Mock+Trial

Title of Unit Name/s, School/s, and Grade Levels of the Designers 10th Grade Civics & Economics 2008 Unit for a 4 x 4 Block Schedule Kim Crank Doug Sommer Diana Lynn Drew || Describe the characteristics, interests, learning styles, and challenges of the students for whom this unit is being designed. Large Class Options: “Defense Teams” or “Prosecution Teams” Alternate Jurors Small Class Options: Odd man Juries (i.e. 3-5-7…) Limit each sides witnesses || Design qualities to be emphasized in this unit. Affirmation Novelty and Variety Choice || Content Sentence – What should the students know and be able to do as a result of this learning? Why is this content worthy of design? || How will you measure achievement? Engagement? || Timeline – Length of learning experience and time of year it will be taught. Daily Plan – Include activities and resources. Day 2-3 Day 4 Prosecutor Defense Attorney Judge Jury member Witness Bailiff Day 5 –Case Prep Work Day 6—Trial Day  ·  Discussion and Debrief Day 7—  ·  Introduce and Assign Project Evaluation Letters  ·  Review PowerPoint Jeopardy or Quizdom Last Day—Review and Evaluation || Materials Needed.  §  Movie/TV clip—“Legally Blond”, “A Few Good Men”, “My Cousin Vinny”, “Gideon’s Trumpet”  §  Computers  §  DVD-VCR  §  Textbook—Civics Today, Glencoe  §  Mini-Mock Trial Manual, Minnesota Center for Community Legal Education, University Of Minnesota  §  // “Fairy Tales on Trial // ” by Janis Silverstein 1999  §  // “Advanced Fairy Tales on Trial” //  by Janis Silverstein 2000  §  Handout on the steps in a Court Case  §  Checklist and Timeline  §  Rubrics  §  Engagement Chart (daily)  §  Project Evaluation (letter)  §  3 cases background <span style="font-size: 12pt; font-family: Wingdings; mso-ansi-language: EN; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings;"> §  Graphic Organizers <span style="font-size: 12pt; font-family: Wingdings; mso-ansi-language: EN; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings;"> §  Characters Lists-roles <span style="font-size: 12pt; font-family: Wingdings; mso-ansi-language: EN; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings;"> §  Movie Guide-Query Guide for Teacher || After the unit is taught: How well did students achieve? How engaged were they?
 * The Court System ||
 * Pasquotank County High School
 * Design: **
 * This work is designed for 10th grade Civics & Economic students who are diverse in their socio-economic backgrounds. They are a heterogeneous group of students with different learning styles. Our students have poor study skills and shy away from work that requires thoughtful preparation. Students have been conditioned to work through spoon feeding and continuous worksheets. PCHS C& E students have a deep fear of failure and embarrassment. Our student’s strengths are their love of social interaction and learning experience that are filled with activity. In addition our students enjoy any activity combined with technology.
 * Authenticity
 * Students will create the process of a trail court by role playing a court case.
 * ** Engagement **
 * Daily engagement chart with a question concerning how the student is responding.
 * Self and group evaluation at the end of activity.
 * Achievement **
 * Meeting standards set by the rubric to provide final assessment.
 * At the conclusion of this unit, each student will compose a letter to the teacher.
 * A test will be given over the state standards emphasized in this unit.
 * Plan: **
 * 7-8 days ||
 * Day 1—(partial block previous goal testing day)
 * Review NC Court Structure
 * Introduce Steps in a court case (graphic organizer)
 * Introduction to Activity
 * Homework—Case Backgrounds Handouts for student review.
 * Exit Ticket—Engagement Chart with Question
 * Watch Movie
 * Teacher Guide to Movie Query
 * Discuss and Class Vote on which case.
 * Exit Ticket—Engagement Chart with Question
 * Graphic Organizer
 * Divide Class into Roles—What Students will do Handout (Silverstein pages 15-16)
 * Witness-Opening Statement-Legal Argument Statements—(guided outline—Silverstein pages 23-24-25)
 * Graphic Organizer Compare and Contrast Prosecution/Defense Case Strategies
 * Exit Ticket—Engagement Chart with Question
 * Review role outlines/Briefing Session to handle student concerns
 * Trial Procedure Handout (Silverstein page 16)
 * Exit Ticket—Engagement Chart with Question
 * Technology **
 * Technology **
 * Textbook/Ancillaries **
 * Worksheets, Handouts and Rubrics **
 * Reflect: **