L5+Hodge,+Spencer

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

** LESSON PLAN FORMAT **


 * __Teacher’s Name __****: **Mr. Hodge
 * __Lesson #: __** 5
 * __Facet: __** Interpretation
 * __Grade Level __****: **9-Diploma
 * __Numbers of Days: __** 4
 * __Topic: __** Citizen  involvement


 * __PART I: __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Objectives __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student will understand that ** there are certain roles citizens have in their community, state, country, and world.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student will know ** Voting, Jury Duty, Political Parties
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student will be able to ** evaluate the certain roles of citizens in government.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Product: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Comic Life

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Area: Social Studies <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard Label: B. Civics and Government <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard: B1 Knowledge, Concepts, Themes, and Patterns of Civics/Government <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grade Level Span: 9 - Diploma <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Performance Indicators: a,b,c,d,e
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students are going to learn that there are certain roles citizens have in their community, state, country, and world.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessments __**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will do the Hand Print activity to check for understanding.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Formative (Assessment for Learning) __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section I – checking for understanding during instruction **

Self-Assessment using a rubric, feedback by peers using a rubric for final product, and feedback by teacher using a rubric and verbal feedback on final product.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – timely feedback for products (self, peer, teacher) **

__<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Comic Life __<span style="font-family: Calibri,sans-serif; font-size: 11pt;"> - Students will work in groups of 4 to create a comic with interacting characters. In a fun and creative way the comic characters will play out a scenario involving what the citizens roles are in government. Along with this they will have to pick a movie genre to relate it to! <span style="font-family: 'Times New Roman',serif;">
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative (Assessment of Learning): __**
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Integration __**


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Technology: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Comic Life


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Areas: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">History: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will learn a brief history of important citizens involved in the U.S. government.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">For the graphic organizer the work is individual. For the round robin the class will participate together. Comic life groups will be in 4's.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Groupings __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section I - Graphic Organizer & Cooperative Learning used during instruction **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Groups will be chosen using a special deck of cards that has several sets of 4 matching numbers. Each student has to be a part of developing the script/ story board, as well as the editing. Students choose their roles amongst themselves, and can choose to occasionally rotate roles throughout product development <span style="font-family: 'Times New Roman',serif;">
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – Groups and Roles for Product **
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Differentiated Instruction __**

<span style="font-family: 'Times New Roman',serif;">
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">MI Strategies __**
 * Verbal: ** Students will use their verbal skills in a round robin activity where each student takes the time to share his or her ideas.
 * Logical: ** The rubrics will allow for logical learners to have a concrete description of what they need for their final product, which will allow them to set up a process for getting it done.
 * Visual: ** Students will create a Comic Life as their final product. In doing so they will show their ability to create a visual representation of the material.
 * Kinesthetic: ** Students will do the hand print activity to check for understanding and will then throw their hand in the air. Once all the hands have falled students will pick up a hand that is not their own and share it with the rest of the class.
 * Intrapersonal: ** Students will use the custom word web to individually map out the role that citizens have in government.
 * Interpersonal: ** By working in groups of four, students will communicate with their peers regarding the final product, allowing them to focus on their interpersonal intelligence.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Modifications/Accommodations __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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. Classmates will keep class or project notes on a Google doc for everyone's quick access. Skyping is always a possibility.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Plan for accommodating absent students: **


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Extensions __**

__<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Comic Life __<span style="font-family: Calibri,sans-serif; font-size: 11pt;"> - Students will work in groups of 4 to create a comic with interacting characters. In a fun and creative way the comic characters will play out a scenario involving what the citizens roles are in government. Along with this they will have to pick a movie genre to relate it to! This is type II because of the interacting characters. <span style="font-family: 'Times New Roman',serif;"> **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gifted Students: ** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Type II technology: **


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials, Resources and Technology __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Laptops
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Projector
 * <span style="font-family: 'Times New Roman',serif;"> Blank Paper
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Product Rubric
 * <span style="font-family: 'Times New Roman',serif;"> Writing utensils

<span style="font-family: 'Times New Roman',serif;"> <span style="font-family: 'Times New Roman',serif;"> <span style="font-family: 'Times New Roman',serif;"> **__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">PART II: __**
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Source for Lesson Plan and Research __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"><span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Hook:  []
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Notes:
 * []
 * []


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teaching and Learning Sequence __****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> (Describe the teaching and learning process using all of the information from part I of the lesson plan) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">My classroom will be set up in the "U" formation.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 1: **
 * <span style="font-family: 'Times New Roman',serif;">Class will watch the video "vote" for the hook and then have discussion about the importance or <span style="font-family: 'Times New Roman',serif;"> un- <span style="font-family: 'Times New Roman',serif;"> importance of your vote. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">**(15 minutes)**
 * Students make a custom word web graphic organizer to map out what they think each role citizens have in government. **<span style="font-family: 'Times New Roman',serif; font-size: 16px;">(10 minutes) **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Present information about how the voting and electoral systems works **(45 minutes)**
 * <span style="font-family: 'Times New Roman',serif;"><span style="font-family: 'Times New Roman',serif;"> Round Robin brainstorming - pros and cons about taxes, then discussion  **<span style="font-family: 'Times New Roman',serif; font-size: 15px;">(10 minutes) **


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 2: **
 * Students will do the Hand Print activity to check for understanding **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">(10 minutes) **
 * <span style="font-family: 'Times New Roman',serif;">Present information on citizens <span style="font-family: 'Times New Roman',serif;"> responsibilities <span style="font-family: 'Times New Roman',serif;"> for jury duty **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">(20 minutes) **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Present information on citizens responsibilities for being a part of the draft and military **(25 minutes)**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Intro to political parties **(10 minutes)**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Introduce Comic Life **(15 minutes)**


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 3: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Go over project expectation; answer questions **(10 minutes)**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will work on Projects **(50 minutes)**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Feed backing process **(20 minutes)**


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 4: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Presentations **(80 minutes)**

Students will understand that there are certain roles citizens have in their community, state, country, and world. Students need to understand how they can influence their communities for the greater good. Example: Many people take our voting privileges for granted, and simply do not realize that voting can effect the lives of the community depending on who or what is being voted on. <span style="font-family: 'Times New Roman',serif;">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. At the beginning of class all students will watch a short video about voting, which is followed by discussion. Students will then make a custom word web graphic organizer to map out what they think each role citizens have in government. Then I will p <span style="font-family: 'Times New Roman',serif;">resent information about how the voting and electoral systems works **<span style="font-family: 'Times New Roman',serif;">. **After I will segue into a <span style="font-family: 'Times New Roman',serif;"><span style="font-family: 'Times New Roman',serif;"> Round Robin brainstorming activity finding the pros and cons about taxes, and finally class will end with a discussion **. **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Where, Why, What, Hook, Equip, Explore, Tailor: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Intrapersonal, Interpersonal, Visual.

Students will know Voting, Jury Duty, Political Parties <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">(See Content Notes). At the beginning of class I will have them do the Hand Print activity to check for understanding. Then I will p<span style="font-family: 'Times New Roman',serif;">resent information on citizens <span style="font-family: 'Times New Roman',serif;"> responsibilities <span style="font-family: 'Times New Roman',serif;"> for jury duty and <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> information on citizens responsibilities for being a part of the draft and military. Then I shall give a quick intro to political parties since it is important in the next lesson. Finally I will introduce students to Comic Life.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Equip, Explore, Rethink, Revise, Tailors: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Verbal, Interpersonal, Intrapersonal**.**

Students will be able to evaluate the certain roles of citizens in government. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teacher will explain expectations for the product. <span style="font-family: Calibri,sans-serif; font-size: 15px;">Students will work in groups of 4 to create a comic with interacting characters. In a fun and creative way the comic characters will play out a scenario involving what the citizens roles are in government. Self-Assessment using a rubric, feedback by peers using a rubric for final product, and feedback by teacher using a rubric and verbal feedback on final product.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Explore, Experience, Revise, Refine, Tailors: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Verbal, Interpersonal**.**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Timely feedback will be given by the teacher using a Rubric.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Evaluate, Tailors: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Visual**.**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Notes __**


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student will know: **

DIRECT DEMOCRACY The most important question in U.S. electoral politics these days is not who is eligible to vote, but rather how many of those who are eligible will actually take the time and trouble to go to the polls. The answer now, for presidential elections, is around half. In the election of 1876, voter participation reached the historic high of 81.8 percent. Throughout the 1880s and 1890s, it averaged around 80 percent, but then began a gradual decline that reached a low of 48.9 percent in 1924. The Democratic Party's "New Deal Coalition" during the Great Depression of the 1930s caused a revival of interest on the part of voters, resulting in averages up around 60 percent. Turnouts started back down again in 1968, reaching a low of 49.1 percent in the presidential election of 1996. The fact that more people do not vote is distressing to many. "There is currently a widespread sense, shown by public opinion surveys and complaints by informed observers, that the American electoral system is in trouble," says political scientist A. James Reichley in his book //Elections American Style//. "Some believe that this trouble is minor and can be dealt with through moderate reforms; others think it goes deep and requires extensive political surgery, perhaps accompanied by sweeping changes in the larger social order. Complaints include the huge cost and long duration of campaigns, the power of the media to shape public perceptions of candidates, and the undue influence exerted by 'special interests' over both nominations and general elections." Many commentators believe that what the U.S. electoral system needs is more direct, less representative, democracy. Televised town hall meetings, for example, at which voters can talk directly to elected officials and political candidates, have been encouraged as a way to "empower" the people. And the use of ballot initiatives, referendums, and recall elections is growing rapidly. The precise mechanisms vary from state to state, but in general terms, initiatives allow voters to bypass their state legislatures by collecting enough signatures on petitions to place proposed statutes and, in some states, constitutional amendments directly on the ballot. Referendums require that certain categories of legislation, for example, those intended to raise money by issuing bonds, be put on the ballot for public approval; voters can also use referendums to rescind laws already passed by state legislatures. A recall election lets citizens vote on whether to remove officeholders before their regular terms expire. Initiatives, now allowed by 24 states, have been especially popular in the West, having been used more than 300 times in Oregon, more than 250 times in California, and almost 200 times in Colorado. All sorts of issues have appeared on the ballot in the various states, including regulation of professions and businesses, anti-smoking legislation, vehicle insurance rates, abortion rights, legalized gambling and the medical use of marijuana, the use of nuclear power, and gun control.

RESPONSIBILITIES OF CITIZENSHIP Citizens of the United States, it is clear, have a great many rights that give them freedoms all peoples hold dear: the freedom to think what they like; to voice those opinions, individually to their elected representatives or collectively in small or large assemblies; to worship as they choose or not to worship at all; to be safe from unreasonable searches of their persons, their homes, or their private papers. However, the theory of democratic government holds that along with these rights come responsibilities: to obey the laws; to pay legally imposed taxes; to serve on juries when called to do so; to be informed about issues and candidates; and to exercise the right to vote that has been won for so many through the toil and tears of their predecessors. Another major responsibility is public service. Millions of American men and women have entered the armed forces to defend their country in times of national emergency. Millions more have served in peacetime to maintain the country's military strength. Americans, young and old alike, have joined the Peace Corps and other volunteer organizations for social service at home and abroad. The responsibility that can make the most lasting difference, however, is getting involved in the political process. "Proponents of participatory democracy argue that increased citizen participation in community and workplace decision-making is important if people are to recognize their roles and responsibilities as citizens within the larger community," says Craig Rimmerman, professor of political science, in his book //The New Citizenship: Unconventional Politics, Activism, and Service//. "Community meetings, for example, afford citizens knowledge regarding other citizens' needs. In a true participatory setting, citizens do not merely act as autonomous individuals pursuing their own interests, but instead, through a process of decision, debate, and compromise, they ultimately link their concerns with the needs of the community." Tom Harkin, U.S. senator from Iowa, says that the kind of activists who fueled the earlier civil rights, anti-Vietnam War, and environmental movements are now focusing their energies "closer to home, organizing their neighbors to fight for such issues as better housing, fair taxation, lower utility rates, and the cleanup of toxic wastes.... Cutting across racial and class and geographical boundaries, these actions have shown millions of people that their common interests far outweigh their differences. [For all of them], the message of citizen action is the same: 'Don't get mad, don't get frustrated, don't give up. Organize and fight back.'"

VIRTUAL COMMUNITIES Some concerned American voters have chosen to stay involved by being in touch with their elected officials, in particular the president and their senators and representatives. They have written letters, sent telegrams, made telephone calls, and gone in person to the official's office, whether in Washington or in the home state or district. During the past few years, however, a new medium of communication has burst upon the scene and given voters extraordinary power — the power to learn what is going on in their world, to comment on those events, and to work to change the things they don't like. This medium is the Internet, the World Wide Web, the Information Superhighway. Whatever it is called, it is changing politics in America, rapidly and irrevocably. The Internet can be "a powerful instrument for collective action, if we choose to use it as such," says political activist Ed Schwartz in his book //NetActivism: How Citizens Use the Internet//. "It has the potential to become the most powerful tool for political organizing developed in the past 50 years, and one that any citizen can use.... [What] community activists often need most is hard information, both about government agencies and specific programs, as well as on how the political system works." They can find this information, easily and at practically no cost, on the Internet. "Virtual communities" of men and women of similar interests, who may live thousands of miles apart and might never have known about each other any other way, are now coming together on the Internet. Quite often, these people never do meet in person, but they get to know each other well, through sustained, intelligent conversations over time about the issues that they care the most about. Another profound change is the quick access the Internet gives people to information about government, politics, and issues that had previously been unavailable, or hard to find, for most of them. EnviroLink, for example, is a Web site devoted to environmental issues. Community organizations can get specific facts from this site about such concerns as greenhouse gas emissions, hazardous waste, or toxic chemicals. In the past, these groups might have been limited to talking about these issues only in general terms. Now, EnviroLink makes detailed resource materials instantly available. The site provides access to educational resources, government agencies, and environmental organizations and publications, all listed by topic of interest. EnviroLink also offers information and advice on how to take direct action by providing names and e-mail addresses of persons to contact about specific environmental concerns, and it includes "chat rooms" where users can engage in discussions and share ideas. Activists at the local level are finding the Internet to be particularly helpful. These are the people who get involved in politics as a way to improve conditions in their own neighborhoods and communities. They organize block cleanups, trash recycling efforts, crime watch groups, and adult literacy programs. "Their aim is not merely to perform community service," says Ed Schwartz, "although that's part of it. They simply believe that healthy communities are possible only when residents make a personal commitment to contribute to their well-being." One example of the way these people are using the Internet is Neighborhoods Online, a Web site set up by Schwartz to promote neighborhood activism throughout the United States. Hundreds of people visit the site every day, including organizers, staff members of nonprofit organizations, elected officials, journalists, college faculty and students, and ordinary citizens looking for new ways to solve neighborhood problems. "From a modest beginning," says Schwartz, "we've reached the point where virtually every community development corporation, neighborhood advisory committee, adult literacy program, job training agency, and human service provider is either already online or trying to figure out how to get there." <span style="font-family: 'Times New Roman',serif;"> <span style="font-family: 'Times New Roman',serif;">Rubric <span style="font-family: 'Times New Roman',serif;">Blank Paper
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Handouts __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Standards for Initial Teacher Certification and Rationale __**


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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. **


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Learning Styles __**


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Clipboard: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students who are clipboard learners will have a rubric to guide their final product. Also they will have a custom graphic organizer to keep organized.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Microscope: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The microscopic students will be able to go in depth and explore specific types of roles of citizen in government, and will analyze them to learn why it is important to stay active in government.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Puppy: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Beach Ball: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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 the hand print activity. They will also enjoy the opportunity to work with their colleagues in a social manner.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. **


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Knowledge: ( **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">See content notes)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Area: Social Studies <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard Label: B. Civics and Government <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard: B1 Knowledge, Concepts, Themes, and Patterns of Civics/Government <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grade Level Span: 9 - Diploma <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Performance Indicators: a,b,c,d,e
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">MLR or CCSS: **


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Facet: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpretation


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">After this lesson, students are going to understand the certain roles citizens have in their community, state, country, and world.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. **

<span style="font-family: 'Times New Roman',serif;"> **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Type II Technology: ** <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Students will work in groups of 4 to create a comic with interacting characters. In a fun and creative way the comic characters will play out a scenario involving what the citizens roles are in government. Along with this they will have to pick a movie genre to relate it to! This is type II because of the interacting characters.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">MI Strategies: **
 * Verbal: ** Students will use their verbal skills in a round robin activity where each student takes the time to share his or her ideas.
 * Logical: ** The rubrics will allow for logical learners to have a concrete description of what they need for their final product, which will allow them to set up a process for getting it done.
 * Visual: ** Students will create a Comic Life as their final product. In doing so they will show their ability to create a visual representation of the material.
 * Kinesthetic: ** Students will do the hand print activity to check for understanding and will then throw their hand in the air. Once all the hands have falled students will pick up a hand that is not their own and share it with the rest of the class.
 * Intrapersonal: ** Students will use the custom word web to individually map out the role that citizens have in government.
 * Interpersonal: ** By working in groups of four, students will communicate with their peers regarding the final product, allowing them to focus on their interpersonal intelligence.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. **


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Formative: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will do the Hand Print activity to check for understanding. Self-Assessment using a rubric, feedback by peers using a rubric for final product, and feedback by teacher using a rubric and verbal feedback on final product.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative: **<span style="font-family: Calibri,sans-serif; font-size: 15px;">Students will work in groups of 4 to create a comic with interacting characters. In a fun and creative way the comic characters will play out a scenario involving what the citizens roles are in government. Along with this they will have to pick a movie genre to relate it to!

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 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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.
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