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Lesson Title: Quest and Work Period Subject:

Unit Title: Criminal Law (Part 2) Time Required: 75 Minutes


Teacher Candidate: Emma Gordon Date: December 12th
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 describe the role of sentencing
- Students will be able to describe the process of sentencing
- Students will be able to identify the purposes of sentencing
- Students will be able to describe the role of various sentencing options
- Students will be able to describe the process of determining sentencing options
- Students will be able to describe the relationship between sentencing options and the purpose of the
sentence
- Students will be able to assess the ability of the Canadian criminal justice system to provide appropriate
and fair sentencing
- Students will be able to explain how various sentencing options are related to the purpose of the sentence
- Students will be able to assess the effectiveness of the Canadian prison system
- Students will be able to describe the role of judge, attorneys and jurors
- Students will be able to explain the processes of criminal trials
- Students will be able to analyze how the key participants of criminal trials and the various elements that
surround criminal trials are related
- Students will be able to describe the sentencing options for youth and the factors that influence which
option is chosen
- Students will be able to explain the principles and legal reasoning underlying the laws dealing with youth
crime
- Students will be able to describe the administration of justice for youth in Canada
Success Criteria (What will you observe that tells you that students are successful?)
- I will be able to describe the role of sentencing
- I will be able to describe the process of sentencing
- I will be able to assess the ability of the Canadian criminal justice system to provide appropriate and fair
sentencing
- I will be able to identify the purposes of sentencing
- I will be able to describe the roles of various sentencing options
- I will be able to describe the process of determining sentencing options
- I will be able to describe the relationships between sentencing options and the purpose of the sentence
- I will be able to assess the ability of the Canadian criminal justice system to provide appropriate and fair
sentencing
- I will be able to explain how various sentencing options are related to the purpose of a sentence
- I will be able to assess the effectiveness of the Canadian prison system
- I will be able to describe the role of judge, attorneys and juries
- I will be able to explain the processes of criminal trials
- I will be able to analyze how the key participants of criminal trials and the various elements that surround
criminal trials are related
- I will be able to describe the sentencing options for youth and the factors that influence which option is
chosen
- I will be able to explain the principles and legal reasoning underlying the laws dealing with youth crime
- I will be able to describe the administration of justice for youth in Canada

Lesson Template #5 1 Revised 2011


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:
E1. Foundations of Criminal Law: Explain the foundational concepts of criminal law and their legal significance
E2. Legal Processes and Procedures: Describe the structures and key roles and processes of the Canadian criminal
justice system and explain key interrelationships among them
E3. Criminal Justice System: Assess the ability of the Canadian criminal justice system to provide appropriate and
even-handed justice to people living in Canada
Specific Expectations:
E1.3 Explain the philosophical principles and legal reasoning underlying the laws dealing with youth crime and
the administration of justice for youth in Canada
E2.1 Describe the requirements associated with the process of bringing an accused person to trial, including
procedural variations related to the nature of the alleged crime
E2.2 Describe the processes and the roles of key participants involved in a criminal trial and explain how the
various elements are related to one another
E2.3 Explain how various sentencing options are related to the purpose of the sentence
E2.5 Describe the sentencing options for young people who contravene the existing youth criminal law and the
factors that influence which option is chosen
E3.2 Identify the purposes of sentencing and assess the effectiveness of the Canadian prison system in achieving
those purposes
Assessment (How will you know that the students have achieved the learning expectation? What assessment tool will you use?)
Assessment of Learning:
- 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


- Quest - What defence could the accused use in this case?
- Civil or Criminal? You Decide! - Evaluate the Canadian prison system – Does it need
worksheet improvements? Is it okay the way it is?

Instruction (How will the students develop the knowledge and /practice the skills?.)
Duration Activity/Task
Introduction (How will you engage and motivate the students?)
- Go over the layout of the Quest and the marking scheme
5 MIN - Explain that this to be done silently and independently – any cheating will be given a
warning and any other forms of cheating after the warning will result in the removal of
the Quest
- Will explain that if people are done early they can fill out the chart given to them
yesterday or work the “Civil or Criminal? You Decide!” worksheet
Lesson Steps (Describe the sequence of the lesson.)
65 MIN - Students will write the Quest in silence and hand it in when finished
Lesson Template #5 2 Revised 2011
- The rest of the time will be spent either completing the chart given to them yesterday
or the “Civil or Criminal? You Decide!” worksheet
Conclusion (How will you wrap-up the lesson?)
5 MIN - Answer any questions students have about the chart or the civil or criminal worksheet
- Explain that they will be learning about negligence the next day

Lesson Template #5 3 Revised 2011