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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