CORE LET 1 Unit 1: Citizenship in Action Chapter 1: Foundations of Army JROTC and Getting Involved Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2 Administrator Lesson Guide: Lesson Competency: Identify how Army JROTC can impact your future Linked ELA Common Core: RI.9-10. READING: INFORMATIONAL TEXT - RI.9-10.1., RI.9-10.2., W.9-10. WRITING - W.9-10.1.e., W.9-10.2., W.9-10.2.a., W.9-10.2.d., W.9-10.2.f., W.9-10.3.b., W.9-10.3.e., W.9-10.4., W.9-10.10., SL.9-10. SPEAKING & LISTENING - SL.9-10.1., SL.9-10.1.a., SL.9-10.1.b., SL.9-10.1.d., SL.9-10.4., L.9-10. LANGUAGE - L.9-10.1., L.9-10.1.b., L.9-10.2., L.9-10.2.c., L. 9-10.4., L.9-10.4.d., RH.9-10. READING: HISTORY/SOCIAL STUDIES - RH.9-10.2., RH.9-10.4. Linked JROTC Program Outcomes: Graduate prepared to excel in post-secondary options and career pathways. Appreciate the role of the military and other service organizations in building a constitutional republic. Thinking Processes Defining in Context Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel) Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web) Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram) Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I) Part-Whole - Brace Map* (Alt. = Pie Chart) Sequencing -Flow Map* (Alt. = Flow Chart, Linear String) Cause and Effect - Multi-Flow Map* (Alt. = Fishbone) Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart) * Thinking Map Core Abilities Build your capacity for life-long learning Communicate using verbal, non-verbal, visual, and written techniques Take responsibility for your actions and choices Do your share as a good citizen in your school, community, country, and the world Treat self and others with respect Apply critical thinking techniques Multiple Intelligences Bloom s Taxonomy Authentic Assessment Learning Objectives Bodily/Kinesthetic Visual/Spatial Logical/Mathematical Verbal/Linguistic Musical/Rhythmical Naturalist Interpersonal Intrapersonal Remember Understand Apply Analyze Evaluate Create Structured Reflection Metacognition What? So What? Now What? Socratic Dialog E-I-A-G Observation Checklist Portfolio Rubric Test and Quizzes Thinking Map Graphic Organizer Notebook Entries Logs Performance Project Describe the mission of Army JROTC Assess the challenges and opportunities in the Army JROTC program Explore the opportunities of the Army JROTC program Define key words: Cadet, challenges, JROTC, mission, motivate, opportunities, unique Legend: Indicates item is not used in lesson Indicates item is used in lesson Lesson Preview: Inquire: Guide Cadets to think about why they are in the JROTC program. Cadets make identity cards. Gather: Instruct Cadets to investigate the mission, purpose, and program outcomes of Army JROTC. Ask Cadets to watch a video and perform a matching exercise. Process: Instruct Cadets to develop a product to show how they how they view the JROTC program. Ask Cadets to watch a video and think about groups that are considered controversial. Apply: Guide Cadets to consider how JROTC can impact their futures. Distribute Army JROTC - The Making of a Better Citizen Assessment Task. 1
CORE LET 1 Unit 1: Citizenship in Action Chapter 1: Foundations of Army JROTC and Getting Involved Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2 Instructor Lesson Plan: Why is this lesson important? This lesson introduces you to the U.S. Army Junior Reserve Officers Training Corps (JROTC) Program, its mission, and the Leadership Education and Training (LET) curriculum for this first level of your instruction. As you move through this lesson, you will learn about JROTC opportunities, leadership, and challenges. Through Army JROTC, you are building a foundation that will last a lifetime. Lesson Question How can Army JROTC help Cadets become better students and citizens? What will Cadets accomplish in this lesson? Lesson Competency Identify how Army JROTC can impact your future What will Cadets learn in this lesson? Learning Objectives a. Describe the mission of Army JROTC b. Assess the challenges and opportunities in the Army JROTC program c. Explore the opportunities of the Army JROTC program d. Define key words: Cadet, challenges, JROTC, mission, motivate, opportunities, unique When will your Cadets have successfully met this lesson s purpose? Performance Standards when Cadets write a summary that explains the mission of Army JROTC when Cadets written summaries explain the mission of Army JROTC when Cadets written summaries outline how various courses can help them attain your goals when Cadets summaries include use of the key words: Cadet, challenges, JROTC, mission, motivate, opportunities, unique NOTES: Unit 1: Citizenship in Action 2
Part 1: 45 minutes Phase 1 -- Inquire: Lesson Delivery Setup: 1. Make sure Curriculum Manager is installed and the clicker receiver is plugged in. Distribute clickers to Cadets. 2. Ensure that Cadets have access to the Student Learning Plan. 3. Prepare to show all Inquire Phase slides from the Lesson PowerPoint Presentation and start with the Focusing Question. 4. Prepare to display the Learning Objectives. 5. Ensure Cadets have their Cadet Notebooks for use throughout this lesson. 6. Prepare to have Koosh ball available. 7. Provide index cards for Cadet use. 8. Write identity card statements for Cadets to think about on the board. One word to describe myself is: To me, success means One goal I have in JROTC is: Student Learning Activity 1. THINK ABOUT what you know about the Army JROTC and how it might impact your life. PREPARE for this lesson by discussing What you will accomplish in this lesson; What you will learn in this lesson; Why this lesson is important, and When you will have successfully met this lesson s purpose. 2. CREATE a personal identity card describing some things about yourself, your goals, the purpose of JROTC, and how that purpose can impact your personal goals. INTRODUCE other Cadets using their identity cards. Teaching Notes Direct Cadet Focus: Ask Cadets to think about the Army JROTC program. The Inquire Phase of the lesson is to set Cadets up to begin thinking about what they already know about this subject area. Display the Focusing Question on the PowerPoint Presentation. Allow time for discussion. Review the Student Learning Plan. Ask Cadets to find the answers to the following questions on their plans: What will you accomplish in this lesson; What you will learn in this lesson; Why the lesson is important; When will you have successfully met the lesson s purpose. Show the learning objectives slide. Remind Cadets that learning objectives tell them what they will learn about in this 90-minute lesson. Explain that key words are vocabulary words. They will appear throughout the lesson. Suggest that Cadets write down on paper or circle any words that they are not familiar with. Remind them that you may be checking their comprehension of the words later in the lesson. Instruct Cadets to write their last and first names on the top of the identity card followed by their responses to the statements written on the PowerPoint. The Cadet can write responses, draw symbols, or use a combination of both. Identity cards should reflect Cadets personalities. Divide Cadets into teams of four or five. Guide Cadets to walk around the room and meet others who; they don t know or don t know well, are wearing similar clothing (jeans, Unit 1: Citizenship in Action 3
3. REFLECT on what you discovered about your classmates, the purpose of JROTC, and your own goals. ANSWER the reflection questions presented by your instructor. shorts, watches), similar colored clothing, similar characteristics (hair length or color, shoe size, eye color, etc.) Instruct team members to introduce one of their members to the rest of the class. Begin the sharing by tossing a team member the Koosh Ball. When this Cadet is finished, he/she tosses the Koosh Ball to someone else in the team. Continue by team, until everyone in the room has been introduced. This process should be done quickly so remind Cadets to share just the name and one of the top entries on the identity card. Create a class KWL Chart. Guide Cadets to share some of their responses to reflection questions and add them to the KWL Chart. NOTE: The K-Column will note what Cadets know about the purpose of JROTC; W-Column will note what types of goals Cadets have that JROTC can or might help them achieve and the L-Column will note what Cadets hope to learn as a result of the JROTC program. Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population. What did you discover about some of your classmates? How did this activity help you feel more comfortable with members of the class? Conclude this phase of learning by summarizing the purpose of the activity and informing them that they will now learn some new information about JROTC. Total Time: 20 minutes Self-paced Option: Instruct self-paced learning Cadets to complete the Inquire Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet. Phase 2 -- Gather: Lesson Delivery Setup: 1. Prepare to show all Gather Phase slides from the Lesson PowerPoint Presentation. 2. Provide access to a student text: Unit 1: Citizenship in Action and Leadership: Theory and Application (hardbound); LET 1 (softbound). 3. Provide chart paper and markers for partner or team use. 4. Be prepared to launch Reinforcing Questions. Student Learning Activity Teaching Notes Direct Cadet Focus: Ask Cadets to think about the following: What are the benefits of belonging to an organization? What aspects of the organization make membership appealing? Unit 1: Citizenship in Action 4
1. THINK ABOUT how you would define each key word from this lesson. COMPARE your definitions to how they are used in Video #1: JROTC Today: Tomorrow s Leaders. 2. OBSERVE and ANSWER questions pertaining to the purpose and mission of JROTC and how it can affect your future. 3. LEARN MORE about JROTC by reading Lesson 1: Army JROTC - The Making of a Better Citizen from Chapter 1 of the student text. COMPLETE Exercise #1: Matching. 4. DEVELOP a definition of an assigned key word and DEFINE the mission of JROTC. 5. PRESENT your definition and JROTC mission statement to the class. RECORD responses to the Reinforcing Questions in your Cadet Notebook. 6. REFLECT on the mission of JROTC, its characteristics, and benefits. ANSWER the reflection questions presented by your instructor. The Gather Phase introduces Cadets to the learning objectives by providing new information or content through the activities provided. Cadets begin to build on any previous knowledge or experiences. Have Cadets think about their present definition of each key word from this lesson. Play Video #1: JROTC Today: Tomorrow s Leaders and instruct Cadets to observe and write down their answers to the following questions: What is the mission of JROTC? How are some of the key words used in the video? Remind Cadets to preview the key words, program outcomes, core abilities, and course descriptions of the JROTC program by reading Lesson 1 in the student text. Guide Cadets to complete Exercise 1: Matching. Provide Cadets with correct answers using Answer Key Exercise 1: Matching. Guide Cadet teams to select one key word, develop a definition of the word, and define the mission of JROTC. Each team will present their key word definition and JROTC mission statement to the class. Launch the Reinforcing Question(s). Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population. What did you learn about the Mission of JROTC? What would you say to someone who asks: Why are you taking a JROTC class? Conclude this phase of learning by summarizing the purpose of the activity(ies) and informing them that they will now do something with the new information or skill they were introduced to. Total Time: 25 minutes Self-paced Option: Instruct self-paced learning Cadets to complete the Gather Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet. Part 2: 45 minutes Phase 3 -- Process: Lesson Delivery Setup: Unit 1: Citizenship in Action 5
1. Prepare to show all Process Phase slides from the Lesson PowerPoint Presentation. 2. Provide chart paper and markers for partner or team use 3. Be prepared to launch Reinforcing Questions. Student Learning Activity Teaching Notes Direct Cadet Focus: Ask Cadets to think about groups that are considered controversial. How do they defend the qualities of controversial groups? This phase of the lesson allows Cadets to practice using the new skill or knowledge. 1. VIEW Video #2: My Name is Drill. Play Video #2: My Name is Drill. 2. PRODUCE a product (skit, song, graph, chart or visual tool) that addresses an audience with an anti-jrotc predisposition. That product should represent how you understand the mission of JROTC. Instruct Cadet teams to produce a product that represents how they understand the mission of JROTC. Teams may: Produce a skit Create a graph, chart or another kind of visual Prepare a humorous speech or poem Write a song or rap Guide Cadets to prepare the product for an audience that is anti-jrotc. Remind Cadets to include the lesson key words in their product. 3. PRESENT your product to the class. Cadet teams will present their product to the class. 4. RECORD responses to the Reinforcing Questions in your Cadet Notebook. 5. REFLECT on how your understanding of JROTC may have changed. ANSWER the reflection questions presented by your instructor. Total Time: 25 minutes Launch the Reinforcing Question(s). Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population. How has your understanding of JROTC changed as a result of today? What excites you most about participating in the JROTC program? Conclude this phase of learning by summarizing the purpose of the activity and informing Cadets that they will now apply the new knowledge or skill through the assignment or activity outlined in the performance assessment task. Self-paced Option: Instruct self-paced learning Cadets to complete the Process Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet. Phase 4 -- Apply: Lesson Delivery Setup: 1. Prepare to show all Apply Phase slides from the Lesson PowerPoint Presentation. 2. Distribute the Army JROTC The Making of a Better Citizen Performance Assessment Task. 3. Determine how you will review the key words from this lesson. Unit 1: Citizenship in Action 6
4. Prepare to use the Digital Timer application in your Curriculum Manager. 5. Prepare to assign the performance assessment task as homework as time necessitates. Student Learning Activity 1. THINK ABOUT what information you learned during this lesson that can help you move closer toward your own success goals. CREATE and PRESENT a Multi-Flow Map that illustrates how JROTC can affect your success goals. 2. COMPLETE the Army JROTC The Making of a Better Citizen Performance Assessment Task. SUBMIT your completed performance assessment task to your instructor for feedback and a grade. Teaching Notes Direct Cadet Focus: Ask Cadets to think about what information they learned in the lesson that will help them reach their success goals. This phase of learning will help Cadets transfer past knowledge and experience to new knowledge and skills introduced and practiced during this lesson. Prompt Cadets by asking them how this lesson can be used beyond this classroom experience. Guide Cadet teams to create a Multi-Flow Map that illustrates how JROTC can affect your success goals. Allow teams to present their maps. Lead a discussion comparing each team s map. Distribute the Army JROTC The Making of a Better Citizen Performance Assessment Task. The assessment task may be completed in class or assigned as homework, depending on the available time. Refer Cadets to the scoring guide for a list of criteria that should be included in their written summary. These same criteria on the scoring guide can be used as a grading checklist, too. Remind Cadets that lesson assessment tasks can be used as evidence of learning and are solid artifacts to add to their Cadet Portfolios. 3. REVIEW the key words of this lesson. Key words connect concepts and principles introduced in the text and learning activities. After activities are complete, Cadets should be able to complete a quick check on each word and define it properly. 4. REFLECT on what you have learned in this lesson and how you might use it in the future. Remind Cadets that key words were introduced throughout various learning activities and should not be new to them. Instruct Cadets that you are going to see how well they remember the key word meanings and launch the automated response slides or one of several animated games. Remember to use your digital timer in Curriculum Manager to set a reasonable time limit for this activity. Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population. Unit 1: Citizenship in Action 7 What can I do as a Cadet in this class to help JROTC accomplish its mission? How have my personal goals been impacted by what I learned in today s lesson? Can Cadets answer the Lesson Question(s) now: How can JROTC help Cadets become better students
and citizens? Allow some time for discussion. Total Time: 20 minutes Self-paced Option: Instruct self-paced learning Cadets to complete the Apply Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet. Homework: Instruct Cadets to complete their performance assessment tasks as homework if needed. Note on Cadet Portfolios: As Cadets work through the lessons in this chapter, remind them to add completed documents to their Cadet Portfolio. Portfolios can be arranged by topic, chapter, or LET depending on your requirements. Refer to the Cadet Portfolio Assessment Task in your JROTC Instructor s Desk Reference for ideas on setting up and evaluating Cadet Portfolios. Unit 1: Citizenship in Action 8