<p>Using Technology to Differentiate Instruction Lesson Plan Outline</p><p>1. Lesson Title: Digital Amendment Project</p><p>2. Date of Implementation:4/26/2007</p><p>3. Lesson Author(s):Darwin Brodt, Tim Cunningham</p><p>4. Subject Area(s):Social Studies- Amer. Govt.</p><p>5. Grade Level:12</p><p>6. Approximate Time Needed: Introduction/ past examples: 30min., Two days (out of class time), Presentations: (approx) One block.</p><p>7. PA Content Standard(s): 5.1.12 E Documents Shaping US Government</p><p>8. Objectives/Lesson Outcomes: Students will learn all 27 US Amendments by title and number through digital research and presentation. </p><p>9. Materials and Resources Required: A. Technology (include location and equipment): Access to internet, printer, digital camera and /or digital video. </p><p>B. Printed Materials: Teacher-provided Project Instruction</p><p>C. Other Supplies: none 10. Lesson Procedures: The project will consist of each group visually representing all amendments by way of digital images derived from the internet, clip art, United Streaming video, etc., or student-created digital images and/or video. Each amendment will include annotation that fully describes the amendment’s provisions. </p><p>. Students will read text assignment for familiarization to amendments. . Students will receive verbal and written instruction, including grading rubric for project. . Students will be shown past projects as examples. . Students will be divided into groups and may select amendments’ provisions. . Each group will receive direction delegating the workload (See differentiated instruction) . Approximately two to three days will be allotted to students to complete the task. . On the designated presentation day, students will, as a group, present their projects to the class. . After presenting, each group will submit their written/typed annotations to the instructor. o Their annotations must include number, definition, and title of image (caption) used in project</p><p>11. Modifications for Differentiated Instruction: A. Remediation: see below</p><p>B. Enrichment: see below</p><p>A/B This assignment allows the teacher to differentiate instruction by altering the number of students per group and the number of amendments’ provisions required to represent. (ie. lower level would be given fewer required amendment provisions and more group members to assist in completion)</p><p>12. Student Assessment: . Projects will be graded on the included rubric. . In addition, students will be assessed on their knowledge of amendment provisions by taking a quiz through the CPS system. . Follow-up assessment can include student feedback on project and knowledge gained by utilizing Zoomerang survey. </p>