Bulldog Lesson Plan

Your Name: Kylie Bruner

School: Onsted High School
Date/Time: October 20, 2020
Cooperating Teacher: Paula Kious
Grade: 11th Grade
Subject: High School English

Lesson Description/Topic: Mock Trials

Unit Plan: T.K.A.M.
Driving/Essential Question: What information did we learn about trials from
practicing a mock trial? How can we relate this back to our story?
Theme/Title: “T.K.A.M. Mock Trials”

Standards/Benchmarks: Propel conversations by posing and

responding to questions that probe reasoning and evidence;
ensure a hearing for a full range of positions on a topic or issue;
clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.

Student Learning Objective/Outcome:Through these learning

activities, the learner will demonstrate the ability to: better understand the
process of a courtroom trial by actively participating in a mock trial.

Instructional Activities

Introduction-(time: 3-5 mins)

Engagement/ Activating Prior Knowledge: Look over the
notes/questions that everyone has worked on over the past two days.

Anticipatory set- (time:3 mins)

 Exploration: Set the scene for the courtroom; have the bailiff and
judge enter the courtroom and begin to bring the courtroom to order.

Essential Question(s)- What information did we learn about trials from

practicing a mock trial? How can we relate this back to our story?

Building Inquiry Skills- How are these questions/circumstances similar to the

reading? What things are different? Who represents who in our book?

Instructional Activities/Providing Information: (time: 40ish mins)

Modeling: We went over this on Friday/Monday.

Guided Practice: We went over this on Friday/Monday.

Independent Practice: Students were to break up and begin working

on/preparing for their individual roles in the trial.

Interdisciplinary Approaches:

Accommodations for differentiated instruction for:

Resource Students: All students are able to bring their written script to the
stand with them. Students were also allowed to choose their role in the trial,
and these students were allowed to choose the option of “Jury.”

ESL students: All students are able to bring their written script to the stand
with them. Students were also allowed to choose their role in the trial, and
these students were allowed to choose the option of “Jury.”

Gifted Students: These students were encouraged to choose more active

roles in the trial, such as the judge, lawyers, or witnesses. They will be the
more active roles in the trial.
Assessment/Evaluation:

Formative Assessments: How did they like this activity? What did we learn?

Summative Assessment (if any): “T.K.A.M. Unit Test

Conclusion/Closure: This trial will most likely carry over into

Wednesday, so the closure on Wednesday will most likely discuss
what we learned from this activity, and how we can relate this to
our story. What was similar? What was different?