Due Process -Lesson Plan

Step 1: What do you plan to teach? What materials will your students and you need?

Instructional Activity’s Learning Objective:

Students will be able to determine what is means to have due process by looking at a scenario and finding out if due process was violated

Materials Needed:

Power Point, worksheet, exit ticket slips, color slips to divide students into groups, poster boards

Step 2: How will you introduce what you plan to teach?  How will you gain attention and interest?  How will you make the objective relevant and meaningful?  How will you build the necessary background knowledge for the activity’s learning objective?  How will you “Teach with the Brain AND Student in Mind?”

1. Hook – I will have a warmup activity for the students to answer what due process is and then I will show a short video on due process

This is both thinking with both the student and brain in mind since, it starts by having students engaged in the topic we will be going over and the video will be a fun and novel way to introduce the topic. My goal is to get the students interest peaked and to begin to show them why it is important to them.

Step 3:  How will you teach the activity’s objective?  How will you model?  What other techniques will you use to engage the learners? How will you provide guided practice of your objective?  How will you “Teach with the Brain AND Student in Mind?”

2. INPUT – I will go over due process in more depth and given a formal definition. I will have discussion questions throughout the lecture sections to have the students develop a deeper understanding of due process. During discussion, they will work with their shoulder partners.

I am chunking the information so, it’s not too much for the students to process at once. I am also having time for the students to discuss important concepts and collaborate with their fellow students.

3. MODEL – I will discuss a scenario involving due process with the students. I will then go over what happened in the scenario, I will ask the class if they feel like anything is missing or if there is something else, we would like to know about the scenario. Finally, I will go over with the students if due process was violated and what could have been done to make sure what happened was fair and ensure due process.
4. GUIDED – The students will be separated intro groups of three and each group will be given a scenario and I will ask them to create a poster board or a roleplay that has the facts of the case. Each group will present their case to the class going over the facts of what happened.
5. INDEPENEDENT – Each student will choose two scenarios they listen to and answer the following questions on a sheet of paper – Was due process violated? What could have been done to make this fair and ensure due process?

This activity is thinking with both the student and brain in mind since it is giving the students time to apply what we have learned in today’s lesson. They will be able to work together with their group to create a fun poster or roleplay discussing facts of their case. They will then be able to choose two cases they found interesting to answer the questions above. Students like to make their own choices and I will be letting them choose within the boundaries I set.

Step 4:  How will you close or end the activity?  How will you review the activity’s objective?  How will you encourage reflection and feedback?  How will you “Teach with the Brain AND Student in Mind?”

6. CONCLUSION – We will end the class by me asking the students what they think the government or courts need to provide to help ensure everyone’s due process rights are protected. I will have them discuss this with their eyeball partners. Finally, I will pass out an exit slip that will have the question what steps can you take to ensure your due process rights are protected? The students will work on that to turn in as they exit the class.

I am thinking with both the student and brain in mind by having the students reflect on the lesson we had. I am also making it personal to students by having the exit activity be about what they can do to protect their due process rights. I am also keeping the students engaged throughout the entire lesson even at the end.