Lesson Title: Civil Law Subject: CLU3M

Unit Title: Civil Law Time Required: 75 Minutes

Teacher Candidate: Emma Gordon Date: December 11th
Mentor Teacher: Karla Di Saverio Grade: 11 M

Learning Goals (What do you want the students to know or be able to do at the end of the lesson?)
- Students will be able to analyze the role of individuals, groups, and courts in its processes
- Students will be able to explain the function of the various legal processes, courts and alternative
procedures involved in settling civil disputes
- Students will be able to describe the legal status of specific individuals and groups that may be participants
in a civil law disputes
- Students will be able to describe the function of specific individuals and groups that may be participants in
a civil law disputes
Success Criteria (What will you observe that tells you that students are successful?)
- I will be able to analyze the role of individuals, groups, and courts in its processes
- I will be able to explain the function of the various legal processes, courts and alternative procedures
involved in settling civil disputes
- I will be able to describe the legal status of specific individuals and groups that may be participants in a
civil law disputes
- I will be able to describe the function of specific individuals and groups that may be participants in a civil
law disputes
Accommodations (How will you meet the needs of your students? What management strategies will you use?)
English as a Second Language:
- EA support, or peer mentor
Individual Action Plan:
- Accommodations only as specified on the student’s IEP – allowing for time, number of questions etc.
Curriculum Expectations (Which expectation is the focus for your instruction?)
Overall Expectations:
D1. Introduction to Tort Law: Analyze the legal foundation of tort law; the factors influencing its development;
and the role of individuals, groups, and courts in its processes
Specific Expectations:
D1.2 Explain the function of the various legal processes, courts, and alternative procedures involved in settling
civil disputes, and the remedies available for enforcing a judgment
D1.3 Describe the legal status and/or function of specific individuals and groups that may be participants in a civil
law dispute
Assessment (How will you know that the students have achieved the learning expectation? What assessment tool will you use?)
Assessment as Learning:
- Reviewing for Quest
Instructional Strategies (Which teaching strategies will you use? how will you group the students?
 Independent Work  Cooperative Learning  Summarizing & Note taking  Identifying similarities/differences
 Homework & Practice  Visual & Graphic Organizers  Questions  Generating & Testing Hypotheses
 Goal setting & Feedback  Problem Solving

Materials Key Questions

- Computer - What is the difference between Civil and Criminal?
- PowerPoint
- Civil and Criminal Differences H.O.

Instruction (How will the students develop the knowledge and /practice the skills?.)
Lesson Template #5 1 Revised 2011
Duration Activity/Task
Introduction (How will you engage and motivate the students?)
- Introduce the new unit – Civil Law
Lesson Steps (Describe the sequence of the lesson.)
- Explain that civil law = private law and that it regulates disputes between individuals
and parties involved
- Provide examples of claims that are dealt in civil law
- Describe the four pillars of civil law – tort, family, employment and contract
- Explain the key players and the process of a civil lawsuit – plaintiff and defendant,
litigation etc.
- Afterwards give students a chart for them to fill out – Differences Between Civil and
Criminal
- Give them the option of filling out now or after tomorrow’s Quest
Conclusion (How will you wrap-up the lesson?)
- The rest of the time will be spent letting students review for tomorrow’s Quest

Lesson Template #5 2 Revised 2011