Partnering with Co-Teachers Plan of Action
1-
Name the professional educator you plan to partner
with. Include the following information:
a. Bob Hengge
b. Lawyer at Hengge and Ray Attorneys at Law
c. 859-322-0026
2-
Describe the plan you have made with this person.
Bob
Hengge is a lawyer at the law firm of Hengge and Ray. He has been a lawyer for
three years and attended Chase Law School at NKU. He achieved his undergrad
degree in political science at Murray State University. In his position he must
understand how our government works and the reasons as to why we need laws and
the judiciary system. Bob and I will be working together to create a Government
and Civics Unit at the fourth grade level. With this being an election year we
thought it would be a great time to review the importance of our government at
the different levels, and the consequences of what it would be like to not have
a government. Bob will be visiting our classes during the month of November
(Election Month 2012) to discuss and work with the students on different
components of our government.
Key
Concepts
·
The Election
Process
·
The Bill of
Rights
·
Executive,
Legislative, and Judicial Branches
Bob
will participate in weekly lessons with our students during their social
studies block to discuss the three concepts mentioned above. Many of these
lessons will have Bob explain different parts of our government and will end
with an activity that the students will perform in Cooperative Groups. (Marzano
Strategy) The following plan consists of the lessons in which Bob and I came up
with in creating the different
Each
lesson will begin with Bob speaking for about 15 minutes on the topic of the
day for each lesson. During this time, I will have the student’s video Bob by
using our flip video camera so we can refer back to Bob’s discussions with the
class.
Lesson One
Title: Electing a President
15-20
Minuets
Listen
to Lawyer Bob’s talk on the process of electing a President. Bob will speak on
the following key points.
·
How to properly
choose a candidate
·
Campaigning
·
Looking at the
Candidates Qualities
·
Civic
Responsibility of Voting
Activity-Electing a President
Our goal for this lesson is to get the students to focus on the qualities that are important to them in a leader. We will assess the students with an exit slip that asks that students the following question…
Step 1- The entire class will brainstorm qualities that they
would look for in a president. We will list all the ideas on the whiteboard.
Each team will come up with a list of 8 qualities from our main list and will
rank them in order. One quality will be written on a piece of construction
paper, so each group will have 8 pieces of construction paper with one quality
on each. They will then stack them in order and hole punch them at the top.
Step 2- Bob will have already made a list of important
qualities. We want to encourage the students to debate these qualities before
hanging them on a hanger to display in the classroom. The students will then
compare the different outcomes with each and with Bob’s list. We will look for
common traits, what seemed to be the most important quality, and what was the
least important quality.
Assessment
Did
your opinion of important qualities in a president change from the beginning of
this lesson to the end of this lesson? What are your top five qualities?
Lesson 2
Title: The Bill of Rights
Goal: By the
end of the lesson the students will be able to explain how the Bill of Rights
protects the rights of Americans.
15-20
Minutes
Listen
to Lawyer Bob’s Talk on The Bill of Rights. Bob will be speaking on the
following points...
·
The History of
the Bill of Rights and how many people, were scared of a powerful government,
so there was a group of people who wanted to make sure that the rights of the
people were written down and guaranteed.
·
The first 10
Amendments of the Constitution (The Bill of Rights)
·
What it means
for the Bill of Rights to protect and guarantee our rights as citizens of the
United States.
Activity-Classroom Bill of Rights
Step 1- Students will get into
groups of four.
Step 2-Complete the following....
- ·
On the Smart
Board there will be three columns with the headings: 1.) Rights in School, 2.)
Rights at Home, and 3.) Rights in Public.
- ·
As a class
brainstorm ten rights for each column.
- ·
Hand out copies
of the Bill of Rights
- ·
Have students
identify which rights correspond to the items on their own list by
writing the
number of the right next to them.
- ·
After discussing
the Bill of Rights, create a class Bill of Rights
- ·
The class is
then given time for informal debate and discussion over the various
rights
proposals
- ·
At this point the large group must formally
debate and vote on the individual rights they want to ratify. (Make into Laws)
- ·
Ratify the rights and post the Class Bill of
Rights.
Assessment
For homework, the students will be given a
copy of the newspaper from that day and they will need to go through the
newspaper and find examples of laws of citizens being upheld or denied in their
own community. Their goal will be to see every day examples of the Bill of
Right in their own community.
Lesson 3
The Three Branches of Government
Goal: The
students will be able to understand the responsibilities of each of the three
braches of government.
15-20 Minutes
Listen to Lawyer Bob’s talk
on the three branches of government. Bob will discuss why we have three types
and will begin to explain some of the different aspect of each of the three
branches of government.
Activity-Presentations on
the Three Branches of Government
Step 1- The students will be
divided into three groups with each group having a focus on one of the three
branches of government.
Step 2- The students will
use a mobile lab to research their specific branch they were assigned.
Step 3- Each group will
create a PRESI presentations (Students will have prior knowledge as to how to use
the PRESI program) using the guidelines on their rubric.
Presentation Guidelines
·
Who makes up
this branch of government.
·
The
Responsibilities of that branch.
·
There groups
opinion as to why this branch is important.
·
Some type of
creative illustration to help us remember your branch.
·
Any other
interesting facts you want include about your branch.
Assessment
Students will be assessed using a rubric that will
incorporate the Common Core Public Speaking Skills, 21st century
skills, and Presentation Guidelines listed above.
Culminating Experience
As a culminating experience we plan to take a field
trip to the Campbell County Court House. Bob will be escorting us around the
courthouse and will be showing us some of the different things that we have
discussed in a real life setting.
3.) What
are the school disciplines and specific, national, state, district or school
standards that it will address?
Kentucky Core Content Standards Addressed
SS-04-1.2.1
Students will identify the
three branches of Kentucky government, explain the basic duties of each branch
(executive-enforce the laws, legislative-make the laws, judicial- interpret the
laws) and identify important state offices/ leaders,
SS-04-1.2.2
Students will explain how power is shared among the
different branches (executive, legislative, judicial) of state government.
SS-04-1.3.2
Students
will describe specific rights and responsibilities individuals have as citizens
of Kentucky (e.g., voting in statewide elections, participating in state
service projects, obeying state laws) and explain why civic engagement is
necessary to preserve a democratic society.
SS-05-1.1.1
Students will describe the basic purposes of the U.S.
Government as defined in the Preamble to the U.S. Constitution (to establish
justice, to ensure domestic tranquility, to provide for the common defense, to
promote the general welfare, to secure the blessings of liberty); give examples
of services the U.S. Government provides (e.g., armed forces, interstate
highways, national parks) and analyze the importance of these services to
citizens today. DOK 3
SS-05-1.1.2
Students will explain and give examples of how democratic
governments function (by making, enacting and enforcing laws) to promote the
“common good” (e.g., public smoking ban, speed limits, seat belt requirements).
SS-05-1.2.1
Students will identify the three branches of the U.S.
Government, explain the basic duties of each branch (executive-enforce the
laws, legislative-make the laws, judicial- interpret the laws) and identify
important national/federal offices/leaders, (President, Vice-President,
Congress, House, Senate, U.S. Senators, U.S. Representatives, U.S. Supreme
Court, judges) associated with each branch.
SS-05-1.3.2
Students will describe specific rights and responsibilities
individuals have as citizens of the United States (e.g., voting in national
elections) and explain why civic engagement is necessary to preserve a
democratic society.
