Student lawyers will be able to:
Objective/Activity 1: The students will become partners in a law firm where they will read “The Goat in the Rug” to:
1. Learn how to draw conclusions
2. Recount the sequence of events in the selection
Objective/Activity 2: The law partners will write a paragraph, or lawyer’s brief, for each case question they defend. In their brief the student lawyers will:
1. Introduce the topic of the case question they are defending
2. Use facts and definitions to develop the points about their case 3. Provide a closing argument for the case question being argued
Each law firm will present their brief for the case assigned before the judge (teacher) and jury of their peers (classmates).
Teacher Observation/Marzano Protocol
Domain 1: Classroom Strategies and Behaviors
Lesson Segment Involving Routine Events
DQ1: Communicating Learning Goals and Feedback
Providing Rigorous Learning Goals and Performance Scales (Rubrics)
Writing Skill: Informative Writing ~ Informational Paragraph
Reading Comprehension Strategy: Summarize
Reading Comprehension Skills: Sequence of Events & Drawing Conclusions
Materials: Make sure you have these materials ready
1. Student text of “The Goat in the Rug” (hardcover, printable, and/or digital)
2. Student Lawyer Packet (provided) – You will have to make copies for your students
3. Learning Target & Scoring Rubric (provided)
Time Required: One to five class periods and/or center exposures, depending on the needs of your students to develop their ability to write an informative paragraph and practice the enrichment skills.
Recommended Grade Range: K-5; K-1 Enrichment; 2 On Level; 4-5 Re-teaching
Assessment: Case presentation rubric score sheet (provided)
READING STANDARDS FOR LITERATURE and INFORMATIONAL TEXT
2.RL.1.1 ~ Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2.RI.1.3 ~ Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. LAFS.2.RI.1.3/LACC.2.RI.1.3
2.W.1.2 ~ Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. LAFS.2.W.1.2/LACC.2.W.1.2
Lesson Plan: I Do, We Do, You Do
Details of Student Lawyer Packet:
Page 1: case title page
Page 2: Law Firm Partnerships Organizational Sheet
• I base these on reading test data, such as MAPS, STAR, i-Ready, etc.
• The lowest-scoring student is paired with the highest-scoring
• The 2nd-lowest with the 2nd-highest, and so on.
• The higher-scoring student is instructed to coach their partner during the case preparation process and prepare them to take the lead during case presentation
• *I only have 13 students so there are 6 firms, with one consisting of three law partners. Although on PDF, you can use it as an example for a word document of your own to fit your number of students.
Page 3: Student Lawyer Learning Targets
Page 4: Case Presentation Rubric ~ Reading Defense 1 for Case #____
• Ask and answer questions to show understanding of key details in the case
Page 5: Case Preparation Rubric ~ Reading Defense 2 for Case #2
• Describe the connection between a series of steps in the technical procedures in the weaving of a Navajo rug.
Page 6: Writing Presentation Rubric
Page 7: Case Preparation Map Graphic Organizer
Page 8: Case Load Questions *Although this list is quite exhaustive, you can always add your own as you see fit.
Page 9: Student Lawyer Courtroom Exit Slip: Desired Effect: Student lawyers understand their current status on the rubric and can articulate their progress toward the learning goal.
Page 10: Enrichment/Extra Challenge Rubric
*This rubric is optional for including weekly Foundational Reading and Language Skills and are great for giving as extension/enrichment homework. Speaking and Listening standards and skills could also be added.