Direct Instruction Lesson Plan Template

Lesson Title:
Name: Sarah Adamson
READINESS
I. Goal(s)/Objective(s)/Standard(s)
A. Goal(s) Unit (broad terms)
B. Objective(s)
After a discussion of individual rights, students will write a narrative essay that
accurately portrays a scenario where one or more of those rights are taken away, and
the consequences of no longer having that right.
C. Standard(s)
4.W.3.3: Write narrative compositions in a variety of forms that
o Establish an introduction, with a context to allow the reader to imagine the
world of the event or experience.
o Organize events that unfold naturally, using meaningful paragraphing and
transitional words and phrases.
o Use dialogue and descriptive details to develop events and reveal characters
personalities, feelings, and responses to situations.
o Employ vocabulary with sufficient sensory (sight, sound, smell, touch, taste)
details to give clear pictures of ideas and events.
o Provide an ending that follows the narrated experiences or events.
4.2.2 Describe individual rights, such as freedom of speech, freedom of religion and
the right to public education, which people have under Article I of Indianas
Constitution.
Management/Materials:
Token system
Consideration of attention span and engagement
Videos:
https://www.youtube.com/watch?v=Jo1HVMjnUqU
https://www.youtube.com/watch?v=HWPTjFbBj10
Bill of Rights document

II. Anticipatory Set

I just received confirmation from the principal that there are some new changes in
school policies, and she wanted me to share some with you.

Direct Instruction Lesson Plan Template

Write rules on the board, such as recess is shortened to five minutes maximum,
students may only talk to one other student per day, and each hour of class will now
cost $50 at the students expense.
Allow students some time to react.
Now there is no way that these rules are real. These new rules would not be fair to
you as a student, or even as a person. As a citizen of Indiana, you have individual
rights.

III. Purpose: We are going to learn about what these individual rights are. As a citizen, it is
important for you to know these rights so that they cannot be taken away.
INSTRUCTION (Direct)
(Remember Modeling, check for understanding, throughout the lesson)
IV. Lesson Presentation
(Input/Output)
Show the list of rights document on the projector.
As you can see, we have a fair amount of rights listed. Today we are only going to
highlight a few of these that seem like they apply to us the most.
One of these rights is freedom of speech. What do you think this means?
Allow students to discuss, leading the conversation towards the right to voice opinions,
but not the right to slander (speak harmful lies about) another person.
What are some rights that you see here that you think you already know?
Allow students to explain familiar rights, steering them in the right direction (see the bill
of rights for kids document to get a better idea of the right, though not all are listed).
Another right I want to point out is section 15. Did you know that there was a time
that you could be accused of witchcraft, and to test that they would throw you in a
body of water with a rock tied to you so? If you sunk, that meant you were a witch.
If you did not sink, then you were considered saved because of your innocence. So
this section, along with section 20, are there so that if you are ever convicted of a
crime, then you can get a fair trial by jury and can be assured that your
imprisonment will not be cruel or unusual punishment.
Here is an example of someone who fought for her right to free public education:
Show video clip, and stop at 1:45 minutes.
This woman knew her right to free public education, and fought to keep it in a court
of law. That is why she won the case.
V. Guided Practice
But what would happen if we did not have individual rights protected by our
government? What if everyone in the state stopped knowing anything about
government and rightsand then someone took advantage of that ignorance and
took a right away.
That is what we are going to look into today. What I want you to do is pick one
individual right, and write a narrative story about what would happen if that right

Direct Instruction Lesson Plan Template

was taken away. So for example, lets say I chose section 37, which prohibits slavery.
In my story, I would first set up an introduction.
Write section 37- Prohibition of slavery on the board as a title heading. As a secondary
heading, write intro. Walk through the intro, stating the right that was taken away, how
it got taken away, and introducing any characters (make it first person for clarity, so just
write Ms. Adamson for character.
Within this story, what do you think will happen?
Allow student input for story ideas, writing down realistic scenarios for the story that
would have to do with slavery being allowed.
Now it is your turn to pick a right that is going to be taken away in your story, and
to write your own narrative. I am first going to give you five minutes to brainstorm
ideas with your elbow buddy, but be warned that your stories cannot be the same.
Set timer for five minutes and walk around listening to the ideas being brainstormed.
Answer any questions if necessary.

VI. Closure:
Ask students to summarize individual rights and what that means to them as citizens.
Allow students to discuss answers.
VII. Independent Practice/Extending the Learning
Answer any questions if necessary.
If students are not understanding the assignment, re-explain and go over any questions
before moving on.
If students are on track, allow them to begin writing out a plan and begin writing a rough
draft of their narrative.
As an incentive, tell students that once these stories are complete, the class will vote for a
story to later turn into a short skit.
VIII. Assessment
Formative: Questions throughout lesson, listening to brainstorming, looking over outline
for narrative
Summative: Written narrative of individual rights
IX. Adaptations:
Special Needs Students: Leave up the list of rights, give them the kid version document
Remediation Go more in-depth with individual rights, watch Bill of Rights/Shake it
Off video and sing along
Enrichment choose more than one right that was taken away, or assign a trickier right
that not many others chose
ESL provide the rights in native language, depending on level, can write in some of
native language if necessary
X. Technology Inclusion
Projector, Videos
EVALUATION

Direct Instruction Lesson Plan Template

Self-Answer Questions
1. How many students achieved the objective? For those that did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Could technology be further integrated into the lesson? What about publishing essays as blogs
or wiki sites?
8. Was the overall BIG IDEA of the unit integrated into this lesson in a clear, understandable
way?
9. Was the lesson engaging?
10. Should I incorporate more opportunities for movement, or were students engaged in the
lesson as they were?