When developing an instructional unit plan, an effective teacher will consider the placement within a sequence of events of the model curricula. Multiple perspectives of diverse backgrounds and the us

Teacher Candidate Name:

Kelly-Ann Riddell

Grade Level:

7th grade

Date:

October 24, 2018

Unit/Subject:

Social Studies

Instructional Plan Title:

United States Federal and State Courts

Lesson Summary and Focus:

Students will show comprehension of the functions, roles and structure of the U.S Federal and State court systems. Students will learn about state and federal courts levels, functions and powers. Students will also learn about the role of the court jury system, constitutional powers of the courts along with checks and balances by judicial judges.

Classroom and Student Factors/Grouping:

Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.

National/State Learning Standards:

National

SS.7.C.3.11 Diagram the level, functions, and powers of courts at the state and federal levels.

State Standard

LAFS.7.SL.1.3, LAFS.7.SL.1.1, LAFS.7.SL.1.2

Previous standards taught - SS.7.C.3.8 & SS.7.C.3.9 & SS.7.C.3.3

Specific Learning Target(s)/Objectives:

Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:

• Who is the audience

• What action verb will be measured during instruction/assessment

• What tools or conditions are being used to meet the learning

What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.

For example:

Given an unlabeled map outlining the 50 states, students will accurately label all state names.

Academic Language

• Appeal

• Appellate court

• Bailiff

• Case

• Chief justice

• Circuit courts

• Civil case

• County courts

• County clerks

• Court reporter

• U.S. Circuit Courts of Appeal

• U.S. District Courts

• U.S. Supreme Court

• Verdict

• Writ of Certiorari

• Judicial review

• District Court of Appeals

• Cross-examination

• Criminal case

• Defendant

• Florida supreme court

• Juror

• Plaintiff

• Voir dire

Resources, Materials, Equipment, and Technology:

• Highlighters

• Computers with internet access

• Student activity sheets & reading materials

• Article III U.S. Constitution

• Federal &State Courts Graphic Organizer

• Judicial Branch video – part 1 & 2 - http://youtu.be/IkBkc2Fxe3I

• Summary of trial process

• Notebooks

• Projector & Elmo

• http://www.icivics.org/games/court-quest

• http://www.icivics.org/teachers/lesson-plans/james-bond-honda-trial-simulation-lesson

• http://constitutioncenter.org/constitution/the-articles/article-iii-the-judicial-branch

Anticipatory Set

Teacher will explicate standards by utilizing I do, we do chart appropriately so students can enhance their comprehension of the lessons purpose. Next students will read the agreeable goals. Teacher will create a flexible seating arrangement to include learning stations.

• I will guide the students in visiting the urls of U.S. Federal and State court systems using the school computers

• I will guide the students on understanding the various U.S. Federal and State functions, roles and structure of the judicial systems.

Time Needed

Multiple Means of Representation

• Most of the times I will puts notes on the board so that I can let the student copy. Copying is also one way of learning and it develops students writing skills.

• In addition of the notes will encompass charts and picture that denotes what the students expect to learn in this course.

• For a student with language issues, for example, African American, Mexican, Asian and others I will provide subtitle especially when watching a clip describing content we are learning in class through video.

• Those student having difficulties to adjust and meet other student's standards because of their nature I will provide notes and content that meets their needs.

• I will as well use Venn diagram picture to help a student in differentiating content learn in this areas between Federal and State courts.

Explain how you will differentiate materials for each of the following groups:

• English language learners (ELL):

• Students with special needs:

• Students with gifted abilities:

• Early finishers (those students who finish early and may need additional resources/support):

Time Needed

Multiple Means of Engagement

Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.

In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.

For example:

• I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.

• I will model one example of solving a number sentence on the white board before having students search for the matching card.

• I will then have the partner who has the number sentence explain to their partner how they got the answer.

Explain how you will differentiate activities for each of the following groups:

• English language learners (ELL):

• Students with special needs:

• Students with gifted abilities:

• Early finishers (those students who finish early and may need additional resources/support):

Time Needed

Multiple Means of Expression

Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment.

In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.

Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments.

For example:

Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.

Explain if you will differentiate assessments for each of the following groups:

• English language learners (ELL):

• Students with special needs:

• Students with gifted abilities:

• Early finishers (those students who finish early and may need additional resources/support):

Time Needed

Extension Activity and/or Homework

Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.

Time Needed

Rationale/Reflection

After writing your complete lesson plan, explain three instructional strategies you included in your lesson and why. How do these strategies promote collaboration, communication, critical thinking, and creativity? Bold the name of the strategy.

For example:

.

• Think-Pair-Share promotes engagement, communication, and collaboration because all students get a chance to share their ideas or answers. This is beneficial to students because they get to put their ideas into words, and hear and discuss the perspectives of others.