L2+Libby,+Jared

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9-12 Topic:** Bill of Rights and Constitution
Student will know some of the major Court Cases and their connection to the Bill of Rights and the Constitution. Student will be able to explain how our rights relate to major court cases have effected the Constitution, and Bill of Rights and how Constitutional rights have caused issues to be resolved in court.** ||
 * =**Objectives**:= ||
 * **Students will understand the relationship between the Constitution, Bill of Rights and landmark court cases, how these Court Cases relate to the Constitution and Bill of Rights, and how the relationships affect individuals.
 * **Students will understand the relationship between the Constitution, Bill of Rights and landmark court cases, how these Court Cases relate to the Constitution and Bill of Rights, and how the relationships affect individuals.

B2 Rights, Duties, Responsibility and Citizen Participation in Government. Grades 9-Diploma. "Contemporary United States, 1961-present" Students understand the legal rights, the civic duties and responsibilities, and roles of citizens living under other forms of government in the world." b. Evaluate the relationship between the government and the individual as evident in the United States Constitution, the Bill of Rights, and landmarked court decision.
 * =**Maine Learning Results Alignment**= ||
 * //Maine Learning Results: Social Studies. B. Civics and Government.

Rationale: This lesson will give students background history to significant court cases as well as the connection to Bill of Rights and the Constitution. They will need to understand how the important court cases have influenced and changed aspects of the Constitution and Bill of Rights. They also need to understand how the Constitution and Bill of Rights have caused cases to go to Court.// ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * Starting the class will be with discussion of Supreme Court cases involving teenagers. This will hopefully will entertain and engage students as they hear about the cases involving students their age or near their age. They will be provided a list of court cases to research on the Wiki. As they use the Court Case Graphic Organizer as they will research the issues surrounding the court cases. They will be expected to know what was the case, which part of the Constitution or Bill of Rights the case connects to. They will be responsible for a final project, and during the planning process they must self-assess using a checklist, thus, they will make improvements to their product. They must practice their presentation and report out. The teacher will feedback through the Wiki and students will again improve their product. ||
 * **Summative** (Assessment of Learning)
 * The students will be creating as a final product, a Wiki report, in which they analyze the connections of the court case to the BOR and Constitution. They must have 2 other students evaluate read and comment on their Wiki and will be responsible for reading 2 other classmates’ Wikis. ||

= = English: They will be reading parts of the Constitution and Bill of Rights and be writing a report. Correct grammar, spelling and punctuation will be essential on the Wiki. Science: Cases about environmental issues Health: Included in the court cases will be things like reproductive rights
 * =**Integration**= ||
 * Technology: Wiki . The students will be using technology to create a final project.

Students will be divided into groups by counting so to discuss the opening activity involving a court case with a teenager involved. They will be discussing as a group the information about the cases, what was the outcome, and how this outcome related to the Constitution and/or the Bill of Rights.
 * Groupings**


 * Differentiated Instruction**

Strategies Verbal: They will be talking with their group about the outcome of the case, the importance of it, connections to the Constitution and/or Bill of Rights, etc. The students will also be presenting their opinions to the class. Visual: They will be using online and book resources to determine the history behind their case. They will be using the court case graphic organizer to organize their ideas. Logic: The project will include dates, because many events happened that they would have to investigate. This will appeal to the logical learner. There will be some cases where math is an important part, either through calculating the people affected by the decision or other means. The students will be forced to do some logical thinking with certain cases provided. Interpersonal: The students will be talking in groups during the opening activity. Intrapersonal: Research will have to be done as homework, on their own, and each student will work alone on a separate court case.

Music: One court case will be about downloading and the legal rights of the person vs. the music corporation. Kinesthetic: The students will be spending much time on the computer researching, and working on their Wiki. They will also be using the computer to evaluate their classmates’ Wikis. Naturalistic: The students can chose from a variety of court cases which topics will include a person's reproductive rights, animal rights and abuse cases, and environmental issues.

I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. Students will be informed that some of the lessons in this unit contain sensitive subject matter. If students do not wish to participate in any given activity, which involves said subject matter, they may inform me and I will supply them with an appropriate alternative to the activity.
 * Modifications/Accommodations**


 * Absent Students**

Students who are absent will need to make up their work. Further more they will need to meet with me to create a schedule so that they can finish their work and continue with upcoming work. Absent students' work will be accepted late for full credit if sufficient evidence is presented ( a note from parent/guardian, doctor or physician, coach or a faculty member) describing circumstances preventing you from attending class, completing your work and gathering assignments and work. An extension shall be given and the length of it will be dependent on the assignment missed. However with no note work will be accepted late with a penalty of 10% off of the grade for every class late (if your work is 2 classes late that means 20% of your grade will be negated).

Type II technology will be used with their Wiki as they read classmates Wikis and have other students read theirs. They will need to ensure it follows the rubric to which, if done correctly, will create a Type II product. Materials, Resources and Technology
 * Extensions**

Materials Day 1:

• Wiki • Rubric for project • Textbooks • Laptops • Pencils and Pens • Paper • Court Cases Graphic Organizer • Information for open activity court case- needed for me but not necessarily for students. • List of court cases to present from (need about 30 cases, depending on number of students) - needed for me but not necessarily for students.

Materials Day 2:

• Wiki • Rubric for project • Textbooks • Laptops • Pencils and Pens • Paper • Court Cases Graphic Organizer • Presentation List for projects • Grading Rubric copies-needed for me but not necessarily for students.

S**ource for Lesson Plan and Research**

Class Wiki: http://jaredlibby.wikispaces.com/Jared+Libby

Hook: http://youtube.com/watch?v=IvCNiibmjpU

Resources for Creating Student Wikis: http://www.wikispaces.com/

Resources for learning about the Constitution and Bill of Rights:

www.wikipedia.com Historic Court Cases: http://www.lectlaw.com/tcas.htm Ten Important Supreme Court Decisions in Black History: http://www.infoplease.com/spot/bhmsupremecourt.html Milestone Cases in Supreme Court History: http://www.infoplease.com/ipa/A0101289.html Course Notes.org: http://www.course-notes.org/ (Important resource for me)


 * Maine Standards for Initial Teacher Certification and Rationale**

Standard 3 - Demonstrates 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: The students will be in a classroom that promotes sharing of ideas and they will be supported with their decisions to share their opinions. I will try and foster a safe environment for them. I am providing various forms of instruction, from lectures, group work, individualized work, papers, etc. In regards to this project, the students able to pick topics that appeals to them and can research the court cases that is associated with it. There are a variety of options topics to choose from, and a variety of activities in this lesson, which allows them to use their Multiple Intelligences.

Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: This lesson is important because knowing court cases is part of understanding how our Constitution and Bill of Rights works. It is a connection to everyday life, and connects to the Maine Learning Results. The students are able to pick their own topics and participate in activities that reach their multiple intelligences.

Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: The students’ Multiple Intelligences will be addresses in two major ways. I will first be addressing all their Multiple Intelligences through instruction so all types of learners can benefit in some way. Their project will also allow them to pick a topic that appeals to them. The court cases themselves will appeal to Multiple Intelligences. They might be about music, civil rights, reproductive rights, or some other topic, which will interest students.

Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: The discussion will be a grade and they will be opportunities to receive feedback along the way using time in class to create their project. Their formal grade will be composed of their Wiki, and their contribution to other classmates’ Wikis.


 * Teaching and Learning Sequence:**

Classroom Setup: The classroom will be split up into groups of four. Students will be placed in a seating chart based, which will have been predetermined.

Agenda Day 1: 80mins • Return papers and take note of people who are missing (the papers you have left are the missing students). Go over any homework and collect it, review previous lesson, and answer any lingering questions. (Time varies between 10mins and 20) • Open activity: (20-30mins) o Present the case and the information behind the case. (5-7min) o Group separation and discussion. (5-10mins) o Class Discussion. (About 10mins) • Pass out rubrics, show where rubric is linked to the class Wiki, using computer: show list of topics. Have students pick their topics and I record them on the class Wiki. (10mins) • Use any remaining time for the student to start researching using computers or their textbooks.

Agenda Day 2: 80min • Return papers and take note of people who are missing (the papers you have left are the missing students). Go over any homework and collect it, review previous lesson, and answer any lingering questions. (Time varies between 10mins and 20) • Students will have the class period to do additional research. They may use their laptops (if available at this time), or go to the computer lab for more information. They can use this class time to put together their Wiki and evaluate other classmates Wikis.

Day 1: I will have already arranged the class in the seating chart. The start of the class will be a discussion over other cases involving teenagers, and then a separation into groups to discuss. The important outcome I want to students to understand is how these court cases connect to the Bill of Rights and Constitution. The students need to understand how we as Americans get our rights. All of this will hopefully be understood through the lesson. I will be using a variety of instructional techniques so to reach as many people as possible. The court cases will be varied in order to appeal to many different learning styles. They will be separated randomly, and will discuss a case I just introduced. The group will be analyzing it using graphic organizer I provided. After they analyze their case as a group, they will choose another topic and be starting researching it for their comic life. Where, Why, What, Hook, Tailor: Verbal, Visual, Interpersonal, Bodily kinesthetic, and Logical, Intrapersonal, Naturalist, Musical.

Day 2: On this day students should be spending the time researching their project and putting together their Wikis. They will first will need to have completed the graphic organizer and as I walk around the class I will check that they have completed this, and make sure their information is correct. They will be using their textbooks and laptops. The students will be able to receive feedback and help from me, as well as their classmates, on their Wiki. This will be their only work period so they will need to know that any work not completed on this day will need to be finished as homework. I will grade these Wikis the next afternoon so any changes need to be made before then. Evaluate, Explore, Experience, Rethink, Tailor: Verbal, Visual, Interpersonal, Bodily-kinesthetic, and Logical, Interpersonal, Naturalist, Musical. ||