Mock Trial Lesson Plan by xiaohuicaicai

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									                    Mock Trial: Lord of the Flies (Approximately three days)

Name: Kristine Jenner                                  Cooperating Teacher: Mary Eldred
Grade Level: 9th Grade Honors                                      Date: April 29, 2009

TOPIC: Students will be participating in a mock trial. The mock trial is based off a proposed
aftermath of Lord of the Flies. Jack, the antagonist of the novel, is being placed on trial for the
2nd degree murder of Simon.

RATIONALE: The mock trial serves many purposes. In order to be a proficient participant in
the mock trial, students must understand the basic plot of the story. More so, a close read is
specifically necessary to ensure that the participants have all the facts correct. If a student is ill-
prepared or has not read, it will be quite evident when the student has a vocal role in the trial.
The mock trial provides each student with a role, thus allowing quiet students, who may often
feel overwhelmed by vocal students, the opportunity to speak and display their knowledge. The
mock trial also serves as a way to assess the students’ understanding of the plot and major
themes of the novel; it may also serve as way to prepare for the upcoming final test


ANALYSIS OF PRIOR KNOWLEDGE: Students should have completed the entire novel. The
students have written their final blog and a blog on life after rescue; therefore, the students have
engaged in a type of discussion on the ending. A majority of the students have participated in a
mock trial during middle school; however, their experience was not positive. They are, however,
familiar with very basic legal procedures.

NEW JERSEY CORE CURRICULUM STANDARDS AND LESSON OBJECTIVES:
(You should link your Objectives with the appropriate Standard.)
3.1.G.9: Distinguish between essential and nonessential information, identifying the use of
proper references and propaganda techniques were present.
3.1.G.10: Differentiate between fact and opinion by using complete and accurate information,
coherent arguments, and points of view.
     Students, especially all of the “lawyers” will be able to identify and present information
       relevant to the mock trial, in particular the side the student is representing.
3.3.A.3: Assume leadership roles in student-directed discussions, projects, and forums.
     Students, especially all of the “lawyers” will be able to take a leadership role in their
       assigned task. Students should thus work together to effectively try this case.
3.3.B.1: Ask prepared and follow-up questions in interviews and other discussions.
     Students, most notably those students doing the “cross-examination” should be able to
       ask follow-up questions on the spot. The jurors are also instructed to generate questions
       for each side.
3.3.B.6: Respond to audience questions by providing clarification, illustration, definition, and
elaboration.
     Students, most notably the witnesses, should be able to respond to the lawyers questions
       will evidence from the text and provide any necessary clarification within the realms of
       the text.
3.3.D.3: Demonstrate effective delivery strategies (e.g., eye contact, body language, volume,
intonation, articulation) when speaking.
     Any student with a speaking role should be able to use effective delivery strategies.
3.4.A.1: Explore and reflect on ideas while hearing and focusing attentively.
3.4.A.2: Listen skillfully to distinguish emotive and persuasive rhetoric.
3.4.B.3: Determine when propaganda and argument are used in oral forms.
     All students should be listening carefully to determine truth and lies in the arguments
        presented by the lawyers; however, this is particularly true for the five jury members,
        who need to balance all the evidence to make a decision. Students will demonstrate
        effective listening skills through note taking.


ASSESSMENTS:
-“Do Nows” will be collected at the end of the week and graded as a homework or class
participation grade. Informally, the students are asked to share their “Do Now” answers in order
to start classroom discussion.
-Students will be formally assessed on their performance and behavior in the mock trial activity,
whether they are directly participating, assisting, or viewing the trial. Rubrics have been created
to assess each student’s participation for the entirety of the activity.
-Students will be informally assessed on their note-taking skills, which should be turned in with
the Do Now.

MATERIALS NEEDED:
Lord of the Flies, Video Camera, Rubrics

DO NOW:
Suspend your preconceived notions as to Jack’s innocence or guilt. Write three sentences about
why Jack is guilty. Then write three sentences as to why Jack is innocent.

Hook: Address the class as a lawyer: “Ladies and gentleman of Ms. Jenner’s class…” Teacher
will also have a black jacket that will serve as the judge’s robe. Also, will tell students, “It’s not
whether you win or lose, but how you try your case.”

LESSON with QUESTIONS AND EXAMPLES:
    Students will briefly discuss Do Now. Students will be instructed to suspend
     preconceived notions and focus now on the arguments of the lawyers.
    Students will briefly review mock trial activity expectations and rubric. Are there any
     questions regarding performance and behavioral expectations?
    Students will have about five minutes to prepare with their groups. This will be an
     opportunity for me to check-in with all the groups and talk to the jury about my specific
     expectations.
    Opening Statements: Prosecution (Angela) and Defense (Dan)
         o After the opening statements, students will review the notes that have been taken.
            What is each side trying to prove? What did each speaker do well? What could
            each speaker have done to do better?
      Examination of Prosecution Witnesses: Note – The defense will have approximately two
       minutes after the prosecution’s direct examination to discuss possible questions to ask
       during the cross-examination of these witnesses.
           o Samneric (Casey & Hannah)
           o Naval Officer (Kirstie)
      Closure (see below)
      If there is time remaining, then students may have time to work in their groups on their
       tasks for tomorrow.

CLOSURE: Students will spend five to ten minutes debriefing the first part of the mock trial.
Students in each “group” (Prosecution, Defense, Witnesses, Jury, Misc.) for the trial will be
asked to reflect on their experience. Students will also be instructed to write a brief
summary/reflection in their bottom section of the Cornell notes. Students will be asked what
they think went well today and what could have gone better. What can we do better tomorrow?
Students will be asked to secretly vote as to the current guilt or innocence of Jack.

INDIVIDUALIZATION/DIFFERENTIATION: There are no IEPs in this honors class.
Students ranked their top three choices for roles in the mock trial. All but one student were
assigned a role that was in their top three. After reviewing their selections, it appeared as though
most students gravitated towards the role in which they would feel most comfortable and be most
successful. More so, I presented the students with two additional (optional) roles that were
geared towards a skill/specialty: a court artist and a journalist. Both of these roles will be
utilized as one particular student excels at art and another student wants to be a journalist. More
so, the mock trial meets several aspects of Gardner’s “Multiple Intelligence” theory as students
are able to display their knowledge verbally and through “acting”. Likewise, students are able to
practice their interpersonal and intrapersonal skills.

FOLLOW-UP ACTIVITIES: The mock trial will take approximately three class periods. The
mock trial is also being utilized as an opportunity to review major elements of plot, theme and
symbol in Lord of the Flies, especially as students have a test on the unit on Monday.

								
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