Mary Batalis November 10th, 2013 DIRECT INSTRUCTION LESSON PLAN FORMAT Grade Level/Subject: 3rd grade Social
Studies Topic: Citizenship
Rationale: Students will learn about the responsibilities that citizens have in our society in order to grow up to be great citizens. Students need to understand what responsibilities they will have in their future and why they are important and necessary. Common Core/Essential Standards Reference: 3.C & G.2. Understand how citizens participate in their communities. 3.C & G.2.1. Exemplify how citizens contribute politically, socially and economically to their community. Behavioral Objective: Students will be able to define various vocabulary terms from chapter two and will be able to answer the following question: Why is it important for citizens to meet their civic responsibilities? Prerequisite Knowledge and Skills: Students will need to have an idea of what the government is. Students will also need to know what a citizen is a well. Key Terms/Vocabulary: government, ballot, candidate, jury, public servant, appoint. Materials/Resources: Brochure, 1 for each student Harcourt Social Studies textbook, chapter two Markers Social Studies journals Content and Strategies Focus/Review: The teacher will review vocabulary from lesson one. The teacher will begin lesson two by asking students what responsibilities they have at home and have in their home. Students will give examples of responsibilities and write them on the board. The teacher will then relate the students responsibilities to the responsibilities that adults have as United States citizens. Objective (as stated for students): Students will be able to know all of the vocabulary in the chapter and they will be able to understand what responsibilities citizens have in the United States. Students will be able to answer questions about citizenship and be able to discuss why it is important that citizens have civic responsibilities.
Teacher Input: Today we will be talking about citizenship and the civic duties that United States citizens are held to everyday. The teacher will be begin by reading through chapter two to the students. As the teacher reads through the chapter she will write down the vocabulary words on the board behind her. The teacher reads through the entire chapter, stopping to make points to the students about certain ideas in the chapter and relating them to their lives for better understanding. The teacher will then explain what activity they will be doing today. Guided Practice: While handing out previously cut flip charts, the teacher will explain to the students that they will use the vocabulary terms from the chapter to fill out their flip charts. In the flip charts they will write down all of the vocabulary terms on the outside flaps and on the inside they will write the definition and on the opposite flap they will draw a picture of the word. The students are allowed to use their textbooks to write down the definitions and are encouraged to read around the definition to embed the definition in their mind. Independent Practice: The teacher will collect their flipcharts and write down the discussion questions up on the board with the corresponding page numbers. The students will be instructed to take out their social studies journals and use their textbooks to answer the discussion questions from the chapter. The students will be instructed to work independently and silently, using the information that they were taught by their teacher as well as their textbooks. The discussion questions from the chapter test whether or not the students have comprehended the lesson plan thus far. Closure: The teacher will then bring the class back all together for a closure discussion. The teacher will relate the chapter back to what they first talked about which was what responsibilities they have at home and at school. The teacher will pose the question, Do you think it is important for you to follow these rules your parents set and the responsibilities and chores you have? Why or Why not? The teacher will allow for students to raise their hand and respond the question. Before wrapping up the lesson completely, students will be asked to answer the following question in their social studies journals, Why is it important for citizens to meet their civic responsibilities? Evaluation: The teacher will collect their social studies journals as well as review their flipcharts. The teacher will check to make sure that each student answered every discussion question, most importantly, in his or her own words. The teacher will check to see that the students understood the vocabulary as well by reviewing their flip charts. Plans for Individual Differences: For Struggling Students: These students will be allowed to work together on their flip charts and they will be asked to draw a picture of the vocabulary word rather than put it in a sentence. For students who learn quickly: These students are asked to put the vocabulary word in a sentence rather than draw a picture of each one. ELL Students: partner this student up with another student who will be able to translate to them the instructions the teacher has given as well as discussion from other peers.
