L3+Doucette,+Marie

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 11-12 Topic: How you can affect your government**
the structure of the U.S. government has specific relationships to the U.S. citizens. || congress, senate, petition, legislation, law, and bill. || Be aware of who their personal representative and senator are and how the student can affect their government. ||
 * =**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 brings into focus how individuals can affect their government and ways in which they themselves can. It will make them aware of some of the different things that our representatives work on. ||

Brainstorm session will help to assess begining information ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * Students will fill out biography questionnaires as they do their research in groups.
 * **Summative** (Assessment of Learning)
 * Wiki pages that the students build for this lesson that includes informationf from their group work, biographies of their senator and representative including contact information and legislation that each has been active in. Avatars of each and theam songs with explanation for choices. ||

= = Art - the avatar builder and theme song choice will allow them to build their creativity. ||
 * =**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 avatars to add to their Wiki pages.


 * =**Groupings**= ||
 * After the hook students will be divided into groups to research their representative and senator. Once students are in their group they will choose a group leader to ensure that the group stays on task, a time keeper to keep the group aware of the time that they have left to research, a record keeper to take down the information that is found, and a computer person to run the computer as they research. After the students have filled in the bio/questionnaire they will work on their avatar building and discuss theme songs. ||

Linguistic: Students will use the linguistic intelligence in their group work, research, and page building. Spatial: The avatar exercise will help students visualize their rep/senator, making the student more able to connect with them. Bodily-Kinesthetic: Building an avatar will help students relate to the senators/reps in a kinesthetic manner. Musical: The theme songs will allow musical students to connect characteristics of their senator and rep to the musical content of a song. Interpersonal: The brainstorming session, group work, and e-mail will help all students reach out to others. Intrapersonal: The reflection included on their wiki page will help students with a strong intrapersonal intelligence connect to the information. Naturalist: Students will look for ways in which their representatives have impacted the environment whether good or bad. || 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**
 * **Modifications/Accommodations**
 * I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * **Extensions**
 * Students will be using their Wiki pages to build an information page on the legislative branch of the US government. They will use the Inspiration program to build a timeline of the legislative process that will be linked to their Wiki page. They will also be using the program Comic Life to build a comic book depicting the legislative process. Students will also be using their Wiki spaces to give feedback on their winter and spring partner’s pages and blogs for reflection on class content. ||

[|Marie's Lesson 3 Questionnaire-checklist.doc] Computers and internet access E-mail access [|Avatar builder] Brainstorm sheet [|Marie's Lesson 3 Brainstorm guide.doc] Class Wiki ||
 * =Materials, Resources and Technology= ||
 * Questionnaire/wiki checklist for Lesson 3

http://www.senate.gov/general/contact_information/senators_cfm.cfm Representative information https://forms.house.gov/wyr/welcome.shtml Legislation research site [|http://thomas.loc.gov/ ||
 * =Source for Lesson Plan and Research= ||
 * Senator information

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 (Avatar builder); 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 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; e-mail will be used to learn more and reach out to the community outside the classroom; a blog will be used to journal their thoughts on class content; Avatar builder will be used to create a representation of their representative in a way that brings an unusual technology into the classroom; and students will use groups to research and then work in pairs or alone to build their avatars 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 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. ||
 * =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:**


 * =Teaching and Learning Sequence:= ||
 * The desks will be arranged into five groups. As students enter the room they will count off by 5 and then sit in the group number that they receive. After this is done they will be directed to get their laptops up and running and to read and comment on their summer and fall partner's Wiki on Government Structure (Lesson 2). When this is done the students will be asked what a representative is, who their representative and senator are, and what they stand for. After this they will be introduced to an Avatar Builder. This discussion will lead into discussion about representatives which will include a hand raising survey concerning avatar building knowledge in the class.

Agenda: Avatar Building Class discussion on who our representatives are and what they do Group research Wiki page Blog

In this lesson students will become aware of who their personal representative and senator are. They will see how the student can affect their government and learn of different people who have had a direct impact on us because of their affect on government. //This will help them 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.// (20 min.)
 * Where, Why, What, Hook, Tailor: Linguistic, Spatial, Interpersonal, Intrapersonal ** ||
 * The teacher will guide the class in a discussion about "regular" people affecting their government and how the students can affect their government. A brainstorm handout (see Attachment 1) will be provided to record different ideas that may come up during the research time after which the groups will share the new ideas at the end of class. Links will be provided by the teacher and students will work in their group to complete a questionnaire/checklist (see attached) that will be provided to guide research. (10 min.)
 * Linguistic, Spatial, Bodily-Kinesthetic, Music, Interpersonal, Intrapersonal (Tailor) ** ||
 * Students will work in groups to research their personal representative and senator. They will choose a group leader to ensure that the group stays on task, a time keeper to keep the group aware of the time that they have left to research, a record keeper to take down the information that is found, and a computer person to run the computer as they research. They will use links provided by the teacher and a questionnaire/checklist (see attachment 2) will be provided to each student to help guide the research process. The students will brainstorm in their groups what questions they would like to ask their senator or representative. They will compose an e-mail together and choose one person to represent the group and e-mail to the selected person. In this way students will become aware of who their personal representative and senator are and how the student can affect their government. Students will then work to build their avatar, upload them to their Lesson 3 Wiki page, and brainstorm theme songs for their representative. For homework the students will each have to build their own Lesson 3 Wiki page using the questionnaire/checklist (see attached) as a guide to ensure that all the required information is included. (50 min.)
 * Linguistic, Spatial, Bodily-Kinesthetic, Music, Interpersonal, Intrapersonal (Tailor)** ||
 * Students will spend the first ten minutes of the next class commenting on their fall and winter partners Lesson 3 Wiki Pages. 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 questionnaire 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.
 * Linguistic, Spatial, Bodily-Kinesthetic, Music, Interpersonal, Intrapersonal (Tailor)** ||

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