Ib Lesson Plan 1

Inquiry Based Lesson Plan
Teachers: Abbye Lopez
Subject: High School Government
Standard:
Strand 3: Concept 3 PO7, PO8, PO9

Concept 4 PO1 and PO4
ISTE Standard 1,4, and 5
Objective (Explicit): The students will analyze the different roles of the court by debating their groups side of the
case.
Evidence of Mastery (Measurable): The students will be presenting their research of the court case and understanding
of their roles in the form of role-play. We will be taking two days of class time to play out the case. Each student will
be playing as an active member of the court and presenting their case. Along with a 3 page summary that they will be
turning in to me, the students will be graded on their professionalism, understanding of the case, and properly acting
as their role.
Sub-objectives, SWBAT (Sequenced from basic to complex):
The students will be remembering the roles of the court system by identifying which role best suits their personality.
The students will understand the court case selected by summarizing it in the form of a paper.
Key vocabulary: Judge, Attorney, Jury, Defendant, Bailiff,
Accused, Bench Clerk, Plaintiff, Prosecutor, Informant, Guilty,
Innocent, Appeal
Materials/Technology Resources to be used: Ipads,

Google, Word, Outlines, Graphic Organizer, and
video camera because the role-play will be recorded.
Explore
Engage (Make content and learning relevant to real life and connect to student interest): After I as the teacher, have
explained the individuals roles of the court house the students will be deciding what role they would like to play. This
way the students are deciding for them selves what they believe to be the most interesting to them and what they
believe they can do the best job in. Then as a class they will come up with previous or current court cases. This also
gets them engaged because it will be cases that they believe to be important or that really stand out to them as
individuals. This assignment will be based off of what the students have decided for themselves and not just what I
assign them to.
Teacher Will: (explore questions, test students,
encourage analytical discussion) I will be answering
questions and sparking ideas in the students heads. I
will be asking them personality question to maybe
help them create the idea of what role they fit. I will
give examples of important/ historical court cases to
get them thinking about what they want to be
looking for
Student Will: (prioritize questions, group tasks,

gather data, create idea to move forward) This is
when the students will be asking themselves what
position they will do best in. They will be figuring
out who they are as a person and what fits their
personalities. The class as a whole will also be
creating questions to help them figure out what
cases is important. I will be facilitating them in
helping them decide what case would be better to
use.
Explain
Co-Teaching Strategy/Differentiation: Instead of assigning the students roles I will be helping them decide
for themselves what role they would like to be. If a student gets to pick what role they want it will create
more engagement because it will be something they chose to do instead of told to do. They will alos be
coming up with what case impacts them personally so this way they can have a connection to it. This way I
am teaching with them and not at them. They are the ones coming up with ideas and I will be assisting them
in the right direction. This strategy sparks individuality in my students and gets them feeling important and
connected to the project.
Teacher Will: ( compare ideas, contract
explanations, justify in terms of observations/data) I
will take their ideas and properly form them into
questions or evidence. I will help the students
organize their information in two different subjects
(nice to know and need to know). This is so that the
students are seeing what facts they NEED to present
during the role-play and also the facts they the can
through in if it comes up. I will be asking them
general questions to get their minds to think outside
of the box.
Student Will: (reporting, group discussion,

accessing information for concepts) This is when the
students will be noting facts about their case. They
will begin the acts of the role they have chosen.
They are now getting with their groups and finding
evidence to support the side or job they have
chosen. They are doing research on the case and
getting all the facts and figures in order to properly
role-play the case. They are conversing about what
points they should make during the role-play and
what information is the most important. They will
be using Google Docs to be able to work on one
single data sheet together in their groups.
Elaborate
Co-Teaching Strategy/Differentiation: My co-teaching strategy for the explain portion of this lesson will be
to help my students justify their research. I will not tell them what is correct or incorrect but instead help
them turn some of their research into factual statements that can play a part in their presentation. I will not
be assigning them things to say or prove this is all based on what they find important. I will only be placing
my input where it is needed.
Teacher Will: (apply concepts, explanations in new
context) I will be observing the class and be there to
make sure it all runs smoothly. I will be managing
the students to make sure they are role-playing I a
timely manner and assist the students when needed.
This is the time that me as the teacher gets to see
their research and understanding of the courthouse
system. I will be helping them apply all of their
research and information into a real life concept.
Student Will: (further practical work, videos,

debates, research) This is when we role-play. The
students will be running the classroom. It will be
their responsibility to act as a real life court. They
will be following all court rules and be presenting
their statements while being professional. They have
the opportunities to presents their case in any way
they want. With graphs, research, videos, or
whatever unique way they can think of.
Co-Teaching Strategy/Differentiation: The strategy for this section will be to be an observer of the students
knowledge. I am basically just a timekeeper in this case. I will be facilitating them and making sure they are
role-playing in a timely manner. I will not be running the show, they will. This is something that is very
different then what the students are used to. It is up to them to make sure they know how the court system
works and if they do not I will be able to see they do not have an understanding yet and I will step in to get
things flowing.
Evaluate: I will be evaluating the students on several different aspects during their debate/role-play. I will be observing
them on their professionalism. This includes them using appropriate language, dressed nicely, presentation, and
sticking to the role they have chosen. They will be evaluated on the content meaning they have a full understanding of
the court case and using academic sources and facts to prove their case. I will be paying close attention to
participation. Every student will need to speak during the role-play. This is so I can tell everyone has done their
research and everyone understands their role specifically.

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Ib Lesson Plan 1

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Inquiry Based Lesson Plan

Teachers: Abbye Lopez

Subject: High School Government

Strand 3: Concept 3 PO7, PO8, PO9

Materials/Technology Resources to be used: Ipads,

Student Will: (prioritize questions, group tasks,

Student Will: (reporting, group discussion,

Student Will: (further practical work, videos,

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