L2+Doucette,+Marie

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 11-12 Topic: US Government Structure**

 * =**Objectives**:= ||
 * Student will understand that the three major branches of government have specific purposes, ideals, and principles that they each uphold. ||
 * Student will know the terminology-delegate, Electoral College, legislative, executive, judicial, congress, house of representative, and senate. ||
 * Student will be able to illustrate who makes up each branch of the US government and their responsibilities. ||

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

** This lesson provides a broad overview of the three branches of the United States government, their institutions, and their function. The video of the presidential race of 2000 and the Democratic race of 2008 will bring to focus the structure of the Electoral College and how the structure of the government really does affect us, personally. ||
 * Rationale

http://www.nobleednews.com/social_studies_lessons.htm#constitution_exercise
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * Students will fill out an online questionnaire that the teacher will assess for completion.
 * Three minute interviews will be used to assess understanding.
 * Information reported out will also be used to assess progress.
 * Mind Maps will provide evidence of learning. ||
 * **Summative** (Assessment of Learning)
 * Students will build a wiki page that includes the information that they gathered doing the online questionnaire ( [|http://www.nobleednews.com/social_studies_lessons.htm#constitution_exercise)] during their fall partner group work and an inspiration diagram of the US government structure. This assessment will not be formally graded but will be assessed using the questionnaire that the students used in class. If students included all the information from their questionnaire they will receive a certain number of points for the assignment (see syllabus) that will contribute to the student’s final grade. If the criteria on the questionnaire/checklist have not been met the students will have until the beginning of the next class meeting to complete their page. ||

= = Type II Technology- Students will build an inspiration diagram and link it to their Wiki page. Video's will also be used. Florida delegates ( [|http://www.youtube.com/watch?v=N3RwMZRQeso)] and Bush/Gore kids ([|http://www.youtube.com/watch?v=CVvV6Xy8k2o&feature=related ) English- Students will use their reading skills to find information in the US Constitution. Art- Students can utilize their creative talent if they choose to when building their inspiration diagram. ||
 * =**Integration**= ||

After the hook and introduction to assignment students will group with their fall partner to search for the information. One student will act as recorder and the other student will act as computer researcher. During the second half of class the students will be grouped into three separate groups, one for each branch. In these groups someone will be assigned to be the recorder, another will be the timekeeper, and another the facilitator in order to keep the group on track. ||
 * =**Groupings**= ||


 * =Differentiated Instruction= ||
 * **Strategies**
 * Linguistic: ** Students will language skills to read web sites, fill in organizer, and build their wiki pages.
 * Logical:** Students will figure how many members in each branch as answers to some of the on-line questions.
 * Spatial:** Students will use a four column organizer to organize gathered information and build a mind map.
 * Bodily-Kinesthetic:** We will be moving into pairs during the explore section of the lesson and we will role play the different branches.
 * Musical:** There is music included in the video
 * Interpersonal: ** Students will work in groups while gathering information.
 * Intrapersonal:** Students will work by themselves developing their wiki page.
 * Naturalist: ** Environmental laws will connect to the naturalist intelligence. ||
 * **Modifications/Accommodations**

||
 * //**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//
 * 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. ||
 * **Extensions**
 * Students will be using their Wiki pages to build an information page on the US government. The will use the Inspiration program to build a construct of the three branches of the US government that will be linked to their Wiki page. Students will also be using their Wiki spaces to give feedback on their winter and spring partners pages.

http://www.youtube.com/watch?v=N3RwMZRQeso Bush/Gore kid video http://www.youtube.com/watch?v=CVvV6Xy8k2o&feature=related Internet questionnaire (printed off) Computers (internet available) Brainstorm guide Inspiration program Paper and pencils Backup Wiki and Blog directions Wiki Rubric Class Wiki ||
 * =Materials, Resources and Technology= ||
 * Hillary Wins Florida video

http://www.nobleednews.com/social_studies_lessons.htm#constitution_exercise Wiki accounts http://www.wikispaces.com/ Inspiration site http://www.strategictransitions.com/ Hillary and Florida http://www.youtube.com/watch?v=N3RwMZRQeso Bush/Gore kids http://www.youtube.com/watch?v=CVvV6Xy8k2o&feature=related ||
 * =Source for Lesson Plan and Research= ||
 * Online questionnaire:

This lesson demonstrates Maine Standard for Initial Teacher Certification by providing multiple ways in which students can learn and develop. Students will use their prior knowledge of the internet, using it to find the information that they are searching for. Use of the internet will help to create a comfortable environment due to students comfort with this technology. The group work will help reinforce their peer relationships as they work with peers whom they already have a strong relationship with. The different types of group work will also benefit the intra and inter personal learner. The use of the Wiki and Blog's will give students more exposure to the material and allow them to reflect and refine their work so that they can be comfortable with it's quality. || This lesson demonstrates the Maine Standards for Initial Teacher Certification by use of a pre-unit assessment to gage students 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. 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 in a number of ways. First a pre-unit assessment will be used to gage the students previous knowledge of the US government structure so that lessons can be adjusted to better meet the student's learning needs. An online questionnaire 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. An Inspiration diagram will also be used as a formative assessment. The teacher will provide feedback before the end of class on the content of the Inspiration diagram. Student peer review and feedback will be used to develop the students understanding of the US government structure. Students will journal feedback on the lesson for the teacher to use in assessing information understanding. || This lesson addresses the Maine Standards for Initial Teacher Certification by documenting students progress in the following ways: Using diagnostic material to assess students understanding and better adjust the lesson for individual learning needs. Three minute interviews will allow for assessment of progress during research and group work. Individual understanding will be assessed when the students complete their Inspiration Diagram of the US government structure. The teacher will be able to provide support or feedback in light of the information gathered from the diagram to which the student will have time to reflect and act upon. The formal assessment will be on the Wiki page that the student builds on this lesson. The teacher will provide feedback on their Wiki lesson and students will still be able to reflect and adjust their final product if they need to before the final assessment is given. ||
 * =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:**

When students enter the classroom I will direct them to place the desks together in pairs. After this is done they will be directed to get their laptops up and running and to read and comment on their spring and summer partner's Wiki "Government Types" pages. After the students are done their comments their attention will be directed to the front of the classroom where we will watch a news clip on the Hillary/Oboma delegate Florida controversies and Kids from 2000.
 * =Teaching and Learning Sequence= ||

You Tube videos: Florida delegates (looks good)http://www.youtube.com/watch?v=N3RwMZRQeso Bush/Gore kids http://www.youtube.com/watch?v=CVvV6Xy8k2o&feature=related Internet questionnaire (printed off) Computers (internet available) Inspiration program Backup Wiki and Blog directions
 * Agenda**

Today students will illustrate who makes up each branch of the US government and their responsibilities in order to become more aware of how the US government is structured. 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. As a hook I will use two videos concerning delegates and who selects the president and ask the students who votes for the President, Senator, or Representative. (20 min) I will guide the class in a discussion about how our leaders are selected and how we can find that information in the Constitution. The students will be provided with a questionnaire (see attachment 1) to use as a research guide which I will go over. It will include the terms delegate, Electoral College, legislative, executive, judicial, congress, house of representative, and senate. The questionnaire will be used as an assessment of understanding, as will three minute interviews that I will use during the partner session. I will show them an example of the type of diagram that I want them to build for homework. They will be able to use the information that they gathered during class to build a diagram of the structure of the US government. (10 min) They will then pair up with their fall partner to research. One will be the recorder and the other will be the computer person. I will periodically stop the class and do a three minute interview to assess their understanding. After their partner work and all the students have their questionnaire (see Attachment 1) filled out the students will be split into three groups representing the Executive, Legislative, and Judicial branches. They will brainstorm as a group about their branches responsibilities, structure, and part of the Constitution that focuses on that branch using a guide (see Attachment 2). They will then choose a representative to report out their thoughts to the class. Students will be able to illustrate who makes up each branch of the US government and their responsibilities using the Inspiration technology provided. They will be able to rethink the information gathered in the partner groups during class discussions and I will ask for clarifying questions after the partner work and after the tri group work. After the group work has been completed students will work individually on their inspiration diagrams during which time I will circulate and assess their understanding through observation. Their inspiration diagram will need to be completed and attached to their Wiki before the beginning of our next class when they will peer review their winter and spring partners Inspiration and provide feedback. Students will be able to refine their Wiki pages and diagrams in light of the peer feedback that they receive before our next class after which I will review their Wiki and diagrams as a summative assessment. After my feedback students will have one more chance to refine their Wiki and diagram if they chose to prove mastery of the subject. (50 min) Students will be able to self assess using the questionnaire to make sure they have entered all the information into their Inspiration diagram that is required. As they explore and discuss the three branches in group brainstorm they will be able to assess their understanding and ask clarifying questions. I will assess their questionnaires and the beginning of their inspiration diagram, which they will start in class, and provide feedback as they are exploring the information. After they have completed their Wiki page I will provide feedback and allow time to refine their work if they choose. After the students have received feedback they will enter a blog on the content of this lesson. Information learned in this lesson and the diagram will be used during the summative assessment at the end of the unit.
 * What, Where, Why, Hook, Tailor:** ** Linguistic, Logical, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal ** ||
 * Equip, Tailor:** ** Linguistic, Logical, Spatial, Intrapersonal ** ||
 * Explore, Experience, Rethink, Revise, Tailor:** ** Linguistic, Logical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal ** ||
 * Rethink, Revise, Refine, Tailor:** ** Linguistic, Logical, Spatial, Bodily-Kinesthetic, Interpersonal, Intrapersonal ** ||