U4C1L2 - Bullitt Central JROTC - Home
|CORE LET 1 |
|Unit 1: Citizenship in Action |
|Chapter 1: Foundations of Army JROTC and Getting Involved |
|Lesson 1: Army JROTC – The Making of a Better Citizen |
|Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2 |
|Administrator Lesson Guide: |
|Lesson Competency: Identify how Army JROTC can impact your future |
|Linked McRel Standards: LW5. Makes general preparation for entering the work force; SR2. Performs self-appraisal |
|Linked JROTC Program Outcomes: Maximize potential for success through learning and self-management [self management, study skills, personal success, |
|life skills] |
|Thinking Processes |Core Abilities |
|Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel) |Build your capacity for life-long learning |
|Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web) |Communicate using verbal, non-verbal, visual, and |
|Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram) |written techniques |
|Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I) |Take responsibility for your actions and choices |
|Part-Whole - Brace Map* (Alt. = Pie Chart) |Do your share as a good citizen in your school, |
|Sequencing -Flow Map* (Alt. = Flow Chart, Linear String) |community, country, and the world |
|Cause and Effect - Multi-Flow Map* (Alt. = Fishbone) |Treat self and others with respect |
|Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart) |Apply critical thinking techniques |
|* Thinking Map( | |
|Multiple Intelligences |Bloom’s Taxonomy |Authentic Assessment |Learning Objectives |
|Bodily/Kinesthetic |Remember |Observation Checklist |Describe the mission of Army JROTC |
|Visual/Spatial |Understand |Portfolio |Assess the challenges and opportunities in the Army |
|Logical/Mathematical |Apply |Rubric |JROTC program |
|Verbal/Linguistic |Analyze |Test and Quizzes |Explore the opportunities of the Army JROTC program |
|Musical/Rhythmical |Evaluate |Thinking Map® |Define key words: Cadet, challenges, JROTC, mission, |
|Naturalist |Create |Graphic Organizer |motivate, opportunities, unique |
|Interpersonal |Structured Reflection |Notebook Entries | |
|Intrapersonal |Metacognition |Logs | |
| |What? |Performance | |
| |So What? |Project | |
| |Now What? | | |
| |Socratic Dialog | | |
| |E-I-A-G | | |
| | | |Legend: |
| | | |( Indicates item is not used in lesson |
| | | |( Indicates item is used in lesson |
|Lesson Preview: |
|Inquire: Guide Cadets to think about why they are in the JROTC program. Cadets make identity cards. |
|Gather: Instruct Cadets to investigate the mission, purpose, and program outcomes of Army JROTC. Ask Cadets to watch a video and perform a matching |
|exercise. |
|Process: Instruct Cadets to develop a product to show how they how they view the JROTC program. Ask Cadets to watch a video and think about groups that |
|are considered controversial. |
|Apply: Guide Cadets to consider how JROTC can impact their futures. Distribute Army JROTC - The Making of a Better Citizen Assessment Task. |
|CORE LET 1 |
|Unit 1: Citizenship in Action |
|Chapter 1: Foundations of Army JROTC and Getting Involved |
|Lesson 1: Army JROTC – The Making of a Better Citizen |
|Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2 |
|Instructor Lesson Plan: |
|Why is this lesson important? |
|This lesson introduces you to the U.S. Army Junior Reserve Officers’ Training Corps (JROTC) Program, its mission, and the Leadership Education and |
|Training (LET) curriculum for this first level of your instruction. As you move through this lesson, you will learn about JROTC opportunities, |
|leadership, and challenges. Through Army JROTC, you are building a foundation that will last a lifetime. |
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|Lesson Question |
|How can Army JROTC help Cadets become better students and citizens? |
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|What will Cadets accomplish in this lesson? |
|Lesson Competency |
|Identify how Army JROTC can impact your future |
| |
|What will Cadets learn in this lesson? |
|Learning Objectives |
|Describe the mission of Army JROTC |
|Assess the challenges and opportunities in the Army JROTC program |
|Explore the opportunities of the Army JROTC program |
|Define key words: Cadet, challenges, JROTC, mission, motivate, opportunities, unique |
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|When will your Cadets have successfully met this lesson’s purpose? |
|Performance Standards |
|when Cadets write a summary that explains the mission of Army JROTC |
|when Cadets’ written summaries explain the mission of Army JROTC |
|when Cadets’ written summaries outline how various courses can help them attain your goals |
|when Cadets’ summaries include use of the key words: Cadet, challenges, JROTC, mission, motivate, opportunities, unique |
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|NOTES: |
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|Part 1: 45 minutes |
|Phase 1 -- Inquire: |
|Lesson Delivery Setup: |
|Make sure Curriculum Manager is installed and the clicker receiver is plugged in. Distribute clickers to Cadets. |
|Ensure that Cadets have access to the Student Learning Plan. |
|Prepare to show all Inquire Phase slides from the Lesson PowerPoint Presentation and start with the Focusing Question. |
|Prepare to display the Learning Objectives. |
|Ensure Cadets have their Cadet Notebooks for use throughout this lesson. |
|Prepare to have Koosh ball available. |
|Provide index cards for Cadet use. |
|Write identity card statements for Cadets to think about on the board. |
|One word to describe myself is: |
|To me, success means… |
|One goal I have in JROTC is: |
|Student Learning Activity |
|Teaching Notes |
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|Direct Cadet Focus: Ask Cadets to think about the Army JROTC program. The Inquire Phase of the lesson is to set Cadets up to begin thinking about what |
|they already know about this subject area. |
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|THINK ABOUT what you know about the Army JROTC and how it might impact your life. PREPARE for this lesson by discussing What you will accomplish in this |
|lesson; What you will learn in this lesson; Why this lesson is important, and When you will have successfully met this lesson’s purpose. |
|Display the Focusing Question on the PowerPoint Presentation. Allow time for discussion. |
|Review the Student Learning Plan. Ask Cadets to find the answers to the following questions on their plans: What will you accomplish in this lesson; What|
|you will learn in this lesson; Why the lesson is important; When will you have successfully met the lesson’s purpose. |
|Show the learning objectives slide. Remind Cadets that learning objectives tell them ‘what’ they will learn about in this 90-minute lesson. |
|Explain that key words are vocabulary words. They will appear throughout the lesson. Suggest that Cadets write down on paper or circle any words that |
|they are not familiar with. Remind them that you may be checking their comprehension of the words later in the lesson. |
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|CREATE a personal identity card describing some things about yourself, your goals, the purpose of JROTC, and how that purpose can impact your personal |
|goals. INTRODUCE other Cadets using their identity cards. |
|Instruct Cadets to write their last and first names on the top of the identity card followed by their responses to the statements written on the |
|PowerPoint. The Cadet can write responses, draw symbols, or use a combination of both. Identity cards should reflect Cadets’ personalities. |
|Divide Cadets into teams of four or five. Guide Cadets to walk around the room and meet others who; they don’t know or don’t know well, are wearing |
|similar clothing (jeans, shorts, watches), similar colored clothing, similar characteristics (hair length or color, shoe size, eye color, etc.) |
|Instruct team members to introduce one of their members to the rest of the class. Begin the sharing by tossing a team member the Koosh Ball. When this |
|Cadet is finished, he/she tosses the Koosh Ball to someone else in the team. Continue by team, until everyone in the room has been introduced. This |
|process should be done quickly so remind Cadets to share just the name and one of the top entries on the identity card. |
|Create a class KWL Chart. Guide Cadets to share some of their responses to reflection questions and add them to the KWL Chart. NOTE: The K-Column will |
|note what Cadets know about the purpose of JROTC; W-Column will note what types of goals Cadets have that JROTC can or might help them achieve and the |
|L-Column will note what Cadets hope to learn as a result of the JROTC program. |
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|REFLECT on what you discovered about your classmates, the purpose of JROTC, and your own goals. ANSWER the reflection questions presented by your |
|instructor. |
|Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet |
|population. |
|What did you discover about some of your classmates? |
|How did this activity help you feel more comfortable with members of the class? |
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|Conclude this phase of learning by summarizing the purpose of the activity and informing them that they will now learn some new information about JROTC. |
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|Total Time: 20 minutes |
|Self-paced Option: Instruct self-paced learning Cadets to complete the Inquire Phase learning activities for this phase of learning. Modify activities as|
|necessary for your Cadet. |
|Phase 2 -- Gather: |
|Lesson Delivery Setup: |
|Prepare to show all Gather Phase slides from the Lesson PowerPoint Presentation. |
|Provide access to a student text: Unit 1: Citizenship in Action and Leadership: Theory and Application (hardbound); LET 1 (softbound). |
|Provide chart paper and markers for partner or team use. |
|Be prepared to launch Reinforcing Questions. |
|Student Learning Activity |
|Teaching Notes |
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|Direct Cadet Focus: Ask Cadets to think about the following: |
|What are the benefits of belonging to an organization? |
|What aspects of the organization make membership appealing? |
|The Gather Phase introduces Cadets to the learning objectives by providing new information or content through the activities provided. Cadets begin to |
|build on any previous knowledge or experiences. |
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|THINK ABOUT how you would define each key word from this lesson. COMPARE your definitions to how they are used in Video #1: “JROTC Today: Tomorrow’s |
|Leaders.” |
|Have Cadets think about their present definition of each key word from this lesson. Play Video #1: “JROTC Today: Tomorrow’s Leaders” and instruct Cadets |
|to observe and write down their answers to the following questions: |
|What is the mission of JROTC? |
|How are some of the key words used in the video? |
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|OBSERVE and ANSWER questions pertaining to the purpose and mission of JROTC and how it can affect your future. |
|Remind Cadets to preview the key words, program outcomes, core abilities, and course descriptions of the JROTC program by reading Lesson 1 in the student|
|text. Guide Cadets to complete Exercise 1: Matching. Provide Cadets with correct answers using Answer Key Exercise 1: Matching. |
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|LEARN MORE about JROTC by reading Lesson 1: Army JROTC - The Making of a Better Citizen from Chapter 1 of the student text. COMPLETE Exercise #1: |
|Matching. |
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|DEVELOP a definition of an assigned key word and DEFINE the mission of JROTC. |
|Guide Cadet teams to select one key word, develop a definition of the word, and define the mission of JROTC. Each team will present their key word |
|definition and JROTC mission statement to the class. |
|Launch the Reinforcing Question(s). |
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|PRESENT your definition and JROTC mission statement to the class. RECORD responses to the Reinforcing Questions in your Cadet Notebook. |
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|REFLECT on the mission of JROTC, its characteristics, and benefits. ANSWER the reflection questions presented by your instructor. |
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|Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet |
|population. |
|What did you learn about the Mission of JROTC? |
|What would you say to someone who asks: “Why are you taking a JROTC class?” |
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|Conclude this phase of learning by summarizing the purpose of the activity(ies) and informing them that they will now ‘do’ something with the new |
|information or skill they were introduced to. |
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|Total Time: 25 minutes |
|Self-paced Option: Instruct self-paced learning Cadets to complete the Gather Phase learning activities for this phase of learning. Modify activities as|
|necessary for your Cadet. |
|Part 2: 45 minutes |
|Phase 3 -- Process: |
|Lesson Delivery Setup: |
|Prepare to show all Process Phase slides from the Lesson PowerPoint Presentation. |
|Provide chart paper and markers for partner or team use |
|Be prepared to launch Reinforcing Questions. |
|Student Learning Activity |
|Teaching Notes |
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|Direct Cadet Focus: Ask Cadets to think about groups that are considered controversial. How do they defend the qualities of controversial groups? |
|This phase of the lesson allows Cadets to practice using the new skill or knowledge. |
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|VIEW Video #2: “My Name is Drill.” |
|Play Video #2: “My Name is Drill.” |
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|PRODUCE a product (skit, song, graph, chart or visual tool) that addresses an audience with an anti-JROTC predisposition. That product should represent |
|how you understand the mission of JROTC. |
|Instruct Cadet teams to produce a product that represents how they understand the mission of JROTC. Teams may: |
|Produce a skit |
|Create a graph, chart or another kind of visual |
|Prepare a humorous speech or poem |
|Write a song or rap |
|Guide Cadets to prepare the product for an audience that is anti-JROTC. Remind Cadets to include the lesson key words in their product. |
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|PRESENT your product to the class. |
|Cadet teams will present their product to the class. |
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|RECORD responses to the Reinforcing Questions in your Cadet Notebook. |
|Launch the Reinforcing Question(s). |
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|REFLECT on how your understanding of JROTC may have changed. ANSWER the reflection questions presented by your instructor. |
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|Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet |
|population. |
|How has your understanding of JROTC changed as a result of today? |
|What excites you most about participating in the JROTC program? |
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|Conclude this phase of learning by summarizing the purpose of the activity and informing Cadets that they will now apply the new knowledge or skill |
|through the assignment or activity outlined in the performance assessment task. |
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|Total Time: 25 minutes |
|Self-paced Option: Instruct self-paced learning Cadets to complete the Process Phase learning activities for this phase of learning. Modify activities |
|as necessary for your Cadet. |
|Phase 4 -- Apply: |
|Lesson Delivery Setup: |
|Prepare to show all Apply Phase slides from the Lesson PowerPoint Presentation. |
|Distribute the Army JROTC – The Making of a Better Citizen Performance Assessment Task. |
|Determine how you will review the key words from this lesson. |
|Prepare to use the Digital Timer application in your Curriculum Manager. |
|Prepare to assign the performance assessment task as homework as time necessitates. |
|Student Learning Activity |
|Teaching Notes |
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|Direct Cadet Focus: Ask Cadets to think about what information they learned in the lesson that will help them reach their success goals. |
|This phase of learning will help Cadets transfer past knowledge and experience to new knowledge and skills introduced and practiced during this lesson. |
|Prompt Cadets by asking them how this lesson can be used beyond this classroom experience. |
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|THINK ABOUT what information you learned during this lesson that can help you move closer toward your own success goals. CREATE and PRESENT a Multi-Flow |
|Map that illustrates how JROTC can affect your success goals. |
|Guide Cadet teams to create a Multi-Flow Map that illustrates how JROTC can affect your success goals. Allow teams to present their maps. Lead a |
|discussion comparing each team’s map. |
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|COMPLETE the Army JROTC – The Making of a Better Citizen Performance Assessment Task. SUBMIT your completed performance assessment task to your |
|instructor for feedback and a grade. |
|Distribute the Army JROTC – The Making of a Better Citizen Performance Assessment Task. The assessment task may be completed in class or assigned as |
|homework, depending on the available time. |
|Refer Cadets to the scoring guide for a list of criteria that should be included in their written summary. These same criteria on the scoring guide can |
|be used as a grading checklist, too. |
|Remind Cadets that lesson assessment tasks can be used as evidence of learning and are solid artifacts to add to their Cadet Portfolios. |
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|REVIEW the key words of this lesson. |
|Key words connect concepts and principles introduced in the text and learning activities. After activities are complete, Cadets should be able to |
|complete a quick check on each word and define it properly. |
|Remind Cadets that key words were introduced throughout various learning activities and should not be ‘new’ to them. |
|Instruct Cadets that you are going to see how well they remember the key word meanings and launch the automated response slides or one of several |
|animated games. |
|Remember to use your digital timer in Curriculum Manager to set a reasonable time limit for this activity. |
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|REFLECT on what you have learned in this lesson and how you might use it in the future. |
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|Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet |
|population. |
|What can I do as a Cadet in this class to help JROTC accomplish its mission? |
|How have my personal goals been impacted by what I learned in today’s lesson? |
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|Can Cadets answer the Lesson Question(s) now: How can JROTC help Cadets become better students and citizens? |
|Allow some time for discussion. |
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|Total Time: 20 minutes |
|Self-paced Option: Instruct self-paced learning Cadets to complete the Apply Phase learning activities for this phase of learning. Modify activities as |
|necessary for your Cadet. |
|Homework: |
|Instruct Cadets to complete their performance assessment tasks as homework if needed. |
|Note on Cadet Portfolios: |
|As Cadets work through the lessons in this chapter, remind them to add completed documents to their Cadet Portfolio. Portfolios can be arranged by topic,|
|chapter, or LET depending on your requirements. Refer to the Cadet Portfolio Assessment Task in your JROTC Instructor’s Desk Reference for ideas on |
|setting up and evaluating Cadet Portfolios. |
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