Direct Instruction Lesson Plan Template

Lesson Title: Why are you a good citizen?

Name: ___Andrea Myers___

READINESS
I. Goal(s)/Objective(s)/Standard(s)
A. Goal(s) Students will have a firm understanding of a good and bad citizen.
B. Objective(s)
-Students will identify the reasons they are a good citizen through a poem.
-Students will be able to correctly differentiate between good and bad citizenship.
-Students will be able to thoroughly describe why a scenario given to them is
good or bad citizenship.
C. Standard(s)
IN.3.2.5: Explain the importance of being a responsible citizen of your
community, the state, and the nation. Identify people in your community and state who
exhibit the characteristics of good citizenship.
3.RF.5: Orally read grade-level or higher texts smoothly and accurately, with
expression that connotes comprehension at the independent level.
Management:
Time: 60 minutes
Materials: Ordinary Marys Extraordinary Deed, Childrens books that include a
variety of poems, worksheets for the students to fill out for their poems and their
scenario, supplies for students to assemble their poems glue, scissors, markers,
etc.
Space: The students will be at their desks for most of the lesson. They can move to
different tables to read books that will help them.
Behavior: I will use a personal clip chart for each student. When they are displaying
good behaviors and working hard, I will have them clip up. When they are
displaying bad behaviors and are off task, I will have them clip down. I will have
rewards and consequences already in place.

II. Anticipatory Set (5 minutes)

I will read the book Ordinary Marys Extraordinary Deed by: Emily Pearson
This book is about a regular girl who does a good deed. Her good deed has a chain reaction that
affects many people. This shows students that one little deed that they do can change the
community or even the world. It shows them that by being a good citizen, they can make a
difference.

Direct Instruction Lesson Plan Template

III. Purpose: Today we are going to finish up our Good Citizen unit. We have talked a lot about
what a good citizen is and why people are good citizens. Today we are going to do some
activities where you will describe why someone is a good citizen. We are going to do this
because I want to make sure you know how to be a good citizen so that you can make a
difference in the community, or even the world.
INSTRUCTION (Direct)
IV. Lesson Presentation (15-20 minutes)
The first thing we are going to do is write a poem about why each of you is a good
citizen. I am going to hand out a worksheet to help you get started. Im going to have each of
you fill out this worksheet. Once you have finished, you will come to the back table where I am
sitting. I will hand you all of the supplies that you need to make your poem.
I will hand you a nice piece of paper to write your poem on, a blank piece of paper to
draw a picture to go with your poem, and a piece of construction paper to glue your
poem and picture onto.
At another table, I have set out some books that will give you some ideas about how to write
your poem. (I will set out the books: A Kick in the Head by Paul Janeczko, Please Bury me in the
Library by J. Patrick Lewis, Where the Sidewalk Ends by Shel Silverstein, Dark Emperor and
Other Poems of the Night by Joyce Sidman, and a couple others) You are free to get up and go to
the back table to look at these books once you have finished your worksheet and gotten your
supplies. On this table will also be a worksheet to help you if you get stuck. They are just
suggestions! You dont have to write it exactly that way; its just to help you get started or give
you ideas!
I am choosing not to give an example to the whole class because I do not want to colonize their
thinking and make them write it like my example. I want them to be creative and make their
poem in whatever way they would like. My only requirements are that they include a title, have
at least 5 sentences, and their poem must be about why they are a good citizen.
V. Guided Practice (10-15 minutes)
I Do: I will read a scenario of citizenship. I will model for students picking out what parts
of the scenario are good and bad citizenship and I will fill out a worksheet along with it that the
students can visually see on the board. Then I will write out why that part of the scenario is good
or bad citizenship. I will talk out my thought process to the students so they understand where
my writing is coming from.
We Do: I will read another scenario to the class about citizenship. I will have the students
help me fill out this worksheet. They will pick out the parts that are good and bad citizenship and
explain why for me to write down. They will also write this on their own worksheet that I will
give them. I will collect this worksheet before moving on.
You Do: The students will be given a scenario to read on their own. Then they will fill out
the same worksheet that we just did together, but for a different scenario. They will have to write
down what parts are good and bad citizenship and explain why thoroughly. (I will collect this for
a grade)

Direct Instruction Lesson Plan Template

VI. Closure: (10 minutes)

Students will come up and read their poem. For each poem read, I will pull a name out of
a cup and that student will have to say one thing they liked about the poem. Everyone will read
their poem.
VII. Independent Practice/Extending the Learning (5 minutes)
(I will do this the next day) I will lay all the poems out on a table. Each student will be
assigned a poem. The student must write one way that person is a good citizen from the poem
they are assigned are a card and hand it in.
VIII. Assessment
Formative: My formative assessment is the poem that students write about themselves,
and the worksheet we do together during the guided practice.
Summative: My summative assessment is the worksheet students fill out by themselves.
They have to identify good and bad citizenship and explain themselves thoroughly.
IX. Adaptations:
Remediation: If students have trouble with the worksheet we do together, I will have
them do another worksheet with me before they do one on their own.
Enrichment: This does not apply to this lesson.
ESL: These students will be allowed to write their poem in their native language.
Other: If a student had a disability, I could read their scenario to them but have them
identify the good and bad citizenship themselves. I would also help these students write their
poem. I would pull them back to a table with me to write their poem.
X. Technology Inclusion:
This is no technology included for this lesson.
EVALUATION
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. Add other questions that relate directly to some specific aspect of the lesson.
(I have not taught this lesson yet)