L3+Libby,+Jared

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9th and 10th Topic: Consitution, Bill of Rights, Court Cases.**
Student will know some major court cases in which important and revolutionary decisions have impacted lives of the citizens of America. Student will be able to present a class, the background of the case, the key players in the case, the outcome, and the rights or effects from the case. The students will be presenting this with a Comic Life. ||
 * =**Objectives**:= ||
 * Student will understand that their rights are a product of important 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 student’s 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court, if the problems in the case were resolved, and what would be the significant if the case was to be reheard and repealed. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * At the start of this lesson, I will be presenting the background of a controversial case that the students would be familiar with. I will provide the background leading up the case, who was involved, the justification, for the case to go to court, and the decision of the court. The students will be divided into groups using cards with topics on them. Students with the same topic are in the same group together. They will meet as a group and from their topic choose a case to discuss. They will discuss why this was an influential case, what were the effects from this case on the students, what would happen if this case were to be re-examined, and the decision reversed. Would this be a positive outcome, or a negative? We will then regroup and share our opinions and discuss the varying cases and opinions. This will hopefully will entertain and engage students as they start to examine why we have the rights we have. They will be provided a list of court cases to research. As they use the court case graphic organizer chart they will research the issues surrounding the court cases. They will be expected to know 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 be responsible for a Comic Life presentation, and during the planning process they must self-assess using a the graphic organizer to make sure they have the required information. This will allow them to make improvements to their product. They will be given a rubric so to make improvements to their projects. 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)
 * There will be three major grades that will go along with this presentation. The first grade will be a project and presentation grade, which will be graded by the rubric. This will be 60 percent of their grade for this lesson. They will be graded on the information presented, the quality of the project, the accuracy of the information, and other criteria. 30 percent of the grade will be an assessment created by me at the conclusion of the presentations. It will provide the major court cases their classmates and they presented on and they will need to chose 4 of them and write a paragraph describing how the court cases have changed the rights we have. 10 percent of their grade will be their ability to politely and quietly listen to the presentations of their classmates. ||

= = 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. Health: Included in the court cases will be things like reproductive rights ||
 * =**Integration**= ||
 * Technology: Comic Life. The students will be using Comic Life to create a final project.


 * =**Groupings**= ||
 * The students will be divided into groups using cards with topics on them. Students with the same topic are in the same group together. They will meet as a group and from their topic, choose a case to discuss. They will discuss why this was an influential case, what were the effects from this case on the students, what would happen if this case were to be re-examined, and the decision reversed. Would this be a positive outcome, or a negative? We will then regroup and share our opinions and discuss the varying cases and opinions. ||

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. The graphic organizer will also appeal to visual learners. 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: Music will be included in their final projects, if the student chooses to include it. One court case will be about downloading and the legal rights of the person vs. the music industry. Kinesthetic: The students will be spending much time on the computer researching, and working on their project with comic life. They also will be moving around to create groups. 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. . || 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). ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**
 * 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.
 * Absent students**
 * **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 need to ensure it follows the rubric to which, if done correctly, will create a Type II product. ||


 * =Materials, Resources and Technology= ||
 * **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

Materials Day 3:

• 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.

Materials Day 4:

• 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. • Test** ||


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

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 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.
 * =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: This lesson is important because knowing court cases is part of understanding where our rights come from. Students will learn how our rights are not guaranteed, and how cases changes, add, remove and adapt our rights. 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. The student can choose topics 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 presentation of their project, their project in general and the presentation quiz which will be given to ensure that they are paying attention to presentations. ||


 * =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. 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 half of day two the students will sit with their partners.

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) http://youtube.com/watch?v=IvCNiibmjpU 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 half of the class (40-50mins) 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 work on their comic life if all research is completed. After the allotted time is over they must complete any other research/ work on their comic life outside of class. The last 5 minutes of this time will be designated to order the presentations. This will be done by randomly chose of students out of a hat and having them chose a presentation time. The remaining period will be used to introduce the next lesson.

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) • Students will be presenting their court cases. They will have roughly 5 minutes each to present.

Agenda Day 4. 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) • Any students who did not present last class will present their court cases. They will have 5 minutes to present. • A test, listing all the court cases presented by the class will be given. The students need to pick four cases and describe their relevance to our rights as Americans. This test should take approximately 30mins. • Any additional time will be used to talk about the next lesson.

Day 1: The opening activity will be a discussion over three important cases. The important outcome I want to students to understand is how our rights are not guaranteed, how they are fluid and changing. 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 using the topic cards, which I will randomly give them. They will be, as a group, choose a case from the class Wiki from their subject matter on the card. The group will be analyzing it using graphic organizer I provided. After they analyze their case as a group, each student 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 comic life. 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 on their comic life. I will be having students sign up for presentation times for the following class. 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. Explore, Experience, Rethink, : Verbal, Visual, Interpersonal, Bodily-kinesthetic, and Logical, Interpersonal, Naturalist, Musical.

Day 3: Presentations will begin. Students need to be paying attention to their classmate’s presentations, as they will be tested on the information the next class. They will be presenting their comic life. If there is no audio already attached they should read the information and allow their classmates to get the necessary ideas from them. I will be grading them from their rubrics that they received the first day. Evaluate, Tailor: Verbal, Visual, Intrapersonal, Interpersonal, Logical, and Bodily-kinesthetic.

Day 4: The students will be taking a 20-30 min evaluation test over the presentations. They need to describe 4 cases their classmates presented on, talk about the key ideas, who was involved, what was the outcome, what rights were gained, lost or changed from the decision, and what would happen if the court case was to be reheard and the decision was overturned. They may use notes from the presentation. Evaluate, Tailor: Verbal, Visual, Intrapersonal, Interpersonal, Logical, and Bodily-kinesthetic. ||

= =