Lesson Plan Instructor: Rebecca Fundator & Samantha Hardie Lesson Objective/s: The students will analyze various

characters, events, and themes within the text, as well how the various characters interact with one another and feel about illegal immigration and its social impacts in modern day America. Students will use the knowledge gained from the text to inform their own opinions and reflect on the issue of illegal immigration through their performances of various characters within the text, as well as their written and discussed opinions through a journal-writing activity. State Standard/s: Common Core ELA Reading Standards for Grade 11-12: #3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Common Core ELA Writing Standards for Grade 11-12: #3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences. ELD Standard/s: Reading: Narrative Analysis of Grade-Level-Appropriate Text: Role-play a character from a familiar piece of literature by using phrases or simple sentences. Reading: Comprehension and Analysis of Grade-Level-Appropriate Text: Read text and use detailed sentences to identify orally the main ideas and use them to make predictions about informational text, literary text, and text in content areas.

Formative Assessment/s: Checking for Understanding, Monitoring student progress as they prepare for their mid-unit formative assessment: a mock trial. Summative Assessment/s: To enhance student understanding of the complex issue of illegal immigration, students will choose a role [defense lawyer (2), prosecution lawyer (2), jury (10), witnesses (10), defendant (1), jury (1).] to take on, research, and then perform during a whole-class mock trial. Students will list their 3 top choices, and the teachers will organize the students into the various roles. Research and organization of the various roles and duties/purposes will take place over (1 day plus any outside

work the students want to do) before the trial is scheduled to take place in class. Topic: Just Like Us mock trial Subject: English Check box if part of a larger unit: x Where does the lesson fit in: Begin __ Middle x End __ Duration of Lesson: 3 class days_______________ Grade 12 Other adult involved in instruction: (Check appropriate) Paraeducator ____ co-teacher x volunteer _____ Understanding Your Learners through contextual details (ELLs & ELD levels, IEP/IDP, 504, GATE, Gender, Ethnicity) In a snapshot narrative paragraph, describe the context of the instructional group. Describe major areas such as cultural, family structures, ELL levels. SES, etc.? What are the most important details that may inform your instruction and support your learners? Our instructional group is a group of twelfth grade students at a Champaign-Urbana high school. The class of 25 is composed of approximately 50% male and 50% female. The class is approximately white and Asian, African American, and Latino. Approximately of the Latino students are bilingual--speaking both English and Spanish--and 3 of the students are English Language Learners, reading English texts at the 7th grade level. The other 23 students read between a 7th and 12th grade reading level. One of the co-teachers has an ESL endorsement, speaking Spanish, so she is able to provide the necessary language support for the ELL students to complete the task to the same ability as everyone else. Since of the students are Latino but their immigration status is not known, both teachers will have to bear this in mind when creating and modeling a classroom environment that treats all students opinions with respect. One of the ELL students has ADHD (PI), and one of the students has Dyslexia; one of the co-teachers works primarily with the students with IEPs and the ELL students whose English reading levels are below the class average.

IEP Goals Directions: List students goals as they apply to this lesson. Large Group/Whole Class Instruction Select 2-4 students for instructional focus. Small Group / Individualized Instruction (< 5 students)

Student(s)

IEP Goal/Objective (standards based) For this lesson, the IEP goal for this particular student is to have him prepare for his particular role in a small group of his peers, who have helped him maintain focus during past activities. Another goal for Juan is to further his progress by maintaining focus and attention during the whole-class formative assessment of carrying out the mock trial. Juans group during preparation is seated away from windows and the classroom door to reduce the amount of distractions for him. During the mock trial, Juan is seated toward the middle of the classroom (away from the window and door) to reduce distractions.

Juan- ELL student with ADHD. Juan is a student who emigrated from Guadalajara, Mexico nine months ago. When he entered school, Juans parents met with one of his English teachers, as well as a special education teacher to discuss his IEP because Juan has primarily inattentive type ADHD (also know as ADD).When Juan first began English classes, his behavior was marked as inattentive rather than disruptive; he appeared to ignore teacher instructions and had difficulty sustaining attention, as well as staying organized. This only added to Juans troubles in school because while he reads at a college level in Spanish, his reading level in English is at a sixth grade level, the lowest in the class. Over the nine months that Juan spent in American public schools, his spoken English improved dramatically, as did his participation in small group activities and with his peers, though not in whole-class discussions. Juan sits with three other student whom he works well with and encourage him to stay focused on group assignments/discussions. Daniel- Student with LD (dyslexia). Daniel was diagnosed with dyslexia in second grade when he started to fall behind his fellow students when reading. However, Daniels dyslexia predominantly presents itself in his reading and writing skills, whereas his discussion and critical thinking skills are average for with his peers.

For this unit, Daniel has been working on reading along while listening to an audio book version of Thorpes book to further his understanding of the text. A particular goal of this assignment for Daniel is to practice his writing skills by writing out notes for him to follow during his role in the mock trial with help from one of the coteachers. Daniel also can use his notes during his testimony as a witness.

Lesson Elements

Identify Formative Assessment as it occurs in the lesson

Time

What are the students doing?

What is other adult doing?

Check for Understanding

Materials

DAY 1: Lesson Introduction (connect & build background knowledge)

Show YouTube clips of a trial from Law and Order as students walk into the classroom and organize their class materials.

1-2 min.

Students organize class materials and watch YouTube clips.

The other adult makes sure the students with IEPs have their class materials.

Book, Worksheet, Notes

Direct Instruction:

1. Lead teacher will introduce class project that the students will have the rest of the 60minute class period (as well as whatever additional work they would like to do at home) to prepare for

10 min.

The students are listening to the lead teacher explain the concept of the project.

The other adult is observing and ensuring that two students (Juan and Daniel) understand the project and their expectations for participating in the class project.

the next days Mock Trial. 2. Lead teacher will give students the character/role they will be representing in the Mock Trial. (The students were asked to list their top 3 choices the previous day, so their role is one of their top 3 choices).

Guided Practice: 1. Co-teachers will give example of how to conduct questioning for the trial by having one teacher play a prosecution lawyer questioning a witness. This activity is meant to scaffold the students understanding of their expectations for the trial and what

5 min.

The students are listening to the coteachers as they perform an example of a witness testimony in a line of questioning by a lawyer. The students are not required to but can take notes of any questions they may want to include in their testimony.

Both adults are participating in the example of a witness testimony.

Ask students if there are any questions about the example of testimony during a trial.

types of questions they should ask. 2. Co-teachers will help students get into groups based on their self-selected roles. [Prosecution lawyers (2) and defendant, Alma (1); Defense lawyers (2); Judge (1); Witnesses: Isbel Morales, Mario Morales, Irene Chavez, Justino Chavez, John Hinkenlooper, Yadira, Tom Tancredo, Professor Lisa Martinez, ; Jury (10)]

The Students are following the coteacher instruction to organize into their groups to prepare for the mock trial. Groups are organized as follows: 1. Prosecution lawyers 2. Defense Lawyers 3. Jury+ Judge (will be split into 2 groups during preparation) 4.Witnesses +Defendant

The Co-teacher is helping the teacher organize the students into groups based on their various selfselected roles.

1. Co-teachers will pass out lists of questions for students to work

5 min.

1. Lawyers will be given a list of questions, which they need to add to, to ask

Both teachers are acting primarily as observers of the various groups

Keep evaluating through observation as students work

together to answer and consider when preparing to take on their character.

of the various witnesses; 2. The Jury + Judge will have a miniassignment to divide into teams and debate how they should call a verdict based on their own understanding of the text, before the mock trial. 3. Witnesses and the defendant will have to review their character from the text and critically analyze his/her motivations and how he/she would realistically respond to potential questions being asked during the trial.

interactions as they are preparing their questions and answers for the mock trial. However, they are also constantly scaffolding; they are present to answer any questions and facilitate more ideas if groups discussion lulls. Questions to pose if group discussion gets stale: how would your character react if they were asked about their feelings about illegal immigration? (Reminder: Do not let your opinion emerge during the trial. You are playing a role not yourself.

through the day.

Independent Practice:

Students can take their handouts home to prepare more and consider more complex questions if they wish.

45 minutes

Students can continue to prepare their questions/testimony work at home if theyd like.

Co-teachers explain that students can take home their packets and continue to work if necessary/they want more time to prepare for the mock trial.

Extended Practice/Lesson Closing:

Optional homework/further preparation

Optional homework

Student option to take class work home to further prepare for mock trial during tomorrows class.

DAY 2: Lesson Introduction

1. Show YouTube clips of a trial from Law & Order while students walk into class and get their materials for the day out.

First 1-2 min.

1. Students prepare for the trial by organizing their materials.

1. Teacher helps Juan and Daniel make sure they are organized.

Teachers will be walking around the classroom, answering questions, guiding discussions.

Book, Worksheet, Notes

Direct

1. Teacher quickly

2 min.

1. Students listen to

1. Both teachers

Instruction

restates that each witness testimony can last between 1-3 minutes.

restated instructions.

observe the student mock trial.

Guided Practice (todays guided practice meshes with independent practice: mock trial) Independent Practice

1. Teachers will guide the students as needed as the trial progresses (let lawyers know if their line of questioning time is over). 1. Whole class mock trial. 2. Students will write anonymous positive comments to their classmates as they take turns interacting throughout the trial.

(Continues throughout the mock trial)

50-55 min.

1. Students follow the schedule provided by the teachers of the order of witnesses (determined by the prosecution first, then the defense). 2. Each witness is sworn in by the judge (on a dictionary) and the prosecution and defense lawyers each have 1-3 min. to question each witness.

1. Teachers make sure students are on task, writing comments for peers, and not going over the allotted time for each witness.

Extended Practice/Lesson Closing:

1. Jury deliberation. 2. Non-jury member students will jot down their prediction of the verdict on a split of paper and turn it in to the teacher.

Last 5 min.

1. The last 5 min of class are given for the jury to meet in the hallway to discuss a verdict. The non-jury students write down their verdict on a slip

1. Teachers give out instructions for jury to deliberate and non-jury students to write out their deliberation. Co-

of paper.

teacher collects slips of paper with verdict. Co-Teacher moving between the students with IEPs, answering questions and helping to form their answers The teachers Book, Trial question to give Materialsa quick handouts, summation of Journal yesterdays mock trial will ensure that students understand the previous class events.

Day 3: Lesson Intro

Show YouTube clips of a trial verdict from Law & Order while students walk into class and get their materials for the day out. Teacher will ask students to give a quick summation of the prosecution and defenses closing argument.

5 min.

Students watch video clips as they organize their materials. Students participate in summarizing yesterdays trial.

Direct Instruction

Teacher instructs jury 5-10 min. to take an additional 5 minutes of deliberation time (if necessary). Ask non-jury members to discuss the verdict they decided on at the end of last period

The jury will deliberate while the other students can continue discussion posed before.

Co-Teacher moves between the students with IEPs, answering questions and helping to form their answers

with a partner next to them.

Representing Jury member announces jurys verdict to class. 1 min. Teacher poses journal reflection question: Did you allow your personal opinions of illegal immigration or your feelings about Almas situation influence your decision if you were the jury? If you were a lawyer, judge, or witness, did your Students will respond to question, does not Students should listen to journal reflection question as teacher explains. Ask questions as needed. Co-Teacher will check for understanding with students with IEPs

Discussion

Guided Practice

opinion/feelings influence how you portrayed your character or how you asked your questions?

Students should

Independent Practice

Students work on journal reflection.

25-30 min.

Students will answer journal question in full sentences. They can write journal as a letter to themselves or someone else, perhaps a character in the book.

Co-teachers will walk around the room and help students facilitate ideas if necessary.

Extended Practice

Class discussion of journal question. Begin with students sharing their journal response with a partner before

20 min.

Student will share their journal responses with a nearby partner and then participate in whole-class discussion.

Co-teachers will walk around the room and listen to the conversations between partners about their journal

opening for entireclass discussion.

responses.

Lesson Closing

Wrap up, ask for questions, restate the main reason for the lesson, important points discussed. No homework assigned, we will continue reading the next day. Students will also turn in lesson materials for grading.

5 min.

Students will listen to the teacher, as questions if needed, turn in lesson materials for grading.

Co-teacher will help organize materials to be turned in (especially students with IEPs), collect assignment.

Collection of journals, comments, trial materials will help show understanding as well as engagement in trial.

LEVELS OF STUDENT OUTCOMES Remember the model of instruction, the instructional setting and the students needs, goals and objectives. All All students will have to opportunity to participate and listen to the trial, use the book to formulate their character. They will also all respond to journal questions and positively comment on their classmates testimony and line of questioning. Some Some students will take on particular personas of their characters (defendant, witnesses, or lawyers), using language

and quotes their character said in the text; some students will use their own voice and language to portray the character they are playing. Some jury members will listen to witness testimony and make their verdict based on the evidence presented by the lawyers. Some jury members will listen to witness testimony by already have determined their verdict before the trial began. Few A few students will struggle creating or performing the persona of their character and may have difficulty answering questions during the trial or during the journal response and discussion extension activity.