L4+Doucette,+Marie

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 11-12 Topic: The Legislative Proccess**
**the structure of the U.S. government has specific relationships to the U.S. citizens.** || executive branch, judicial branch, legislative branch, congress, senate, committee, sub-committee, senate majority leader, and speaker of the house || Exhibit each step of a bill moving through legislation in a comic life. ||
 * =**Objectives**:= ||
 * Student will understand that
 * 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

Rational: This lesson will help students to understand how legislation travels through Congress and how difficult it is for our representatives to get legislation passed. It will make them more aware of the specific relationships the U.S. citizens have with their government and representatives giving them the knowledge to affect change in their government. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * A legislation timeline pulled out of the School House Rocks Bill song will be used as an assessment to see where the students are starting from. As the students work on the WepQuest questions the teacher will be able to use the questions as assessments as she moves through the groups and answers clarifying questions. ||
 * **Summative** (Assessment of Learning)
 * Wiki pages that the students build for this lesson that includes the Inspiration time line that the students built from the Bill song and a Comic Life that illustrates the legislative process using vocabulary from this lesson will be the summative assessment for this lesson. ||

= = Art - the Comic Life will incorporate art into this lesson. Music - The use of the School House Rock song will integrate student’s interest in music into the class. ||
 * =**Integration**= ||
 * Technology II - Students will use Wiki pages to put together the information for this lesson and comment on each others pages. They will also build Comic Life to build comic books that attach their Wiki pages.


 * =**Groupings**= ||
 * Students will work in groups of four to complete the assigned portion of the WebQuest provided. They will have the option of working in groups of not more than four or individually on their Comic Life. ||

**Linguistic:** Evaluation of the song lyrics will enhance the linguistic intelligence. ** Logical: ** The time line organizer will bring the logical intelligence into the class. ** Spatial: ** The time line organizer and comic life will provide spatial experience. ** Bodily-Kinesthetic: ** Students will have the opportunity to move around to the tune of the Bill. ** Musical: ** Listening to Schoolhouse Rock will enhance the musical intelligence. ** Interpersonal: ** During class when they are researching (if they choose to do it in a group), reporting out, and Comic Life building will be interpersonal time. ** Intrapersonal: ** Students have the option of researching alone and journaling for understanding will help the intrapersonal student. 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**
 * Naturalist:** Partners are divided by seasons. ||
 * **Modifications/Accommodations**
 * I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * **Extensions**
 * 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. ||

Bill song lyrics – see attached Legislation graph Inspiration program Computers Internet access [|Comic Life program] Research and Image Links Word/checklist WebQuest - http://www.congresslink.org/print_teaching_webquests_legprocess.htm ||
 * =Materials, Resources and Technology= ||
 * [|School House Rock video and songs]

Comic Life - [|instructions], [|download site] WebQuest - http://www.congresslink.org/print_teaching_webquests_legprocess.htm ||
 * =Source for Lesson Plan and Research= ||
 * School House Rocks - [|lyrics]

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 that are not usually accepted in the classroom (Comic Life); the use of a timeline 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 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 students progress through the lesson. MI theory has been used to utilize the various students learning strengths. Because of this, the students products from the lessons will be used to build their final asssessment 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; 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; Comic Life will be used to create a representation of the legislative process in a way that brings an unusual technology into the classroom; and students will work in groups or individually to research and build their Comic Life and wiki pages. || 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 students previous knowledge of government types so that lessons can be adjusted to better meet the student's learning needs. A timeline 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. ||
 * =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:**

This lesson may stretch into two days, the second day being a work day to complete the Comic Life. The disks will be arranged into groups of four for this lesson. After students have commented on their winter and spring partners Lesson 3 Wiki page the School House Rock video will be played and students will compare the lyrics to a timeline that is provided to see which steps the song left out. As the students work on their research we will continue to listen to School House Rock songs. When the song is done the teacher will introduce the WebQuest (http://www.congresslink.org/print_teaching_webquests_legprocess.htm) of which the students will only do 1-3 and Comic Life product.
 * =Teaching and Learning Sequence:= ||

School House Rocks video Inspiration Legislation Graph Comic Life instructions Web links - research and image Word list WebQuest In this lesson students will exhibit each step of a bill moving through legislation in a comic life in order to //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//. This will help them to understand the legislative process and why it is so difficult to get legislation through to law and why the law looks so different than the original legislation did. (20 min.) || Students will be provided with the Inspiration program to build their timeline from the song lyrics. When this is complete they will work in groups to complete a section of a WebQuest. Students will also be given a list of important terms that need to be included in their Comic Life (executive branch, judicial branch, legislative branch, congress, senate, committee, sub-committee, senate majority leader, speaker of the house). A list of resource, image links, and a Comic Life instruction link, will be provided, also. (10 min.) After the hook the students will make a time line that the lyrics of the song follow using the Inspiration program. When this section is completed they will assign roles in their group. Roles are researcher, recorder, time keeper, and leader. Students will than follow the link for the WebQuest that they were introduced to earlier in the class and follow steps 1 through 3. (They will not be completing the rest of this WebQuest) As the groups research the teacher will be able to assess for understanding by observing the legislation timeline that they created and observing the answers to the WebQuest questions. When the groups have completed the WebQuest they will self evaluate by making sure that each student has all the information. After this section of the class the students will begin work on their Comic Life books in which they will exhibit the process of a bill moving through legislation. In this they will also include the avatar that they built in the last lesson. In their Lesson 4 Wiki page they will include the information that they recorded from the WebQuest, a link to their Comic Life, and a link to their Inspiration diagram. They will also blog a paragraph entry about the content of the class. (50 min.) || Students will spend the first ten minutes of the next class commenting on their winter and spring partners Lesson 4 Wiki Pages and Comic Life. This will allow them to self assess their own work in light of the feedback that they receive. They will then be able to revise their page and leave comments in the history log about what they changed and why. After they refine their page they will enter a blog on the content of class, what they learned, and how it could have been more interesting or a better learning experience. The feed back that I provide will include timeline assessment during class, answers to clarifying questions, and feedback on their finished Wiki pages. If the student still needs, or wants, to revise their page they will have until the beginning of the next class to do so and not loose any participation points. ||
 * Where, Why, What, Hook, Tailor: Linguistic, Spatial, Musical, Interpersonal, Intrapersonal, Naturalist **
 * Equip, Tailor: Linguistic, Spatial, Musical, Intrapersonal ** ||
 * Explore, Experience, Rethink, Revise, Tailor: Linguistic, Logical, Spatial, Musical, Interpersonal, Intrapersonal **
 * Refine, Tailor: Linguistic, Spatial, Interpersonal, Intrapersonal, Naturalist **

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