84—Practicum in Gifted Education

Lesson Plan Format

Unit: Mock Trial Grade Level/Subject: 5th/Reading

Teacher: Ginny Hutcheson Date: 11/21/11

Instructional Objectives or Learning Goals?

·  Students will identify the roles of participants in a trial situation.

·  Students will identify the order of events in a trial.

·  Students will categorize evidence as admissible or inadmissible in a court setting.

Materials?

·  Handouts from “Order in the Courts” unit

·  The True Story of the Three Little Pigs by Jon Scieszka and website: http://www.safeshare.tv/w/AfEvANvKcO

·  Witnesses website: http://www.justice.gov/usao/eousa/kidspage/step4.html

·  “Objection Your Honor” website: http://www.texaslre.org/objection_your_honor/objection_your_honor.html

Grouping Strategies?

·  Whole group

Instructional Procedures?

  1. Review the “Roles and Duties of Court Personnel” (“Order in the Courts” handout)
  2. Go over the order of a court procedure by arranging slips of paper in order on the document camera.
  3. In the story of “The Three Little Pigs,” who are these people? Go over who would be the plaintiff (the third pig), the defendant (the wolf), the witnesses (???—we’ll discuss this more later), and the jury (us!)
  4. Read the story of the “The Three Little Pigs” to the class. Explain that in a real trial this evidence would be limited—only the attorney’s own witnesses would be allowed to speak to each other ahead of time. However, for our purposes, we want to hear both sides of the story so we can think about how to build the case. Instruct students to take notes listening for evidence they could use and thinking about questions they would ask if they were attorneys in the case. Remind them that they don’t know their roles yet so they might be asked to be a prosecuting attorney (for the pig) or a defense attorney (for the wolf).
  5. Watch the video of the “true” story of the Big Bad Wolf (online) and have students continue to take notes, listening for evidence and thinking about questions they would ask.
  6. Have students share some of their notes.
  7. Explain that the pig and the wolf would be witnesses for the prosecution and defense, respectively, but that trials usually have other witnesses. Ask students for suggestions. Explain the three types of witnesses (online).
  8. Brainstorm other witnesses for the trial. Possibilities: Little Red Riding Hood could be a character witness for wolf for prosecution; a doctor could be an expert witness for the defense testifying about wolves’ carnivorous natures.
  9. Explain that students will be conducting a mock trial for this case after the break.
  10. Pass out “Rules of Evidence” and “Objections” handout. Go over the rules of evidence using the “Objection Your Honor” game (online). Play the game, discussing each option with students.

What you “looked for” to determine if students were achieving?

·  Knowledge of order of court proceedings and roles in court (informal questioning)

·  Logical thinking about evidence and questions presented in a case (sharing notes)

·  Understanding of rules of evidence (“Objection Your Honor” game)

How did this lesson reflect effective curricular and instructional practices for gifted learners?

·  Integration of technology to motivate students

·  Cross-curricular connections (court/legal system)

·  Students are in charge of learning—they choose their own roles in the trial (for upcoming project)