L1+Libby,+Jared

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9-12 Topic:** Bill of Rights and Constitution
Student will know the origins of the Bill of Rights and the Constitution. Student will be able to explain the formation of the Constitution and Bill of Rights and how each document differs from the other. ||
 * =**Objectives**:= ||
 * Student will understand that there are differences between the Bill of Rights and the Constitution, what are these differences, and how these differences affect us.

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 of the formation of the Bill of Rights and the Constitution. This understanding is crucial to understand how our government functions and will be the foundation for the following lessons. They will need to understand what makes each document different and how this background will allow students to understand how the two documents effects their everyday lives.// hese documents different and this background will allow students to understand how these two documents effects their everyday lives. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * The start of class will be a Rap of the Bill of Rights, which, hopefully will entertain and engage students. As they use the 5 W's chart they will brainstorm the big idea surrounding the formation of the Constitution and Bill of Rights. They will need to know what was created, who created the documents, where they were created, when they were created, and most importantly, why they were created. They will have time to fill out this alone as a pre-assessment and as a group will answer any questions that were not answered. They will receive a grade for completion of the paper in their groups They will be responsible for a final project, and during the planning process they must make sure they have all the information at the bottom of the rubric and the student will make improvements to their product. I will be providing projects feedback on the project and they can adapt their project or make changes it based on my suggestions, if they so choose. ||
 * **Summative** (Assessment of Learning)
 * The students will be creating as a final product which will be an infomercial getting colonies to support a Bill of Rights and Constitution. They would, of course, ignore the fact that the technology that they will be using to create their project would not have been available in the time that the Constitution or Bill of Right was Written. They will have to assume the role of a founding father and try to convince others that the Constitution and Bill of Rights are the right choice for Americans. They will be graded using the rubrics for their presentation and their creativity on the project ||

= = English: They will be reading parts of the Constitution and Bill of Rights which will need to include tools they would use in an English classroom. ||
 * =**Integration**= ||
 * Technology: imovie . The students will be using imovie to create a final project.


 * =**Groupings**= ||
 * When doing the 5Ws chart to understand what the students already know, they will first work alone but will be given time to work in groups after. The students will be working on their presentation in class and out of class with pair or groups. It will be paired, and with some exception of 3 students with odd numbered classes. They will be separated using an introduction chart which forced them early on, to meet other people and would have a list of things they need to have in common with people. Once grouped, they would work both independently and with their partner(s) to research the Bill of Rights and Constitution. They will be forced to be working on their project as their primary homework for this lesson. ||

Verbal: As the students work on the pre-assessment they will be talking about the information on the sheet. They will be talking with their group about the ideas for their project, as well as the importance of the constitution and Bill of Rights. They will need to talk about which they think is more important. Visual: They will be using online and book resources to determine the history behind the creation of the Constitution and Bill of Right. The 5W chart should appeal to visual learners. Logic: The project will include lots of dates, because many events happened that they will have to investigate. This will appeal to the logical learner. Interpersonal: The students will be working with groups on their projects and research. Intrapersonal: Research will be have to be done as homework on their own. Musical: The rap at the beginning of class will (hopefully) appeal to the musical learner. The music can be included in the infomercial if the students so chose. Kinesthetic: The students will be spending much time on the computer researching, and working on their project with imovie. Naturalistic: Students will have an opportunity to go outside to film. || 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. || 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 the imovie and it will be engaging them in a creative way to get them involved about teaching others about the Constitution and Bill of Rights. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**
 * **Absent students**
 * Extensions**

• Syllabus • Class Wiki • Laptops (with wireless Internet service) • 5Ws Constitution/Bill of Rights Pre-assessment. • Project checklist and rubric • Pencils/Pens
 * =Materials, Resources and Technology= ||
 * Materials Day 1:

Day 2: • Laptops (with wireless Internet service) • Paper • Class Wiki • Project Checklist and Rubric • Pencils/Pens

Day 3: • Laptops (with wireless Internet service) • Paper • Class Wiki • Project Checklist and Rubric • Pencils/Pens ||


 * =Source for Lesson Plan and Research= ||
 * Class Wiki: http://jaredlibby.wikispaces.com/Jared+Libby

Resources for learning about the Constitution and Bill of Rights: www.wikipedia.com ||

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 will have a lot of choice into how they want to design their video. The students will create an infomercial but can design their video how they choose.
 * =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.

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 the Constitution and Bill of Rights is part of foundation understandings of where our rights come from. Students will need to understand both of these documents in order to understand how our government functions, what rights we as Americans have, and how we gained these rights. This lesson is the most important and must be taught so the rest of the lessons can correspond to it.

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 instructional techniques. I will be addressing all their multiple intelligences through instruction so all types of learners can benefit in some way. They will working in groups, alone, with music, technology, and graphic organizers, they will be given opportunity to work outside. These are all things that should stimulate someone’s multiple intelligence.

Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: Their graphic organizer 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 project. || Do this(above) last. Agenda: Syllabus Wiki Rap Project youtube
 * =Teaching and Learning Sequence:= ||
 * Day 1

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. Since this lesson will regroup them though, they will only be in their assigned seats for the start of the lesson, and for work periods on the remainder of day one and all of day two the student will work in their pairs, or groups.

Agenda Day 1: 80mins • We will go over the syllabus, class rules, seating plan, expectations, etc. We will have time as a class to discuss these points. (This will vary but should be about 15-20mins) • 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: (1-2 minute) o Bill of right rap- sing it yourself it or have an interested student rap it. • Have the students work on the 5Ws chart alone, circulate to get an idea of students’ understanding about the Bill of Rights and Constitution already. After sufficient time for students to go over what they already know, have them group up using their similarities chart, and complete the chart using notes, computers or textbooks. (10mins) • Introduce the project, have students group with the person they are already working with for their project. Record on the class Wiki the groupings. (10mins) • Pass out rubrics, show where rubric is linked to the class Wiki, using computer. (2mins) • Use any remaining time for students to ask question about the project and allow the student to start researching their project using computers or their textbooks.

Agenda Day 2 (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) • Group work and research for the project • Talking about posting videos to youtube.com, so the students can link them to the Wikis. • Need to start working on their projects.

Agenda Day 3. (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) • I will have listed on the class Wiki the order or presenters which will have been randomly assigned. Students need to have their presentations completed and present in the order I have assigned. • Presentations

Day 1 This is not intended to be the first lesson of the year, but since we have yet to talk about the syllabus and start of the year in any other lesson plans, I will do so here. We will go over the syllabus, class rules, seating plan, expectations, etc. We will have time as a class to discuss these points. Day one will be introduction of the lesson. I will have already arranged the class in the seating chart, but students will be working with pairs and can sit outside of their seating chart. They will need to learn how to access the class Wiki so to post their movies when completed as well access their homework, rubrics etc. They will be receiving several handouts from the teacher including the syllabus for the year, checklist on their project which will be at the bottom of the rubric, and a rubric for the project. This syllabus will talk about the year's expectations, the policies of the classroom, and other essential information. To introduce the project I will be using a rap about the Bill of Rights. The site for the rap is http://w4.nkcsd.k12.mo.us/~cbliss/Bill%20of%20rights%20rap.htm. But an adapted version has been slightly re-written by me. The students will receive a non-credit pre-evaluation 5W chart which will be a quick evaluation but will assess what they already know. They will receive credit for completing it but will not be penalized for incorrect answers. They will receive a checklist of what the project entails and will receive the rubric for the video. I will designate time to talk about the project and answer any questions. With the remaining class time, they will separate into groups, and can begin doing research on laptops. I will circulate so to ensure that they clearly understand what they are doing. Where, Why, What, Hook, Tailor: Verbal, Visual, Interpersonal, Intrapersonal, Bodily kinesthetic, Logical and Musical.

Day 2 This class period will be reserved for research and work time. The students will understand that this will be their only work period in class, and will be expected to have done some research outside of class. Today should be used for any additional research, filming, and beginning editing. I will be rotating between groups offering help and checking the status of their projects, checking how far they are on the checklist, answering questions, and providing feedback. Students, with my permission can go elsewhere as they film their infomercials, any work not done will need to be completed outside of class. Explore, Experience. Tailor: Verbal, Visual, Interpersonal, Logical, Bodily kinesthetic, Logical, Naturalist

Day 3 After ensuring that the students have had at least a weekend in between the start of the project and the presentations, the class will begin presenting their videos. They must introduce their topic of which document(s) they chose and play the video. I will grade using the rubrics that were given the first class. Evaluate, Tailor: Verbal, Visual, Logical, Intrapersonal, Interpersonal, Logical, and Bodily-kinesthetic. ||

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