L5+Doucette,+Marie

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 11-12 Topic: Judicial Branch**
Articles I-VII, The Bill of Rights, The Judiciary, The Jury, Careers in the Courts, The Constitution: The 14th Amendment, The US Supreme Court, Court System for Various Types of Cases, Famous Supreme Court Cases || Imagine being a contestant in Judicial Jeopardy. ||
 * =**Objectives**:= ||
 * Student will understand that
 * the three major branches of government have specific purposes, ideals, and principles that they each uphold.** ||
 * Student will know
 * Student will be able to do

B1 Knowledge, Concepts, Themes, and Patterns of Civics/Government Grades 9-Diploma Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world. //** a. Explain that the study of government includes the structures, functions, institutions, and forms of government and the relationship of government to citizens in the United States and in other regions of the world.
 * =**Maine Learning Results Alignment**= ||
 * **//Maine Learning Results://** **Social Studies -** **// B. Civics and Government

By looking at the U.S. Supreme Court and the various courts and cases this lesson provides an overview of the judicial branch of the United States government that includes it’s structure, function, and processes of constitutional government in it. ||
 * Rationale **

Mind Map using the Inspiration program will allow the teacher to assess for understanding after the students have had time to research and discuss the topics during the Jeopardy game. A blog entry on the content of Lesson 5 will be a way for the teacher to assess the general understanding of the student. || Wiki pages that the students build for this lesson that includes a link to their Inspiration diagram and a paragraph that includes the information that they gathered on their research guide during group work. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * A questionnaire/checklist will be provided to guide the students Jeopardy research and guide the building of their Lesson 5 Wiki page.
 * **Summative** (Assessment of Learning)
 * Wiki page on judicial branch will serve as a summative assessment for the lesson.

= =
 * =**Integration**= ||
 * Type II - technology will be used throughout this lesson. In the first part of class students will be researching on-line, we will be using the internet to play the [|Jeopardy game], later they will use [|Inspiration]to build a mind map, and finally they will build a Wiki page for this lesson and comment on peer lesson pages. ||

During the Jeopard game they will be separated into two groups. ||
 * =**Groupings**= ||
 * Students will be in groups of four during the research time of the lesson.

**Intrapersonal:** The teacher will provide one-minute reflection periods when things are getting to excited for the intrapersonal intelligences in the classroom. || If students are absent, for one reason or another, they are responsible for consulting one of their fellow classmates, me, or the class wiki in order to acquire any information that they may not have received in their absence. If students provide me with evidence (a note from a parent/guardian, a physician, a coach or another teacher) of extenuating circumstances that prevented them from contacting anyone about the assignment and/or completing the assignment, than I will gladly provide them with extra time to do the work at no peril to their grade on the assignment. The amount of time granted for an extension on an assignment may vary depending on factors such as the length of the assignment or the extenuating circumstances mentioned previously. However, if there are no extenuating circumstances involved, I will deduct one point from your participation grade for each day (not class period) that the work is not completed. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * Verbal:** This will be used in group work, during the game, and in building the Wiki
 * Logical:** Logic will be used in computing the scores of the teams.
 * Spatial:** The mind map will help students connect the information.
 * Bodily-Kinesthetic:** Movement during the game is expected as students work to find the needed information.
 * Musical:** The Jeopardy theme song will provide music.
 * Interpersonal:** Students will be working together in various groups during this lesson.
 * **Modifications/Accommodations**
 * // I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //
 * **Extensions**
 * The use of the internet interactive game of Double Jeopardy, Inspiration mind mapping program, and Wiki pages to comment on peer work are all type II uses of technology that will be integrated into this lesson. ||

Computers Internet connection [|Double Jeopardy] [|Inspiration] [|Using Inspiration] Paper, pens, pencils Wiki Rubric [|Jeopardy Theam Song] ||
 * =Materials, Resources and Technology= ||
 * Questionnaire/checklist

[|White House] [|Constitution] ||
 * =Source for Lesson Plan and Research= ||
 * [|U.S. Courts]

This lesson demonstrates the Maine Standards for Initial Teacher Certification by consistently having students make the connection between content and their own background experience in the following ways: the use of technology (like Wiki pages and blogs) will tap into students previous experiences with technology and provide a tool that they are familiar with and comfortable working with, this also brings in some student interest from outside the classroom by using the Jeopardy Game; the use of a questionnaire and checklist will provide support and guidance to those who are not as comfortable in the digital world; the use of groups will provide the students with an emotional and social environment that leans on preset relationships; the Inspiration diagram will help the students to put the information together in an way that will help them remember the content of the class activities; the use of peer review of the Wiki pages will allow more exposure to the content (and be used as self assessments) and provide feedback that will be used to refine their own Wiki pages (that will be used as formative assessments); and the use of blogs will allow the students to reflect on the class content and how they relate to it. || This lesson demonstrates the Maine Standards for Initial Teacher Certification by use of a pre-unit assessment to gage student’s prior knowledge of government and allow lesson adjustment to better meet the learning needs of the students. The theory of backwards design was used to develop this unit, keeping in mind the summative assessment, the big ideas, and the MLR as the student’s progress through the lesson. MI theory has been used to utilize the various students learning strengths. Because of this, the student’s products from the lessons will be used to build their final assessment of mastery. Student's IEPs, 504s or ELLIDEPs will be reviewed and the appropriate modifications and accommodations will be made. || This lesson demonstrates the Maine Standards for Initial Teacher Certification by using media and technology to in the following ways: the Internet will be used as a research tool and to build interpersonal connecitons; Inspiration will be used to synthasize knowledge; Wiki pages will be utilized as a student "portfolio" where they will keep document all their work, give and receive feedback, refine their work; a blog will be used to journal their thoughts on class content; and students will use groups to research and then teams to play Double Jeopardy. || This lesson demonstrates the Maine Standards for Initial Teacher Certification in a number of ways. First a pre-unit assessment will be used to gage the student’s previous knowledge of government types so that lessons can be adjusted to better meet the student's learning needs. A questionnaire and checklist will be provide support and guide the learner in research and will be utilized by the students as a self assessor and by the teacher as a formative assessment. Student peer review and feedback will be used to develop the students understanding of the government types. Students will use a blog to journal feedback on the lesson for the teacher to use in assessing information understanding. This will be the summative assessment for the lesson. ||
 * =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:**
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:**

The room will be arranged into groups of four. As they enter they will be given a colored card and asked to sit at the respective table. This will form the groups that the will research in. They will first take out their laptops and comment on their fall and winter partner's Lesson 4 Wiki page on legislation. After they have completed this task their attention will be grabbed by the [|Jeopardy music] playing as the teacher hands out a questionnaire/checklist.
 * =Teaching and Learning Sequence:= ||

Agenda: Comment on wiki's Hook with music [|Jeopardy music] Questionnaire group work Jeopardy game Inspiration building Start Wiki Lesson 5 page

In this lesson the students are going to role play being contestants on Judicial Jeopardy as they learn about the judicial system in the United States government. This will help them to understand that the three major branches of government have specific purposes, ideals, and principles that they each uphold. //Explain that the study of government includes the structures, functions, institutions, and forms of government and the relationship of government to citizens in the United States and in other regions of the world//. For a hook I will use the theme song to Jeopardy. It will get them excited about the upcoming game and motivate them to research so that they can do well in the game. Students will be given a questionnaire/checklist and links (see attachment) to guide their research that they will each have to fill out, independently during group research. The topics on the game that they will be able to research ahead of time are: The Constitution: Articles I-VII, The Bill of Rights, The Judiciary, The Jury, Careers in the Courts, The Constitution: The 14th Amendment, The US Supreme Court, Court System for Various Types of Cases, Famous Supreme Court Cases, and Random Trivia. As they group research the teacher will circulate and assess the research guide. As the class plays the Jeopardy game the teacher will periodically stop and do a three minute interview to assess for understanding. Now that the students have had a chance to research the ideas and talk about them during the Jeopardy game they will be asked to build an Inspiration mind map of the information that they gathered as they prepared to be contestants on Jeopardy. They will be able to make connections and rethink the information during this time. Students will build a Wiki page for Lesson 5 as homework and comment on their fall and winter partner's Wiki page at the beginning of next class. A checklist will be provided on the Research Guide (see attachment). This will provide more rethinking time and exposure to the class content. After they have received comments on their Wiki page from their peers they will be able to refine their product if they choose. Students will be able to self assess using the Questionnaire/Checklist (see attached) that is provided at the beginning of the lesson. The teacher will be able to assess as the students work on their Inspiration diagram and offer feedback. The students will have a rubric (see attachment), also, to use as an assessment for their Wiki page. The teacher will also offer feedback on their Wiki lesson page. The students can still refine their final Wiki page for this lesson after the teacher provides feed back and receive full participation points. The product from this Lesson can be used in building their final assessment product, which is a Comic Life.
 * What, Where, Why, Hook, Tailor: Verbal, Logical, Visual, Musical, Kinesthetic, Interpersonal, Intrapersonal** ||
 * Equip, Tailor: Verbal, Logical, Kinesthetic, Interpersonal** ||
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Verbal, Spatial, Interpersonal, Intrapersonal ** ||
 * Rethink, Revise, Refine, Tailor: Verbal, Logical, Intrapersonal ** ||

= =