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.