Scribd
Upload
47 views

Direct Instruction Lesson Plan Template

This lesson plan teaches 5th grade students about personal and civic responsibilities in the United States and China. Students compare civic responsibilities between the two countries by examining scenarios and proposing solutions. They work independently and in groups to analyze problems, consider how responsibilities may differ between countries, and justify their reasoning with facts. The teacher introduces civic responsibilities, guides a practice scenario, and facilitates a closing discussion comparing responsibilities in the US and China based on student work. Assessment includes grading graphic organizers and exit tickets.

Uploaded by

api-291365412
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
47 views

Direct Instruction Lesson Plan Template

This lesson plan teaches 5th grade students about personal and civic responsibilities in the United States and China. Students compare civic responsibilities between the two countries by examining scenarios and proposing solutions. They work independently and in groups to analyze problems, consider how responsibilities may differ between countries, and justify their reasoning with facts. The teacher introduces civic responsibilities, guides a practice scenario, and facilitates a closing discussion comparing responsibilities in the US and China based on student work. Assessment includes grading graphic organizers and exit tickets.

Uploaded by

api-291365412
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Direct Instruction Lesson Plan Template

Name: Tyler McDougald Central Focus/Big Idea of the Lesson:


Personal and Civic Responsibility are the actions of a
Grade Level/Subject: 5th Grade/Social Students good citizen in their society.
Essential Standard/Common Core Objective:
5.C&G.2.3 Exemplify ways in which the rights, responsibilities
Date taught: 3/21/28
and privileges of citizens are protected under the United States
Constitution
Daily Lesson Objective: Students are expected to create solutions for different issues regarding personal and civic
responsibilities of citizens in China and in the USA. Students are expected to have a solution to the problem for USA and
for China and include 4 supporting facts to justify their reasoning.
21st Century Skills: (Go to this link for more info about these Academic Language Demand
skills:)
Critical Thinking and Problem Solving Language Function: Compare and Contrast
Communication and Collaboration
Creativity and Innovation Vocabulary: Citizen, Responsibilities, rights, Croatia
Life and Career Skills
Discourse: Turn and Talks, small group discussion

Syntax:Anchor Chart, Graphic organizer


Prior Knowledge: From the SST the students knew what a right was. The student also has a sense of what a
responsibility was, a student said that a responsibility is something that their parents make them do. Personal
responsibilities refer to those responsibilities where the individual takes ownership for self, family, and community.
Whereas civic responsibilities refer to the actions of a good citizen in a democracy in which the individual acts in a
manner designed to promote the common good and to actively engage in the political process.

Activity Description of Activities and Setting Time


Teacher will begin the lesson by providing an anchor chart that defines “Civic
Responsibilities” with the students. The teacher will also provide 3 examples
of what civic responsibility is.

1. Focus and Review The students will work in pairs or small groups of 3-4, to brainstorm a list of 7 minutes
what they think are or should be civic responsibilities.

Allow 5 minutes for students to work independently. Have each student to


report their list.
“Today we are going to talk about rights and responsibilities that you have a
2. Statement of Objective citizen of the United States. We are going to also examine the rights and
1 minute
for Student responsibilities that citizens of China has to see how they compare to us as
citizens.”
“I know that my rights as a citizen in the United States allows me to have a
3. Teacher Input 5 mins
voice if I don’t 100% agree with something. Let’s say that the CIty Council

1
passed a new curfew law that requires all students under the age of 18, or
who haven't finished school, to be off the city streets after 10:00 pm on
school nights, unless accompanied by a parent. I don’t agree with that. I have
the option of going to the city council to voice my opinion about the new
curfew law, or I could just ignore it knowing that I don't agree with it. If I
voice my opinion or a better option for the city instead of implementing a
curfew, it could possibly lower the chance of them implementing the curfew
law.”
Teacher will pass out Handout #1 and Handout #2 and complete one scenero
as a class.
Step 1: Read the problem
4. Guided Practice 5 mins
Step 2: Answer would it be different if questions
Step 3: Provide your solutions
Step 4: Provide supporting facts
Using Handouts #1 and #2 Students will follow the same steps in Guided
Practice and complete 2 scenarios in groups or 6.
Step 1: Read the problem
5. Independent Practice 15 mins
Step 2: Answer would it be different if questions
Step 3: Provide your solutions
Step 4: Provide supporting facts
6. Assessment Methods of Students graphic organizers would be graded for completion and worth 5 points, the exit
all objectives/skills: tickets would also be worth 5 points, for an overall total of 10 points.
Have a discussion about whether there is any difference between the civic
responsibilities in China and the United States? Use your graphic organizers
to support your answers.
7. Closure 5 mins.

Exit Ticket: Have students define Civic Responsibilities in their own words
and give an example of a civic responsibility for China and USA.
85% of students completed the assignment with a 100
8. Assessment Results of
10% of students completed the assignment with a 90
all objectives/skills:
5% of the students completed the assignment with a 80
Targeted Students Modifications/Accommodations: Student/Small Group Modifications/Accommodations:

English Language Learners: provide a sheet with Struggling readers: Structured notes for the reading texts
translations
Early finishers/AIG: Students can continue research on the
Internet, develop an action for increased civic responsibility,
Student with Autism: Provide brain breaks for the illustrate the civic responsibilities.
students so that they don’t feel overwhelmed.
Materials/Technology: Handouts

References:
Reflection on lesson:

2
I learned that social studies was weird for me to teach. Growing up social studies wasn’t my strongest subject.
Before teaching this lesson I had to brush up on my knowledge about the lesson. By doing this it was easier for me to
teach this lesson, ab be prepared for the questions that the students could possibly ask. I also learned that I needed to
keep a print out of the powerpoint with me so that I know what is coming up next in the lesson. I also learned that I
need to be very transparent with my instructions when teaching the kids. I found myself repeating the instructions
multiple times to the students because they did not understand them the first time. I also know that going forward I
need to focus more on deepening my understanding of social studies if I’m going to be teaching it to students.
The strengths of this lesson was the students working together to try come up with possible solutions of the
problems in the scenarios. I learned that the students enjoy coming up with their own solutions to the problems and
sharing them with the class. Eventually the sharing became a debate about which solution was the best. One weakness
that I had was managing the classroom. During group time the class did get a little out of hand, but the teacher did share
with me that something that she use to keep the students on task is having a timer displayed on the board. The purpose
of the timer is so that they could have an visual of how much time they have left and if they need to really focus on
completing the assignment.
If it had to teach this lesson again, I would possibly have a debate in the end since the students loved stressing their
point about why their solution was better. I would also prepare the groups beforehand, I noticed that in this lesson that
the students had partnered up with their friends and that was a slight problem dealing with time management with the
students. I would also have an activity prepared for students that may have finished a little earlier than other groups.

You might also like