ave students share out their responses.
5. Now it is your turn to do the big reveal about this aspect of the case and listen to the groans and high five sounds as students compare the Court's decision to their own analysis of the case.
1. Turn to the last page of the case summary document to outline their role play/creative writing assignment.
2. Tell students that they will have the rest of the period to discuss their project ideas and plan with their partner.
3. While students are talking, circulate to support any student discussions about the content of the case document, their ideas for a video or writing, and any other issues they might want to confer with you about during this brief planning session.
1. On the due date, collect student work. Tell students they have 5 minutes to prepare for their brief class share-out. Remind them of our public speaking basic guidelines.
2. Most students this year chose to create videos. Check out this student work sample video by a student who chose to work by himself to interpret the material and create a breaking news story clip about the case. I am very proud of the work this student did to think deeply about the ethical issues of the case as evidenced by our conversations about the class reading and discussion and how to best communicate that understanding through video.
3. Allow each student group a few minutes to present their video or writing to the class. Students will be eager to appreciate though applause and positive comments. Depending upon the time you have available, you can structure or extend the comment section with more formal prompts such as:
What stands out most about this presentation?
Did your thinking/perspective change? If not, why not? If so, how?
You will get all kinds of responses about changes or affirmations about student thinking/mindset about the issues in this case!