Milinda+Montgomery

Digital Story Telling, Graphic Organizers, || Students will develop an understanding of the growth of the presidency during the early years of the Republic. ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: The Development of the U.S. President |||| Related Lessons: Washington as President, Adams as President, Jefferson as President
 * Grade Level: 8th Grade |||| Unit: The New Republic ||
 * ==GOALS== ||
 * Content Standards: TEKS 8.5A,8.5E,8.15D, 8.22A, 8.29A, 8.29B, 8.29D
 * ISTE NETS-S: 1a,b,c 2a,b,d 3b,d 4b,c 5d 6a,b

Instructional Objectives: Students will be charting the changes in the U.S. Presidency from its inception in the U.S. Constitution through the presidency of Washington, Adams and Jefferson making emphasis on key changes and growth of the power of the office. Students will also be presenting their conclusions via digital story telling. || (Students will review the U.S. Constitution by Power Point and will answer key questions via Active Remotes) || Power Point, Textbook, U.S. Constitution, Active Remotes || (Students will review the early Presidents by Power Point and will answer key questions via Active Remotes) || Power Point, Textbook, Active Remotes || (Students will review the early Presidents by Power Point and will answer key questions via Active Remotes) || Power Point, Textbook, Active Remotes || (Students will review the early Presidents by Power Point and will answer key questions via Active Remotes) || Power Point, Textbook, Active Remotes || All students will be working by themselves. Students who need modification will be provided teacher notes to help them with creation of concept map (notes that contain the information so students will only need to plug in the information on a template). Students needing modification for the Storyboard will work in small groups with teacher or other students who have completed their storyboard. || Creation of the concept map and storyboard. Concept map and Storyboard will be graded based on rubric that will be generated with the students so that expectations are known in advance.
 * ==ACTION== ||
 * Before-Class Preparation: Coverage of the U.S. Constitution with an emphasis on Article 2 – The Executive Branch, Coverage of the Presidencies of Washington, Adams and Jefferson. Instruction on usage of Inspiration, and Digital Storybook programs ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 45 minutes |||| Overview of Article 2 of the U.S. Constitution
 * 45 minutes |||| Overview of the Presidency of George Washington
 * 45 minutes |||| Overview of the Presidency of John Adams
 * 45 minutes |||| Overview of the Presidency of Thomas Jefferson
 * (Students will review each of these three presidents for 45 minutes after the material has been previously covered during lessons. All reviews will be completed via whole group instruction with students using remotes to respond to questions about the President’s domestic and foreign policy checking for understanding.) ||
 * 45-90 minutes |||| Students will be comparing and contrasting the three presidents by creating a thinking map to compare domestic and foreign policy using Inspiration. || Textbook, Laptops with Inspiration ||
 * 1 Week |||| Students will be creating a Digital Storybook about their conclusions about how these three presidents defined the office and how they either strengthened or weakened it. || Textbook, Inspiration Concept maps, laptops with Digital Storyboard ||
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s): Questioning during reviewing activities via remotes

Accommodations and Extensions: Students may need to be grouped with teacher or other peer tutors to help with understanding of creation of Storyboard and concept map. Special education students may choose to work in the Mastery Assistance Center with more one on one attention. Students needing extra time can come in before and after school if necessary

Back-Up Plan: Students can create the concept map in a paper format. They will be able to create a thinking map based on templates that are provided by the teacher. Students can create their Storyboard on paper, using a “comics” format template that they receive from the teacher. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: Evaluations will be based on results of the Active remote questions and rubrics for the concept maps and Storyboard.

LESSON REFLECTIONS AND NOTES: ||

Social Networking/Online Collaboration || Students will develop an understanding of the growth of the presidency during the early years of the Republic. || Instructional Objectives: Students will be building on the previous lesson where they will have charted the changes in the U.S. Presidency from its inception in the U.S. Constitution through the presidency of Washington, Adams and Jefferson making emphasis on key changes and growth of the power of the office. Students, in groups of 3-4, will be collaborating on their conclusions by using Google Docs to collaborate online prior to beginning their digital storyboard. || Students will then create a concept map collaboratively in groups of 3-4 online using Google Docs where we can monitor progress in real time making changes as needed. Students will be assessed by their participation on the Google doc. || Power Point, Textbook, Internet Access, Google Docs || Students will be grouped in fours for the project. Through the think aloud, and groupings differentiated learning will be occurring. || Students will be monitored throughout the activity via the teacher walking around the room looking for questions and assisting students. ||
 * = Daily Lesson GAME Plan #2 -- Online Collaboration = ||
 * Lesson Title: The Development of the U.S. President |||| Related Lessons: Washington as President, Adams as President, Jefferson as President
 * Grade Level: 8th Grade U.S. History |||| Unit: The New Republic ||
 * ==GOALS== ||
 * Content Standards: TEKS 8.5A,8.5E,8.15D, 8.22A, 8.29A, 8.29B, 8.29D
 * ISTE NETS-S: 1a,b,c 2a,b,d 3b,d 4b,c 5d 6a,b
 * ==ACTION== ||
 * Before-Class Preparation: Coverage of the U.S. Constitution with an emphasis on Article 2 – The Executive Branch, Coverage of the Presidencies of Washington, Adams and Jefferson. Instruction on usage of Google Docs ||
 * During Class  ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Time |||| <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Instructional Activities || <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Materials and Resources ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">45 minutes |||| <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Overview of Article 2 of the U.S. Constitution, Presidencies of Washington, Adams, and Jefferson previously completed over four 45 minute lessons where they compared and contrasted the domestic and foreign policies of the three presidents, and drew conclusion on how these Presidents shaped Article 2 of the Constitution. || <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Previously generated Inspiration Concept Maps. ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">45 minutes |||| <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Overview of how to use Google Docs to create collaborative notes on domestic and foreign policy of the first three presidents. Students will first follow along as the teacher thinks aloud on foreign and domestic policy of the current U.S. president, making notes on a Google Docs with input from the students.
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Ongoing Assessment(s): Google Docs during Think Aloud on day one,

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Digital Story Telling || <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Students will develop an understanding of the growth of the presidency during the early years of the Republic. || <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Instructional Objectives: <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Students will be building on the previous lesson where they will have charted the changes in the U.S. Presidency from its inception in the U.S. Constitution through the presidency of Washington, Adams and Jefferson making emphasis on key changes and growth of the power of the office. Students, in groups of 3-4, will be presenting their conclusions via digital story telling by taking the role of one of the three first presidents and reflecting on how they feel they did in following the mandates of the Constitution and why they think the way they do. || <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Students will then be led on a think aloud on what are the key points or words that will need to be illustrated, creating a list on another Google doc. They will then begin to brainstorm what images will be needed for key points, with their thoughts being added to the Google doc. Student will be assessed by their participation on the Google doc. <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Students will decide on what 5 key points will be illustrated via how many voted for a particular point on the Google Doc. || <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Power Point, Textbook, Internet Access, Google Docs || <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Students will be grouped in fours for the project. Through the think aloud, groupings, and the digital story differentiated learning will be occurring. || <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Students will be monitored throughout the activity via the teacher walking around the room looking for questions and assisting students. ||
 * = Daily Lesson GAME Plan #3 -- Digital Storytelling = ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Lesson Title: The Development of the U.S. President |||| <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Related Lessons: Washington as President, Adams as President, Jefferson as President
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Grade Level: 8th Grade U.S. History |||| <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Unit: The New Republic ||
 * ==GOALS== ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Content Standards: TEKS 8.5A,8.5E,8.15D, 8.22A, 8.29A, 8.29B, 8.29D
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">ISTE NETS-S: 1a,b,c 2a,b,d 3b,d 4b,c 5d 6a,b
 * ==ACTION== ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Before-Class Preparation: Coverage of the U.S. Constitution with an emphasis on Article 2 – The Executive Branch, Coverage of the Presidencies of Washington, Adams and Jefferson. Instruction on usage of Power Point. ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 10pt; text-align: center;">During Class ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Time |||| <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Instructional Activities || <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Materials and Resources ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">45 minutes |||| <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Overview of Article 2 of the U.S. Constitution, Presidencies of Washington, Adams, and Jefferson previously completed over four 45 minute lessons where they compared and contrasted the domestic and foreign policies of the three presidents, and drew conclusion on how these Presidents shaped Article 2 of the Constitution. || <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Previously generated Inspiration Concept Maps. ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">45 minutes |||| <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Overview of how to create a digital story using Power Point through creation of a digital story of the Presidency of Barak Obama. Students will first follow along as the teacher thinks aloud on foreign and domestic policy of the president, making notes on a Google Doc with input from the students. Students will then create a concept map collaboratively on line using Google Docs where we can monitor progress in real time making changes as needed. Students will be assessed by their participation on the Google doc.
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">45 minutes |||| <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Students will be led on a think aloud of how images can tell a story. The teacher will create a Photo Story on Barak Obama using the images that students “voted” on the previous period via Google Docs. Students will be shown how the images drive the story. Students will then work on their President, starting to brainstorm on Google docs in their groups what key points that they want to emphasize on how their President shaped article 2 and begin finding images on line, noting the web addresses for their works cited slide. Students will be assessed by printing their “Power Point” in handouts view and turning in for assessment. || <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Power Point, Textbook, Internet Access ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">45 minutes |||| <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Students will be led on a think aloud of how to add narration to their digital story. The teacher will continue a Photo Story on Barak Obama adding narration. Students will be given a “cheat sheet” of how to do this if needed. Students will then work on their President, starting to brainstorm dialog on Google docs in their groups. Students will be assessed by presenting their digital story. || <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Power Point, Textbook, Laptop computers ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Ongoing Assessment(s): Google Docs during Think Aloud on day one, Power Point “handout” view on day two, completion of the Power Point on day three.