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 describe why a scenario given to them is good or bad
citizenship.
-The student will use adjectives correctly in their poem to describe themselves.
-The student will use proper sentence structure such as periods, commas, and
capital letters in their poem correctly.
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

Direct Instruction Lesson Plan Template

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.
Before reading the story I will ask the students:
Who has seen a good citizen in the community? What did they do? What other kinds of
things do good citizens do in the community?
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. Who can remind us what a poem is? Who can remind us what a good citizen is? 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, and 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.
For my ELL student and lower ability students, I will include another book or two of poem
examples that is a little more simple and easier to understand and read. Their worksheet will also
be modified to guide them more. Students will also be given a word bank depending on their
level of reading writing skills.
V.

Guided Practice (10-15 minutes)

Direct Instruction Lesson Plan Template

Background Knowledge: Ask the students questions such as: who has seen an example of
good citizenship in school? How about bad citizenship? What happened? This will get them
thinking about what citizenship looks like in school before reading the scenario.
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. 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 cut up the pieces
of the story and together we will decide if they are good or bad. I will glue that piece of the story
under good or bad on my paper. They will pick out the parts that are good and bad citizenship
and explain why for me to write down. I will write this down in the why section of my paper.
You Do: The students will be given a scenario to read on their own. Then they will cut up
their pieces of the story and glue it under good or bad. Afterwards they will have to pick one
example of good and bad citizenship and explain why. This will help students develop their
CALP language by explaining their reasoning. Students will be allowed to work together in
groups of 2 or 3 but they will each have to do their own paper (This will allow students to
practice BICS).
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. I will pair students together so that each student is able to easily read the other
students poem. The student must write one way that person is a good citizen from the poem they
are assigned on a card and hand it in.
VIII. Assessment
Formative: My formative assessment is the scenario where students must sort the good
and bad citizenship examples in the story.
Summative: My summative assessment is the poem that students will write telling why
they are a good citizenship. They will have to use traits they have and actions they have
done to thoroughly explain this.
Remediation: If students have trouble writing their poem I will allow them to come to
the back table and work with me.
Enrichment: This does not apply to this lesson.
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.

Direct Instruction Lesson Plan Template

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)