Group Members/Group Name: Felicia Clarke, Kelsee Patrick, Stephanie Stewart

Thematic Unit Theme/Title/Grade Level: The Constitution/Three Branches of Government/3

Group Wiki space address: www.chooseabranch.weebly.com

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Daily Lesson Plan Day/Title: Judicial Branch (Day 3)

Lesson Length: 70 Minutes

Rationale for Instruction

A rationale is an essential part of thoughtful
planning of classroom instruction. This is a
brief written statement of the purpose for
instruction and the connection of the
purpose to instruction that has come before
and will follow.

Learning Objectives
What will students know and be able to do at
the end of this lesson? Be sure to set
significant (related to NGSS Themes, CCSS,
and NGSSS), challenging, measurable and
appropriate learning goals!

Why this lesson is a necessary element of the curriculum? [An example from Broward County
Schools Elementary students should begin to understand that as citizens of the United States, they
have both rights (privacy, speech, religion, movement, assembly) and responsibilities (voting,
obeying the law, helping in the community). Students should be willing to exercise both their rights
and responsibilities.]
The Constitution is the supreme law of the United States. Its first three articles contain the doctrine
of the separation of powers, whereby the federal government is divided into three branches: the
legislative, consisting of the bicameral Congress; the executive, consisting of the President; and the
judicial, consisting of the Supreme Court and other federal courts. It is important for students to know
how their government is constructed and how it was formed. Developing knowledge of this
information will help students to become informed participants in a democracy. Students will be made
aware of the men and women who make important decisions regarding their lives, their country, and
the world.

Depending on the topic, grade level and length of time required for lesson, 3-5 objectives may be
acceptable. Remember a learning objective is a statement in specific and measurable terms that
describes what the learner will know or be able to do as a result of engaging in a learning activity as
well as how that learning will be demonstrated. All learning objectives should begin with:
The student will identify characteristics of the judicial branch of government and how it relates to the
Constitution.
The student will recognize the differences among the city, state and federal court systems.
The student will apply their knowledge of the judicial branch by participating in a mock trial with
peers.

NCSS Theme/Next Generation

Sunshine State
Standards/Common Core
Standards (LAFS/MAFS)

Do you cross the curriculum? What other content fields (language arts, science, math, the arts,
physical education, and technology) do you address in this lesson?
NGSS Theme: Power, Authority, and Governance

List each standard that will be addressed

during the lesson. Cutting and pasting from
the website is allowed. You must have a
minimum of 3 standards that represent
multiple content areas identified in this
portion of the lesson plan.
These can be downloaded from the Florida
Dept of Education
www.cpalms.org/homepage/index.aspx.

Student Activities & Procedures

Design for Instruction
What best practice strategies will be
implemented?
How will you communicate student
expectation?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning environment) that may
be in place in your classroom.

SS.3.C.1.1
Explain the purpose and need for government.
SS.3.C.1.3
Explain how government was established through a written Constitution.
SS.3.C.3.4
Recognize that the Constitution of the United States is the supreme law of the land.
LAFS.3.RI.1.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps
in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
LAFS.3.SL.1.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own
clearly.
Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion.
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others
with care, speaking one at a time about the topics and texts under discussion).
Ask questions to check understanding of information presented, stay on topic, and link their
comments to the remarks of others.
Explain their own ideas and understanding in light of the discussion.

This is the heart of the lesson plan. Be specific. Describe lesson in a step-by-step, numbered
sequence, including teacher and student activities. Be sure to include key questions for
discussion, collaborative structures, etc. (This section includes EVERYTHING and should be highly
detailed!)
Anticipatory Set: Begin with the class divided into groups of four. Start the discussion by giving the
class a reminder of the authority figures in the school. Ask the students this question If your teacher
couldnt help you solve an issue with another student, who else could you go to in the school for
help? Who is the highest person you can go to for help in the school? Have the students discuss
with their group members for 2 minutes then each group would share their answers. Once all
students understand that there are different people you can go to, relate this concept to that of the
judicial branch. Tell the students that we are going to learn about the judicial system and the different
kinds of courts you have to go through until you reach the Supreme Court. (5 Minutes)
Procedure:
1. Give each student The Flow of Government worksheet. Tell students that they are to fill out the

worksheet as they learn about the Judicial Branch. Play a short YouTube video about the branches of
government. https://www.youtube.com/watch?v=YMY6lOVjQgs. After the video, summarize to the
students that each branch of government is equally as important but we are just going to discuss how
important the judicial branch is to our government. (5 Minutes)
2. Show on the projector a photo of the Supreme Court. Educate students the importance of the
Supreme Court. Explain that the Supreme Court is located in Washington D.C. and it heads the
judicial branch of the United States government. Educate students that the Supreme Court is the
highest court house, however, not every case is allowed into the Supreme Court. (5 Minutes)
3. Introduce the 3 levels of Court Systems which is the Trial Court, the Appellate Court, and the
Supreme Court. Tell the students that during this lesson, the class will be divided into 3 groups to
represent each Court level. I will come and present different cases and see if any case gets all the
way to the Supreme Court. (5 Minutes)
4. Explain to students that the Trial Court would be an example of the Orange County Courthouse. If
a case was found guilty, the next court would be the Appellate Court where they handle appealed
cases. If the Appellate Court also finds the case guilty, then you could take the case to the Supreme
Court but it has to be approved by the Supreme Court Justices which consist of 9 people whom are
hired by the President. Educate students that thousands of cases are brought to the Supreme Court
each year but less than 150 cases are actually accepted into consideration. These 150 cases are
usually high profile cases that have media coverage and is shown to the public. The Judicial branch
deals with a law only if it affects someone who is on trial for breaking that law and the person on trial
thinks that is unconstitutional. (10 Minutes)
5. Next, we will review the worksheet to make sure everyone has the worksheet filled out completely.
Each student should have under the Judicial Branch filled out completely. We will then review the 3
levels of Court Systems and the Power of the Supreme Court. After the brief review, play a short
YouTube video about the Judicial Branch. https://www.youtube.com/watch?v=9oLrXFmYQBo. This
video is an overview about the Judicial Branch including what the Supreme Court does, who is a part
of the Supreme Court, and an explanation of the Judiciary Act of 1789. (10 Minutes)
6. Next, the class will be divided into 3 groups. Each student will be given a number (1, 2, or 3). The
teacher will point to each student and assign them a number. All of the students that are number 1
will represent the Trial Court, all the students that are number 2 will be the appeals court, and the
students that are number 3 will be the Supreme Court. Each group will receive a paper explaining the
job of that particular court. Each student will have to work with their group to determine whether the
person in the scenario is innocent or guilty in the case. If I am found guilty, I am allowed to go to the
appeals court to plead my case. If I am still found guilty, I am able to appeal it with the Supreme

Court. It is up to the Supreme Court to decide if my case is worthy of being handled. Each group will
get a white board which they must write guilty or not guilty after they discuss the case with each
other. Each group has 2 minutes to discuss the case before we begin. (5 Minutes)
7. The first case will state I am innocent! I went to a store with my best friend and we got caught
stealing. I didnt steal anything. But they found the Pokmon cards in my pocket. My best friend must
have been trying to blame me! Am I innocent or guilty? The students will have two minutes to
discuss in their groups. They will then ask the Trial Court to show their decision on their whiteboards.
If I was found guilty, then I will ask the appeals court to show their white board. If found guilty, I will
then ask the Supreme Court to show their white board which should state YES or NO for taking my
case or not. (5 Minutes)
8. The next case will state Im not guilty! I was kicked out of school for bringing my pet frog to
school. I didnt know my frog was in my backpack. It must have hopped in there while I was eating
breakfast. I am innocent, its the frog thats guilty! Am I innocent or guilty? The students will have 2
minutes to discuss in their groups. Then ask the Trial Court to show their decision on their
whiteboard. If I was found guilty, then I will ask the appeals court to show their white board. If found
guilty, I will then ask the Supreme Court to show their white board which should state YES or NO for
taking my case or not. (5 Minutes)
9. After the mock trials, have the students return to their desks and they will individually complete the
number quiz worksheet. The students will answer each question and write the letter above each
number on its corresponding fill-in-the- blank to find out who heads up the Supreme Court. (10
Minutes)

10. To wrap up the lesson, each student will take out their journals and write 3 sentences of what
they have learned about the judicial system. Then they are to turn in their journals so the teacher can
assess the student responses to create future lessons and assessments. (5 Minutes)

Resources/Materials

ALL resources including but not limited too; internet sites, professional resources- books, journals
(titles and authors), childrens literature, etc. should be noted here. Citations should be in APA
format.
Materials:
The Flow of Government worksheet, Smartboard, Projector, YouTube, Pencils, Journal Composition
Books, Number Quiz worksheet, dry erase boards, dry erase markers.
Resources:
Congress for Kids: [Judicial Branch]: The Supreme Court. (n.d.). Retrieved June 22, 2015, from

http://www.congressforkids.net/Judicialbranch_supremecourt.htm
United States Government. (n.d.). Retrieved June 22, 2015, from
http://www.ducksters.com/history/us_judicial_branch.php
The Judicial Branch. (n.d.). Retrieved June 22, 2015, from https://www.whitehouse.gov/1600/judicialbranch

Assessment
How will student learning be assessed?
Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation notes

Be sure to include Pre/Post assessment for your entire unit plan and progress monitoring/ alternative
assessment for individual, daily lesson plans!
Unit Pre-Assessment:
Students will answer a 20 question multiple choice- true/false test.
Unit Post-Assessment: Students will be required to choose two of the following activities:
Create a timeline leading up to the Constitution, at least 15 events.
Research a past president and create a Who Am I.

Create a law you would like to see enforced in school.

Create a song to help your classmates remember each branch of government and their
respective functions.
Write journal entries from the perspective of a judge, legislator, and the President.
Draw an advertisement for one of the branches of government. This illustration must include
drawings that indicate its purpose.
Interview someone in the community who uses the Constitution in some way in their job.
These people include lawyers, public advocate or some other civic official. Write down how
they use the Constitution every day in their career and how it relates to their everyday lives.

Daily Lesson Plan Assessment: Formative

The students are assessed informally during discussions and the mock trials. Students are also
assessed by the journal responses and worksheets completed in class.
***Materials that will be used for assessment and examples of completed tasks and projects must be
included with the lesson plan.

Exceptionalities

ESOL/Students with Learning Differences:

ESOL students will have pictures of the Judicial Branch members, the Supreme Court, and pictures
of our local Orange County courts. Each picture will be labeled so the student can learn the word

What accommodations or modifications do

you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities, etc.
These accommodations and/or modifications
should be listed within the procedures
section of the lesson plan as well as in this
section of the document.

Additional Comments and

Notes

specific to what is being taught. The teacher will review the definitions of the specific keywords that
need to be learned throughout the lesson. Students will also be put into groups so the student will
have a peer to look to for help. .
Gifted/Talented: Students will get the opportunity to complete an independent activity. The activity will
allow them to write in their own words the process of a case getting to the Supreme Court and who
has the ability to appeal the case.
Make comments here related to ideas for homework, parent involvement, extension to the lesson
plan, etc.
Students can take their The Flow of Government worksheet home with them to reference as a
study guide. Students can also access BrainPop at home to access quizzes, videos and games
about the branches of government.

https://www.brainpop.com/socialstudies/usgovernmentandlaw/branchesofgovernment/