutes. The projects will be due next class. Day 4 On Day 4 the students will present their work. The audio should stand alone so not much of an introduction need by the students. The final product for this lesson is a Radio Show completed on GarageBand. The interview will be graded on a rubric. The Executive Branch consists of the President, Vice-President, and the Cabinet. The President and Vice President are elected at the same time by the people of the United States of America. The President is the chief law upholder of the United States and has several powers. The president can veto legislation passed by Congress. The president also has the right to appoint members to the Cabinet, his primary advisory panel, and to appoint members to the Supreme Court, both sets of appointments must pass scrutiny by the Senate. The Vice President has no real laid out powers but instead acts as an advisor to the president while also being the first person inline to take over the presidency in the case of death or impeachment of the president. The Vice President may also act at the tie-breaker in the Senate. The Cabinet consists of high ranking government officials appointed by the president to advise the president on particular issues. The Secretary of State focuses on matters of politics with in the world. The Attorney General acts as the highest law enforcement officer in the country. The Secretary of Defense is in charge of overseeing all military operations and providing for national security. Congress acts as the law making branch of the Federal Government. It is bi-cameral meaning it has to sections. The sections are the House of Representatives and the Senate. The Senate is made up of two Senators from every state. The House if made up of Representatives from every state with the number dependent upon the population of the state. A U.S. Representative represents about 500,000 people. Maine has two Reps. The Judicial Branch refers to the courts of the United States. The only actually court called for is the Supreme Court. The Supreme Court focuses on interpreting the laws according to the Constitution and the Amendments passed after. They focus on cases where states disagree about the same federal law. There is currently nine Supreme Court Justices. Venn diagram Rubric for GarageBand
 * __ Teacher’s Name __**** : ** Ms. Glidden
 * __ Date of Lesson __**** : ** Lesson 4: Self-Knowledge: United States Government and the Branches
 * __ Grade Level __**** : **  10
 * Topics: ** American Government
 * __ Objectives __**
 * Student will understand that ** the United States has a government made up of branches which focus on certain tasks.
 * Student will know ** the Judiciary, Executive, and Legislative branch, Marbury v. Madison, At least 9 checks and balances, a variety of interactions between the branches
 * Student will be able to do ** gain a self-knowledge by being aware off the specific purposes and focuses of the branches of government.
 * __ Maine __****__ Learning Results Alignment __**
 * Rationale: ** Students will meet this standard by producing a Garage Band Radio Show about their project for President Obama.
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * Technology: ** This lesson will focus on the use of Garage Band as a learning tool. Students will be creating a Garage Band interview with a group of students.
 * Other Content Areas: **
 * English: ** The students will need to write a script. The script should contain correct grammar. There are several other areas during this lesson that students will use English.
 * Music ** : Students have the opportunity to incorporate music into their GarageBand interviews. This incorporation is not mandated.
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies: **
 * Musical: ** This particular product allows students to incorporate music and sound.
 * Visual:** Students that are visual learners will be aided by the use of webs and Venn diagrams to organize the information.
 * Verbal:** The articles outlining the roles each branch is a verbal skill as is the development of a script for the interview.
 * Interpersonal:** The class will be interacting to create the Venn diagram.
 * Intrapersonal:** A student has the opportunity to read the articles by themselves as well as the ability to fill in their own Venn diagram.
 * Kinesthetic-** Students have the chance to move around the classroom.
 * 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: //** There is a variety of learners in the classroom. The Beach Balls will have the choice to construct their webs as they wish. They also may select the information they want to place in their web. Puppies will find this lesson has a comfortable environment as they will work in small, hopefully by now, familiar groups. These groups are their Project Groups. The Puppies will see the group work as less of a challenge as they already have the information in front of them. Clipboards will like this lesson because it allows them to structure the information the best way for them, in their webs, and then they also will visit each station to gain an understanding of each topic prior to class discussion. The Microscopes will get the chance to inspect the inner workings of the government by having the chance to see how our government works. The real interesting aspect for the microscope is for them to be able to see how the government has checks and balances.
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //** This lesson was planned thinking that they students would know a little about the subject based on prior lessons. They will be submersed in the subject for the purpose of gaining knowledge. The idea is for them to progress towards the iMovie that they will be creating as part of their Webquest. That will be accomplished by them creating a GarageBand interview that will outline their topic and give a brief overview of their iMovie project.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**
 * Musical: ** This particular product allows students to incorporate music and sound.
 * Visual:** Students that are visual learners will be aided by the use of webs and Venn diagrams to organize the information.
 * Verbal:** The articles outlining the roles each branch is a verbal skill as is the development of a script for the interview.
 * Interpersonal:** The class will be interacting to create the Venn diagram.
 * Intrapersonal:** A student has the opportunity to read the articles by themselves as well as the ability to fill in their own Venn diagram.
 * Kinesthetic- ** Students have the chance to move around the classroom.
 * Type Two Technology ** - In this lesson students have the chance to create a Garage Band to introduce the class to their project. Students will use Garage Band allows students to produce their knowledge in a different way.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Rationale: //** The lesson has a pre-assessment in that students will write down in their webs what they thing the three branches do. In addition they will create a script to show progress towards a goal. The final product is a Garage Band Radio Interview. The Garage Band Interview will be graded by a rubric.
 * __ Teaching and Learning Sequence __**** : **
 * Where, Why, What, Hook, Tailors: Verbal, Intrapersonal, Interpersonal, Kinesthetic, Visual, **
 * Equip, Explore Rethink, Revise Tailors: **
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Musical, verbal, Interpersonal, Intrapersonal, Kinesthetic, Visual **
 * Evaluate, Tailors: Musical, Verbal, Interpersonal, Kinesthetic **
 * __ Content Notes __**
 * __ Handouts __**