DIRECT INSTRUCTION LESSON PLAN GUIDE AND TEMPLATE Name: Kayla Hampton Lesson #: 3 Lesson T tle: Ma!

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NCES'CCSS Stan%a$% an% 3/ C0G/ 1 Understand how citizens participate in their communities. O)*e+t &e ,-. 3/C0G/1/3 Apply skills in civic engagement and public discourse (school, community). Students will think of a change they would like to see in their community and present it. Re& se% 2loom3s le&el o4 t# n! n"'type o4 !no5le%"e ,-. 2e#a& o$al O)*e+t &e ,1. Understanding !iscuss, "#plain Analyzing $rganize, $utline "valuating %ustify &reating !esign, &ompose, 'lan, (evise Students will create a change they want to see happen in their community. )n small groups, students will make an "ducreation 'resentation about why they think their change would benefit the community and how they can bring it to reality. *hen the students will present this to the class.

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&hildren need to learn that they can positively affect where they live. *hey need to understand what it means to be a part of a community and how they can work to change problems in their community. *his will result in future leaders in our state and country. P$e$e6( s te Kno5le%"e Students should understand what a community is. *hey should be able to compare and contrast the way their community is now with the change an% S! lls ,-. they would like to see. *hey should also be able to design and create an "ducreation on their i'ads. Key Te$ms an% 7o+a)(la$y 8 &ommunity ,-. 8 +olunteer 8 &ommon ,ood 8 Service Content an% St$ate" es 9o+(s'Re& e5 ,p$epa$es (eview with the students what their community is. Ask how they think they can effect their community, positively or negatively. Ask for specific st(%ents 4o$ t#e lesson. e#amples. *hen say- .!o you remember your ideas for change you ,1. thought of yesterday in class/ *oday we are going to e#pand on that.0

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.*oday we are going to see an e#ample of students making a change in their community that influenced it positively. 4ou will then get in groups and decide on a change you would like to present. 5y the end of class, you will make a presentation on the i'ads about why you want to see that change occur.0

Tea+#e$ Inp(t ,p$o& %es 5ecause the students have been talking about making changes in their t#e +ontent to st(%ents n communities all week, they need to see an e#ample of one. ,o to www.discoveryeduation.com and show the video .&hange in the a tea+#e$:% $e+te% &ommunity0 (this will only be available to teachers with a &6S 7ogin). manne$. ,3. After the video, e#plain the long process the students had to go through to create a skatepark for their community that anyone could come skate in. "#plain that they needed a detailed plan of how to make their change happen, a leader to present it to elected officials, and financial support to create the skatepark. *hough this all took time and effort, the students were eventually able to see their change happen. G( %e% P$a+t +e ,s+a44ol%e% p$a+t +e 5 t# t#e +ontent; #elps st(%ents ma!e sense o4 t#e +ontent p$o& %e% n Tea+#e$ Inp(t. ,3. )n previous classes, the students created a list of ideas of changes they would like to see in their communities. Ask the students to share some of their ideas. 8hen a student shares an idea, ask why they want that to change. *hen ask the class to suggest some things the students should think about when planning their change. *he answers should include- a leader to present the change, financial limitations, organization of people to help, etc. !o this with at least 9 students so the class can get used to :ustifying why and how they could create a change in their communities. Students should get in small groups of two or three and discuss their ideas to create change in their communities. *he peers should vote on which idea they want to present. $nce they have agreed on an idea, students should plan and design a presentation to share with the class. *he presentation should include why they want to see that change occur, and how they think it could be made possible. *he students; presentations will be made on the classroom i'ads using an app called "ducreations. *his app allows them to use te#t, pictures, and voice recordings to present their idea.

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Clos($e ,p$o& %es a 5$ap: Students will share and discuss their presentations. (p 4o$ t#e lesson. ,-.

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E&al(at on ,Ho5 5 ll yo( <ormativeassess st(%ents3 lea$n n" *he teacher should be continuously asking =uestions to check for so t#at yo( +an %ete$m ne students understanding. !uring the independent practice, the teacher 4 t#ey met t#e o)*e+t &e o4 should go around the room and discuss what the students are working on. 6ake sure they are thinking about #o5 they will make their idea t#e lesson<. ,1. possible. Summative,rade students; presentations on the following criteria8 *opic is relevant to their communities. 8 =#y they want to see that change occur is included. 8 Ho5 that change could occur is included with 1 9 ideas. Plans 4o$ In% & %(al D 44e$en+es ,% 44e$ent at ons nee%e% 4o$ st(%ents. ,-. !o more one on one work during the independent practice with students who are struggling to focus. )f you have a student who struggles significantly, pair them up with an independent learner who does not need much help staying on task. *his way the independent student could help guide the struggling student. <or early finishers, have them research on the i'ads recent changes that occurred in their communities and read about them. 8 8 8 8 8 S6A(*5oard +ideo on www.discoveryeducation.com i'ads "ducreation App )nternet Access

Mate$ als used in the lesson> Reso($+es used in developing the lesson ,-.

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