Baker College Teacher Prep Lesson Plan Form

Unit: Balance of Power Lesson Title: Judicial Branch Grade/Period: 4th

CCSS or State Standards:

4 C3.0.3 Describe the

organizational structure of the
federal government in the United
States (legislative, executive, and
judicial branches).
4 C3.0.4 Describe how the
powers of the federal government
are separated among the branches.
4 C3.0.5 Give examples of how
the system of checks and balances
limits the power of the federal
government (e.g., presidential veto
of legislation, courts declaring a
law unconstitutional,
congressional approval of judicial
appointments).
4 C3.0.6 Describe how the
President, members of the
Congress, and justices of the
Supreme Court come to power
(e.g., elections versus
appointments).

Resources and Materials:

Judicial robe
Gavel
Judicial wig
Reading sheets, and
worksheets from ICivics
https://cdn.icivics.org/sit
es/default/files/Judicial
%20Branch%20In%20A
%20Flash.pdf?_ga=2.157
367802.1933742020.149
6261342-
2062371751.149607884
4
Supreme Court Decision
Game from ICivics
https://www.icivics.org/
games/supreme-decision
 Baker College Teacher Prep Lesson Plan Form
Objective:
What students will know and be able to do
stated in student friendly language (use
Blooms and DOK levels for higher level
thinking objectives)
Essential Question(s):
Over-arching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why?
Inclusion Activity:
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
Sequence of Activities:
Provide an overview of the flow of the lesson.
Should also include estimates of
pacing/timing.
I can identify the basic levels and functions of the judicial
branch
I can compare the three levels of the court system
I can demonstrate the progress of a case as it moves through
the judicial system
I can recognize supporting and opposing arguements
What is the function of the Judicial Branch of government?
How can a group of nine individuals interpret the Constitution?
Does the Judicial Branch have the same amount of power as the
Legislative Branch or Executive Branch?
Students will be interested as soon as they see their teacher enter the
room in a judges robe.
Enter the classroom while wearing the judges robe and wig. Bang
the gavel on your desk saying Order! Order in the courtroom, I
mean classroom. Discuss with students what ideas they have about
the judicial branch of the government. Have students raise their
hands to show how many know the bold terms from the reading
pages from ICivics. (5 min)
Pass out the reading worksheets and review worksheets from
ICivics. Assign students in groups to do the reading and work on the
worksheets together. Students should fill out their own individual
worksheet. Walk about the room checking for understanding. (15
min)
When students are finished working, go over the worksheet with the
class. Address any areas where students show confusion. Have
students hand in worksheets. (10 min)
Tell students how they will now have the chance to see how the
Supreme Court makes it decisions. Go to the Supreme Court
Decision Game on the ICivics website. Play along as a class. Call on
students for each answer. (25 min)
For an exit ticket, have students write down why they agreed or
disagreed with the outcome of the Supreme Court Decision game.
 Baker College Teacher Prep Lesson Plan Form
Instructional Strategies:
Research-based strategies to help students
think critically about the concept/skill
Assessment:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade
quiz, test, project, paper, presentation,
demonstration, etc.).
Differentiation:
Describe who will need additional or different
support during this lesson, and how you will
support them. Differentiated instruction could
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer
tutors, etc.
Summary, Integration and
Reflection:
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson
Group work with the reading and review worksheets allows students
to work together to find answers and allows students with a lower
comprehension skill to have help from others.
The Supreme Court Game allows students to recognize arguments
that affect their school life.
Formative: The reading worksheet will help to show their work
with groups. The exit ticket can help showcase their understanding
of the game.
Summative: This will come in the final lesson as students
showcase how the Judicial Branch is balanced by the Legislative
and Executive Branch and how the Judicial Branch checks the
others.
Hand out the second ICivics worksheet that features a crossword
puzzle for an unhomework assignment that students can complete
for extra credit.
Each group will have an English Language Learner so they can have
assistance with the reading worksheets. A translated worksheet
could be provided as well.
Students should feel attached to the Supreme Court Decision game
as it is concerned with a students freedom of speech in school. I
would ask students to think about what would need to happen for
their rights to not be upheld.