Micro Lesson II- Do I Have A Right?

Baylee Wirtzberger and Mariah Thompson

ETC 447

November, 29 2017

Micro Lesson 2

I. RATIONALE:

This lesson will allow students to analyze constitutional rights while utilizing technology skills.

II. OVERVIEW

Grade Level: 5th

Subject(s): Social Studies

Topic of Study: Constitutional Rights

Time Allotment: One hour

Standards:

Content Standards:

SS05-S3C1-PO1.d: Identify The democratic principles and ideals associated with the following documents: United States Constitution

SS05-S3C1-PO1.e: Identify The democratic principles and ideals associated with the following documents: Bill of Rights

ISTE Standards:

Standard 2.1: design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

Reflection: Assessing Prior Knowledge and Planning Instruction

• What do the students need to know prior to the lesson?
• Students don't need to have any background knowledge. They will learn the information needed during the lesson.
• How will prior knowledge and experience be assessed?
• Prior knowledge is assessed by students filling out a google doc where they wrote what they thought a right was. We also asked them if rights are enforceable against their parents, government or other people.
• How will you use this information in the planning process?
• We will uses this information to know where to start and on what level to gauge our conversation. Students with a broader background knowledge can have a more in-depth conversation, while students with limited knowledge will need to review basics. 
• Why should the content of this lesson be taught at this grade level?
• 5th grade is the grade level where Constitutional rights are addressed, and this is a great age group for starting deeper thinking and conversations about these rights.
• How do the objectives that you have for the lesson align with the standards?
• The objective for this lesson is to identify democratic principles, which aligns perfectly with the standards for this area.
• When will the lesson be taught in the course of the school year? Why?
• This lesson will be taught in the beginning of the Constitutional unit, after the American Revolution Unit.

III. IMPLEMENTATION

Procedure:

• TW display the PowerPoint presentation Do I Have a Right, pausing for discussion on each slide.
• At the “What Does it Mean to Have a Right?”, TW ask students to brainstorm ideas on their own paper handout (attached).
• TW call on students to write their ideas on the interactive whiteboard.
• At the “Constitutional Amendments” slide, TW ask students to do the activity on their paper handouts.
• TW call on students to highlight the rights on the interactive whiteboard.
• At slide 9, TW tell students to access iCivics.org.
• TW direct students to the Do I Have a Right? Game.
• SW play the game for 15 minutes.
• TW continue the PowerPoint after students have played the game.
• At the “Rights Scramble” slide, TW call on students to identify the amendments on the interactive whiteboard.
• At the “Rights Decoder” slide, TW call on students to identify the amendments on the interactive whiteboard..
• TW distribute the Do I Have a Right Mini Quiz (attached).

Technology Integration:

• Do I Have a Right PowerPoint presentation (courtesy of iCivics.org).
• Interactive whiteboard
• Do I Have a Right game (courtesy of iCivics)
• Individual laptops

Differentiated Instruction:

• Below-level students: TW provide students with list of key vocabulary. Thoroughly explain directions to Do I Have a Right Game and walk students through how to play.
• Above-level students: Ask students to create their own short version of Do I Have a Right? by writing cases and matching them to the rights and amendments that guarantee those rights.

Reflection: Designing Instruction (InTask Standards 7 and 8):

• Why are you using the instructional methods you have described?
• The instructional methods used provided a great combination of teacher led and independent practice. It integrates technology, which can be easily modified- for example if there are no interactive white boards (as was our case) the students could easily use a google doc, which they can work on individually or in groups. Sharing the doc allows multiple students to work collaboratively on this at once.
• How do the instructional methods align with what you know about best practices (think about your methods classes)?
• Best practices call for a mix of instructional strategies- we provided an interactive PowerPoint, class discussion, independent work and collaborative work as well as an interactive online game.
• How are you engaging students in creative and higher order thinking?
• Students were asked to decide if certain scenarios qualified as them having a constitutional right or not- for example students would have to decide if the police would be able to seize their property without a warrant, or if they have a right. 

IV. ASSESSMENT

• Do I Have a Right Mini Quiz

Reflection: Planning Assessment (InTask Standard 6):

• How does the assessment align with the standards and objectives of this lesson?
• The assessment aligns with the standards because it assesses exactly what was taught in the lesson. 
• How does the assessment demonstrate that the students have been successful in learning the content?
• The students were able to answer all the questions on the mini quiz at the end of the PowerPoint, and also match the puzzle piece review. 
• How does the assessment demonstrate student engagement in higher order thinking?
• Students had to read the questions and think about the content in order to match the Constitutional right to the correct amendment, and also to assign the correct number to the correct amendment.
• How does the assessment demonstrate that individual student needs were met?
• Individual needs were met because thy were able to successfully complete the assessment. Students could also be given additional resources to be able to look up information (there was a handout and an rights review we referenced) to recall the specific amendments and still utilize higher-order thinking even if they did not have them all memorized. 
• EXAMPLES OF COMPLETED ASSESSMENTS/ARTIFACTS

V. MATERIALS AND RESOURCES

• https://www.icivics.org/teachers/lesson-plans/new-do-i-have-right-extension-pack
• Microsoft PowerPoint Presentation: Do I Have a Right?
• Access to iCivics.org
• Individual laptops
• Interactive whiteboard
• Student worksheets

Reflection: How does your lesson meet each of the ISTE NETs Standards?

1. How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity?

• Students were able to interact with an online document which was more engaging than a lecture or a worksheet. they were also able to collaborate on a google doc with their neighbors and change their font and color as desired.

1. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments?

• This lesson combined many aspects of technology- collaborative online learning, a GoogleDoc, Interactive Powerpoint, online game, and the entire icivics wesite, which is vetted by social studies experts. 

1. How does your lesson meet Standard 3: Model Digital-Age Work & Learning?

• By completing all of the assignments listed above, the teacher was able to model successful digital age work and students were able to complete these activities on their own. The teacher can provide more or less support and scaffolding based on students' individual needs. 

1. How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:
• advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
• The iCivics site is 100% safe and secure, with no chat options, pop-ups or ads. There is nothing to plagiarize or copy, and students are able to access primary source documents in a safe an structured environment. Google docs also controls the environment so students can work collaboratively online in a safe manner.
• addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
• There are many ways to support and differentiate for students during this lesson. Students who need to go slower are able to do so, or play the individual online game at a slower pace. The teacher is able to provide more support by providing additional resources for students, or have more in depth conversations if needed.
• promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.
• As stated, the iCivics website is vetted and safe, Google Docs is a safe way to collaborate, and teacher can easily control this by having a copy of the doc shared with her so she can easily see what students are typing. 
• developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
• This lesson encourages student to think about their rights as American citizens, and that these rights are for all American citizens and cannot be discriminated against. 

Micro Lesson 1: Writing Engaging Help-Wanted Ads

I. RATIONALE:

I am teaching students how to write and effective and engaging help-wanted ad, because this aligns with their 5^th grade curriculum and both Social Studies and ELA standards.

II. OVERVIEW

Grade Level: 5th

Subject(s): Language Arts, Social Studies

Topic of Study: Expository writing, Economics

Time Allotment: 45 minutes

Standards:

S5.C2.PO2 Describe how competition, markets, and prices influence peoples’ behavior.

            S5.C2.PO 4. Describe ways in which entrepreneurs take risks to develop new goods and                                           services.

5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Technology: PO 1. Analyze information using digital creativity tools to create original works and express ideas. 

Objectives: 
Students will use descriptive words and details to write engaging help-wanted ads, with the goal of attracting quality candidates to grow a small business. 

Students will use technology (GoogleDocs) to create their own Help-Wanted Ad. including all requirements on the rubric.

Reflection: Assessing Prior Knowledge and Planning Instruction

• What do the students need to know prior to the lesson?

• Students will have a basic understanding of economics and entrepreneurship. This lesson is to be done at the end of a unit. I taught this lesson the day before students attended BizTown on a field trip.

• How will prior knowledge and experience be assessed?

• Teacher will ask questions during the opening, encouraging students to think about qualities of an employee that will help make a successful business, and why an employer would want to hire people with these qualities.

• How will you use this information in the planning process?

• Knowing my students have a solid background on these topics already will allow me to move forward from a place they are comfortable, and not waste time reteaching information. it also helps to review information already learned prior to this activity to refresh memories.

• Why should the content of this lesson be taught at this grade level?

• This content should be taught in 5th grade, because 5th grade completes an economics unit, and discusses topics such as entrepreneurship, financial responsibility and other business topics.

• How do the objectives that you have for the lesson align with the standards?

• This lesson aligns with Social Studies Standards that deal with economics and entrepreneurship, ELA expository writing, and technology

• When will the lesson be taught in the course of the school year? Why?

• This lesson will be taught at the end of October, at the culmination of the economics unit. 

Procedure:III. IMPLEMENTATION

Opening: Discuss with students what the roles and responsibilities of an entrepreneur are. Guide conversation to employees- discuss why quality employees are necessary for a successful business.

Take students through Google Slides. Slides will show ad examples, increasing in quality to model least to most engaging. Slides will explain the 5 characteristics of writing an engaging help wanted ad.

Guided Practice: Using my model, students will create their own engaging lesson plan by completing the Google Doc provided to brainstorm ideas.

Technology Integration: (Describe how students and the teacher will use technology throughout the lesson)  Teacher will present lesson with Google Slides. Students will use Google Docs to complete worksheet to brainstorm ideas. Students will create their own Google Doc. 

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:

• Cognitive delay – students will be able to work in pairs or small groups to brainstorm ideas.
• Gifted – students may use a different technological resource to publish their final copy (published, video creation, animoto... etc)
• ELL – I will use total physical response, images, modeling, and partners.

Reflection: Designing Instruction (InTask Standards 7 and 8):

• Why are you using the instructional methods you have described?

• I am using the Google Slides to model information, and as a resource for my students. I am using Google Sildes as a method for them to brainstorm and publish their final ad as a way to integrate technology into the lesson.

• How do the instructional methods align with what you know about best practices (think about your methods classes)?

• This aligns with best practices because it is a hands-on way for students to be engaged and actively apply the knowledge they are receiving. 

• How are you engaging students in creative and higher order thinking?

• Students are thinking about what the necessary qualifications for their own business so this requires them to consider many different variables and how they will affect their business. It also allows them to be creative by constructing their own business, qualifications and publishing a final ad in the manner of their choosing.

IV. ASSESSMENT

·        

Students will create a final copy of their Help-wanted ad in Google Docs, using the information from the Google Doc worksheet completed in guided practice. Students must receive an 80% or higher, or will be asked to make corrections. Students may use other technology if desired, but rubric requirements still apply.

·         Instruments/Rubric:

Questions to measure objectives:	Point Value:
Students are participating, engaged, and using appropriate global digital-citizenship skills
Students used a technological resource to publish their final copy of help-wanted ad. (Google Docs or other)	/10
Students final copy of help wanted ad contains all 5 components of an engaging ad. (5 points each)	/25

                                                                                          TOTAL       /45

Reflection: Planning Assessment (InTask Standard 6):

• How does the assessment align with the standards and objectives of this lesson?

• The ELA standard is expository writing, which a help-wanted ad is. The SS standards are how different variables affect economics and entrepreneurs- this activity addresses how effective employees affect a business and how to attract them. The technology standard is using technology to create original work and express ideas, and the assessment allows them to do this by creating their own ad on google docs.

• How does the assessment demonstrate that the students have been successful in learning the content?

• Students will be required to include all 5 components of the Engaging help-Wanted Ad- this will be determined by the rubric. A passing score will be 80%- students achieving less than an 80% will be asked to make corrections and resubmit.  

• How does the assessment demonstrate student engagement in higher order thinking?

• Students are being asked to synthesize information and create their own help-wanted ad. This requires them to think deeply about the qualities they think are necessary for their business to be successful. 

• How does the assessment demonstrate that individual student needs were met?

• The assessment allows for students to use their own technology if desired, meeting the needs of students who are more familiar with another platform or who would like an extension to provide their own voice and personality to the assignment.

IIV. MATERIALS AND RESOURCES


GoogleSlide Presentation

GoogleDrive Help Wanted Ad WS

Reflection: How does your lesson meet each of the ISTE NETs Standards? 

• How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ? 

Students will synthesize information to create their own Help-Wanted Ad, based on a business of their choice. Students will need to use creativity to analyze information and construct their own Ads. 

• How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments? 

Students will receive Direct Instruction from teacher with the assistance of a GoogleSlide presentation, which gives information and also models for them. Students Guided Practice is completing a GoogleDoc individually while brainstorming with a small group. Their final assessment is creating their own Ad, published with GoogleDoc or another form of technology of their choosing. (Animoto, Slides, Powerpoint, etc) This provides three different interactions with digital learning and technology. 

• How does your lesson meet Standard 3: Model Digital-Age Work & Learning? 

I will use GoogleSlide Presentation to model the 5 components needed in their lesson. They will practice with GoogleDoc technology during their guided practice, and they will practice skills on their own during independent practice. 

• How does your lesson meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by: 

• advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. 

Students will be creating their own personal Ads- there will not be anything to document. Any pictures or graphics they use in their presentations will need to be cited appropriately. 

• addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. 

Students will have technology modeled for them by the teacher. The teacher will also assist with questions during lesson. Students have the opportunity to work in small groups if support is needed. Students can also utilize more advanced technology as an extension. 

promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information 

Students will be expected to remain appropriate and "professional" in their interactions with one another. They will be using GoogleDocs, but they will be having in-person conversations while using the technology. "Professional" work is a requirement on their rubric, as well as participation. 

• developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools. 

Students will be expected to work with diverse class members to brainstorm and create. They will be expected to use culturally-appropriate language, and ensure their requirements for their ad are unbiased and fair. 

PHASE II: REFLECTION

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe
• What went well and what didn't go well during the implementation of your lesson?
• How well was the alignment to objectives and standards maintained?
• Describe any modifications made during the implementation of the lesson
• The lesson went well overall. The PowerPoint was a good introduction to explain the content. They were able to use the 5 components of writing an Effective Help-Wanted Ad to create their own hypothetical ads for a small business. It stayed aligned to the objective, because they produced exactly what the objective asked for. (a help-wanted ad) This also aligned to the standards, by discussing the roles of entrepreneurs in a small business. I modified the lesson a bit by having them create their final copy on the bottom of their googledoc. I liked that it integrated Social Studies, ELA  and technology all in one.  
2. Mechanics:
• What technologies did I use (for the teacher and the learner)?
• How were the technologies used (by whom and in what manner)?
• My lesson was within the correct time frame
• It was short because…
• It was too long because…
• The lesson was within the correct time frame because...
• The technologies I used were GoogleSlides and Google Doc. I am used to using PowerPoint as my go-to presentation creator, but in this case I used Google Docs because of it's ease in sharing. I presented this whole-group (direct instruction) but I was also able to send a copy of it easily in google while my "class" was completing their project. This helped them refer back to the lesson and produce quality work. The students also used a GoogleDoc form I had created prior to class and filled it our as their guided practice/brainstorming, and then they wrote their own final ad using the information they compiled on the bottom of the document. So that's an interesting part of GoogleDocs I hand't considered- I was going to have them create a new Doc with the information, but because GoogleDocs can be longer than a standard page, it allowed them to keep it all together. the students then shared their work back to me and I was able to see it for assessment. My lesson was in the correct time-frame: my students were busy and on-task for the whole time, and we did have time to share at the end.
• 
  
3. Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning
• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson
• (Included Below)
• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment
• I think my students were able to complete this assignment very successfully. They were engaged during the GoogleSlide presentation and they were able to effectively use the information during guided and independent practice. They seemed happy and engaged and they did not have any problems.
• Describe the level of success you had in teaching the lesson
• How do your individual reflections support this?
• How do the comments from your classmates support this?
• I received all positive feedback from my Peer Surveys. I think they were a great way to gather information on how the students thought the lesson went, because as teachers I don't know that we always are aware of how our students feel about assignments and their learning- we only see what they were able to produce. Just because we do not realize our students are having questions or problems down;t mean they are not!

Example 1

Example 2

1. What did you learn from designing and teaching this lesson and how will you use this in the creation of future lessons/learning activities.

I learned that technology doesn't have to be overly complicated, and it can be easily, quickly and effectively used in the classroom. the use of google dos was very convenient and it saves on the hassle of making copies and storing papers. Digital copies are very useful. I can definitely see incorporating this in the future. It is especially nice for group projects because all students can access and edit one form. GoogleDocs is also extremely handy and a great way to prepare a lesson before hand so you are ready to go for your lesson, and have all the information and examples ready. it's also a great resource to be able to share or upload for students to reference in the future. And , it can make planning easier- once you have created one you can easily reuse and adapt for each year!