Intern Name: Abbie Watkins

Topic/Title of Lesson: Judicial Branch Introduction

Grade: 8th
Length of Lesson: 1 Hours
Date Taught: 4/26/17
LESSON PLAN TEMPLATE
In this lesson
Students will be introduced to the Judicial Branch of the United States
Overview Constitution and review key terms that will be essential for their unit test.

CE.10 The student will demonstrate knowledge of the judicial systems

established by the Constitution of Virginia and the Constitution of the United
Standards of States by:
a. describing the organization of the United States judicial system as
Learning consisting of state and federal courts with original and appellate
jurisdiction
b. Describing the exercise of judicial review due to Marbury v. Madison
a. What does the Judicial branch do?
b. Why do we have courts and what does the court system do?
Essential Questions c. What was the impact of Marbury v. Madison?

Students will be able to

a. Effectively convey what article the Judicial Branch is described in the
Constitution
Objectives b. Demonstrate their knowledge of Appellate v Original Jurisdiction
c. Describe the impact on the Judicial SYstem of Marbury v. Madison

a. I can describe the organization of the Judicial Branch of the United

States and what article it is described in
Learning Target b. I can relay what the court case Marbury v. Madison is and how it
affected the Judicial System with judicial review

Vocabulary
a. Jurisdiction
b. Original Jurisdiction
Key Vocabulary or c. Judicial Review
Concepts d. Marbury v. Madison
e. Article III
f. Precedent
g. Appellate Jurisdiction
1. Chromebooks
2. Pens/Pencils
Materials 3. Civics and Economics Textbook
4. Smart Board
5. Notes Handout
Introduction/ Use Word Garden and allow students to type in on their mobile devices or
chromebooks any words they believe have to do with the judicial Branch. In
Hook case of technical difficulties then the instructor will simply write Judicial
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 Branch on the board and write down ideas that the students come up with that,
correlating to the Judicial Branch.
1. Students will enter class and begin shout out ideas of what they think the
judicial branch is or vocabulary terms they might already know and the
teacher will either write them on the board or use Word Garden
2. Class will then be given Introduction to the Judicial branch worksheet
and use the powerpoint that is posted on google classroom to take notes
on it.
Instructional 3. Instructor will give the students about 25 minutes to complete the
Activities worksheet and then they will go over the sheet asa class
4. Students will ask questions as needed
5. Judicial review will be verbally gone over and then cases will be shown
on the board and students will go to their groups to decide is judicial
review was used or not
6. Closure to the lesson is a summary of judicial review and how it is used
effectively
Students who are absent will be given a chance to copy notes on their own since
the powerpoint in on google classroom. Those who need printed out notes will
Accommodations be given the notes immediately

Going over supreme court cases that use Judicial review or not and sumup what
Closure Activity judicial review means

A quiz on vocabulary, and the court cases will be given in a couple of weeks to
Assessments evaluate the students comprehension of not only the days lesson, but also few
lessons following the introduction of the Judicial Branch.
1. 8th grade Civics and Economics Textbook
2. Mr. Wnukowskis learning plan and study guide
Resources 3. Virginias SOL guide
4. Smart Board

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Intern Name: Abbie Watkins
Date of Lesson Taught: 4/26/17
Cooperating Teacher: Mr. Wnukowski
Cooperating School: Kempsville
Subject Taught: Civics
Grade: 8th
Time of Day: Late morning

1.
1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?
I had to Talk to Mr. W to make sure what to hit in terms of vocabulary. I made sure what each of the terms
meant when i used the 8th grade textbooks. I then made a powerpoint based off of the information that I found
in the textbook
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
2. How did the SOLs and Objectives help focus your instruction?
I had to use a sheet that I found online with all of the SOLs to make sure that i was hitting the exact material
that will prepare them for the SOL test. Objectives also gave me guidelines to follow when I was creating my
lesson

3. What parts of the instructional plan worked as you anticipated?

The students working on their notes sheets independently from the google slides presentation worked great! I
was happy to see that they didnt have any questions because all the information was in front of them.

4. What, if any, adjustments needed to be made once you began?

I needed to go over the slides a little slower when I was going over the notes, I noticed that the students had all
the correct answers and the class lesson was going quicker than I had planned.

5. How well did you anticipate the materials needed?

Very well! I had all the needed materials

6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)
I hope that the students have a great introduction of the judicial branch when they start the actual unit. i think
that the brief presentation I gave will help then on later assignments.

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of
the lesson? (Hint: Student learning is the key to a lessons success!)
I think ti went great! The students seemed to really grasp the subject but I think they need more help in the
ranks of the court system which I am hoping they will go over later in the unit. I think the supreme court case
activity went really well because they were sad when it was over.

8. How did the time spent preparing for your lesson contribute to its success?
I spent so much time making all of the materials and worksheets, I think that if I didnt spend as much time on it
as I did, the lesson would have been a complete failure.

9. If you could do this lesson again with the same students, would you do anything differently? If so, what?
I dont think I would do anything differently! I loved how it turned out.

10. Any last comments/reflections about your lesson?

N/A

Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Lesson Plan Assignment: Grade Sheet
Virginia Teachers for Tomorrow I

Intern Name: ______________________________

Refer to the comments written on your lesson plan for detailed feedback.
Needs a few
Ready to Your
additions or Incomplete
Teach! Score
tweaks
Overview, SOLs, essential questions, objectives (10)
Introduction/hook & closure (10)
Instructional activities (20)
Accommodations (10)
Assessment (5)
Vocab, materials, resources (5)
Supplemental materials, if applicable (5)

Total (65)

Taught Lesson Plan Grade Sheet

Virginia Teachers for Tomorrow II

Intern Name: ______________________________Lesson #________

Written (typed) Lesson Plan: _____/50

[See comments on LP]

Supplemental materials: _____/10

Comments:

Self-Evaluation: _____/15
Comments:

Total: _____/75
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)