EDU-534 Topic 7
GCU College of Education
LESSON PLAN TEMPLATE
|
Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title: | Cara Simmons 7th Grade 12/16/2015 Civics Sources and Types of Law | ||
|
I. Planning |
|||
|
Lesson summary and focus: | The students are required to analyze and identify the sources and types of law including but not limited to civil, criminal, constitutional, juvenile and military law. | ||
|
Classroom and student factors: | Students are grouped based on balance of lexiles levels and native language. Desks are grouped in 4s where each student can visibly see the board. | ||
|
National / State Learning Standards: | SS.7.C.3.10 | ||
|
Specific learning target(s) / objectives: |
Teaching notes: |
||
| Students will use examples of historical law codes and statutes to identify how laws originated and developed in Western society. Students will recognize the constitutional, civil, criminal, juvenile and military law as sources of law. |
Teacher uses higher order questions to elicit prior knowledge of sources and types of law. Teacher groups students in pairs based on complimentary strengths and weaknesses. Teacher asks follow-up comprehension questions about the differences and similarities of the various sources of law.
|
||
|
Agenda: |
Formative assessment: |
||
| Bellringer/Warm Up Anchor Charts Matching Game Interactive Notebook Reflection | Students will complete a matching exercise pairing a court scenario with the correct sources of law. Students will work collaboratively and provide ongoing feedback to each other. Students are monitored by teacher where wrong pairings are given the opportunity for justification in that choice. | ||
|
Academic Language: |
Key vocabulary: |
Function: |
Form: |
|
| case law criminal law civil law constitutional law juvenile law statute due process | Understanding and identifying the key terms will allow students to synthesize, paraphrase, infer and evaluate the systems and sources of law and order. |
Therefore, how, because, but, due to this, justifying
|
|
Instructional Materials, Equipment and Technology: |
Overhead projector, matching cards, anchor charts, color pencils, markers, Types of Law Brain pop video clip.
|
||
|
Grouping: |
Students are matched in groups of 4 with a balance of higher and lower performers.
|
|
II. Instruction |
||
|
A. Opening |
||
|
Prior knowledge connection: | Students associate the ideals of rule of law and due process while applying its role in the sources of law. Students are asked to recall landmark court cases and its varying roles in the court system. By remembering a familiar court case, students should be able to find attributes of what they know about the cases and match them to the source of the law and briefing. | |
|
Anticipatory set: | Students are asked to think about a famous court case, landmark case or one from television and pair it with a source of law to acquire new learning. In groups, students discuss their individual court cases and which source they believe corresponds. Student discussion will help alleviate guessing and increase participation through peer interaction. | |
|
B. Learning and Teaching Activities (Teaching and Guided Practice): |
||
|
I Do |
Students Do |
Differentiation |
| Discuss key vocabulary and elicit what they think the term means prior to clarification. Video clip shown of examples of each court case as a source of criminal, civil or military law. | Students develop mnemonic devices for each source of law in groups of 4. On an anchor chart, students demonstrate how they are able to remember the key terms more easily and post on a spot on the wall. Students take a one minute stretch break then rotate to independent learning. Students retrieved matching cards of terms/definitions or scenarios and work to match each matching card piece to its corresponding pair. | Students who prefer right brain learning are able to use creativity and images on the anchor chart activities. Students who prefer left brain learning are able to work independently on their vocabulary puzzle and discuss /analyze their findings. Students are partnered based on weaknesses to help facilitate learning and encourage motivation to learn. ELL students are able to write terms in both native language and English. |
|
III. ASSESSMENT |
||
|
Summative Assessment: | Students will be able to read a scenario of a court case and determine the correct source of law. Students will answer multiple choice questions and short response. |
Differentiation: |
|
|
| Students with IEP plans will have adjusted timing. ELL students will be able to use a dictionary. Verbal readings will be provided for students with active adjusting plans. |
|
Closure: | Students are able to finalize their reflections and notes in their interactive notebooks silently. | |
|
Homework: |
Students will interview a person of their choice about the importance of sources of law and their views on the criminal justice system in America.
|