Instructional Activity Plan - Freedom of Speech
Step 1: What do you plan to teach? What materials will your students and you need?
Instructional Activity’s Learning Objective:
You will be able to identify a situation and determine if it is protected under your First Amendment rights. Today we are going to look back on Freedom of Speech since it ties into Freedom of The Press and Freedom to petition and assemble.
Materials Needed:
Power point, activity slips, poster boards, red bull
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Step 2: How will you introduce what you plan to teach? How will you gain attention and interest? How will you make the objective relevant and meaningful? How will you build the necessary background knowledge for the activity’s learning objective? How will you “Teach with the Brain AND Student in Mind?”
https://www.youtube.com/watch?v=crHBRecvPAg&t=41s
I hope this is teaching with the Brain and Student in mind since it is breaking from just stating the objectives and going into the lecture by having them watch a fun video. I wanted my hook to be a bit novel and silly. I want to warm them up before going into the new material.
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Step 3: How will you teach the activity’s objective? How will you model? What other techniques will you use to engage the learners? How will you provide guided practice of your objective? How will you “Teach with the Brain AND Student in Mind?”
My lesson contains a big chunk of lecture and by breaking it into parts I will be chunking the information for the students. I am also incorporating times for the students to discuss what we are learning with their shoulder partners. This should help them get a deeper understanding of the topic and a break from just me lecturing. This should be both teaching with the brain and student in mind. I am also inserting other visuals and using auditory stimulus that will keep the students engaged. I want to give them these real world and relevant examples so, they can not only understand their 1st amendment rights but, how it applies in various situations.
I will also pass out 4 examples of people asking for a permit for an event – you are going to read the event purpose, date, time place and manner and using what you learned about time manner and place you will decided if the permit will be granted or not
I am going to give you 3 -5 mins to discuss this with the people around you then as a class I will read each example and ask what you decided and give you the correct answer
This is both teaching with the student and brain in mind since it not only gives them real life relevance to create meaning it gives 12 students the chance to be a leader in their with their peers and discuss the example they got to come to a conclusion. This will also have the students collaborate with each other and tie everything they have learned together.
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Step 4: How will you close or end the activity? How will you review the activity’s objective? How will you encourage reflection and feedback? How will you “Teach with the Brain AND Student in Mind?”
This will be both teaching with the brain and student in mind since it is tying everything they learned together. Throughout the lesson I was giving examples that are like what will be on their quiz so, this will be a way for me to assess what they understand and retained. It also brings the topic full circle. |