Direct Instruction Lesson Plan Template

Name: Ann-Kathrin Duemmler Central Focus/Big Idea of the

Lesson:
rd
Grade Level/Subject: 3 Grade/ Social Studies Citizens contribute to their
community.

Essential Standard/Common Core Objective:

Date taught: March 21,
3.C&G.2.1 Exemplify how citizens contribute politically, socially
2017
and economically to their community.
Daily Lesson Objective:
Performance: Students will create a booklet which describes what it means to be a citizen and
attributes of a good citizen using correct vocabulary.
Condition: Students will create the booklet on their own.
Criteria: Students can earn 10 points for creating the book. 2 points for using one of the 7 terms
( 5 terms are required) for a total of 10 points. Students are expected to get 8 out of the 10
points.
21st Century Skills: (Go to this link for more info about these Academic Language Demand
skills: (Language Function and
http://www.p21.org/storage/documents/P21_Framework_Def Vocabulary):
nitions.pdf)
Communicating Clearly Language function: Create
Collaborating with others
Use system thinking Vocabulary: citizenship, citizens,
Creativity community

Syntax: Use of citizenship

vocabulary in their booklet

Discourse: Discussion of terms

Prior Knowledge: Students will need to identify the basic history of the country. Students will
need to defne what the term qualities. Students will need to know how to write sentence.

Activity Description of Activities and Setting Time

I will start by leading students in an inquiry - asking students
to turn and talk about the following questions.
1. Focus and Review 5 min
Who is a citizen?
What are the qualities of a good citizen?
2. Statement of Today we will learn what it means to be a citizen.
Objective 1 min
for Student
3. Teacher Input Students will watch this video http://tpscongress.org/citizens- 12 min
unite/
The video gives a brief history about the country and how
citizens are. Then it explains the rights citizens have and what
good citizens should do.
 Introduce the terms citizen, citizenship, community, donate,
election, volunteer, and vote and refer back to the video.
Introduce the terms that students heard from the video and
that they need to use in the book:
10 - 12
4. Guided Practice Students will complete a vocabulary sort based on the terms minutes
in the video and terms they will use in their books
Discuss their sorts.
Show the correct sort on the elmo camera
Students will create a book which explains what it means to
be a good citizen and attributes of a good citizens. Students
5. Independent 30
can draw pictures and write sentences explaining what a good
Practice minutes
citizen is. Students will be asked to use 5 out of the 7 terms
introduced in the teacher input.
Students will receive up to 10 points for the book. Students will be asked
6. Assessment to include the terms in their books. Students will earn 2 points for every
Methods of term used for a total of 10 points (5 out of the 7 terms). Students will
all receive less than 10 points if they dont use the correct number of term
objectives/skills: or use the terms incorrectly. Students should get at least 8 out of the 10
points.
Activity based: Ask for 3 -4 volunteers to show their books and
7. Closure have them explain the ways they used the terms 5 min

Nine students used at least 5 out of the 7 terms correctly in their Citizen
Book. These nine students got the 10 out 10 points. Five students used 4
out of the 7 possible terms. These four students got 8 out of the 10
8. Assessment
possible points. Therefore, 14 students passed the objective of getting at
Results of
least 8 out 10 points. Nine students did not meet the objective because
all
they used less than 5 of the 7 terms. Therefore, these nine students did
objectives/skills:
not meet the objective because 1 student used 3 terms, 3 students used
2 terms, and 5 students used 1 term; therefore, they got less than 8 out
of the 10 possible points.
Targeted Students Student/Small Group
Modifcations/Accommodations: Modifcations/Accommodations: If students cant
Students with visual impairments or hearing work in the large group setting. The teacher could
impairments can sit close to the teacher to split the class into smaller groups and work with
hear and see the teacher better. each group separately. Students could work with a
partner on their book if it is too complicated for
ELL students can work with a student who them to do on their own.
speaks the same language.
Materials/Technology:
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/SmartBoard slides, etc.) needed to implement the lesson at the
end of the lesson plan.)
Paper booklets for each student
Pencil
Markers/crayons
Computer- video

References:
Citizenship in the Community by SchoolMedia
The Center on Congress At Indian University- http://tpscongress.org/citizens-unite/
Reflection on lesson:
I learned a lot from teaching this lesson. First, I learned that when the students are
engaged from the beginning of the lesson it is easier to keep their attention when you are asking
them to complete an assignment. I also learned that the students need a visual of how much
time they have to complete an assignment. Some of the pairs worked quickly to match the word
with the correct defnition during the sort. However, other pairs took their sweet time. So I think
having a timer which allows the student to see how long they have to fnish the sort would have
been very benefcial. I also learned that having the students repeat the instructions back to me
helped most of the follow them. I had asked them to use at least 5 out of the 7 terms in their
books. For most of the students used several terms in their books.
One strength of the lesson was that the students were engaged during the entire video. I
was worried that the video would be to long for them and that they wouldnt pay attention to all
of it. However, they paid attention to the entire video. Another strength of the lesson was that
they really enjoyed creating their books. Some of the students got really into writing the story
and using the terms.
One of the weakness of the lesson was that I didnt let the students know how much time
they had for the word sort. So some of the students completed it quickly while others took their
time. This allowed for the ones that were done to distract the other students who were still
fnishing. So having a timer on the board could have allowed everyone to see how much time
until we went over the sort. Another weakness of this lesson was that the students I was
teaching were not the students that my cooperating teach had all day long. I didnt know most of
the students names which made it harder when I was calling on students to answer questions.
I learned that is it important to get the students attention when they are all talking without
having to yell. I need to have different ways to get the students attention by either having them
clap when they hear me or a saying that they know. I also saw that it takes students different
amount of time to complete the same activity. Some students were able to fnish their books in
30 minutes while other students barley wrote anything.
One change I would make if I taught this lesson again is to give the students more time to
make their books. Some of the students fnished in the 30 minutes while others did not and
needed more time. If I was the actual teacher I would have let them work on it another day or
given it as homework to fnish. The students seemed to really enjoy writing their stories and
some of the stories are really good. I would also set a timer so that the students would know how
long they have for each of the activities to keep us on track so everything could get completed.
Overall, I think the lesson went really well and I really enjoyed teaching it.
 To give approval or
disapproval of a
Citizen
proposition or candidate
for office
A process of choosing
Citizenship people to hold a public
office
Places where people live
Community
and work (city or town)

A resident of a
Donate
community
The quality of a
persons response to
Election
membership in a
community
To give to a charitable
Volunteer
cause
One who gives his/her
Vote time and ability to help
others