L2+Lawson,+Michael

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

Teacher’s Name:** Mr. Lawson **Date of Lesson:** 3/1/10
 * Grade Level:** **Topic:** 9

__**Objectives**__
Student will understand why government policy largely affects how a country functions. Student will know key terms like Senate, House of Representatives, Congress, Judiciary Branch, Executive Branch, Legislative Branch, policy, bills, budget, Democracy, President, Vice President, cabinet, laws, committee, point of order, petition. Students will know influential congressman and women, influential presidents and law makers. Students will know how certain presidents, especially in the mid to late 1920s encouraged the fall of the economy. Student will be able to explain how a bill becomes a law. **Product**: Newspaper page. **(2 Days 80 Minuets)**

__**Maine Learning Results Alignment**__
Maine Learning Results Social Studies E. E1 Historical knowledge, concepts, themes, and patterns. Grade 9-Diploma 1920's 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.


 * Rationale:** Many areas of the Maine Learning Results will be addressed through this lesson including; The 1920's as a major era of the United States. The 1920s became a hot bed for interesting political activities. The Federal government grew exponentially during the 1920s due to the ability to tap into expenditures that had never been available before. The average American citizen's spending grew from $1000 to $5000 in the span of one year. Another Maine Learning result that is covered in this plan is the introduction and mastering of themes. The theme that is covered by this lesson is the constant contribution of presidents. Every president ever has contributed to history in one way or another. This is especially true in the 1920s. The decade was dominated by Republican administrations. Calvin Coolidge and Woodrow Wilson created an atmosphere that led policy makers toward special interest groups which are now very prevalent in our government. This shift allowed large businesses to thrive.

__**Assessment**__
Students will be assessed daily. Students will receive a hand out at the beginning of class that tells them all the different ways they will be assessed. The first formative assessment will be during the class discussion. I will arrange the seats into a semi-circle and have each student say something that they have learned about the 1920s thus far. After the first time through the circle I will go around one more time. This time the students will be asked to share something that another student said that they found was interesting. This will allow me to see what the students already know and what they want to learn. Students will be broken down into small groups of three or four. After the groups have been set up and the desks regrouped, I will present each group with a question that will make each group look specifically at each branch of the government. An example of this question would be "Look at each branch of the government during the 1920s, which party controlled that branch, what major decisions were made during that time period, and who were the most influential politicians during that time. Students will be given a graphic organizer that will allow each student to fill out the information they gained during the exercise. Each student will be given a chance to present their findings in front of the class. At the end of the exercise I will collect the organizers and take them home to assess the work done. Organizers will then be passed back at the beginning of the next class with feedback.
 * Formative (Assessment for Learning)**


 * Summative (Assessment of Learning)**

Student will be able to explain how a bill becomes a law. The summative assessment for this lesson requires students to be able to use Comic Life. I will give the class a tutorial covering the basic tools and operation of Comic Life. The assessment will require students to create a newspaper page that is telling the general public about a new law that is made. Students will have to research the topic and decide which law passed in the 1920s they find the most interesting. Students will then explain the process in which the law came to be. This means that the students will have to look up the history of the bill, before it became a law. Students must include specific information about the law including which politician or politicians push to have it passed. Students must also include why or why not it was controversial. Students must include what impact this law will have on the society of the 1920s, who it affects the most, and why it was created.

__**Integration**__
Technology: Students will be introduced to new software like Comic Life and be asked to use it in a Type II way. Laptops will also be used daily as a source to refine information given in class.

English: Students must grasp the common lingo used by politicians. If students are to present and talk about how a government operates then they will need to know specific terms that allow them to thoroughly and descriptively explain the topic.

Mathematics: Students will need to know how to read statistics in order to choose a law that is influential. They will also need to know basic statistics about the number of seats in the House and Senate as well as how many electoral votes are needed to gain presidency.

__Groupings__
Groups will be a part of my everyday classroom. Students will use the groups to do a number of things. Students will be given the assignment to talk about the different branches of government. This will mean that they will be broken into groups of three. Students will be broken up by what color their shirt is that day. This trend will go using different things that are on the student until there are finally even groupings. This group will allow for independent research, but also cooperative research and reflection. Students will be seated in groups. This allows for a much more structured class discussion. Students will be able to talk quietly amongst themselves during class time. These groups will be used for any general group work, unless the teacher sees it fit to create different groupings.

__**Differentiated Instruction**__

 * Verbal**: Students will work in groups that allows them to express ideas verbally.
 * Logical**: Students will be given worksheets and organizational tools in order to make learning easier.
 * Spatial**: Students will be shown many pictures of who makes laws and where they are made. The video in the hook will also be a good resource for students to learn from.
 * Bodily**: In class activities like mach law making will give bodily learners how a law is made.B
 * Interpersonal**: Small groups will be utilized daily in my class in order for peer teaching and more constructed ideas to form.
 * Intrapersonal**: Reflection periods will be utilized during the day. There will also be a journal that students must keep.
 * Naturalistic**: Class will be held outside at least one of the days to talk about how our environment is also important in policy making.


 * Modifications/Accommodations**


 * //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//**

The student will create a Comic Life that teaches fellow students about a law that was created. Students have very little boundaries when it comes to choosing a law. As long as the law affected the way people lived or acted then it will be acceptable. Students do not have to create the newspaper in any specific form. That is that they can use any color, words as long as they are appropriate, and format. This will allow for students to have options while creating their projects.
 * Extensions**

__**Materials, Resources and Technology**__
Laptop Links ready to use Writing utensil Notebook Idea Sandwich Graphic Organizer Projector Music Student Notecards

__Source for Lesson Plan and Research__
Students will already be outfitted with a plethora of sights that will allow for a base knowledge of the subject. However, more detail will be needed to complete the task.

[] -Overview of the 1920s. Entire written political time line of the 1920s.

[] - This website will give students insight on the political spectrum. It will also allow them to take a quiz and see where they match up.

[] -Tutorial of Comic Life.

[] -This blog allows students to see a diagram of how a bill becomes a law.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Students learn in multiple different ways at different speeds. This is why my lessons will cater to the needs and abilities of all my students and will be able to be adjusted to any new students. This lesson includes many ways to satisfy different learning styles such as use of visual aids, group activities, and personal reflection. All of these elements will allow students to develop their strongest learning style as well as exercise the seven other intelligences they have. **Beach Ball** will be given many choices in just about every exercise including the summative assessment. **Clipboards** will be reminded of the tasks at hand for the day. I will always have a schedule posted on the board. **Microscopes** will be able to delve deep into the content. I will give students plenty of sources that they will be able to research. I will also provide notes in class for microscopes to learn however they want to take notes. **Puppies** will be constantly surrounded by a comfortable learning environment. I will make sure that the rules of my class are enforced so that my classroom will always abide by the golden rule. I will also usually have soft background music during class to soothe the classroom environment.
 * //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.//

Rationale:** Standard 4 will be satisfied by multiple ways of assessment. Assessment will be a regular theme in my classroom. Almost all the group work that is assigned will be assessed in some why. I will have a solid mastery of the subject matter in order to create lesson plans that also promote a mastery of the subject. Students will be able to use many different resources in order to help them master the material. Laptops will always be available for any further, independent study that a student deems necessary. Students will be asked to do a lot of group work that will help them work towards the goals set at the beginning of the semester. I will use differentiated teaching style to make sure that all learners have a fair chance at learning my material.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal**: Students will work in groups that allows them to express ideas verbally.
 * Logical**: Students will be given worksheets and organizational tools in order to make learning easier.
 * Spatial**: Students will be shown many pictures of who makes laws and where they are made. The video in the hook will also be a good resource for students to learn from.
 * Bodily**: In class activities like mach law making will give bodily learners how a law is made.B
 * Interpersonal**: Small groups will be utilized daily in my class in order for peer teaching and more constructed ideas to form.
 * Intrapersonal**: Reflection periods will be utilized during the day. There will also be a journal that students must keep.
 * Naturalistic**: Class will be held outside at least one of the days to talk about how our environment is also important in policy making.

The student will create a Comic Life that teaches fellow students about a law that was created. Students have very little boundaries when it comes to choosing a law. As long as the law affected the way people lived or acted then it will be acceptable. Students do not have to create the newspaper in any specific form. That is that they can use any color, words as long as they are appropriate, and format. This will allow for students to have options while creating their projects.

Visual: Students will use images that depict and portray important people and events from the 1920s. They will be able to visualize what these laws did for the people of the 1920's.

Verbal: Students will present their Comic Life products to the class and explain what they have included.

Intrapersonal: Students will need to practice their presentation. They will also need to create this product individually which will allow for time to self evaluate their product and performance.

Rationale:** Students will be assessed daily. Students will receive a hand out at the beginning of class that tells them all the different ways they will be assessed. The first formative assessment will be during the class discussion. I will arrange the seats into a semi-circle and have each student say something that they have learned about the 1920s thus far. After the first time through the circle I will go around one more time. This time the students will be asked to share something that another student said that they found was interesting. This will allow me to see what the students already know and what they want to learn. Students will be broken down into small groups of three or four. After the groups have been set up and the desks regrouped, I will present each group with a question that will make each group look specifically at each branch of the government. An example of this question would be "Look at each branch of the government during the 1920s, which party controlled that branch, what major decisions were made during that time period, and who were the most influential politicians during that time. Students will be given a graphic organizer that will allow each student to fill out the information they gained during the exercise. Each student will be given a chance to present their findings in front of the class. At the end of the exercise I will collect the organizers and take them home to assess the work done. Organizers will then be passed back at the beginning of the next class with feedback.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Formative (Assessment for Learning)**


 * Summative (Assessment of Learning)**

Student will be able to explain how a bill becomes a law. The summative assessment for this lesson requires students to be able to use Comic Life. I will give the class a tutorial covering the basic tools and operation of Comic Life. The assessment will require students to create a newspaper page that is telling the general public about a new law that is made. Students will have to research the topic and decide which law passed in the 1920s they find the most interesting. Students will then explain the process in which the law came to be. This means that the students will have to look up the history of the bill, before it became a law. Students must include specific information about the law including which politician or politicians push to have it passed. Students must also include why or why not it was controversial. Students must include what impact this law will have on the society of the 1920s, who it affects the most, and why it was created.

__Teaching and Learning Sequence__
My classroom arrangement will be a perimeter set up. This way all the students desk will be around the outside of the classroom. This will make it easy to make eye contact with one another and hear each other much better. Students will be able to easily interact with each other, and every student in the classroom will be able to see whatever is being presented. This perimeter arrangement will allow me to not only watch over all students and take notes on interaction and individual actions, but make a very comfortable environment for everyone.

Day One:

Teacher will introduce students to the process of the Federal government and its inner workings. This will mean that the teacher will go through the many intricacies that are encased in the large spectrum of our government. The teacher will focus primarily on the three branches of our government being Executive, Judicial, and Legislative. (15 Minutes)

Student will be broken up into groups of three and asked about a specific year in the 1920s. Each student will be assigned a specific branch of the government that they will focus on. They will then be presented with a question that will require them to research those years and their respective branch. (10 Minutes)

After students take time to research their branches of government during the years assigned each group will take time to deliberate the most important information and share it back with the class in a small five minute presentation. (25 Minutes)

After the presentations are done I will introduce the students to Comic Life and give them a tutorial on how it will work. I will then allow the students to tinker with the new information and let them try to make a page. (10 Minutes)

While students are being guided by the tutorial I will be handing out the assignment for the night which is the Newspaper Comic Life assignment.

I will then break the students up into separate groups than what they were previously in during the last small group activity. Each student will then be assigned a branch of the government again. Each student must create a newspaper page for their fellow branch members outlining the implications of the new law. The students will then spend the rest of the period talking amongst themselves about which law they want to choose and discussing how they will present it tomorrow at the end of class. (20 minutes)

Day Two:

Students will take their seats and I will gain their attention by flashing the lights on and off. I will enter the room and congratulate them on their hard work. As I will do every day I will take some time to go over any questions, comments, or concerns that students may have. After the small questioning period I will run over the current events and begin the day. (10 Minutes)

Students will get into the Comic Life groups assigned the day before and be given five minutes to go over their presentation. While the groups are rehearsing and preparing for their presentations I will choose the order in which the groups will go by picking numbers out of a container. (5 Minutes)

Students will present their Comic Life presentations while the students in the audience will take notes of the material being presented. After each student presents they will be able to ask the audience if they have any questions over the presentation or the law that was presented. An additional few minutes will be added to the end of each presentation to allow for constructive criticism and compliments. I will be filling out rubrics for the presentation while it is going on. (50 Minutes)

After all the presentations are complete I will hand out KWL Charts to the class. This hand out will allow for further reflection upon what they have learned about our nations government especially in the 1920s Students will then be asked what they thought is the most outstanding information on their charts. Each student will share a loud what they found to be the most interesting, complex, controversial issues brought up during the lessons. (10 Minutes)

At the end of the day I will hand out any home work or reading for the next lesson. During this time I will allow for any questions about assessment, the upcoming lesson or the previous lesson so that there is no confusion. (5 Minutes)

Students will take many things from this lesson. The main idea that I want my students to focus on is that government is essentially what controls how a country functions. I want my students to gain a better understanding of a very complex section of our world, federal government. By learning about government in class my students will be able to connect with any outside references to politics, policy, elections, etc that they may hear on the news, from their parents or other peers. This is great because it allows for outside learning and connecting. Students will be learning about the roots of democracy through government in this lesson. Students will be hooked by using the video from "School House Rock" called "How a Bill Becomes a Law" which is a perfect video for students to learn the process of how our government works. Students will need to fill out a KWL chart before and while watching the video. This will allow them to see what they know what they just learned, and it will allow them to see what they want to learn. The video also allows them to see how many steps need to be taken in order to get something done in government. It is important to know that our government takes a lot of time to get things done.
 * Where, Why, What, Hook. Tailors: Visual, Spatial, Logical, Musical.**

Students will be introduced to our government one branch at a time. Each branch is very intricate and takes time to explain how they function. I will go over each branch and what they do in terms of how they will affect how my students live. Students will take notes on the lecture that I provide for each branch. Students will also be given time to talk in groups about what they have learned and will also be able to ask any clarifying questions that they come up with. They will also be able to ask regular questions that develop while they are taking notes. By lecturing, students will be equipped with the knowledge and terms that they will need to know to effectively learn about our government. Students will need to do an essay for each branch of government. After we cover each branch students will need to write a short, informal essay outlining what each branch does and what interests them about that branch.

The 1920s were a time that promoted big business through government activity. Woodrow Wilson and Calvin Coolidge, two conservative presidents allowed for special interest groups to sway the vote and opinion of many influential politicians. Because these interest groups were so effective many new bills were formed to help promote large business which was, at the time fueling the large increase in extra money that a majority of American families were enjoying. Due to this huge boost in economic standing the United States saw a huge increase in money spent on entertainment ranging from sports as a mass gathering of fans, the invention and utilization of talkies "movies with sound", and even in smaller categories of entertainment like art. This large boost and expansion of the Federal Government eventually led to a spreading thin. Politicians believed that it was simple and that the new growth would stay on track. However, this was not the case in August of 1929 the stock market started to plummet and along with it Americas economy for the next ten years. Corrupt government was also a large factor in the expansion of big business. Special interest groups not only swayed the ideas of legislatures, but also the President, and judges.
 * Equip, Explore, Rethink. Tailors: Interpersonal, Intrapersonal, Linguistic.**

In order for students to exceed in my class they will need to learn in my class. This means that I will have to teach effectively to all my students. However, my students will also need to do casual research outside of my class. I will make my material interesting enough that they will want to read about it outside of class. They can read, look up, or write about what they like about or dislike about the section. All I want is for my students to be thinking about my topic outside of class even if it is in a negative light. However, I will ask my students to share with me any feelings they may have out the subject. If a student likes it I will ask why, if they don't I'll still ask why. This will serve as a great way to assess my students. Being able to explain why they don't like the subject is sometimes more important than why they do like it. Students will also run a mach government in my class that will really allow them to see what happens on Capitol Hill. This exercise will allow for physical learners to exceed and grasp the complicated procedures of government very well. Any work that is turned in by students will be passed back with feedback. Students will have the chance to make changes to the assignment and look over it to better understand the material. I will encourage students to meet with me for a couple minuets after they have made changes to the work and simply review why they wanted to change it and what exactly they changed.
 * Explore, Experience, Rethink, Revise, Refine. Tailors: Kinesthetic, Interpersonal, Logical.**

Students will have plenty of time to self assess. As stated before, students will receive feedback on any work that they hand in and will be given a chance to take it home, reflect and refine the product. This will allow for students to see what they may be doing wrong, or maybe that they need to focus on other things in class. For example if a student is simply focusing on the Executive Branch they may get it confused with the other two branches of government which means when they receive an assignment on the Judicial Branch they may have information mixed. Students will also be able to self assess themselves through group work. Students can talk with one another and see what level of understanding they are at and rebuild ideas that they may have. Students will get timely feedback on everything they turn in. Students can even meet with me outside of class to go over any questions they may have about assignments, content, or class. This lesson and the homework given will lead students to better understand the 1920's. The federal government play a huge part in what happens in the end of the 20's and into the 1930's.
 * Evaluate. Tailors: Intrapersonal, Interpersonal.**


 * Content Notes**

The 1920s were a time that promoted big business through government activity. Woodrow Wilson and Calvin Coolidge, two conservative presidents allowed for special interest groups to sway the vote and opinion of many influential politicians. Because these interest groups were so effective many new bills were formed to help promote large business which was, at the time fueling the large increase in extra money that a majority of American families were enjoying. Due to this huge boost in economic standing the United States saw a huge increase in money spent on entertainment ranging from sports as a mass gathering of fans, the invention and utilization of talkies "movies with sound", and even in smaller categories of entertainment like art. This large boost and expansion of the Federal Government eventually led to a spreading thin. Politicians believed that it was simple and that the new growth would stay on track. However, this was not the case in August of 1929 the stock market started to plummet and along with it Americas economy for the next ten years. Corrupt government was also a large factor in the expansion of big business. Special interest groups not only swayed the ideas of legislatures, but also the President, and judges.

Idea Sandwich, Diagram of How a Bill becomes a Law, Comic Life steps for set-up and assignment.
 * Handouts**