courtroom final

8/2/2019 Courtroom Final

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Richard Picardi

Final Project

EDSE 604 OP

Prof. Gura

April, 2012


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TITLE

The Court System in New York State

THEME: The court system in NYS.

GRADE LEVEL: 5th grade general education with special education inclusion students

NUMBER OF SESIONS: 5

INSTRUCTIONAL UNIT/FINAL PROJECT OVERVIEW

What is the theme of the project?

The theme of the project is the court system in the United States. The students will learn

several ideas and concepts during this unit. They will learn what the actual courtroom

setting looks like, for example, the bench and other areas of a courtroom. They will

research the different people who are involved in a courtroom such as the judge andattorneys. The class will also learn how a courtroom operates when court is in session.

And finally, the students will be required to think critically in that they will take part in ashort mock trial and share their thoughts and feelings about the experience.

State the standards to which the theme is aligned.

ARTS

Standard 1: Creating, Performing, and Participating in the Arts Students will activelyengage in the processes that constitute creation and performance in the arts (dance, music,

theatre, and visual arts) and participate in various roles in the arts.

Standard 2: Knowing and Using Arts Materials and Resources

Students will be knowledgeable about and make use of the materials and resources

available for participation in the arts in various roles.

SOCIAL STUDIES

Standard 1: History of the United States and New YorkStudents will use a variety of intellectual skills to demonstrate their understanding of major

ideas, eras, themes, developments, and turning points in the history of the United States and

New York.

Standard 5: Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of thenecessity for establishing governments; the governmental system of the United States and

other nations; the United States Constitution; the basic civic values of American

constitutional democracy; and the roles, rights, and responsibilities of citizenship, including

avenues of participation.


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Describe the Learning Product the students will create and through the creation of

which they will learn the content and skills that have been identified as a goal.

The Learning Product will be obtained in several ways. First, the students will research

the American court system on the internet. They will research what a courtroom looks like,

how a court session is executed and the many roles that are present in the courtroom.Additionally, they will learn some terms associated with a court room. The students will

gain a general whole courtroom experience. The content will not be limited only to what

a court case is; rather the case will be part of the entire project. Some skills that will beaddressed will include but are not limited to, critical thinking, public speaking, debate,

internet research, set design, vocabulary and understanding of civic duty and experience. I

think it is important to not only know about the court system, proceedings and cases but to

also know the physical make up of a courtroom. I think this well rounded unit will helpthe students visualize what they are researching which can result in a greater interest in the

subject.

What Social Studies content and/or skills will they learn from the project?

The court system

Debate

Critical thinking

Government

Civil rights

Legal Rights

Research

What Arts content and/or skills will they learn from the project?

Sets

Design

Set building

Drawing

Costume

Drama

How might you determine if the students learn what you intended them to?

Since this project is going to be truly project based. I will be able to assess what thestudents have learned observing the courtroom that they design and build. I will also

administer small quizzes as the unit progresses. The quizzes will include terms, questions

about courtroom professional positions and other basic information. I will also observe themock trail and engage the students in a dialogue at the culmination of the unit. There are

multiple ways to assess the students. For students with special needs, I will assign them

tasks that they are capable of, such as helping on the set and perhaps shorter, simplerquizzes with easier terms.


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How will technology be used? Will it be used by the teacher; the individual students

or students as work groups, the entire class?

Technology will be used by the students in work groups. This is an entire production that

will be built from scratch. There will be students assigned to researching what a courtroomphysically looks like and who will build the courtroom. Additionally, there will be

students who will research terms and play roles in the mock trial. Every aspect of this unit

will require internet research for information whether in the form of photographs or data.Additionally, my goal is to have all groups share what they are learning and explain to each

group what they are doing. The teacher will play a very active role as a guide to ensure

that while, the students learn a good deal of material, the class does not lose focus. This

unit is a large undertaking but I the goal is to keep it simple enough to get the point acrossand to set the KWL concept into motion. I want the students to want to learn more after

this unit has ended.


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New York State

Court SystemC

Online Research:

Students will conduct

online research as it

relates to the physical

courtroom, courtroomstaff and actual

courtroom proceedings.

Courtroom Design:

Students will research

courtroom layout and

design their own to bepresented to the group.

They can submit

drawings, dioramas orcomputer generated

seating charts

Construction of

Courtroom:

Students will build theirown courtroom within

the classroom based on

fellow studentsresearch and design.

Mock Trial:

Students will hold amock trial inside of the

classroom based on a

case assigned by the

teacher.

Discussion:

Students will discuss

the outcome of the courtcase. Students will be

required to think

critically and discuss

their opinions related tothe court case.

FLOW CHART


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STUDENT WORK SAMPLES


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DEFEND PROJECT AS PROJECT BASED LEARNING

This project requires a few major components, all of which truly represent a project basedlearning model. The components consist of research, design of a courtroom, building of a

courtroom (within the classroom), understanding and performance of a basic court case and

critical thinking by taking part in a discussion about what they learned from the entireproject.

Component one requires the students to conduct online and traditional research. While it istrue that they will be given the topic, they will be required to find out not only what a

courtroom looks like, but they will learn about the court system and how a trial is

conducted. They will also conduct research on some common courtroom terms and

positions that people who work in a courtroom would hold.

The second component requires that the students design a model of what they think a

courtroom looks like. In other words, they will design and draw a courtroom. They can

base this design on what they have researched.

Third, the students will bring their drawing to life. They will build their courtroom insidethe classroom. Again, based on research and design, the student will set up their physical

courtroom where they will eventually work during the culmination of the project.

The students will gain knowledge through research on the basic function of a courtroom.

They will understand the roles in a courtroom which will include judge, attorneys, jury,

defendant and plaintiff.

They will also be required to build a courtroom within the classroom. The students will

also research (with assistance) certain terms and positions related to a courtroomprocedure. And finally, the students will hold a short mock trial (which will be scripted to

ensure the case is read correctly) and talk about what they experienced, including what they

have learned and what was of particular interest to them. Finally, there will be a classdiscussion on the outcome of their mock trial.

The point of this lesson is to experience a courtroom and proceeding rather than just learn

about it. As the students practice skills (research, reading, discussion, debate, designingand building) they will become more interested in this unit. They are living the unit and

the ultimate goal is to immerse the students in the subject.


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UNIT (FINAL PROJECT) IMPLEMENTATION PLAN

INTRODUCTION:

The teacher will introduce the unit by engaging the class in a KWL session. Questions

posed to the class will include:

Does anyone know what the court system does and if so, what do you know?

Why do we have a court system?

What would you like to know about the court system in New York State?

The teacher will then show the class actual online webcasts from an actual court of lawfrom the Massachusetts Supreme Court. Cases can be seen live in real time and in archive

format. The website address is: http://www.suffolk.edu/sjc/archive/index.html

** I am using a site based out of Massachusetts because I could not find a webcast the

originated from New York state. Additionally, the purpose of the streaming video is toillustrate to the students what a courtroom looks like and to invoke student interest in the

unit.**

The student will also be presented with their own court case entitled The Case of the

Stolen Cat.

LEARNING OBJECTIVES:

At the end of this unit students will be able to:

Define key terms associated with the court system Perform online research

Design and build a mock courtroom based on their own independent research

Orally present arguments and designs to a group

Think and debate in a critical manner

STANDARDS:

ARTS

Standard 1: Creating, Performing, and Participating in the Arts Students will activelyengage in the processes that constitute creation and performance in the arts (dance, music,


Standard 2: Knowing and Using Arts Materials and Resources

Students will be knowledgeable about and make use of the materials and resources

http://www.suffolk.edu/sjc/archive/index.htmlhttp://www.suffolk.edu/sjc/archive/index.html


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SOCIAL STUDIES

Standard 1: History of the United States and New YorkStudents will use a variety of intellectual skills to demonstrate their understanding of major

ideas, eras, themes, developments, and turning points in the history of the United States and

New York.


Students will use a variety of intellectual skills to demonstrate their understanding of thenecessity for establishing governments; the governmental system of the United States and

other nations; the United States Constitution; the basic civic values of American



ASSESSMENT:

Students will be assessed in the following ways:

Short quizzes given throughout the unit

Courtroom designs, dioramas and drawings

Completed courtroom built by students

Class participation

Performance of mock trial

Participation in post mock trial discussion

Short essay at the culmination of the unit by each student stating two facts of thecase and his or her personal thoughts/verdict.

PRESENTATION:

While the unit will be comprised of several components, the unit will culminate in one final

project/performance. Each week, the students which will be broken into groups (research;required by the entire class, design, construction, role players) will be required to give an

update of their progress in a class meeting setting. All groups will be present their progress

and all groups will give feedback on thoughts, ideas and encouragement. Additionally, the

groups can present their unfinished work. For example, the research group can share anywebsites or other materials that they have uncovered. The design group can share pictures,

drawings and updated diorama of the project. The construction group will present their

work in progress and the actors can discuss their ideas. Again, all presentations are subject

to feedback in appositive manner. This unit is designed to help the students work togetherand bring multiple sub projects together as if they were in a real environment. This model

should encourage the students to share, speak and really become involved with the project.There are many examples of PBL within this unit.


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INDIVIDUAL SESSIONS:

Because I am breaking this unit into only five sessions, I will a lot one hour for eachsession.

ACTIVITIES:

This final product of this unit will be the culmination of a work in progress. Therefore,

each week the students will be required to continue to work on their part of the project.The only part of the project that will not last the full five sessions will be the research. The

design, mock trail and the actual courtroom will be the final products of the initial research.

Activities will include the following:

Rehearsal and script read reading

Drawing and designing of the actual courtroom

Building the courtroom Meeting session to discuss progress, issues and ideas

TEACHER INPUT:

To ensure that this unit is truly project based, the teacher will be available to provideconstant support in the following ways. First, the teacher will assist with research and

provide the students with ideas or how and where to find the information they need. The

teacher will work with each group to ensure that their projects remain on schedule and thatthe students have access to any materials and sources that they need. Additionally, the

teacher will lead the group discussions to ensure that all students are participating.

TIME FRAME:

Each session will last one hour and exceptions will be made if necessary. The longer time

period is being given because there will be only five sessions.

RESOURCES:

The students will have access to the following resources and materials:

Internet

Library Hallway outside of the classroom for any needed extra space

Oak tag and poster board

Markers/paints

Cardboard

Classrooms furniture

WORK FLOW:


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The students will be seated in three main groups. One group will be in charge of design,

the second group will be in charge of construction and the third group will be the players inthe mock trial. The seating will not change for the entire unit.

LEARNING OBJECTIVES:

During each individual lesson, students will be able to:

Conduct research and understand the purpose of the court system:


Students will use a variety of intellectual skills to demonstrate their understanding of the

necessity for establishing governments; the governmental system of the United States andother nations; the United States Constitution; the basic civic values of American



Design a courtroom based in independent research:

Standard 2: Knowing and Using Arts Materials and ResourcesStudents will be knowledgeable about and make use of the materials and resources


Participate in critical discussion and work with a group:


Students will use a variety of intellectual skills to demonstrate their understanding of the

necessity for establishing governments; the governmental system of the United States andother nations; the United States Constitution; the basic civic values of American



Build a mock courtroom to be used for a mock trial:

Standard 2: Knowing and Using Arts Materials and ResourcesStudents will be knowledgeable about and make use of the materials and resources


Perform in a mock courtroom trial:

Standard 1: Creating, Performing, and Participating in the Arts Students will actively

engage in the processes that constitute creation and performance in the arts (dance, music,


PRODUCT:


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The students will be required to demonstrate progress during each session. The will

demonstrate their components by presenting the project they are working on and explainingthe progress that they have made from the previous session. In essence, the students will

continue to produce the final product as the sessions continue.

ASSESSMENT:

The teacher will continually assess the progress of each student and each group by holdingmeetings outside of the time allotted to working on the project with the groups. The

teacher will also observe the weekly presentations to ensure that each group is making

progress.

LOGISITICS:

Each group will be allotted an area to store their materials for the unit. At the beginning of

each session, the students will pick a group leader for the day. The group leader will beresponsible for handing out and collecting all materials. The group leader is required to

ensure that the transition is conducted in a timely manner.

SOCIAL LEARNING/STUDENT INTERACTION:

This component will be a major part of this unit. As stated earlier, each group is required

to present their project on a weekly basis. The presentations must include a progress report

and a brief example of what they are working on. Feedback/suggestions, which must be

positive in nature, will be required from the other groups. After the final product (nocktrial) is complete, all students will be required to discuss their individual thoughts of the

case. Students will be required to work in groups as to ensure constant interaction.

GLOSSARY


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Attorney: A person who represents another person for a court case.

Defendant: A person who is accused of doing something.

Evidence: Facts that are used in a court case.

Fact: Something that has really occurred.

Judge: A person who oversees a trial.

Jury: A selection of twelve people who decide who wins in a trail.

Law: Rules that are followed in society.

Plaintiff: A person who brings a complaint.

Proof: Evidence for an argument.

Prove: To show facts.

Defendant: A person who is accused of something.

Trial: A court case.

Verdict: A decision of who wins a court case.

Witness: A person who saw an act.

COURT CASE


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The case of the stolen cat.

Mrs. Smith and Mrs. Jones live in the town of Candyland.

Mrs. Smith said that Mrs. Jones stole her cat. She was sure of this because she sawher cat nibbles on Mrs. Jones porch eating cat food.

There was one other witness, Mr. Johnson. Mr. Johnson said that he also sawnibbles on Mrs. Jones porch eating food. But that is all he saw.

Mrs. Jones said that she did not steal nibbles. She said that she put out some food

for a different cat, a stray, and nibbles came to her house and ate it.

The law of the town of Candylandsays that in order to prove that someone has

stolen something, you must witness what happened!

QUESTION FOR DISCUSSION

In this case do you think that Mrs. Smith is correct when she says that Mrs. Jones

stole her cat? Who should win this case? Why?

What are three facts in this case?

What did you find interesting and fun about this lesson?

SPECIAL EDUCATION ACCOMODATIONS


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All parts of the courtroom will be identified with signs to make each area easy toidentify.

Special education students will be paired with general education students and will

be assisted by the teacher more frequently.

Special education students will help with set building.

courtroom final

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