Lesson Plan (05/02/2014) _____________________________________________________________
Subject: Social Studies Grade Level: 7 th Time Estimate: 55 minutes
Unit: Government Topic: Court Cases and Amendments
TEKS Objectives: TSW analyze information by sequences, categorizing, identifying cause and effect relationships, comparing, contrasting, finding the main ideas, summarizing, making generalizations and predictions, and drawing inferences and conclusions. ELPS Objectives: TSW debate on their own perspectives of specific court causes after reading and discussion the assigned court case. Vocabulary: Search and Seizure: legal term used to describe a law enforcement agents examination of a persons home, vehicle, or business to find evidence that a crime has been committed. If evidence is found, the agent may then seize it. Seizure: To take property away from it owner. Violated: Breaking the law
Measureable Verb Function Context Analyze The court cases With a small discussion group Critique Different court decisions In small groups Write Variety of ideas Individually for note taking.
Instructional Procedure: Focusing Event (Anticipatory set) Rapid Fire questions will be asked from the ISN. Students will have 3 minutes to review before the warm up.
Teaching/ Learning Procedures: 6 teams Each team debates with the opposing team Each group will be either guilty or not guilty Other members will be the jury.
Objective TSW try and persuade the jury if the defendant is guilty of not guilty.
Time The guilty group will always begin first Each group will have 3 minutes to prepare their arguments Each group will have 2 minutes to present 1 minute each for the groups closing argument
The other group members will take notes while each group is debating. These notes will be counted as a class work grade. After closing statements, the group members will vote by holding up a blue card representing NOT GUILTY, and a red card for GUILTY. Note: not everyone will agree. There may be different answers within the group. Whosever team has the largest amount of red or blue cards will advance to debate with the next team.
Remember:
There will be two grades that are taken during class, class work and participation grades. If you have had any 0's in the grade book from not doing your home work, this is your chance to redeem yourself to help
Debatable Viewpoints * Kent v. United States * New Jersey v. T.L.O. * Ingraham v. Wright * Tinker v. Des Moines Independent School District
Check (Check for understanding): At the end of each debate, I will ask the student which amendment has the defendant violated or being protected and why.
Re-teach (alternative used as needed) Together we will have a printed handout, and break down each case. TSW use highlighters when breaking down the court cases and we will hold a classroom discussion on how it relates to that specific amendment.
Closure: How can you relate these amendments to yourself?
Assessment/Summative Evaluation: Unit Test
Modifications/Notes: SE- TSW be assisted by teacher, and will receive information in chunks for better understanding as well as visual examples of what each amendment that will be covered in class. ELL-TSW learn basic vocabulary that will help him/her understand the basic concept of the lesson. TSW also use visual examples of what each amendment that will be covered in class as well as receive handouts for their reference. GT- TSW analyze each side of the court cases, and research another court cases similar to the one give in class (the outcome must be different than the court cases outcome given in class). TSW will analyze both cases, and recreate their own decision.