Lesson Plan



UNIVERSITY OF MAINE AT FARMINGTON

COLLEGE OF EDUCATION, HEALTH AND REHABILITATIONLESSON PLAN FORMAT

Teacher’s Name: Megan Perkins Lesson #: 4 Facet: Empathy

Grade Level: 10 Numbers of Days: 2 Days

Topic: American Revolution and Bill of Rights

PART I:

Objectives

Students will understand that the American Revolution can help them comprehend the present and future government, politics, and civil rights.

Students will know the sequence of actions that American's took after the war to establish independence as a country and the important purpose the bill of Rights serves.

Students will be able to consider the key concepts of the original Bill of Rights and how these concepts mold the present day in the United States.

Product: iMovie Stop Motion presentation

Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment

Content Area: Social Studies

Standard Level: E1 Historical knowledge, concepts, themes, and patterns

Grade Level Span: Grade 9- Diploma The Revolutionary Era 1754-1783

Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world.

Performance Indicators: A,B,C

Rationale:

This lesson will create opportunities for students to consider the aftermath of the American Revolution and how those events helped shape the Bill of Rights and the United States' civil rights policies.

Assessments

Formative (Assessment for Learning)

Section I – checking for understanding during instruction

The teacher will use the Take and Pass activity to check for understanding. The teacher will place each individual amendment of the Bill of Rights and a few of thee Constitution on a separate piece of paper. The student's tables and chairs will be situated in a circle. Each student will write a short response on the paper that they are given and then when time is up, all students will stand up and move to the seat tot he right. This will continue until the students receive their original paper back. They will then read the comments and then share the overall opinions of their class.

Section II – timely feedback for products (self, peer, teacher)

Students will self asses by using a checklist to make sure that they have included all that is acquired in the project. Also two pairs will come together and evaluate each other's work using a rubric.

Summative (Assessment of Learning):

In pair students will create an iMovie presentation by using a Stop Motion format. The presentation will depict the formation and change of Bill of Rights over time. Students will be sure to portray the content in chronological order. The teacher will then use a rubric to give the students final feedback on their work.

Integration

Technology:

This technology used for this lesson is classified as the Modification category of SAMR, because students will use iMovie to depict the changes in the Bill of Rights and amendments of the constitution by creating a Stop Motion presentation. By using iMovie students will be able to interact with the content in an innovative engaging way that would not possible with any other technology or type of assessment like a test.

Content Areas:

Music will be integrated in this lesson. For a warm up activity students will make a chant about the bill of Rights and share it with the class.

Groupings

Section I - Graphic Organizer & Cooperative Learning used during instruction

Students will use a sequence chart graphic organizer to break down the process of how the Bill of Rights came to be. The Jigsaw model of collaborated learning will be used in a group setting where each students is responsible of being the "expert" of a section of the Bill of Rights. An "expert" must show their knowledge of their topic by explaining and teaching the details of the topic to their fellow group members.

Section II – Groups and Roles for Product

The iMovie Stop Motion product will be done in pairs. Each pair will be responsible for developing, filming, and posting their presentation on YouTube. Two pairs will be grouped together during the peer assessment part of the lesson.

Differentiated Instruction

MI Strategies

Logic: Students will use a sequence chart graphic organizer to organize specific parts of how the Bill of Rights came to be.

Visual: The Stop Motion project will allow students to increase understanding of the Bill of Rights in a hands on and visual way.

Musical: For an in class assignment small group of students will choose a part of the Bill of Rights and then create a short chant depicting the meaning of the component. Students can add beats and other rhythmic sounds to add musical flare. At the end the class will come together to watch each other's performance.

Kinthestic: The use of the Take and Pass (or in this case Take and Move) method will allow students to move and stretch their legs as they rotate to the next prompt.

Intrapersonal: For homework, students will write a reflection on what the Bill of Rights means to them and what in their opinion is the most important aspect of the Bill of Rights.

Interpersonal: Students will work together in the Jigsaw model of collaborative learning to gain knowledge of specific parts of the Bill of Rights.

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.

Plan for accommodating absent students:

I require all my students to email me prior to an absence. If they are able to students can have a buddy system where they can Skype into class. Following an absence, students will touch base with me by having a meeting about what was missed and what assignments are due and ect.

Extensions

Type II technology:

This technology used for this lesson is classified as the Modification category of SAMR, because students will use iMovie to depict the changes in the Bill of Rights and amendments of the constitution by creating a Stop Motion presentation. By using iMovie students will be able to interact with the content in an innovative engaging way that would not possible with any other technology or type of assessment like a test.

Gifted Students:

To increase the level of the iMovie project, students will have the choice to create a music video as well and or include a comparison part of the video where the change of rights from today to the American Revolution time period.

Materials, Resources and Technology

Sequence Chart Graphic Organizer

Rubric

Checklist

Video Cameras

White Boards

Dry Erase Markers

Papers with each right written on them

Source for Lesson Plan and Research

Take and Pass Checking for understanding



Sequence Chart Graphic Organizer



Jigsaw model of Cooperative Learning Style



how and Why the Bill of Rights was made



Bill of Rights Simplified



Stop Motion Tutorial



PART II:

Agenda

Day 1

Hook- Reflection about our rights (10 min)

Sequence Graphic Organizer (25 min)

Activity Chant about the Bill of Rights (15 min)

Assign Jigsaw groups and what part of each Bill of Rights each students will be an "expert" for. 5 min

ntroduce Stop Motion Progect (5 min)

Pair Students up for Stop Motion Project (10 min)

Pairs discuss ideas for project (10 min)

Day 2

Bill of Rights Chant (10 min)

Jigsaw Collaborative Style activity  (25 min)

Checking for understanding Take and Pass (15 min)

Work on Stop Motion (30 min)

Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan)

Tables and chairs will be arranged in small groups spread throughout the classroom. Small groups of students will sit at each table group. Students will understand that the American Revolution can help them comprehend the present and future government, politics, and civil rights. In order to maintain relevance and continue the growth of civilization government documents, laws, and restrictions change overtime. These changes affect the present and future societies. Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world.

When students come to class there will be one question on the board "how do I use the Bill of Rights everyday?". Students will be given makers to write down their answers. When all students are done, each student will read one of the answers out loud. This hook should show students the importance of their rights and what it means to have rights in their everyday lives.

Where, Why , What, Hook Tailors: Intrapersonal, Visual, Verbal

Students will know the sequence of actions that American's took after the war to establish independence as a country. Students will use a sequence chart graphic organizer to break down the process of how the Bill of Rights came to be. The Jigsaw model of collaborated learning will be used in a group setting where each student is responsible for being the "expert" of a section of the Bill of Rights. An "expert" must show their knowledge of their topic by explaining and teaching the details of the topic to their fellow group members. The teacher will use the Take and Pass activity to check for understanding. The teacher will place each individual amendment of the Bill of Rights and a few of thee Constitution on a separate piece of paper. The student's tables and chairs will be situated in a circle. Each student will write a short response on the paper that they are given and then when time is up, all students will stand up and move to the seat tot he right. This will continue until the students receive their original paper back. They will then read the comments and then share the overall opinions of their class.

Equip, Explore, Rethink, Tailors: Logic, Visual, Intrapersonal, Verbal, Kinesthetic

Students will be able to consider the key concepts of the original Bill of Rights and how they were developed and changed over time. Students will create a Stop Motion presentation in pairs where they will visually depict the formation of the Bill of Rights during the American Revolution time period. As students work on this project in class the teacher will give advice or suggestions as needed as he or she roams around the room.

Th teacher will give each pair a checklist that includes all that is required within the project. Students will self asses by using a checklist to make sure that they have included everything that is needed. Also two pairs will come together and evaluate each other's work using a rubric, which the teacher has provided them with.

Explore, Experience, Revise, Refine, Tailors: Logic, Visual, Intrapersonal, Verbal, Kinesthetic

The teacher will then use a rubric to give the students final feedback on their work.

Evaluate Tailors: Visual, Logical

Content Notes

This lesson will provide students with the information knowledge about the time period, people, and events that will allow them to draw conclusions and view points. Students will understand that the American Revolution can help them comprehend the present and future government, politics, and civil rights. Students will learn how and why the Bill of Rights was developed in this lesson. Students will reflect on what their rights mean to them and how they use them everyday in the beginning of the lesson. The teacher will ask them to write their thoughts about their rights as citizens of the United States on the board and then after, the class will discuss what the overall consensus is. Students will then use a sequence chart graphic organizer to organize specific parts of how the Bill of Rights came to be, which include events, dates, and people that were involved. Students will fill in their graphic organizers in groups, where they will help each other sequence important events and concepts within the chart. The teacher will roam the room helping each group when needed. Also if there are trending questions across the classroom other teacher may stop students working to answer that "big" question. After students have filled out the chart, the teacher will discuss their homework for next class. Students will be divided into groups of four. Each member will be an "expert" of a part of the Bill of Rights. They will need to read and study their section so that they will be able to teach their fellow group members about their section. The groups will be chosen at random, by using Popsicle sticks that are labeled the names of football teams. There will be four sticks that have the same name representing a group. Once the groups are created the students will meet briefly to divide the Bill of rights into fourths. In the next class students will meet in these same groups to participate in the jigsaw cooperative learning style activity

The teacher will then introduce the Stop Motion project to the class. He or she will then pair up students by using the animal Popsicle sticks which are labeled with animal names. The students with the same animal name are a pair for the project. Students will then have time to discuss their ideas for the project.

Students will use their musical side to create a chant that involves a beat and information about the Bill of Rights. The teacher will begin this activity in the beginning of the second class as a warm up. Students will work in pairs for this group and the teacher will quickly pair students up. After students will meet back with their jigsaw group members where they will have time to teach others about their section of the Bill of Rights. The teacher will roam the room to help students understand what each right means. After students and the teacher will set up chairs and tables to form a circle.

The teacher will place each individual amendment of the Bill of Rights and  a separate piece of paper.  Each student will write a short response on the paper that they are given and then when time is up, all students will stand up and move to the seat tot he right. This will continue until the students receive their original paper back. They will then read the comments and then share the overall opinions of their class. This activity is a Take and Pass model to check for understanding.

The Stop Motion project is acting as a summative assessment where students will have the opportunity to show what they know about how the Bill of Rights was developed, created, and the purpose behind it. Students will also need to depict what their rights mean to them as united States citizens. The most common way a Stop motion project is made is by using white boards. However, there are several ways the presentation van be made and students are allowed to explore their options and choose one that is the best for them.

Handouts

Sequence Chart Graphic Organizer

Rubric

Checklist

Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale

Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Learning Styles

Clipboard:

Each class will have the agenda written down on the board so students know where we are going in the class.

Microscope:

Students will be encouraged to research deeply before creating their iMovie Stop Motion project. Students are always encouraged to uncover the content more outside of class and bring their findings to share with the teacher and classmates.

Puppy:

The class environment will be very welcoming in every lesson. Students will be placed in pairs so they may have a fellow classmate to help them create a Stop Motion iMovie presentation.

Beach Ball:

There will be varies instruction and freedom given in assignments and projects. Students will be given artistic freedom when creating their iMovie Stop Motion projects.

Rationale:

This lesson is planned to meet the needs of the all students' individual learning patterns. The activities, assessments, and instruction will appeal to all types of learners through out the span of the lesson.

Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.

Formative:

The teacher will use the Take and Pass activity to check for understanding. The teacher will place each individual amendment of the Bill of Rights and a few of thee Constitution on a separate piece of paper. The student's tables and chairs will be situated in a circle. Each student will write a short response on the paper that they are given and then when time is up, all students will stand up and move to the seat tot he right. This will continue until the students receive their original paper back. They will then read the comments and then share the overall opinions of their class.

Summative:

Students will create a Stop Motion presentation in pairs where they will visually depict the formation of the Bill of Rights during the American Revolution time period.

Rationale:

This lesson includes assessment that are in forms of checking for understanding by prompting students and creating an opportunity for them to display content knowledge by using various forms of media, that add interest, substance, and relevance to their learning.

Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Content Knowledge:

Students will know the sequence of actions that American's took after the war to establish independency as a country and the important purpose the bill of Rights serves.

MLR or CCSS:

Content Area: Social Studies

Standard Level: E1 Historical knowledge, concepts, themes, and patterns

Grade Level Span: Grade 9- Diploma The Revolutionary Era 1754-1783

Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world.

Performance Indicators: A,B,C

Facet:

Students will be able to consider the key concepts of the original Bill of Rights and how these concepts mold the present day in the United States.

Rational:

This lesson includes planned various ways of instruction by using cooperative learning activities such as in the Bill of Rights song chant, Take and Pass, and Jigsaw Model activities.

Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

MI Strategies:

Logic: Students will use a sequence chart graphic organizer to organize specific parts of how the Bill of Rights came to be.

Visual: The Stop Motion project will allow students to increase understanding of the Bill of Rights in a hands on and visual way.

Musical: For an in class assignment small group of students will choose a part of the Bill of Rights and then create a short chant depicting the meaning of the component. Students can add beats and other rhythmic sounds to add musical flare. At the end the class will come together to watch each other's performance.

Kinthestic: The use of the Take and Pass (or in this case Take and Move) method will allow students to move and stretch their legs as they rotate to the next prompt.

Intrapersonal: For homework, students will write a reflection on what the Bill of Rights means to them and what in their opinion is the most important aspect of the Bill of Rights.

Interpersonal: Students will work together in the Jigsaw model of collaborative learning to gain knowledge of specific parts of the Bill of Rights.

Type II Technology:

This technology used for this lesson is classified as the Modification category of SAMR, because students will use iMovie to depict the changes in the Bill of Rights and amendments of the constitution by creating a Stop Motion presentation. By using iMovie students will be able to interact with the content in an innovative engaging way that would not possible with any other technology or type of assessment like a test.

Rationale:

This lesson includes planned various ways of instruction by using cooperative learning activities such as in the Bill of Rights song chant, Take and Pass, and Jigsaw Model activities.

NETS STANDARDS FOR TEACHERS

1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.

a. Promote, support, and model creative and innovative thinking and inventiveness

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

Rationale:

This lesson creates opportunities for the teacher to inspire learning through planned instructional activities such as in the

Bill of Rights song chant, Take and Pass, and Jigsaw Model activities and in the iMovie Stop Motion project. The teacher will be available to apply support through out the lesson in the beginning of class, during class when students are working on projects or in group activities.

2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

Rationale:

This lesson includes technology that enhances the content and learning opportunities. Students will have the chance to be creative with technology by interacting with all the components and options iMovie has to offer as a software. The software allows students to use the Stop Motion model to create short clips of them manipulating material and writing or drawing text or pictures that depicts the information. This technology allows students to interact with the content in an engaging way.

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