Rachael+Rassel

Hi!

I'm Rachael and I'm a senior year here at MSU in the College of Ed. I am originally from Brighton MI and currently coach the Freshmen cheer team at the high school there. I'm a member of Sigma Kappa Sorority, I love country music, going to concerts and scrapbooking.


 * Student Directed Lesson Plan **


 * Discussion/Debate Lesson Plan **




 * Simulation Lesson Plan **


 * Cooperative Learning Lesson Plan **


 * TOPIC FOR THE LESSON ** : Constitutional Convention

**Grade Level/Course:** 8th Grade Social Studies/US History

**Unit**: Creating a New Government and the Constitution

8- U3.3.3 Describe the major issues debated at the Constitutional Convention including the distribution of political power, conduct of foreign affairs, rights of individuals, rights of states, election of the executive, and slavery as a regional and federal issue.
 * Standard: **

8- U3.3.4 Explain how the new constitution resolved (or compromised) the major issues including sharing, separating, and checking of power among federal government institutions, dual sovereignty (state-federal power), rights of individuals, the Electoral College, the Three-Fifths Compromise, and the Great Compromise.

*Social Studies Grade Level Expectations: Eight Grade Social Studies

**Lesson Objectives:**
 * 1) Students will be able to understand the major issues debated during the constitutional convention.
 * 2) Students will recognize the compromises made to resolve the issues of the constitutional convention.
 * 3) Students will organize a comparison chart to understand the debates during the convention.


 * Assessment Tools: **

Understanding of the concepts will be assessed through jigsaw and class discussion as well as the completion of the comparison worksheet.

**Activities:**
 * ** Initiation/Opening: ** Briefly review the previously read sections from the textbook. Ask questions to help students recap what has happened leading up to the Constitutional convention.

What Was the last thing we read about in class? What were some problems with the Articles of Confederation? What was the plan to fix them? || ** Time ** 5/10 min ||


 * ** Teacher Activities: **

The teacher will divide the class into 6 groups. Each group will then be given an article covering one aspect of the constitutional convention. -Virginia Plan -New Jersey Plan -The Great Compromise -Slavery (Northern State) -Slavery (Southern State) -3/5 Compromise

The teacher will instruct the students to read the article and become experts on the plan and complete their section of the chart answering the following questions:

-What was the issue being addressed? -What was the proposed plan? -Who did the plan benefit? -Why was one pro and one con to the plan?

The teacher will float around the classroom to observe the groups’ progress and interactions with one another.

After each group become experts on their plan/compromise. The teacher will instruct the groups to form new groups with representatives from each group. || ** Students Activities: **

Students will get into their designated groups.

Students will read the given article and discuss the aspects of the plan/compromise. Students will complete their section of the chart and be prepared to explain their plan to a group representing other plans.

After becoming experts in their original groups. Students will divide into new groups with one member representing each plan. 6 people/group.

In the new group each group will present their plan to the group in the following order and all of the members will complete their chart based off the information give:

-Virginia Plan -New Jersey Plan -The Great Compromise -Slavery (Northern State) -Slavery (Southern State) -3/5 Compromise || ** Time ** 30min ||

Student will return to their seats and the teacher will lead a brief overview of the information students have collected on their sheets. || ** Time ** 5/10min ||
 * ** Closure: **


 * Pre Planning **

Materials/Resources: Worksheets with chart, 1 article for each plan/compromise

Instructional Strategies to be used:

Cooperative Learning, Discussion

* Lesson plan template and instructional strategies taken from I // nstructional Strateiges for Middle and Secondary Students // (Larson & Kepier)



Social-4.14 Self-3.86 Body Movement-3.29 Language-2.14 Spatial-2.14 Logic/Math- 1.71 Nature- 1.57 Musical- 1.29
 *  Reflection 12-November 30, 2011 **
 * <span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Multiple Intelligence Assessment **

<span style="font-family: 'Comic Sans MS',cursive;">When I was answering the questions I wasn't so sure this was going to work and be able to come up with a good understanding of myself and how I learn, however it described me pretty accurately. I am a very social person and like to learn from others but I also like to have and the time to reflect on thing individually. My low scores on math and music couldnt me more right, those areas are just not my cup of tea!


 * <span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 110%;"> Reflection 11-November 16, 2011 **
 * <span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Student Teacher Relationships **

<span style="font-family: 'Comic Sans MS',cursive;">It is actually harder than I thought to think of a teacher I was close to in either high school or middle school. I never really felt like I was that much closer to one teacher than another but after thinking of it I guess I was pretty close to my journalism/yearbook teacher. Looking back I don’t think he was in any way my favorite teacher or the best teacher I have ever had but I had him as a teacher for 3 years and my senior year I was editor of the yearbook which meant myself along with the other editor spent lot of time in his class during lunch, after school, on days off ect. After spending all of this time together Mr. Tillman knew about all of our afterschool activities and he even knew my family (my brother was friends with his sons and he also taught my brother for 3 years). Looking back I think Mr. Tillman was important to me because I knew I could go to him with anything I needed. Whether it was a pass to leave so I could go home to get my homework I forgot or go out to lunch, or say I was on yearbook business so I could have an extra day to study for the test I wasn’t ready for. I completely respect Mr. Tillman and he taught me a lot why I was one of his students. Due to my relationship and respect I also gave my best for his class, however I see now that I probably took advantage of the situation, but at the time it was a great idea!

<span style="font-family: 'Comic Sans MS',cursive;">Part of this post question also reminded me of another teacher I had. My English teacher senior year was a fantastic teacher and was always everyone’s favorite. Throughout the year he would play racquetball with a few of his male students. I would say it was probably like 5 guys maybe from all of his classes. I’m not sure how these outings ever came about but they were always athletes from the school. One of my close friends in high school was one of the guys that played with him and he told me they would talk about everything including his relationship (which was my best friend at the time) who was another one of the teachers students. I realize this was outside of school but I always thought this was strange. Why did he pick the students he did? Is it appropriate to get that personal?


 * <span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 110%;"> Reflection 10-November 9, 2011 **
 * <span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Anything you remember, or want to ask about our visit with Ben at Haslett Middle. **

<span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Overall I really enjoyed the visit with Ben at Haslett Middle School. I think number one thing I remember is his enthusiasm. It is very clear that he loves what he does and I think the students pick up on that and in turn are more engaged in his class and his lessons. I was also really liked the way he told stories to teach ideas and concepts. I wish I thought I had enough life stories to connect to lessons like it seems he does. Along with his enthusiasm,clear ability to connect with his student and storytelling, the other aspect of the visit that is still on my mind is Ben's test retake method. Maybe because I have never heard of retakes being done that way but I just wish I understood a little more on why he decided to set up his retakes the way he did. I also really enjoyed talking to the principle. Aspects of interviewing is not really talked about in our classes but if definitely an important aspect.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">**Reflection 9- Novemeber 2, 2011**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Looking back I can see more areas of null and hidden curriculum than I would have thought. One way I see null curriculum is in classroom organization. All of my classrooms were set up in straight rows facing the teacher. This gives off that all the authority and knowledge comes from the teacher and not from the students or your peers. Another area I noticed null curriculum is the focus on sports. Maybe it wasn’t as emphasized for others but I personally thought that our school had a large focus on sports and the success of our teams. I didn’t mind it one bit but I think that they definitely got more recognition than honors societies and academic groups sending the message that athletics/athletes are more important than academics. I think the main area of null curriculum came from teachers and their ongoing union debates. I respect persons right to join/not join a union however this was brought into our classroom too much and I feel that teachers would make comments and take certain actions to impose their views. So whether intentional or not their opinion were taught to the class.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">**Reflection 8- October 26, 2011**


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">(A)What surprised you most about this reading? (B) What would you argue were the strongest influences on how social studies began? (C)In what ways might the foundations of social studies impact what we do or don’t do today? **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">A) When reading the article on the history and development of Social Studies I think I was most surprised by the recapitulation argument and the support it received from Jones. Today this idea seems absurd however the basis and general concept of only reaching a certain stage of development helped develop the original idea of teaching Social Studies curriculum in different ways based on race.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">B) I would argue that the strongest influences on how social studies began would be the desire to create a disciplined reliable workforce, create a population safe for the development and continuation of democracy along with creating social efficiency and finding a students proper function. I also think that Jones and his support for cultural construction and mainstreaming progressive thinking also played an important role.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">C) I think the greatest influence the foundations of Social Studies that have impacted what we do and don't do today includes the idea of comprehensive high schools, schools as social centers and the idea of tracking. Today's school systems are still very much a social center for students including assemblies, clubs and physical education. The most noticeable impact in the foundation of Social Studies to today's education is the idea of tracking. Though tracking is not done by IQ testing as much as in the past the article points out the effect of Special Education, Honors, AP, and the choice for easy classes in tracking. In effect it is the same process just in a some what less noticeable way.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">**Reflection 7- October 19, 2011**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**How will you teach about Columbus after our discussion the other day? Why?**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">When teaching about Columbus I think it is important to teach both sides of his story. Both sides are important in understanding the effects of Columbus and his men and coming to a complete understanding. It is important for students to understand all the good things he did and accomplished while realizing that Columbus and his men were not just great explorers, but they too had their flaws and did things that may not have been just. When teaching this topic I want students to look at the stories but in particular the negative stories and try to understand the reasoning behind the actions in connection to the time period and what was happening around the world.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">**Reflection 6- October 10, 2011**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**How do you feel about the process of creating a professional growth and development plan? Do you think this is a useful task? Would it have usability in a middle school or high school classroom?**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">I actually enjoyed the process of creating a professional growth development plan more than I thought. At first I was actually kind of dreading it. Thinking of things I need to work on isn't always on my list of favorite things to do but after sitting down and really thinking about it I found it very helpful and interesting. When thinking about all the things I need to work on in terms of professional growth and development the list could go on and on, but I felt it was very useful to narrow it down and just focus on three. Not only narrowing it down but writing it down was also helpful for me. Whenever I write something down and am held accountable for something I tend to take it more seriously. I look forward to working with the plan and seeing how much I can progress.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">As far as using a this idea in the classroom, I think with some adjustments it could be useful, especially if it was made as a student development plan rather than a professional plan. Not only do I think it would be good for students but I think it would be beneficial for the teacher as well. As a teacher reading over student growth plans could help you better understand your students and how you can help them develop as students and be more successful in your classroom and school in general.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">**Reflection 5- October 5, 2011**

<span style="font-family: 'Comic Sans MS',cursive;">I found Sir Ken Robinsons video very intriguing. I feel that he brought up many important ideas, which really made me question some aspects of education I had never really thought of before. After watching this video my understanding of the harm described by Phyllis has changed a little bit. I see how Phyllis could be so negative about the profession and the results of the profession and be discouraged due to the lack of creativity and diversity allowed in the classroom.

<span style="font-family: 'Comic Sans MS',cursive;"> After considering many of Sir Robinsons ideas of education and the loss of creativity due to public schools and current education I would have to say for the most part I agree with the majority of the points he made. I think creativity is crucial to our future. By taking away and making children afraid of making mistakes they are less likely to be creative. Without creativity new innovations will not be created and the future will be in great danger. Sir Robinson makes a great point when he says that the future is unpredictable. With an unpredictable future how can we as teacher prepare them for the future? It seems like the best solution would be to teach and foster creativity but in many education programs teachers are doing the exact opposite of that.

<span style="font-family: 'Comic Sans MS',cursive;"> As a teacher I think that fostering creativity is a very difficult task but I think there are a few things as teachers that we can do to help with the issue of lost creativity. I think one way is to emphasize critical thinking and the importance of questioning everything. Another way to help revive creativity is to work to let students know it is ok to be wrong at times. I also think it is important to create assignments/projects that encourage students to be creative.

<span style="font-family: 'Comic Sans MS',cursive;"> Overall I really liked this video. I really liked how he pointed out that there is a diversity of intelligence. I think as teachers this is a very important thing to remember when teaching, planning lessons, and responding to our students and their ideas.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">**Reflection 4- September 28, 2011**


 * <span style="font-family: 'Comic Sans MS',cursive;">(A) Post your response from your mentor teacher **

<span style="font-family: 'Comic Sans MS',cursive;">As far as the 2nd part of the question about how I decide what is important to teach - I consider several factors - I look at the state curriculum, and for most courses in the Social Studies Department at the High School, I look at our department-created curriculum framework - which takes our textbook and aligns it to the state standards. I consider what our textbook has to say, and any resources in the teachers guide, and then I set to work developing the lesson or unit. I try to consider what are the "most essential learnings" and balance those with the most interesting details that might appeal or be most relevant to high schoolers. It is difficult to balance sometimes - but I strive to create lessons that cover the big ideas and key concepts, but are not so broad as to be boring and irrelevant. When I am developing a lesson plan, I try to break the class period into several chunks, so that students are asked to do a variety of things during the class period. For example, a journal or pre-quiz at the beginning of the hour, followed by notes or group work on an assignment, and then some sort of activity or follow up review.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">**Reflection 3- September 21, 2011**


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">(A) What has been most difficult in planning this unit so far? **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">So far I think the most difficult part of planning this unit has been deciding what aspects need to be taught in order to cover the topic completely. I personally don't know much about the Modern Middle East so making sure that everything that needs to be covered is more difficult for me than another topic would be. Along with that sorting through the curriculum standards in order to match them to the main ideas and concepts has been difficult.


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">(B) Do you think units should be planned chronologically? Around a theme? Through enduring understandings? A combination? Why? **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">I think the way a unit is planned depends on what is being taught. At first thought I would say chronologically especially for issues such as history because I personally feel that I understand things best when put chronologically, I also think that teaching chronologically helps students connect events in terms of cause and effect. I do think however that teaching around a theme is a great idea, and though I have never seen it done in a History classroom I think it could be extremely beneficial when looking at big events. I also think that themes are best for areas such as political science as well as geography because it is easier to think about big ideas in those areas.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">**Reflection 1- September 7, 2011**


 * <span style="font-family: 'Comic Sans MS',cursive;">(A) d<span style="background-color: transparent; color: #000000; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">escribe and post your favorite memory from a social studies class from middle/junior/senior high school **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">After thinking about it I have to say my favorite memory from a social studies class was in my sophomore US History class. The class was required by the school so there was every type of student in the class. We of course had text books but Mr. Christner almost never used them. I remember when he taught the great depression instead of just reading everything the textbook our class created an actual bank account and saw how our money was affected and resulted in us losing everything. Not using a textbook and actually playing a role and relating issues to me made a great impact on my learning throughout this class and is still a great memory of social studies that I have today.


 * <span style="background-color: transparent; color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;"> (B) describe and post your worst memory or experience from a social studies class from middle/junior/senior high school **

<span style="background-color: transparent; color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 110%; text-decoration: none; vertical-align: baseline;">My worst memory from a social studies class comes from my 7th/8th grade history classes. We continually read chapters and answered the guided reading questions at the end of the chapters and then continued to fill out corresponding worksheets to the chapters. I found that I eventually would stop reading and simply skim for answers not trying to learn but just trying to finish all the busy work.


 * <span style="background-color: transparent; color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 110%; text-decoration: none; vertical-align: baseline;"> (C) describe and post your rationale for why you want to teach social studies and what particular reasons you find compelling for having students study and learn social studies in schools. **

<span style="background-color: transparent; color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Social Studies has always been my favorite subject in school so naturally it seemed like the best subject for me to teach. I love how social studies classes allow room for a creativity and interaction when learning about different events/topics. It is my opinion that social studies is relevant to everyone. Since everyone is a member of society it is important for students to know how to participate in the environment they live in as well as learn about our past and why things are structured and run they do today!

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">**Reflection 1- September 12, 2011**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">**(A) Describe some attributes or characteristics that good teachers possess.**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;"> A good teacher can be made of many characteristics however, I think one of the greatest characteristics a good teacher possess is passion. A teacher with passion can easily rub off on students creating a better more exciting learning environment. I also think a good teacher is also one who is involved and interested in their students and their learning.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">**(B) Reflect on your own strengths and weaknesses as a teacher at this point, what areas are you strong in? Where could you improve?**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">I think I am strong in areas such as passion. I have always wanted to be a teacher and am excited to watch/help student grow both educationally as well as personally. As a teacher at this point I think one of my greatest weaknesses is public speaking and the enthusiasm as well as clarity in what I am saying or trying to explain. I also think I could improve by learning to be more creative and think outside the box.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">**(C) What are some things you need to learn or skills you need to practice to improve your teaching?**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">On thing I need to learn is lesson planning not even just days but units as a whole. I feel like I don't even know where to begin with that. Also I think I need to learn more about methods of teaching and the different ways to go about a lesson to prevent doing the same activities or resorting to lectures and losing the students attention.