I Object! Strong or Weak Evidence
Lesson 6 of 32
Objective: SWBAT identify faulty evidence by knowing the different forms of objections.
To start the kids off, I was thinking just a cartoon about objections would help get them thinking. I'm going to let the kids read it to themselves first so I can see how they think the word object is pronounced in this context. I'll read it aloud for them before letting share out their final thoughts about the meaning of the word. Here is an example of what my notebook would look like on the SMART board.
Take a look at this cartoon. What do you think object means?
Students can share a few thoughts. Then we'll build some background for them.
During a court trial, both lawyers in the case may present evidence. Evidence is what supports our viewpoints. What a witness has to say is important evidence. To guarantee that a trial is fair and help the jury find the truth, courts have rules about how witnesses give evidence and what kinds of evidence they can give. The judge ensures that everyone follows these rules of evidence. If a lawyer believes that something said in court is against the rules, he or she can object. Today we're going to practice working with some evidence to decide if it is valid or objectionable. This activity is essential for doing well during the courtroom simulation later in the unit.
Students will work in teams to complete frayer models as a graphic organizer for the four types of objections. I wanted to use something quick, yet effective to work with new vocabulary. My students are familiar with these, so I knew they could use these efficiently on their own. If you haven't used these with your students, then you could model how to use one first.
Before we can use the objections, we have to know what the 4 main objections are. Today you will use frayer models to work with the vocabulary words. This is your first step. Our frayer models for today are quite simple. You must read the information about each type of objection and then, in your own words, tell what each one is, what it IS NOT, give an example and then a non-example. You will do this for all four objections.
As the students are working, I'll sit down with groups to discuss their thinking and check-in. We've used these a lot this year, so I expect that they can complete these on their own by this point. I will have some that struggle with the vocabulary, however, so I just need to visit them to be sure they're on the right track.
Now that you have worked with the vocabulary, you will use those terms to decide on the types of objections used in a few courtroom scenarios. Remember that this vocabulary is really important in making the court trial move smoothly, so be sure you are working diligently with the scenarios.
The scenarios aren't too difficult, but I like to make sure that my kiddos understand that when we do the court simulation the questions and testimonies move quickly, so they really need to pay attention here to prepare.
I'd like for you to first think about how these words are helpful in life. Then pair up with your thought partner to discuss and record thoughts. In order to prepare for sharing, jot down a few ideas of what you will share out with the group.