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    P Patel - Trial

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    api-313686226
    Priya Patel has created a two-day lesson plan for her English Language Arts class of 16 students in Cycle 2, Year 3. On the first day, students will be split into affirmative and negative teams to research and form arguments for a mock trial deciding whether the character Jules should lose custody of her baby based on events from their novel. The second day will consist of the trial, with each team presenting three arguments and questioning a witness. After, students will write a response evaluating the trial's outcome based on evidence from the text. The lesson aims to have students critically interpret a social issue and hear opposing viewpoints.

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    P Patel - Trial

    Uploaded by

    api-313686226
    21 views6 pages
    Priya Patel has created a two-day lesson plan for her English Language Arts class of 16 students in Cycle 2, Year 3. On the first day, students will be split into affirmative and negative teams to research and form arguments for a mock trial deciding whether the character Jules should lose custody of her baby based on events from their novel. The second day will consist of the trial, with each team presenting three arguments and questioning a witness. After, students will write a response evaluating the trial's outcome based on evidence from the text. The lesson aims to have students critically interpret a social issue and hear opposing viewpoints.

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    p patel - trial

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    Priya Patel has created a two-day lesson plan for her English Language Arts class of 16 students in Cycle 2, Year 3. On the first day, students will be split into affirmative and negative teams to research and form arguments for a mock trial deciding whether the character Jules should lose custody of her baby based on events from their novel. The second day will consist of the trial, with each team presenting three arguments and questioning a witness. After, students will write a response evaluating the trial's outcome based on evidence from the text. The lesson aims to have students critically interpret a social issue and hear opposing viewpoints.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    21 views6 pages

    P Patel - Trial

    Uploaded by

    api-313686226
    Priya Patel has created a two-day lesson plan for her English Language Arts class of 16 students in Cycle 2, Year 3. On the first day, students will be split into affirmative and negative teams to research and form arguments for a mock trial deciding whether the character Jules should lose custody of her baby based on events from their novel. The second day will consist of the trial, with each team presenting three arguments and questioning a witness. After, students will write a response evaluating the trial's outcome based on evidence from the text. The lesson aims to have students critically interpret a social issue and hear opposing viewpoints.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 6

    Lesson Plan

    Your name: Priya Patel


    Date of Lesson: Friday, April 1st and Monday, April 4th
    Length of Lesson: 50 minutes
    Location: John Rennie, 558
    Class - Cycle and Year: Cycle 2, Year 3
    Number of Students: 16
    Subject: English Language Arts
    Context/Background: Many of the themes explored in the novel pertain to social issues in
    North American society. As future participants of the legal systems, students are asked to
    situate, interpret and make a final decision on a situation/case that they are likely to
    encounter or hear about.
    Subject Competencies:
    Reads and listens to written, spoken and media texts
    -Integrates reading profile, stance and strategies to make sense of a text in a specific
    context
    -Draws on prior experience and the features of a genre to make sense of a text
    -Talks about own response to a text within a classroom community
    -Deepens own meaning(s) of a text in discussions with other readers
    -Situates meanings within own experiences and the world of the text, in order to
    transform initial readings into more conscious interpretations
    -Interprets the relationship(s) between reader, text and context in light of own response(s)
    -Explains the impact of a text on self as reader by returning to its social functions, as
    well as the way meanings and messages are constructed
    Uses language/talk to communicate and to learn
    -Interacts with peers and teacher in specific contexts
    -Participates in collaborative action research groups using an inquiry process Applies procedural and meaning making strategies to achieve a purpose
    - Contributes to team efforts as an interactive and critical listener
    -Participates in the social practices of the classroom and community in specific contexts
    -Investigates the uses of spoken language in the school and community
    Cross Curricular Competencies:
    -Uses information (gathers information, puts information to use)
    -Solves problems (analyzes the components of a situational problem)
    -Exercises critical judgement (forms an opinion, exercises their judgement, qualifies their
    judgment)
    -Uses creativity (becomes familiar with all the elements of a situation, explores, adopts a
    flexible mode of operation
    -Cooperates with others (interacts with an open mind in various contexts)
    Target Professional Competencies:
    Competency 1: To act as a professional inheritor, critic, and interpreter of knowledge or
    culture when teaching student

    Competency 3: To develop teaching/learning situations that are appropriate to the students


    concerned and the subject content with a view to developing the competencies targeted in
    the programs of study.
    Pre-Assessment: I have informally and formally assessed students in prior lessons to
    determine their understanding and reflect ethically on the rights of children, as well as the
    responsibilities of parents. It has been an ongoing process of looking closely at the novel to
    make judgements on the characters and their choices/behavior.
    Vocabulary: Social services, responsibility, justice, rights, etc.
    Objectives: By the end of the two lessons, students will be able to make an informed
    decision on Jules responsibilities as a parent after finding textual evidence to support their
    claims and hearing both sides of an argument. They must use the scenario from the novel as
    though it were a real court trial.
    Materials/Tools/Technology: Smart board, handouts
    Differentiation: A handout will be created for students to organize their notes and visually
    see remind them of the task. In addition, they will be working in groups in order to receive
    support from their peers.
    Development:
    Day 1:
    9:05-9:10: Attendance
    9:11-9:25: Give instructions and handouts
    Teams
    Affirmative

    Negative

    Student Names

    Student Names

    9:35-9:55: Students do research and form arguments


    9:56-10:00: Final reminders and recap of expectations/task
    Day 2:
    9:05-9:10: Attendance
    9:11-9:20: Prep with groups to revise notes
    9:21-9:55: Trial
    Set up: Podium in the middle for the speakers (facing the students), desks facing the front
    for the lawyers (2 on each team), and the other students will face the podium
    -Introductory speech to situate the context of the trial done by me (2 mins)

    -6 Arguments in total with alternating teams (20 mins)


    -2 Question period for witnesses (8 minutes)
    -Judges deliberate and deliver final decision ruled by the court (5 minutes)
    9:46-10:00: Reflection and/or students begin writing their response.
    Wrap-up/ Conclusion/Connection to real life: By using a fictional scenario as model of a
    court trial, students will learn the complexities of social issues such as childrens and
    parental rights and responsibilities. It will allow students to hear arguments that they have
    not heard before and allow them to make a decision accordingly, rather than choosing a side
    by instinct.
    Evaluation: Students will be assessed on their written response. Following the trial, they will
    be assessed on their ability to textual evidence from the text to support their interpretations.
    They will write a 250 word response on whether Jules should lose custody of Baby using the
    arguments presented in the trial, as well as indicate if their initial decision changed after the
    trial and indicate which arguments persuaded them. Students will also submit their notes
    from the research phase to prove their participation.

    Name:___________________________________________
    Lullabies For Little Criminals
    Secondary 5 - English
    Task:
    For this assignment, you are asked to use the characters and events from the novel to
    present a mock trial. Based on whether you are on the affirmative or negative team, you
    must work with your group to prove your side of the argument. Each team must have:

    Three arguments of support using textual details from the novel (you may use quotes
    from the characters or events that occur)
    Each argument should be a maximum of 2 minutes.
    One witness (your witness will be a member from your own team whom you will use
    to make your arguments)
    No more than 5 questions may be asked to the witness

    Once your arguments are formed, your team will chose two representatives to act as your
    lawyers during the trial, or in other words, your spokespersons. They must address the
    audience as real judges, witnesses and audience members, in addition to using formal
    language and delivery of arguments.
    Resolution: Jules should lose parental custody of Baby
    Evaluation:
    Following the trial, you will write a 350 word response on whether Jules should lose custody
    of Baby, regardless of the arguments presented by your team in the trial. Use evidence from
    the text to support your arguments. You must also indicate if your initial decision changed
    after the trial and indicate which arguments persuaded you. You will also submit your notes
    from the research phase to prove your active participation in the trial.
    Read (English)
    Criteria

    Excellent
    100-88%

    Very Good
    87-78%

    Good
    77-72%

    Satisfactory
    71-66%

    Needs development
    65% or lower

    Transforms initial
    readings into more
    conscious
    interpretations
    Locates textual details
    that support own
    interpretations
    Constructs
    interpretations that
    embody both own world
    and the text

    Total:

    Notes on Court Trial


    Lullabies For Little Criminals
    Resolution: Jules should lose parental custody of Baby.
    Team: ________________________________________________
    Argument # 1:
    _________________________________________________________________________
    _________________________________________________________________________
    _________________________________________________________________________
    _________________________________________________________________________
    Support:
    _________________________________________________________________________
    _________________________________________________________________________
    _________________________________________________________________________
    _________________________________________________________________________

    Argument # 2:
    _________________________________________________________________________
    _________________________________________________________________________
    _________________________________________________________________________
    _________________________________________________________________________
    Support:
    _________________________________________________________________________
    _________________________________________________________________________
    _________________________________________________________________________
    _________________________________________________________________________

    Argument # 3:
    _________________________________________________________________________
    _________________________________________________________________________
    _________________________________________________________________________
    _________________________________________________________________________

    Support:
    _________________________________________________________________________
    _________________________________________________________________________
    _________________________________________________________________________
    _________________________________________________________________________

    Witness (character from the novel):


    ___________________________________________________________________
    Questions for witness:
    1. _______________________________________________________________________
    2. _______________________________________________________________________
    3. _______________________________________________________________________
    4. _______________________________________________________________________
    5. _______________________________________________________________________

    Additional Notes:
    _________________________________________________________________________
    _________________________________________________________________________
    _________________________________________________________________________
    _________________________________________________________________________
    _________________________________________________________________________

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