Daily Teaching Summary (2-21-2014)

American Government HeaderPERIOD 1 – American Government

TODAY’S TOPIC – The Legislative Branch

TEACHING OBJECTIVE – Students will understand the basics of the Legislative Branch by participating in writing a Bill and Model Congress

C.C.S.S. STANDARDS ADDRESSED – WHST 11-12.1 – Write arguments focused on discipline-specific content. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

LIFE CONNECTION – By practicing writing bills, you can understand how much work and dedication it takes to write bills and you will have a greater understanding if you want to get involved in creating a new bill.

TEACHING AGENDA –

1st 15 Minutes – Presentation by teacher introducing the Legislative Branch. Powerpoint is below under “Student Resources”.

2nd 15 Minutes– Students will be shown an example of how a  bill is written and we will analyze them.

3rd 15 Minutes– Students will prepare a rough sketch of their bill to present.

4th 15 Minutes- Students will be introduced to the next section of the presentation on the Legislative Branch.

5th 15 Minutes- Students will pass in work, graded papers will be passed back, one student will come up to laptop and write up today’s life connection for all students to see and agree with, the C.C.S.S. standard addressed, and  as a group we will identify a Student of the Day.

STUDENT RESOURCES –

PDF – The Legislative Branch Notes

PDF – Directions – Rough Draft of a Bill

Website – Princeton Model Congress: How to Write a Bill

YouTube – Funniest Moments in Filibuster History

YouTube – President Obama Speaks on Senate Filibuster Reform

YouTube – School House Rock: I’m Just a Bill

YouTube – Speaker of the House Sworn In

YouTube – The Constitution Center: The Legislative Branch

Criminal Behavior HeaderPERIOD 2,3 – Criminal Behavior

TODAY’S TOPIC – Combining Profiling Organized vs Disorganized Killers with Mental Health Disorders Commonly Associated with Criminal Behavior

TEACHING OBJECTIVE – Students will develop basic profiling skills by analyzing film clips from the 1960 film “Psycho”.

C.C.S.S. STANDARDS ADDRESSED – RH 9-10.3 – Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

LIFE CONNECTION – It is important to practice profiling skills in order to truly understand how complex the field of criminal profiling can be.

TEACHING AGENDA –

15 Minutes – We will review what we saw yesterday in the film clips.

15 Minutes– Students will share with each other and as a group what they have noticed so far both with mental behavior observations and with criminal profiling.

15 Minutes– Students will watch another 10 minute clip and then we will have a brief discussion before writing out observations down.

15 Minutes- Students will watch the last 10 minute clip. A copy of the observations made by students today in periods 2 & 3 is available below in the “Student Resources” section of today’s post.

15 Minutes- Students will pass in work, graded papers will be passed back, one student will come up to laptop and write up today’s life connection for all students to see and agree with, the C.C.S.S. standard addressed, and  as a group we will identify a Student of the Day.

STUDENT RESOURCES:

PDF – Norman Bates Profiling – Class Observations