L4+Libby,+Jared

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9th and 10th Topic:**
Student will know major court cases in which important and revolutionary decisions have impacted lives of the citizens of America. Student will be able to do present the historical background of an important court case. ||  ||
 * =**Objectives**:= ||
 * Student will understand that their rights are changing and evolving with the outcome of court cases. They will also understand how rights are fluid and changing.

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 the background history to significant court cases and a detailed understanding of how these cases change our rights as Americans. The students will need to understand how the important court cases have influenced and changed our rights as individuals, when these cases were presented in court, if the problems in the case were resolved, and what would be the significant if the case was to be reheard and repealed. They will focus on the steps the case took to be reviewed in the court, any re-examination of the case, overturning of the ruling, and the impact if the case was to be re-examined and overturned today. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * This lesson closely relates to lesson three, and most of the work will have already been researched in the previous lesson. At the start of this lesson, I will be presenting the background of a controversial case that the students would be familiar with. The students, having previously presented information on their court case, and previously examining the history of the court case, will now delve more deeply into the steps that the case took to get to the supreme court (if applicable).
 * Summative** (Assessment of Learning)
 * Because of the length and size of the previous lesson, this lesson is intended to be as shorter lesson. They need to be able to understand how their court cases developed. They will be writing a interactive Wiki which will focus on their cases and will focus on each step of how their cases developed and reached to the Supreme Court. They will also be graded on their participation in commenting on other ||

= = English: They will be reading and writing about court cases, which will need to include tools they would use in an English classroom. Science: Some of the court cases will involve biology and reproductive rights as well as cases involving the environment. ||
 * =**Integration**= ||
 * Technology: Interactive Wiki. The students will be using Wiki to show progression of the case.


 * The opening activity will be to discuss in groups the effects of the court case before they present it to the class. They will need to understand how the case developed and progressed. ||

Verbal: They will be talking with their group about the outcome of the case, the importance of it, 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 need visuals for their project so they will need to pull images from the internet or scan them from appropriate sources. Logic: The project will include dates, because many events happened that they will have to investigate. This will appeal to the logical learner. Their will be some cases where math is an important part, either through calculating the people effected 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 be 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 verses the music corporation. Kinesthetic: The students will be spending much time on the computer researching, and working on their project with comic life. 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.
 * =Differentiated Instruction= ||
 * **Strategies
 * 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).

Extensions Type II technology will be used with their comic life as they use their visuals and combine it with sound bites and music. They will ||


 * =Materials, Resources and Technology= ||
 * **Materials Day 1:**
 * Wiki
 * Rubric for project
 * Textbooks
 * List of court cases to present from (need about 30 cases, depending on number of students) - needed for me but not necessarily for students. ||


 * =Source for Lesson Plan and Research= ||
 * Class Wiki

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) ||

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 are able to pick topics which appeal to them and can research the court cases that is associated with it. There are a variety of options topics to chose from, and a variety of activities in this lesson which allows them to use their Multiple Intelligences.
 * =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.

Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: Knowing court cases is an important part of understanding where our rights come from. 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 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: There is informal assessment of participation in the discussion and support from the teacher as they research and put together their project. There is a formal evaluation at the end of the lesson. ||  ||


 * =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) • Give out rubric for interactive Wiki, answer any questions (5-10mins) • Give them the remainder of the work period to put together their Wiki.

This activity will have an interactive hook where we investigate This is purposely intended to be a very quick lesson. It should not too much time, because they should have many sources to examine more closely from their previous project, and can use some of the text from the last lesson. They will be grouped, and picking cases that interest them, or appeal to their MI’s. They will need to be working on their Comic Life for most of the class. They can receive feedback on their project from me in class. They will be posting these on the class Wiki and will be graded on them the following class period. They will have one night to finish the project if they have not already done so. If they need more time they must first speak with me for an extension. Where, Why, What, Hook, Explore, Experience, Rethink, Evaluate, Tailor: Verbal, Visual, Intrapersonal, Bodily-kinesthetic, Logical, Interpersonal, Naturalist, Musical.

Reflection: ||

= =