L1+Hodge,+Spencer

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **

**__ Lesson #: __** 1 **__ Facet: __** Explain **__ Numbers of Days: __** 4
 * __ Teacher’s Name __**** : ** Mr. Hodge
 * __ Grade Level __**** : ** 9-Diploma
 * __ Topic: __** State and Federal Government


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** there are different purposes of constitutional government at the state and federal level.
 * Student will know ** Congress, Senate, House of Representatives, Three branches of government.
 * Student will be able to ** model how the state and federal governments work.
 * Product: ** Xtranormal

Maine Learning Results Content Area: Social Studies Standard Label: B. Civics and Government Standard: B1 Knowledge, Concepts, Themes, and Patterns of Civics/Government Grade Level Span: 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. Performance Indicators: a,b,c,d,e
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

Students are going to learn different purposes of constitutional government at the state and federal level.
 * Rationale: **


 * __ Assessments __**

Student will complete the KW sections of the KWL organizer.
 * __ Pre-Assessment: (Lesson 1 only) __**

Use Fist to Five and ask student how they are feeling about the information thus far, ask semi-often.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will Self-Assess using a Checklist, feedback by peers using verbal feedback for final product, and feedback by teacher using verbal feedback on final product.
 * Section II – timely feedback for products (self, peer, teacher) **

// __ Xtranormal __ - Students will work in groups of 3 to create an Xtranormal presentation with 2 characters, one representing state government, the other representing federal government. The purpose will to have these characters conversing or debating about why they (federal or state) is better. Creativity and humor is highly encouraged. //
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** Xtranormal


 * Content Areas: **
 * History: ** Students will learn a brief history of the U.S. Government.

Students will use the Idea Rake graphic organizer to develop the concepts and descriptions of both the Federal Government, and State Government. All while participating in a Think-Pair-Share.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will work in groups of 3 on the Xtranormal product. Groups will be chosen using a special deck of cards that has several sets of 3 matching numbers. The roles include 2 students developing the script/ story board, and the other student does the editing. Students choose their roles amongst themselves, and can choose to occasionally rotate roles throughout product development.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Verbal: ** Students will utilize their verbal skills during the Think-Pair-Share activity, allowing them to ask one another questions and share their own ideas.
 * Logical: ** Students will use the Idea the Rake graphic organizer, allowing logical students to place ideas where they belong in a concrete manner.
 * Visual: ** Students will watch the YouTube Video: "Federal Powers vs. State Powers" allowing them to physically see an analogy of what the federal and state powers are.
 * Kinesthetic: ** In a Senators and Representatives term length example, students will stand up to demonstrate how terms work for individual senators and representatives at state and local levels, allowing them to get out of their seats.
 * Musical: ** During the YouTube Video: "Federal Powers vs. State Powers" there are many different sound effects and beats that can help musical learners to retain the information.
 * Intrapersonal: ** Students will have in-class time to research characters in our federal government by themselves.
 * Interpersonal: ** Students will use Idea Rake as a graphic organizer while participating in a Think-Pair-Share, allowing them to bounce ideas off one another and gain greater understanding.
 * Naturalist: ** Students will brainstorm the influences of natural environment on individual state governments.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

Absent students will be expected to look on the wikispaces for homework. All classwork materials will be given to the student that needs to make it up. If the student is absent for longer than one or two days, e-mails will be sent with the worksheets that need to be completed. The graphic organizer is based on research, so it can be done at home. If there is no internet at home, work can wait until the student has time to complete it at school. Group members will keep class or project notes on a Google doc for the everyone's quick access. Skyping is always a possibility.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Xtranormal - Students will create characters, one representing state government, the other representing federal government. It will be type II because of the interacting characters in the video.
 * Type II technology: **

** Gifted Students: ** Students who want or require more of a challenge will have the opportunity to do a case study on specific candidate running in an upcoming election. This will be a process through out the whole unit, however, at the end of each lesson the student will turn in a short written reflection about how the candidate compares to the student on an issue. For each reflection, a new issue will be chosen.

**__ Materials, Resources and Technology __**
 * Laptops
 * Projector
 * Idea Rake Organizers
 * KWL Chart
 * Product checklists and rubrics
 * Deck of cards

**__ Source for Lesson Plan and Research __**
 * Hook:   []
 * Product site: []
 * Content notes:
 * [|http://civilrightsproject.ucla.edu/research/k-12-education/nclb-title-i/expansion-of-federal-power-in-american-education-federal-state-relationships-under-the-no-child-left-behind-][|act-year-one/sunderman-kim-expansion-federal-power-american.pdf]
 * []
 * []
 * []


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

My classroom will be set up in the "U" formation.

- As a pre-assessment, students will fill out the K and W of the KWL chart writing what they know and want to know about the U.S. government, citizens roles in government and other world/ types of government. **(15 minutes)** - Students will watch a video pertaining to state and federal powers. They will discuss the video with other classmates while I briefly look at their pre-assessments. **(10 minutes)** - From here I will engage students in a discussion about what Congress, Senate, House of Representatives, and Three branches of government are. Before we move on I will use Fist to 5 to check for understanding. ** (20 minutes) ** - I will then lead a class discussion concerning past policy issues pertaining to the topic of federal and state power. **(20 minutes)** - Students will use the rest of class to do their own research about the differences between the federal and state governments on their own computers.**(15 minutes)**
 * Day 1: **

- Students will start the day individually researching about the differences between the federal and state governments on their own computers. ** (10 minutes) ** - I will then hand out the Idea Rake graphic organizer. Students will use the Idea Rake graphic organizer to develop the concepts and descriptions of both the Federal Government, and State Government all while participating in a Think-Pair-Share. **(20 minutes)** - Do a Senators and Representatives term length example, students will stand up to demonstrate how terms work for individual senators and representatives at state and local levels, allowing them to get out of their seats. **(15 minutes)** - Have students brainstorm the influences of natural environment on individual state governments, then discuss. **(15 minutes)** - Use Fist to Five and ask student how they are feeling about the information thus far. ** (5 minutes) ** **-** At the end of class the teacher will introduce the program "Xtranormal" which will be used for the lesson's final project. Teacher will ask them to experiment with Xtranormal at home. They will also get in groups at this time. **(15 minutes)**
 * Day 2:**

-Go over project expectation, answer questions **(10 minutes)** - Students will work on Projects in groups **(50 minutes)** - Feed backing process **(20 minutes)** - Presentations **(80 minutes)**
 * Day 3:**
 * Day 4:**

Students will understand that there are different purposes of constitutional government at the state and federal level. Every action our government makes, effects our daily lives. Example: Decreasing the local tax rates can tighten school budgets and music and art classes could start getting cut. // 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 //. As a pre-assessment, students will fill out the K and W of the KWL chart writing what they know and want to know about the U.S. government, citizens roles in government and other world/ types of government. Students will watch the YouTube Video: "Federal Powers vs. State Powers" allowing them to physically see an analogy of what the federal and state powers are. Students will then discuss the video with other classmates while I briefly look at their pre-assessments. From here I will engage students in a discussion about what Congress, Senate, House of Representatives, and Three branches of government are. Before we move on I will use Fist to 5 to check for understanding.Students will use the rest of class to do their own research about the differences between the federal and state governments on their own computers.
 * //Where, Why, What, Hook, Tailor:// ** Visual, Verbal, Interpersonal

Student will know Congress, Senate, House of Representatives, Three branches of government. (See Content Notes). Students will start the day individually researching about the differences between the federal and state governments on their own computers. Students will use the Idea Rake graphic organizer to develop the concepts and descriptions of both the Federal Government, and State Government all while participating in a Think-Pair-Share. Mean while the teacher will go around guiding students through their graphic organizer. The teacher will u se Fist to Five and ask student how they are feeling about the information thus far. If students are held up or confused the teacher will bring the content to a class discussion. At the end of class the teacher will introduce the program "[|Xtranormal]" which will be used for the lesson's final project. Teacher will ask them to experiment with Xtranormal at home.
 * Equip, Explore, Rethink, Revise, Tailors: ** // Verbal, Visual, Interpersonal, Intrapersonal //** . **

Student will be able to model how the state and federal governments work. Teacher will explain expectations for the product. Students will work in groups of 3 on the Xtranormal product. Groups will be chosen using a special deck of cards that has several sets of 3 matching numbers. The roles include 2 students developing the script/ story board, and the other student does the editing. Students choose their roles amongst themselves, and can choose to occasionally rotate roles throughout product development. Students will s elf-assess using a Checklist, feedback by peers using verbal feedback for final product, and feedback by teacher using verbal feedback on final product.
 * Explore, Experience, Revise, Refine, Tailors: ** //Verbal, Interpersonal// ** . **

Timely feedback will be given by the teacher using a Rubric.
 * Evaluate, Tailors: ** // Visual //** . **

**__ Content Notes __**

Three branches of government of national government: Judicial, legislative, and executive.
 * Student will know: **
 * Judicial - Consists of the Supreme Court and other Federal Courts. This branch explains the meanings of laws, and decides if a law or government action agrees with the constitution.
 * Legislative (Focus in this lesson) - Consists of the Congress; Congress consists of a Senate and House of Representatives. This branch makes laws, approves or disapproves the president's appointments and treaties, and has the ability to declare war.
 * Executive - Consists of the presidency. The President sees that laws are obeyed, vetoes laws, appoints government leaders, and in the the Commander-in-chief of the armed forces.

U.S. Senate - The upper house of the U.S. Congress, to which two members are elected from each state by popular vote for a six-year term. U.S. House of Representatives - The lower house of the United States Congress. It has 435 members elected from equal population districts, and a single elected non-voting delegate from each of the District of Columbia, Puerto Rico, and Guam. It has an equal status with the senate on most matters, but a superior status in tax and spending. 
 * Past policy issues (federal v. state power): **


 * Education: ** The Elementary and Secondary Education Act in 1965 created an important federal role in education. It helped fund education on a national level, called for equal access to education, and established high standards and accountability. The No Child Left Behind law passed in 2001 further increased the federal role by creating higher standards and accountability through assessments in the form of standardized testing. President Obama’s current Race to the Top Fund, will hold a national competition this year to support state efforts to improve student learning. While power is given to the states to make these reforms, the federal government is bribing them to do so with promises of monetary bonuses.
 * Health care: ** Medicare and its companion program Medicaid were established in 1965 through President Johnson’s “Great Society.” The Affordable Care Act passed in 2010 brought an increased federal action in health care. This act allows those under 26 years old to stay on their parent’s health insurance, gave access to preventative services, and helped those with pre-existing conditions gain health insurance.

**Relationship Between State & Federal Government:**

“Congress is authorized to coin money, regulate commerce between the states and with Indian tribes and foreign countries, lay and collect taxes, declare war, raise and support armies, and provide and maintain a navy.”

The Tenth Amendment provides that "the powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people." States enact laws for the health, safety, and welfare of their citizens.

States legislatures have limitations concerning entering into treaties and coining money.

The Supremacy Clause of the Constitution states that the "Constitution and the laws of the United States...shall be the supreme law of the land...anything in the constitutions or laws of any State to the contrary notwithstanding." Thus, any federal law trumps any conflicting state law because it is the “supreme law of the land.”

 **__ Handouts __** //[|KWL Chart]// //[|Idea Rake]// //Checklist// //Rubric//


 * __ 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. //**


 * //__ Learning Styles __//**


 * // Clipboard: //**// Students who are clipboard learners will have a checklist and a rubric to guide their final product. Also they will have the idea rake organizer to lay out information. //


 * // Microscope: //**// The microscopic students will be able to go in depth and explore the details of the state and federal powers with research and the idea rake organizer. //


 * // Puppy: //**// The students who describe themselves as puppies when it comes to learning will be given a safe, warm, and productive environment in which to learn. The teacher will help to facilitate their discussion and will be sure to ask them questions that make them think. The students will also be allowed to work in both small groups and will share their work and ideas with the rest of the class. //


 * // Beach Ball: //**//  The beach ball students will be given the time to brainstorm freely and in a manner which they see fit. These students will appreciate the variety of activities that we will do, including looking at multimedia resources and engaging in kinesthetic activities. They will also enjoy the opportunity to work with their colleagues in a social manner.   //


 * // Rationale: //**// In this lesson plan each of the students will be comfortable as each learning style has een taken into account. Not only will each of the students be able to learn to the best of their abilities, but they will be able to see and experience many other learning styles in the process. Regardless of their learning style, there is something in this lesson for everyone. //


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * // Content Knowledge: ( //** See content notes)

Maine Learning Results
 * // MLR or CCSS: //**

Content Area: Social Studies

Standard Label: B. Civics and Government

Standard: B1 Knowledge, Concepts, Themes, and Patterns of Civics/Government

Grade Level Span: 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.

Performance Indicators: a,b,c,d,e


 * // Facet: //** Explain


 * // Rationale: //**After this lesson, students are going to understand the different purposes of constitutional government at the state and federal level.


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * Verbal: ** Students will utilize their verbal skills during the Think-Pair-Share activity, allowing them to ask one another questions and share their own ideas.


 * Logical: ** Students will use the Idea the Rake graphic organizer, allowing logical students to place ideas where they belong in a concrete manner.


 * Visual: ** Students will watch the YouTube Video: "Federal Powers vs. State Powers" allowing them to physically see an analogy of what the federal and state powers are.


 * Kinesthetic: ** In a Senators and Representatives term length example, students will stand up to demonstrate how terms work for individual senators and representatives at state and local levels, allowing them to get out of their seats.


 * Musical: ** During the YouTube Video: "Federal Powers vs. State Powers" there are many different sound effects and beats that can help musical learners to retain the information.


 * Intrapersonal: ** Students will have in-class time to research characters in our federal government by themselves.


 * Interpersonal: ** Students will use Idea Rake as a graphic organizer while participating in a Think-Pair-Share, allowing them to bounce ideas off one another and gain greater understanding.


 * Naturalist: ** Students will brainstorm the influences of natural environment on individual state governments.


 * // Type II Technology: //** Using xtranormal, students will create characters, one representing state government, the other representing federal government. It will be type II because of the interacting characters in the video.


 * // Rationale: //**// This lesson includes different activities and instructional strategies to ensure that many if not all of the intelligences are touched upon throughout the class period. This way students have the opportunity to learn in a way that suits them and they have the chance to use a type II technology in the process //


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**


 * // Formative: //**Using Fist to Five and I will ask students how they are feeling about the information thus far, I will ask semi-often. Students will Self-Assess using a Checklist, feedback by peers using verbal feedback for final product, and feedback by teacher using verbal feedback on final product


 * // Summative: //**// Students will work in groups of 3 to create an Xtranormal presentation with 2 characters, one representing state government, the other representing federal government. The purpose will to have these characters conversing or debating about why they (federal or state) is better. Creativity and humor is highly encouraged . //

About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
 * // Rationale: //**// This lesson incorporates many different kinds of assessment and allows the students to show their knowledge without the pressure of simply having a test or paper to write. Using these types of assessment the teacher can successfully gauge the students' progress in multiple ways. // || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||