Justify Opinions and Ideas using Examples, Explanations, and Terminology.

STANDARD: Justify opinions and ideas using examples, explanations and terminology.
CLASS: Eighth Grade English Language & Literature
Josh Henderson
Scaffolding Used Throughout
1. Prepared Handouts
  1. Throughout this lesson it will be important to come prepared with any handouts that may prove to be helpful. Examples of potential handouts include: important courtroom terminology, court case descriptions, role descriptions, unit overview, important examples of historic court cases.
2. Pause, Ask Questions, Pause, Review
  1. Throughout this lesson it will be important to pause and allow the students to ask questions, but also ask questions of the students, to ensure that everyone is keeping up with the pace of the lesson. Another way to ensure this is to pause and review what has been covered. Both of these should be visited throughout the lesson and could technically be developed into formative assessments.
Key Factors About Students
The students that will be taking part in this lesson attend an international school in Bonn, Germany and have a very diverse background as a whole. It is due to this dynamic that I approach this lesson as sensitive as possible to new English language vocabulary and potentially no prior knowledge of the court system. As a result, the scaffolding in this lesson technically starts from the ground up. The lesson will begin by introducing both the English and the courtroom and go from there, allowing each student to build their knowledge and/or use their knowledge to successfully complete the assignment.
Understand Courtroom Terminology
1. Pre-teach Vocabulary
  1. The vocabulary can be presented in multiple ways: present a courtroom video and have the students identify new and potential courtroom terms, have students discuss and share courtroom terminology they may already know, promote discussions during discovery on correct context for terms, and have the students define and provide examples of key terms.
2. Give the Students Time to Talk
  1. Throughout the lesson I'd like to ensure that students are provided with time to discuss and compare knowledge of the terminology they are learning and using. Similar to learning a new language, this will provide them with opportunities to use these new terms in context and hear the new terms being used by others.
3. Tap into Prior Knowledge
  1. This is a great scaffolding technique that I plan on using quite a bit. Probably a good way to begin the lesson, ask the students to discuss their understanding of courtrooms and the terminology used, ask them for personal experiences (people they may know that work in courtrooms or have been in courtrooms, movies they've seen, general ideas they may have). This is a great way to begin a discussion with the whole class or as small groups.
4. Provide Examples
  1. As with the pre-teaching of the vocabulary, a video will be shown in order to help provide an example of a courtroom and the terms being used in context. Additionally, key vocabulary terms can be presented with examples, either visual or audio, of how they are and should be used.
Understand Classroom Court Case
1. Use Visual Aids
  1. Visual aids will be important for the classroom specific court case as the students will be taking on the roles of the individuals involved in the court case. Examples of visual aids can include, character cards - complete with picture, photos of the crime scene, courtroom photos, etc.
2. Intentional Small/Group Partner Work
  1. Since the students will be taking on the roles of the individuals in the court case, it will be vital to the unit's success to intentionally group the students correctly. Groups can include: the prosecution, the defence, the jury, the courtroom (bailiff, judge, etc.).
3. Detailed Explanations
  1. It will be extremely important to provide detailed explanations on what is expected of the students during the court case. Each student will need to know their role, how to proceed, and what is at stake. Additionally, a detailed court case for them to work on will be a key component necessary for this lesson.
Understand Courtroom Procedures
1. Tap into Prior Knowledge
  1. Students may already have a previous knowledge of what goes on in a courtroom. It will be important to tap into this and allow them to contribute this knowledge. Additionally, it is a good exercise to listen to and discuss what students may think or perceive a courtroom to be like and why. This is a great way to make the topic personal for the students but also to begin constructive discussions.
2. Use First Language
  1. I will be teaching in an international school where the student population is dominated by EAL students. It may prove worth while to understand their home country's court system (to help relate the information) and potentially even have the description of what goes on in a courtroom in their mother-tongue. This may help with their understanding of the courtroom procedures so they can keep pace with the other students. Since courtroom terminology is provided in English and the classroom court case will be also completed in English, this does not take away from their lesson in English - it only works to enhance their understanding of the context and procedures for the lesson.
3. Use Visual Aids
  1. Understanding courtroom procedures can hinge upon a visual understanding of a courtroom (i.e., where a judge presides, where the lawyers sit and present to the jury, etc.). Additionally, it will be good for the students to understand what each key "player" in the courtroom does and when - which can be shown in a video or visual explanation.
4. Examples of Court Cases
  1. The terminology will be presented through a video example of a courtroom and there may be other examples necessary. Additionally, it may prove to be helpful to provide examples of what the classroom courtroom may look like and how it has played out in the past. This will help the students understand the courtroom procedures and prepare for their own personal experience with it.