O'Brien,+John-920FinPro

John M. O’Brien EDC 920 Final Project **__ Old Enough to Kill, but Too Young to Die? __** // The Death Penalty and Minors in the //// United States // This unit addresses the topic of whether minors who commit capital crimes should be subject to the death penalty. Students will work individually and in small groups. They will research the issues raised by this topic, write a “constructed response” addressing the strengths and weaknesses of both viewpoints, and, as a culminating activity, participate in a classroom debate. Finally, students will reflect on the assignment by continuing the debate via a blog, rather than the traditional written, individual reflection. I chose this unit because it involves the use, and further development, of several literacy skills, including information literacy skills, through the vehicle of interesting content. This activity is appropriate because it requires students to address an issue that (1) involves their age group, (2) is current and controversial, (3) encourages debate and considering alternative points of view, (4) has implications at the local, national, and global level, and (5) provides students with the opportunity to demonstrate proficiency on several standards. This specific assignment can be used in any number of social studies classes, but is best suited for Criminal Justice, Contemporary Issues, or Psychology and Sociology. Moreover, the assignment draws upon, and further develops, skills that are essential across the curriculum and different content areas. The specific standards are delineated in the //Project Information Sheet//, which will be distributed to students at the start of the unit. Generally speaking, this unit provides students with the opportunity to demonstrate proficiency on several categories of Rhode Island Grade Span Expectations, including Reading, Writing & Oral Communication, and Government & Civics & Historical Perspectives, applied learning standards, technology standards, and many of the Academic and Social & Civic Learning Expectations from Narragansett High School ’s mission statement. In addition, students will be able to use this assignment, if proficient, in their Graduation Portfolio. Students will use the following tools from EDC 920 for this unit. Where appropriate, I will use, with attribution, portions of PowerPoint presentations and other materials from the class: 1. // developing a search strategy // : students need to understand that their research will only be successful, and fruitful, if they initially think about what information they need and develop a strategy for finding it. 2. // setting up a “News Alert // :” in addition to searching news sources as part of their research, students would benefit, generally, from learning about Google’s “News Alert” function, but might also find stories related to the unit topic given that it is a current, controversial issue. 3. // evaluating and choosing sources, especially internet sources // : for this particular unit, students must identify, analyze, and synthesize information that allows them to understand the strengths and weaknesses of both their own position and alternative viewpoints; to do so effectively, students must develop the skills necessary to evaluate their sources, especially verifying accuracy and authority, differentiating between fact and opinion, and identifying bias. 4. // blogging // : continuing the discussion post-debate will provide students, especially those who are less comfortable sharing their views in front of others, with the opportunity to have their voice heard and to respond, in depth and breadth, to the viewpoints of other students. The goal for the unit is to further develop effective literacy skills, especially information literacy. By the end of the unit, students will be more adept at: **__ Lesson Plans __** 1. Introduction For this lesson, students will be given an overview of the project. In addition, students will share their prior knowledge concerning the death penalty, and discuss their views about the death penalty in general and, more specifically, as it applies to minors. 2. Goals · establish students’ prior knowledge of topic · expose students’ to peers’ viewpoints about topic · introduce students to project 3. Prior Instruction This project will be used in the Criminal Justice course. Prior to this assignment, students will have studied the structure of the U.S. court system, the elements of crimes (including first degree murder), the corrections system, theories about punishment, and juvenile justice. 4. Summary of Instructional Sequence · distribute //Project Information Sheet//; read aloud; check for understanding · discussion of prior knowledge concerning the Eight Amendment, the death penalty, and juveniles and the death penalty; discussion will start with students writing words, phrases, and/or concepts concerning these issues on sheets from a flip pad; save sheets for next lesson 5. Resources/Handouts/Instructional Materials · flip pad and markers · // Project Information Sheet // 6. Modifications/Adaptations In addition to any individual modifications required by IEP or 504, the one notable modification for this lesson is reading the handout out loud. I have found that this strategy benefits ALL students, not just those who struggle with reading, because it helps them focus and it provides the opportunity to clarify any questions regarding vocabulary or comprehension in general. <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">7. Assessment Informal assessment of student participation in discussion 1. Introduction For this lesson, students will do background reading about the U.S. Supreme Court case of //Roper v. Simmons// and start developing a research strategy for the project. <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">2. Goals <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· students will understand the current law concerning juveniles and the death penalty <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· students will understand the importance of developing an effective research strategy <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· students will work individually and in small groups to develop a research strategy <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">3. Summary of Instructional Sequence <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· distribute //Handout 1: Case Summary//; read aloud; check for understanding <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· divide students into six groups: 2 groups (one “pro,” one “con”) for each of the three factors relied upon by the Supreme Court in the //Roper v. Simmons// decision <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· display flip pad sheets from Lesson One <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· distribute //Activity 1: Developing A Research Strategy// <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· demonstrate for students how to use the //Activity 1// handout by providing an example for Sections 1-3; do not have students work on Section 4 until the next lesson <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">4. Resources/Handouts/Instructional Materials <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· flip pad sheets from Lesson One <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· // Handout 1: Case Summary  // <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· // Activity 1: Developing A Research Strategy // <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· graphic organizers (if requested) <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">5. Modifications/Adaptations In addition to any individual modifications required by IEP or 504, the one notable modification for this lesson is providing graphic organizers, which benefit students who need help with organizing ideas and/or are visual learners. <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">6. Writing Assignment Students will complete Section 1-3 of the //Activity 1// handout. <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">7. Assessment “Effort” assessment of work on //Activity 1// handout. 1. Introduction For this lesson, students will finalize their research strategy for the project and begin their research. <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">2. Goals <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· students will finalize their research strategy by completing the //Activity 1// handout <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· students will learn about and set up a Google “News Alert” concerning one of the issues related to the project topic <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· students will understand how to evaluate internet sources <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">3. Summary of Instructional Sequence <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· show PowerPoint presentation about creating search requests and setting up a Google “News Alert” (Session 1) <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· provide students with opportunity to develop search requests and set up a “News Alert,” students should use the //Activity 1// handout for this work (Session 1) <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· students should complete Section 4 of the //Activity 1// handout (Session 1) <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· show PowerPoint presentation concerning the evaluation of internet sources (Session 2) <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· distribute //Activity 2: “Yes Test” for Evaluating Internet Sources// (Session 2) <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">·  students should practice using the “Yes Test” with one of the sources they listed in Section 4 of the //Activity 1// handout (Session 2) <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">4. Resources/Handouts/Instructional Materials <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· PowerPoint presentation, modified from EDC 920, about creating effective search requests and setting up a Google “News Alert” <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· PowerPoint presentation, modified from EDC 920, about evaluating internet sources <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· // Activity 2: “Yes Test” for Evaluating Internet Sources // <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· computer lab with LCD projector for showing PowerPoint presentations <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">5. Modifications/Adaptations In addition to any individual modifications required by IEP or 504, the one notable modification for this lesson is providing copies of the PowerPoint slides with notes. <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">6. Writing Assignment Students will complete Section 4 of the //Activity 1// handout and one //Activity 2 “Yes Test”// <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">7. Assessment “Effort” assessment of work on // Activity 1 // handout and one //Activity 2 “Yes Test”// 1. Introduction For this lesson, students will work on/finish their research for the project. <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">2. Goals <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· students will work on/finish their research for the project <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">3. Summary of Instructional Sequence <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· students should work on/finish their internet research by completing a standard form NHS research note sheet and //Activity 2 “Yes Test”// for each source <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">4. Resources/Handouts/Instructional Materials <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· NHS research note sheets <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· copies of //Activity 2: “Yes Test” for Evaluating Internet Sources// <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· computer lab <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">5. Modifications/Adaptations Any individual modifications required by IEP or 504 <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">6. Writing Assignment Students will complete complete a standard form NHS research note sheet and //Activity 2 “Yes Test”// for each source; if necessary, students will complete their research for homework. <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">7. Assessment Assessment of note sheets and //Activity 2 “Yes Tests”// 1. Introduction For this lesson, students will work in their small groups and share the results of their research. <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">2. Goals <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· students will teach and learn from other group members about their specific issue related to the project topic <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· students will obtain adequate information to prepare for an in-class Constructed Response essay <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">3. Summary of Instructional Sequence <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· students work in groups <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· instructor is available for questions/clarification <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">4. Resources/Handouts/Instructional Materials <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· classroom <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">5. Modifications/Adaptations Any individual modifications required by IEP or 504 <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">6. Writing Assignment Notes from group work <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">7. Assessment Informal “participation” assessment 1. Introduction For this lesson, students will write an on-demand Constructed Response concerning the project topic. <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">2. Goals <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· students will write an effective and persuasive Constructed Response about the issue of juveniles and the death penalty, which will be supported by their research and the information they learned from their group members. <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">3. Summary of Instructional Sequence <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· distribute //Constructed Response: Old Enough to Kill, but Too Young to Die?// <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· read instructions out loud and check for understanding <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">4. Resources/Handouts/Instructional Materials <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· classroom <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· paper <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">5. Modifications/Adaptations Any individual modifications required by IEP or 504 <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">6. Writing Assignment // Constructed Response: Old Enough to Kill, but Too Young to Die? // <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">7. Assessment Assessment using the school-wide NHS Constructed  Response Rubric 1. Introduction For this lesson, students will participate in an in-class debate concerning the project topic. <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">2. Goals <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· students will present a clear, focused, and persuasive statement of their position <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· students will respectfully rebut competing viewpoints and defend their own <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· students will demonstrate the ability to “think on their feet” <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· students will demonstrate a respect for diverse viewpoints <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">3. Summary of Instructional Sequence <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· review NHS protocol for debates <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· allow each group (six total) 5 minutes for opening remarks and statement of position <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· allow each group 3 minutes for rebuttal <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· allow each group 2 minutes for sur-rebuttal <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">4. Resources/Handouts/Instructional Materials <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· classroom <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· podium <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">5. Modifications/Adaptations Any individual modifications required by IEP or 504 <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">6. Writing Assignment none <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">7. Assessment Assessment using the NHS English/Language Arts Department’s Informed Opinion  Presentation  Rubric 1. Introduction For this “lesson,” students will learn about blogging so they can continue the in-class debate on juveniles and the death penalty and reflect on the assignment. <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">2. Goals <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· students will learn what blogs are and how they can be used for educational purposes <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· students will participate in a blog that “winds up” the project topic <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· students will use the blog to reflect on the assignment <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· students will demonstrate a respect for diverse viewpoints <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">3. Summary of Instructional Sequence <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· show PowerPoint concerning blogs and blogging <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· instruct students that they are to post entries on the blog that (1) address the issues raised in the debate over the project topic and/or (2) reflect on the project <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· instruct students that, at a minimum, their blog entries must include a reflection on the project <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">4. Resources/Handouts/Instructional Materials <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· PowerPoint presentation, modified from EDC 920, about blogging <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Blog at [|www.ob-wanblogspot.com] (hypothetical) <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">5. Modifications/Adaptations Any individual modifications required by IEP or 504 <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">6. Writing Assignment blog entries <span style="font-family: Rockwell; mso-fareast-font-family: Rockwell; mso-bidi-font-family: Rockwell; msofareastfontfamily: Rockwell; msobidifontfamily: Rockwell; msolist: Ignore;">7. Assessment informal “participation” assessment **__ Project Information Sheet __** The topic for this project, //which is the common task for this quarter//, is whether juveniles should be given the death penalty for committing “capital crimes,” which usually means first-degree murder. The major assignments for this project include a constructed response that discusses both sides of this topic and an in-class debate. We will start by discussing our own views about this topic and reading about the United States Supreme Court case of //Roper v. Simmons//, which established the law, or rule, in the United States about juveniles and the death penalty. Then, you will spend several class periods preparing for and gathering information about this topic and the major issues involved with it, which information you will use to write your constructed response and participate in the debate. Although there are many books and other print resources about this topic, this project is designed to help you explore the opportunities, and the challenges, provided by internet research. By completing this project, you will learn how to develop effective research strategies, use tools for gathering information from the internet, and evaluate the reliability of internet sources. This project will count as assessment grades for the quarter. The various assignments involved in this project will be given the following grade weights: Participation in Discussions – 10% Research Assignments – 25% Constructed Response – 30% Debate – 25% Blogging/Reflection – 10% John O’Brien (cont’d) This is a lengthy, rigorous project that will require a lot of work and the use of different skills. Consequently, you will meet //many// standards if you achieve proficiency on this project, including: **__ Narragansett __** **__ High School __****__ Academic Learning Expectations __** [|//20104 - 1.1// Communicate effectively using oral, written, and technological formats.] // 20104 - 1.2 // Meet proficiency in content and applied learning standards as outlined in the Rhode Island High School Diploma System. [|//20104 - 1.3// Read critically and interpret a wide range of materials with varying degrees of complexity.] // 20104 - 1.4 // Demonstrate the use of reasoning and problem solving skills and strategies through analysis and synthesis of data and information. **__ Narragansett __** **__ High School __****__ Social and Civic Learning Expectations __** [|//20104 - 2.1// Demonstrate the behaviors and skills for independence and collaboration.] [|//20104 - 2.3// Demonstrate an understanding of and respect for diversity.] **__ [|RIDE Applied Learning Standards (RALS)]  __** 3. Research, in which the student uses information tools and technology to learn and deepen his or her understanding about a topic or area of interest. 4. Communication, in which the student questions, informs, and learns from others. 5. Reflection, in which the student reviews past activity and thinks critically about past activities and plans for the future. **__ Rhode Island __****__ Grade Span Expectations __** // G&C 9-12 3-1c // Evaluating, taking, and defending positions regarding the personal and civic responsibilities of citizens // G&C 9-12 4-1c // Analyzing and interpreting sources (print and non-print discourse/media), by distinguishing fact from opinion, and evaluating possible bias/propaganda or conflicting information within or across sources [|//G&C 9-12 5-2b// Analyzing and evaluating a contemporary or historical issue] ** Reading ** [|//R-10-8.2// Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas) (State)] // R-10-8.3 // Drawing inferences about text, including author's pupose // R-10-8.4 // Distinguishing fact from opinion, and evaluating possible bias/propaganda or conflicting information within or across texts (State) [|//R-12-8.6// Evaluating the clarity and accuracy of information (Local)] // W-10-6.2 // Selecting appropriate and relevant information (excluding extraneous details) to set context (State) [|//W-10-7.2// Stating and maintaining a focus/controlling idea/thesis (State)] // OC-10-1.4 // Participating in large and small group discussions showing respect for a range of individual ideas (Local) // OC-10-2.1 // Exhibiting logical organization and language use, apporpriate to audience, context, and purpose (Local) [|//OC-10-2.4// Effectively responding to audience questions and feedback (Local)] [|**NETS-S National Educational Technology Standards and Performance Indicators**] 2.1 Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. [|3.1 Students plan strategies to guide inquiry.] [|3.2 Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.] 3.3 Students evaluate and select information sources and digital tools based on the appropriateness to specific tasks. **__ Handout 1: Case Summary __** Christopher Simmons was convicted of murdering Shirley Crook. According to his confession to police, Simmons broke into Ms. Crook’s home, sexually assaulted her, and then bound her with electric wire, duct tape, and leather straps. He then dumped her body in the Meramec River, which is near St. Louis , Missouri. Ms. Crook’s body was discovered on September 9, 1993. The cause of death was drowning, which means Ms. Crook was alive when she was thrown into the river. Simmons was 17 years old at the time of the crime. He was convicted after trial and sentenced to be executed on May 1, 2002. The Supreme Court of Missouri, however, disagreed with the death sentence and instead sentenced Simmons to life in prison without possibility of parole. The State of Missouri appealed the case to the United States Supreme Court. By a vote of 5-4, the U.S. Supreme Court on March 1, 2005 decided that the Eighth Amendment, which prohibits “cruel and unusual punishment,” forbid the execution of offenders who were juveniles, which are people under the age of 18, when their crimes were committed. The Supreme Court based its decision on three main points: Based on the Supreme Court’s decision, the law in the United States is that it is unconstitutional to execute people who were juveniles at the time they committed their crime. **__ Activity 1: Developing a Search Strategy __** <span style="font-size: 12pt; font-family: Rockwell; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> **__ Activity Two: “Yes Test” for Evaluating Internet Sources __** This activity will help you determine whether the internet source you are considering is acceptable for use for your project. Each of the sections contains the criteria, or factors, you should consider when determining the validity of any internet source. Each section includes the questions you should ask about each of the factors. If you circle “yes” for all or most of the questions, keep moving down the sheet. If you start answering “no” to many of the questions, you should probably stop and look for another source. You will need to rely on some of the other web searching strategies we have learned to answer some of the questions. Good luck!! Question: Can the author/publisher of the information be //identified//, and is the author/publisher //reputable// (legitimate)? Is the //name// of the author/publisher clearly included on the page? **Yes/No** Is there an “About Us” link or other link describing the //goals// of the author/publisher? **Yes/No** Is there a way to //confirm// the //legitimacy// of the author/publisher? **Yes/No** Question: Is the information //reliable// and free of, or without many, //errors//? Are the //sources// of any factual information clearly listed? **Yes/No** Can the factual information be //confirmed// with another source? **Yes/No** If “yes,” identify the other source: ________________________________________________________. Is the information free of grammatical, spelling, or typographical errors? **Yes/No** Question: Is the information intended to give you //factual// information, or to //persuade// you to agree to a certain point of view? Is the //viewpoint/opinion// of the author clear? **Yes/No** Is the //factual// content clearly //separate// from any //opinion//? **Yes/No** Is the //informational content// clearly //separate// from any //advertising//? **Yes/No** Question: Is the information //current//? Does the web page include //when// the document was written and if it’s been //updated//? Does the page include information about when the content was //first published//? **Yes/No** Does the page show, or include a link that shows, when the information was last //updated//? **Yes/No** Question: Is the web page //complete//, or is it still “under construction?” Is it clear that the page is //complete//, or is it still “//under construction//?” **Yes/No** If there is a //print version// of the web page, is it clear whether the page //includes all portions// of the print version? **Yes/No** ** CONGRATULATIONS! **  If you have made it this far, you have found a reliable, usable source. **__ Constructed Response: Old Enough to Kill, but Too Young to Die? __** <span style="font-size: 12pt; font-family: Rockwell; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Write a constructed response that explains your position with respect to whether juveniles should be eligible for the death penalty. Your response should include: (1) an introduction with context, a “hook,” and an __underlined__ thesis statement, (2) three “hamburger” paragraphs: one for each of the factors relied on by the Supreme Court in //Roper v. Simmons//, which include at least 2 pieces of evidence from your research supporting your argument, and (3) a conclusion, which includes what you learned as a result of this assignment. The “evidence” you use in your hamburger paragraphs MUST be ** specific. **** You may use your research notes for this assignment. **
 * <span style="font-size: 10pt; line-height: 200%; mso-bidi-font-size: 12.0pt; msolist: Ignore; msobidifontsize: 12.0pt;"> I.  ****__ Summary  __**
 * <span style="font-size: 10pt; line-height: 200%; mso-bidi-font-size: 12.0pt; msolist: Ignore; msobidifontsize: 12.0pt;"> II.  ****__ Unit Goals  __**
 * 1) // developing // research strategies
 * 2) // identifying // and //evaluating// sources
 * 3) // analyzing // the content of sources
 * 4) // synthesizing // information for purposes of written and oral communication
 * Unless otherwise noted, all the handouts referenced in the lesson plans are included at the end of the unit plan. **
 * Lesson One (one 78 minute session) **
 * Lesson Two (one 78 minute session) **
 * Lesson Three (two 78 minute sessions) **
 * Lesson Four (one 78 minute session) **
 * Lesson Five (one 78 minute session) **
 * Lesson Six (one 78 minute session) **
 * Lesson Seven (one 78 minute session) **
 * Lesson Eight (one 78 minute session) **
 * Narragansett High School Criminal Justice **
 * Project Title: ** //Old Enough to Kill, but Too Young to Die? The Death Penalty and Minors in the// // United States //
 * Time Frame: ** ________ Class Periods
 * Description: **
 * Grading: **
 * Standards: **
 * [|Government & Civics & Historical Perspectives] **
 * Written and Oral Communication **
 * As mentioned above, this project is a common task; therefore, you may use include it in your Graduation Portfolio if you reach proficiency. **
 * 1) A “national consensus” against the death penalty was developing in the United States, especially against executing juveniles. According to the Court, 30 states prohibited the execution of juveniles; in the other 20 states, juveniles were rarely executed.
 * 1) Juveniles have a “diminished,” or limited, capability to understand the consequences of their behavior because the part of their brain that controls this function is not fully developed until later in life. The Court relied on psychological research to support this point. Justice Anthony Kennedy, who wrote the court’s opinion, stated that it would be unconstitutional to give the death penalty to someone “whose culpability or blameworthiness is diminished, to a substantial degree, by reason of youth and immaturity.”
 * 1) The execution of juveniles violated several international treaties and very few countries permitted the execution of juveniles.
 * Step 1: ** Create a Search Question: Write several “essential questions” for this unit.
 * Step 2: ** Identify the Major Concepts or Main Ideas: list as many main ideas as possible based on the //Roper v. Simmons// handout and our initial discussion of the topic.
 * Step 3: ** Work in your group to brainstorm any ideas related to your major concept; list them below; if you would prefer, you can use a graphic organizer (copies will be provided).
 * Step 4: ** Using the information in Step 3, list some search terms and/or phrases that you can use for your internet research.
 * Source (provide all information you would include for a “Works Cited” entry): **
 * Factor #1 - Authority **
 * Factor #2 - Accuracy **
 * Factor #3 - Objectivity **
 * Factor #4 - Currency **
 * Factor #5 - Coverage **