History Lessons


1. TITLE OF LESSON 2
                  “Take a Stance” Social Media Project
2. CURRICULUM AREA & GRADE LEVEL
                  12th Grade Civics
3. STUDENT INFORMATION
A. English Language Learners- Marisol

1.) Readiness Level- Early Advanced
   
2.) Learning Profile- Marisol mainly exhibits Kinesthetic, Musical, and Interpersonal Intelligence, excelling when is comes to student centered collaborative work. Marisol tends to respond best to oral feedback.
   
3.) Interest- According to his Marisol and my beginning of the year questionnaire, Marisol enjoys Band class and socializing with friends.
       

B. Students with Special Education Needs- Tanya

1.) Readiness Level- Tanya has ADHD
    
2.) Learning Profile- Tanya mainly exhibits Kinesthetic, Visual, and Interpersonal Intelligence, doing her best when instruction is paced slowed enough for her to grasp important points.
 
3.) Interest- According to her father and my beginning of the year questionnaire, Tanya enjoys soccer and friends.

  
4. RATIONALE
A. Enduring Understanding
                           The experiences and beliefs of past generations greatly shape our own concepts of citizenship, government, and politics.
B. Essential Questions
                           How have the experiences and beliefs of past generations shaped your own concepts of citizenship, government, and politics?
C. Reason For Instructional Strategies & Student Activities
When a student takes an in–depth look into their own origin, they get a better understanding of themselves and where they come from. When this is applied to a student’s Civic Ancestry they get a meaningful portrait of how their parents, grandparents, etc. feel/felt about social issues, the role of government, and their relationship with government. Students also begin to understand how their ancestors’ experiences affected their political stances and those of ensuing generations. Lastly, students are able to (re) formulate their own stances on contemporary issues, government’s role in society, and their relationship with government.

5. CONTENT STANDARD(S)
12.10  Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government.


6. ELD STANDARD(S)
Writing Strategies & Application: Organization and Focus (Cluster 5, Level A)---Use appropriate language variations and genres in writing for language arts and other content areas.


7. LEARNING GOAL(S) - OBJECTIVES
A. Cognitive- Students will be able to use social media to advocate for an issue that affects them and their family as demonstrated by presenting at least 3 posts or replies on one of our chosen outlets.

B. Affective

C. Psychomotor
               
D. Language Development- Students will be able to use appropriate language variations as demonstrated by writing at least 3 posts or replies during online discussions.

              
8. ASSESSMENT(S)
A. Diagnostic/Entry Level

B. Formative – Progress Monitoring- “Take a Stance” Social Media Project
             
C. Summative-
              
9. EXPLANATION OF DIFFERENTIATION FOR ELL & STS W/ SP ED NEEDS
A. English Language Learners- Marisol
1.) Content/Based on Readiness
Front Load information about appropriate uses of social media in her ELD class.

2.) Process/Based on Learning Profile
                  Let Marisol participate in 1 of the 3 discussions on a Spanish-language social media site.
                                     
3.) Product/Based on Learning Profile
                                                      Provide her with ample oral feedback.
                  
B. Students with Special Education Needs- Tanya
1.) Content/Based on Learning Profile
Front Load information about appropriate uses of social media in her support class.
                                    
2.) Process/Based on Learning Profile
                                                      Provide extra assistance during independent activity.
                                     
3.) Product/Based on Learning Profile
                                                      Allow her to finish her project in her support class.

                                     
10. INSTRUCTIONAL STRATEGIES ----[class meets in computer lab]


A. Anticipatory Set/Into
TC collects Personal Civics Reflection final drafts, CT explains the power of social media as a tool to advocate beliefs.
B. Instruction/Through
TC explains that the “Take a Stance” Social Media Project involves taking one of the issues or stances that students outlined in their Personal Civics Reflection and advocating for it via social media.
C. Guided Practice/Through
                  CT uses overhead projector to model appropriate netiquette in posting or responding to civics related issues. 
D. Independent Practice/Through
                  TC and CT monitor computer use as students independently work on the “Take a Stance” Social Media Project.
E. Closure
                  CT and TC  field questions / starts a conversation about the “Take a Stance” Social Media Project.
F. Beyond
                  TC and CT preview next week’s unit on Interest Groups.

11. STUDENT ACTIVITIES
A. Anticipatory Set/Into
Students pass in Personal Civics Reflection final drafts then listen to teacher’s lecture on social media.
B. Instruction/Through
Students take notes on “Take a Stance” Social Media Project.
C. Guided Practice/Through
                  Students take notes on appropriate netiquette in social media. 
D. Independent Practice/Through
Students use computers to work on the “Take a Stance” Social Media Project, finding online discussions about issues that relate to them and their families and posting/replying at least 3 times.
E. Closure
                  Students fields participate in discussion about the “Take a Stance” Social Media Project.
F. Beyond
                                    Students listen to teacher preview next week’s unit on Interest Groups. 
                                   
12. RESOURCES


Approved Social Media Sites for “Take a Stance” Project











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