Authentic Assessment. Learning Objectives Bodily/Kinesthetic

Transcription

1 CORE LET 1 Unit 1: Citizenship in Action Chapter 1: Foundations of Army JROTC and Getting Involved Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2 Administrator Lesson Guide: Lesson Competency: Demonstrate protocol to show respect for and handle the United States Flag Linked ELA Common Core: RI READING: INFORMATIONAL TEXT - RI , RI , RI , W WRITING - W , W b., W , W , SL SPEAKING & LISTENING - SL , SL a., SL b., SL , SL , L LANGUAGE - L b., L , L c., L , L a., L d., RH READING: HISTORY/SOCIAL STUDIES - RH , RH Linked JROTC Program Outcomes: Appreciate the role of the military and other service organizations in building a constitutional republic. Thinking Processes Defining in Context Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel) Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web) Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram) Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I) Part-Whole - Brace Map* (Alt. = Pie Chart) Sequencing -Flow Map* (Alt. = Flow Chart, Linear String) Cause and Effect - Multi-Flow Map* (Alt. = Fishbone) Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart) * Thinking Map Core Abilities Build your capacity for life-long learning Communicate using verbal, non-verbal, visual, and written techniques Take responsibility for your actions and choices Do your share as a good citizen in your school, community, country, and the world Treat self and others with respect Apply critical thinking techniques Multiple Intelligences Bloom s Taxonomy Authentic Assessment Learning Objectives Bodily/Kinesthetic Remember Observation Checklist Explain the history of the United States flag Visual/Spatial Logical/Mathematical Verbal/Linguistic Musical/Rhythmical Naturalist Interpersonal Intrapersonal Understand Apply Analyze Evaluate Create Structured Reflection Metacognition What? So What? Now What? Socratic Dialog E-I-A-G Portfolio Rubric Test and Quizzes Thinking Map Graphic Organizer Notebook Entries Logs Performance Project Explain the symbolism of the various parts and colors on the flag Classify the size and use of each basic type of United States flag Demonstrate how to show respect for the United States flag Compare the rules for displaying the flag in different situations Describe the correct way to fold the United States flag Define key words: color(s), ensign, garrison flag, half-staff, halyard, pennant, post flag, staff, standard, storm flag, union Legend: Indicates item is not used in lesson Indicates item is used in lesson Lesson Preview: Energizer: Prepare and randomly distribute index cards with phrases of the Pledge of Allegiance so Cadets collaborate to recite the pledge. Inquire: Guide Cadets to the learning objectives and key words in their Student Learning Plan to preview the lesson activities. Divide Cadets into teams and distribute chart paper and markers so each team creates a KWL Chart about what is known about the U.S. flag. Gather: Prepare to brief Cadets about flag respect. Have U.S. Code 36-Chapter 10 available and prepare a list of web sites and other resources that feature flag etiquette. Divide Cadets into teams, assign topics, and provide Internet access so Cadets gather information about folding, saluting, and displaying the flag. Process: Use Koosh ball to guide discussion. Display Video #1: Flag Folding and Flow Map sample. Assign upperclassmen to mentor Cadets. Apply: Have access to Internet and resources about displaying flags. Divide Cadets into teams and distribute flags, flagpoles, and flag stands so Cadets demonstrate ways to display the flag. Distribute The Stars and Stripes Assessment Task to Cadet pairs so Cadets practice folding the flag and saluting the flag. 1

2 CORE LET 1 Unit 1: Citizenship in Action Chapter 1: Foundations of Army JROTC and Getting Involved Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2 Instructor Lesson Plan: Why is this lesson important? The U.S. flag is the most notable symbol of our nation. When we show respect for the U.S. flag, we display honor to our country. In this lesson, Cadets explore the history of the U.S. flag. Cadets will also learn and practice the rules for displaying and folding the flag. Lesson Question How do we display and honor the flag of the United States of America? What will Cadets accomplish in this lesson? Lesson Competency Demonstrate protocol to show respect for and handle the U.S. flag What will Cadets learn in this lesson? Learning Objectives a. Explain the history of the United States flag b. Explain the symbolism of the various parts and colors on the flag c. Classify the size and use of each basic type of United States flag d. Demonstrate how to show respect for the United States flag e. Compare the rules for displaying the flag in different situations f. Describe the correct way to fold the United States flag g. Define key words: color(s), ensign, garrison flag, half-staff, halyard, pennant, post flag, staff, standard, storm flag, union When will your Cadets have successfully met this lesson s purpose? Performance Standards when Cadets correctly fold the flag, hold it correctly, and make the correct folds in the correct order when Cadets take appropriate steps to salute the flag when in uniform and when in civilian attire when Cadets correctly raise, lower, and display the flag when Cadets complete a notebook entry that describes and evaluates how a local business displays the U.S. flag NOTES: Unit 1: Citizenship in Action 2

3 Part 1: 45 minutes Energizer: 1. This is an optional motivational activity and should be used at your discretion, or as time permits. 2. Prepare to display the Focusing Question. 3. Write one word of the Pledge of Allegiance on each of 31 index cards in upper case. 4. Indicate location of the upper case word by adding lowercase words around it - Example: to THE flag. 5. Position a flag for all Cadets to see during the Pledge of Allegiance. Direct Cadet Focus: Ask Cadets to think about what thoughts or images come to their minds when they hear the Pledge of Allegiance. Display Focusing Question(s). Distribute an index card phrase to each Cadet as s/he enters the room. Explain the purpose of the lower case words around their word from the pledge. Guide Cadets to face the flag and recite the pledge by only saying the capitalized word on their phrase card in the correct sequence. Repeat the pledge two or three times until it flows smoothly. Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population. Is there a way this exercise could have gone more smoothly? What made this hard for you to do? Total Time: 10 minutes (optional) Phase 1 -- Inquire: 1. Make sure Curriculum Manager is installed and the clicker receiver is plugged in. Distribute clickers to Cadets. 2. Ensure that Cadets have access to the Student Learning Plan. 3. Prepare to show all Inquire Phase slides from the Lesson PowerPoint Presentation. 4. Prepare to display the Learning Objectives. 5. Provide chart paper and markers for partner or team use. 6. Ensure Cadets have their Cadet Notebooks for use throughout this lesson. Unit 1: Citizenship in Action 3

4 1. THINK ABOUT how you feel when you see the American flag. PREPARE for this lesson by discussing What you will accomplish in this lesson; What you will learn in this lesson; Why this lesson is important, and When you will have successfully met this lesson s purpose. 2. CREATE a KWL Chart to list what you know and what you want to know about the flag. SHARE your chart with the class. ADD your chart to your Cadet Notebook. 3. REFLECT on what you discovered about showing respect for the U.S. flag. ANSWER the reflection questions presented by your instructor. Direct Cadet Focus: Ask Cadets to think about how they feel when they see the American Flag. The Inquire Phase of the lesson is to set Cadets up to begin thinking about what they already know about this subject area. Review the Student Learning Plan. Ask Cadets to find the answers to the following questions on their plans: What will you accomplish in this lesson; What you will learn in this lesson; Why the lesson is important; When will you have successfully met the lesson s purpose. Show the learning objectives slide. Remind Cadets that learning objectives tell them what they will learn about in this 90-minute lesson. Explain that key words are vocabulary words. They will appear throughout the lesson. Suggest that Cadets write down on paper or circle any words that they are not familiar with. Remind them that you may be checking their comprehension of the words later in the lesson. Guide Cadets to read the learning activities in their Student Learning Plans. Divide the Cadets into three teams: Red, White, and Blue. Instruct each team to select a recorder and reporter for the team. Guide each team to create a KWL Chart to: Fill in the Know section with information concerning respect for the flag. Fill in the Want to Know section with information they want to know about the flag. Guide team reporters to present their team KWL Charts. Instruct Cadets to add their KWL chart to their Cadet Notebook. Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population. Why is it important for members of JROTC to know how to respect the flag? What activities have you attended where the flag was the focal point for part of the event? Conclude this phase of learning by summarizing the purpose of the activity and informing them that they will now learn some new information about the importance of the U.S. flag. Total Time: 15 minutes Self-paced Option: Instruct self-paced learning Cadets to complete the Inquire Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet. Phase 2 -- Gather: Unit 1: Citizenship in Action 4

5 1. Prepare to show all Gather Phase slides from the Lesson PowerPoint Presentation. 2. Provide access to a student text: Unit 1: Citizenship in Action and Leadership: Theory and Application (hardbound); LET 1 (softbound). 3. Provide chart paper and markers for partner or team use. 4. Prepare and distribute a list of websites that feature flag etiquette related to saluting, displaying, and folding the flag. 5. Have copies of the U.S. Code 36, Chapter 10 (regarding patriotic customs) available. 6. Have computers with Internet connection available, if possible. 7. Prepare to distribute at least one flag per team. 8. Be prepared to launch Reinforcing Questions. 1. LISTEN to a briefing about proper care of the U.S. flag. GATHER information about an assigned flag topic by reading Lesson 6: The Stars and Stripes in Chapter 1 of your student text and using Internet sources. 2. PREPARE to demonstrate an assigned skill and to share one important historical fact about the flag for the class. 3. ANSWER the reinforcing questions. ADD responses to your Cadet Notebook. 4. REFLECT on why the flag is important. ANSWER the reflection questions presented by your instructor. Direct Cadet Focus: Ask Cadets to think about what historical event first comes to their minds when they see the flag. The Gather Phase introduces Cadets to the learning objectives by providing new information or content through the activities provided. Cadets begin to build on any previous knowledge or experiences. Brief Cadets about the necessity to treat the flag correctly and respectfully. Emphasize the fact that many people may be watching and a person does not want to be embarrassed. Use a funeral as an example of a time when the correct folding of the flag is visible and important. Instruct each team to use the student text and Internet sources to gather information about the topic assigned below. Guide each team to prepare to demonstrate the skill to the class and to share one important historical fact during a demonstration to the class. Red Team: Ways to salute to the flag in and out of uniform White Team: Types of flags and how they are to be displayed Blue Team: How to fold the flag Guide teams to present their demonstrations and historic facts to the class. Launch the Reinforcing Questions. Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population. Why is the flag important? What do the colors represent? Conclude this phase of learning by summarizing the purpose of the activity(ies) and informing them that they will now do something with the new information or skill they were introduced to. Total Time: 20 minutes Unit 1: Citizenship in Action 5

6 Self-paced Option: Instruct self-paced learning Cadets to complete the Gather Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet. Part 2: 45 minutes Phase 3 -- Process: 1. Prepare to show all Process Phase slides from the Lesson PowerPoint Presentation. 2. Prepare to provide or show a Koosh Ball, Flow Map, Video #1: Flag Folding, Information Sheet #1: Steps to Folding a U.S. Flag, and Audio #6: God Bless America. 3. Prepare to distribute cloth or paper flags to each pair of Cadets. 4. Be prepared to launch Reinforcing Questions. 1. CREATE a Flow Map to list the steps to properly fold the flag as you VIEW Video #1: Flag Folding. 2. PRACTICE folding the flag. PRACTICE saluting the flag. 3. REFLECT on what you learned about folding the flag. ANSWER the reflection questions presented by your instructor. Direct Cadet Focus: Ask Cadets to think about what the American flag means to them. This phase of the lesson allows Cadets to practice using the new skill or knowledge. Guide a brief discussion about the proper ways to handle the flag correctly and respectfully. Toss the Koosh ball to Cadets to solicit responses. Guide Cadets to create Flow Maps to sequence flag folding steps as they watch Video #1: Flag Folding. Separate the Cadets into pairs, and distribute a flag to each pair. Instruct Cadet pairs to practice folding a cloth or paper flag. Remind Cadets that the blue field is critical to folding the flag properly. Inform Cadets that they are to prepare to demonstrate flag folding in the presence of a mentor or the instructor for the assessment task. NOTE: Cadets may refer to Information Sheet #1: Steps to Folding a U.S. Flag during this activity. Guide Cadets to practice saluting the flag as demonstrated in the Gather Phase. Play Audio #6: God Bless America or other relevant music such as You re a Grand Old Flag as background music while the Cadets are practicing flag folding and saluting. Launch the Reinforcing Questions. Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population. Unit 1: Citizenship in Action 6 What were some of the difficulties encountered folding the flag? When will a well-folded flag be important? Conclude this phase of learning by summarizing the

7 purpose of the activity and informing Cadets that they will now apply the new knowledge or skill through the assignment or activity outlined in the performance assessment task. Total Time: 25 minutes Self-paced Option: Instruct self-paced learning Cadets to complete the Process Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet. Phase 4 -- Apply: 1. Prepare to show all Apply Phase slides from the Lesson PowerPoint Presentation. 2. Distribute the Stars and Stripes Performance Assessment Task. 3. Have flags, flagpoles, and flag stands available. 4. Arrange Cadets in Red, White, and Blue teams. 5. Determine how you will review the key words from this lesson. 6. Prepare to use the Digital Timer application in your Curriculum Manager. 7. Prepare to assign the performance assessment task as homework as time necessitates. 1. DEMONSTRATE ways to display the flag using notes and resources shared in class. ADD what you learned about respecting the flag to the KWL Chart. OBTAIN the Stars and Stripes Performance Assessment Task from your instructor. 2. COMPLETE the Stars and Stripes Performance Assessment Task. SUBMIT your completed performance assessment task to your instructor for feedback and a grade. Direct Cadet Focus: Ask Cadets to think about how many different ways they have seen the flag displayed. This phase of learning will help Cadets transfer past knowledge and experience to new knowledge and skills introduced and practiced during this lesson. Prompt Cadets by asking them how this lesson can be used beyond this classroom experience. Assign each team to use notes and available resources to demonstrate how to display flags for specific situations. Unit 1: Citizenship in Action 7 Red Team: display the flag in different situations indoors in acceptable manners of hanging White Team: display the flag from stands or in groups of two or more Blue Team: display the flag in various configurations that may be found outdoors Note: If possible, perform this task outside. Otherwise, guide Cadets to use closets, desks, and cabinets to simulate the buildings Guide Cadet teams to examine and provide feedback on the displays. Guide each team to list what they have learned on the KWL Chart created in the Inquire Phase. Guide Cadets to self assess their work using the scoring guide. 3. REVIEW the key words of this lesson. Key words connect concepts and principles introduced in the text and learning activities. After

8 4. REFLECT on what you have learned in this lesson and how you might use it in the future. activities are complete, Cadets should be able to complete a quick check on each word and define it properly. Remind Cadets that key words were introduced throughout various learning activities and should not be new to them. Instruct Cadets that you are going to see how well they remember the key word meanings and launch the automated response slides or one of several animated games. Remember to use your digital timer in Curriculum Manager to set a reasonable time limit for this activity. Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population. What are the most important points they have learned from these exercises? What is the most visible of all symbols of the federal government? Can Cadets answer the Lesson Question(s) now: How do we display and honor the flag of the United States of America? Allow some time for discussion. Total Time: 20 minutes Self-paced Option: Instruct self-paced learning Cadets to complete the Apply Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet. Homework: Cadets may respond to reflection questions for any learning phase as homework. Cadets can record their answers to reflection questions in their Cadet Notebooks. Part of the Stars and Stripes Performance Assessment Task may need to be completed as homework. Optional Activities: The following activities are not used within the Student Learning Plan, but you may find them useful for enrichment, extra practice, or as homework assignments. The optional activities for this lesson plan include: Exercise/Answer Key #1: Our Flag Exercise/Answer Key #2: The History of Our Flag Exercise/Answer Key #3: Saluting Our Flag Note on Cadet Portfolios: As Cadets work through the lessons in this chapter, remind them to add completed documents to their Cadet Portfolio. Portfolios can be arranged by topic, chapter, or LET depending on your requirements. Refer to the Cadet Portfolio Assessment Task in your JROTC Instructor s Desk Reference for ideas on setting up and evaluating Cadet Portfolios. Note on using the Classroom Performance System: Use the Classroom Performance System (CPS) with Cadets to ask questions during lecture, administer tests, Unit 1: Citizenship in Action 8

9 quizzes and other class work, grade homework, and/or engage in team activities. Refer to the CPS Training for additional uses of this tool for learning and assessment. Unit 1: Citizenship in Action 9