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Unit Plan

Unit Plan. John Brown Mock Trial Overview Kelly Swisher Grade 5. STANDARDS Nextgen :

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Unit Plan

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  1. Unit Plan John Brown Mock Trial Overview Kelly Swisher Grade 5

  2. STANDARDS Nextgen: SS.5.C.2. Assume a role (e.g.,judge, juror, prosecutor, etc.) in a mock trial proceedings (John Brown,Dred Scott, etc.) to acquire the understanding of the trial by jury process and justify its effectiveness in solving conflicts in society both past and present. RLA.O.5.3.3 Listen and respond to different literary forms and speakers (e.g. Summarize and paraphrase to confirm understanding, recount, personal experiences, listen to information and exhibit comprehension, provide reasons in support of opinions, and respond to others’ ideas). RLA.O.5.2.7Draft analogies, illustrations, examples, or anecdotes to respond to an oral, visual, or written prompt.

  3. STANDARDS Common Core: CCSS.ELA-Literacy.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. CCSS.ELA-Literacy.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. CCSS.ELA-Literacy.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

  4. OBJECTIVES • Day 1: • Analyze information and draw conclusions based on research • Discuss and understanding of various historical forms; accessing prior knowledge and new learning • Explain the relationships between historical figures and be able to gain knowledge involving the effect of their ideals and the events that took place involving these figures • Analyze and discuss the points of view of the lesson topic • Research and integrate information from various texts, resources, and materials • Acquire knowledge from sources that will enable them to participate in a group discussion and preparation for a mock trial • Use problem solving skills to further understand and draw inferences regarding the conflicts in society including the social and political aspects of the history of West Virginia

  5. OBJECTIVES • Day 2: • Solve problems pertaining to conflicts in society including the social and political aspects of the history of West Virginia. • Students will collaborate to create an opening statement, closing statement, and questions for either the prosecution or the defense in groups • Day 3: Students will listen and have an opportunity to respond to the various speakers of the trial, they will access prior knowledge, draw on new information to develop a point of view. They will support their opinions with reason, while exhibiting overall comprehension. The student will be able to assume their role in a mock trial proceeding and acquire understanding of the process of a trial by jury and be able to draw conclusions whether this process is effective in solving conflicts. The student will be able to explain and determine relationships between the historical figures we are covering in our trial, and relate this information to the events, the ideas, and the historical impact of these figures. Students will be able to synthesize and analyze multiple accounts of the same event; they will be able to compare and contrast points of view and discuss topics with supporting evidence and good rationale.

  6. Listen and respond to speakers and text • Assume various roles and be able to have a mock proceeding • Use background knowledge and information learned from primary source documents and mock trial to write a first person narrative as John Brown after the trial • Write using sequence of events and clear details about real events in the past OBJECTIVES Day 4:

  7. Technology Day 1: kellyswisher.weebly.com Video source exploration page(website page created for student research) SEE-THINK-WONDER image located on unit page of weebly website SMARTboard (recording key points of the day, student responses as wrap-up portion) JOHN BROWN CD (play throughout small group work, research portion of lesson) iPads Day 2: PowerPoint Glog (access through kellyswisher.weebly.com) Smartboard *http://www.youtube.com/watch?v=6sZ4-q6JE7g *http://audacity.sourceforge.net/about/

  8. Technology Day 3: Elmo SMARTboard http://audacity.sourceforge.net/about/ Day 4: *http://www.youtube.com/watch?v=-uCtxQ4Ulvc *http://audacity.sourceforge.net/about/ digital voting devices (“clickers”) (results were calculated and presented through computer program linked to devices) smartboard

  9. 21st Century Skills Lesson 1: Creativity and Innovation: Created Posters for display Critical Thinking and Problem Solving: SEE THINK WONDER activity; research on historical figures Communication: Group work and large group discussions Collaboration: lesson primarily consisted of group work Informational Literacy: Biography Box research Media: iPad use for Biography Box research Initiative and Self-Direction: project based learning Productivity and Accountability: student initiated and created posters, activity sheets

  10. 21st Century Skills Lesson 2: Critical Thinking and Problem Solving: Developing a plan for the trial derived from assigned roles Communication: group work, large group discussions, assigned roles discussed in groups jurors, attorneys etc. Media Literacy: power point activity; glog Social and Cross-Cultural Skills: 3-2-1 Activity involving historical figures (glog) Lesson 3: Critical Thinking and Problem Solving: Assuming role in Mock Trial, Close Reading Activity Communication: Mock Trial, large group discussions, Think-Pair-Share Informational Literacy: Close Reading Activity involving text Initiative and Self-Direction: Students performing assigned role and task throughout trial Social and Cross-Cultural Skills: glogster activity, identifying and formulation point-of-view regarding historical figures in the trial

  11. 21st Century Skills Lesson 4 Critical Thinking and Problem Solving: Completing the Mock Trial, Writing a personal narrative Communication: Mock Trial, group discussion Collaboration: Voting and reviewing results and discussion pertaining to student opinion Flexibility and Adaptability: Variables pertaining to a Mock Trial Proceedings Leadership and Responsibility: Student accountability for assigned roles, understanding and respecting student point-of-view, determining personal accounts of the John Brown Verdict

  12. John Brown Pre-Assessment • Answer the following questions by writing as much as you know. (Try your best if you are stumped!) • What is a jury? • Who is John Brown? • What is a testimony? • Who is William Lloyd Garrison? • Who is Frederick Douglass? • Brainstorm! • What do you already know about a courtroom or a trial in the court system? • (What a courtroom looks like, who works there, and how a trial works, etc.). • List as many of these ideas here.

  13. Narrative Prompt Prompt 1: Write a first person narrative as if you are John Brown and discuss the main events that led to your trial. What elements of the trial seemed fair? What are your feelings about the decisions you made before the trial? Knowing the consequences of your actions, describe one event that occurred before the trial and discuss whether you would choose to make the same decisions or choose to make different decisions and why. If found guilty, do you believe you deserve your punishment? Explain. Prompt 2: Write a first person narrative as if you are a citizen of Virginia and you attended the trial as part of the audience. Make sure to answer the following questions in your narrative: When you first heard about the raid on Harpers Ferry, what were your thoughts and feelings? What is your opinion of John Brown? If you own slaves who were involved/not involved in the insurrection, describe how you plan to address the situation. Explain what happened at the trial for John Brown.

  14. ASSESSMENT • (formative and summative for each day of unit) • Day 1: • activity sheet or research log • Presentations of Research Posters • small group and large group discussions • Discussion on student’s point of view will be taking place throughout the entire lesson • See Think Wonder chart • Smartboard wrap-up

  15. Day 2: 3-2-1 Activity (exit ticket) SMARTboard wrap-up Student created questions/statement, historical figure practice run of mock trial Day 3: In this case the assessment will be ongoing, if the students are able to execute the jury by trial well and assume the roles of their part it will be show me that our teaching of this unit regarding preparation was successful. The introductory essay that will be used to collect evidence using close reading strategies. (elmo) SMARTboard discussion, as their exit ticket is a good assessment for me to determine what we have accomplished and where we need to improve for tomorrow’s lesson. Day 4: Narrative (Post Assessment) SMARTboard activity (Review and Wrap-up)

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