Professional Documents
Culture Documents
Grade Level: 8
Judicial Branch
Approx. Time
1 hour 15 minutes
Anticipatory Set
Teaching/
Presentation:
(Select the most
appropriate teaching
We begin the class by showing off a video that deals with the
current event of the presidential nomination of a supreme court
justice and the issues and controversy surrounding it.
Includes: Input, Modeling and Checking for Understanding
Presentation model for the initial half of class and cooperative
learning for the latter half.
model.)
-direct instruction
-presentation model
-concept teaching
-cooperative learning
-inquiry
Teaching Strategy:
Guided Practice
&
Differentiation
Teaching Strategy:
(Independent Practice)
Following the RAP and flowchart activity, the students will have to
access their document analysis skills, as they will be required to
read a document based on a landmark supreme court decision.
After successfully finishing their document, they will construct a
summary that will adequately inform their peers of the case they
were assigned.
Who did the case involve?
What happened in this case?
Where did this case originate?
Why is this case important? (What was the lasting effect?)
When did this case take place?
How did the supreme court rule?
Closure
Materials
Accommodations
&
Modifications
Students having issues with focus will be given a filled out flow
chart and be asked to highlight instead.
The 3 articles about supreme court cases will be assigned to
students based on skill.
Co-Teaching strategy
and Rationale
For this lesson we stuck with one strategy and utilized one
teach one assist throughout the period because we believed
the first half of the lesson fit perfectly for it (direct instruction
into modeling). The latter half of the lesson dealing with
document analysis and summaries, however was not suited to
one teach one assist and a different strategy, perhaps stations
or supplemental, would have worked better.
If I were to reteach this lesson I would still use one teach and
one assist for the first half of the lesson, however for the civil
rights cases analysis I would attempt to implement either
station teaching or supplemental teaching in the future. The
one teach one assist worked well for the flow chart and hook,
The only strategy used for this particular lesson was one
teach and one assist, and I believe our singular strategy is
part of the reason why we saw a drop off of focus towards the
latter end of the lesson.