Direct Instruction Lesson Plan Template

Lesson Title: What is a good citizen?

Name: _Andrea Myers_
READINESS
I. Goal(s)/Objective(s)/Standard(s)
A. Goal(s)
Students will know what a responsible citizen is and why it is important to be a good
citizen.
B. Objective(s)
Students will be able to correctly identify and describe characteristics of a good
citizen.
C. Standard(s)
NCSS.10: Civic Ideals and Practices
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.
Skill Standard: Critical Thinking: Explore Information: Conduct interviews of individuals
in the community
Management:
Time: 45-55 minutes
Materials: Worksheet for students to fill out during skits, skits with students parts
highlighted, poster for graphic organizer, worksheet for homework
Space: Students will move from the carpet area after discussion with their group,
then they will be at their desks when the skits are performed.
Behavior: I am going to explain to the students: Today during my lesson, we are
going to have a competition. Students will get points by listening, doing what
youre supposed to be doing, participating, and displaying good behavior. I will get
points when the students are not listening, are too loud, are not doing what they are
supposed to, and displaying bad behavior. At the end of my lesson, if the students
have more points than the teacher then they will receive 5 extra minutes of recess
or free time in the classroom (with clearance from Mrs. James)
II. Anticipatory Set (8 minutes)
The students and I will gather on the carpet in the circle.
When I taught my last lesson, we talked about how the characters in the book Back of the
Bus were treated and about treating people fairly. Who can remember one way a character in
the book was treated unfairly? (take couple responses) I am going to read you a short story and I
want you to listen very carefully because afterwards, I want you to answer a couple questions.
Remember, if you participate and answer questions you can get a point.

Direct Instruction Lesson Plan Template

Once upon a time, in the land of Pleasantville, there was a girl named Sally. Sally was in fifth
grade at Pleasantville elementary. Sally was very involved in the community of Pleasantville.
She loved the outdoors, so she was always volunteering at the local park. There she would clean
up trash, plant flowers, and enjoy the nature. Sally also loved people. She was nice to everyone.
She asked everyone about their day and was always very happy. She helped her neighbor, Mr.
Jenkins, every day. He was very old and couldnt do much anymore. Sally was always there to
help him take out his trash, clean up his yard, and anything else he asked. And she never
complained because she enjoyed helping him. Sally wanted to make Pleasantville a better place.
So she was always volunteering for fundraisers too. There were fundraisers for a new road, for
the homeless, for a family that needed help, and for new school supplies for the children.
Pleasantville was very lucky to have Sally in their town because she is such a great person.
What do we know about Sally?
What characteristics (or adjectives) do you think describe Sally?
Good choices made by Sally made her have good qualities as a person.
Do you think people with good qualities can make our community a better place?
III. Purpose:
Today we are going to learn what a good citizen is. This is important to know because when we
are a good citizen, we make the community a better place to live in, just like Sally. So if we want
to make Riverview a better place to go to school, then we need to know how to be good citizens.
INSTRUCTION (Direct)
IV. Lesson Presentation (10-15 minutes)
Together the students and I will make a graphic organizer of what a good citizen is. I will take
responses from the students and guide them in discussion.
*Use student responses but also make sure to teach them some from the list.
Being a good citizen can mean a lot of different things. Together we are going to make a chart
of what a good citizen is. What Id like everyone to do is think of one characteristic, or adjective,
that they think describes a good citizen. Think back to the story I just read if you have trouble.
When you think of one, I want you to put your thumb up. (Take Responses from the class and
write on chart) Now what are some things that a good citizen would do? (Take responses and
write on chart) Now what are things that a good citizen would never do? (Take responses and
write on chart)
Read everything we wrote on chart and summarize.
Examples of how to be a good citizen:
Help others (the elderly, friends, family)
Be honest
Help the Earth
Be Nice (taking turns, not saying mean things)
Dont be a bully

Direct Instruction Lesson Plan Template

Be responsible (following directions)/Work hard

Respect others
Treat everyone equally
Dont litter
Students will be given instructions before they go back to their seats. They will stand behind
their seat. We will play a game similar to Simon Says. For example, I will say clap twice if you
think picking up litter is an example of a good citizen.
*I will use both examples of good citizens and bad citizens. I will also use examples that are
wrong to make them think about the answer. I will incorporate different movements for each
example. (Clapping, Snapping, Jumping, Spinning, Sitting, Walking, Jog in Place)
*Make sure to give examples of actions that citizens do as well as characteristics (honesty)*
Now we are going to play a game to test what youve learned about a good citizen. Heres how
you play. Everyone will be standing. I will give you an example like: clap twice if think picking
up litter is a good citizen. You will do the movement if you think its true. You will not do the
movement if you think its false. Lets try one together. I want everyone to go stand behind their
desk. Hop once if you think lying describes a bad citizen.
1.
2.
3.
4.
5.
6.
7.

Jump twice if being nice to people is a good citizen.

Spin around one time if a bully is a bad citizen.
Snap three times if telling the truth is a bad citizen.
Jog in place if following the rules is being a good citizen.
Clap once if littering describes a good citizen.
Clap twice if respecting others describes a bad citizen.
Clap three times if helping someone describes a good citizen.

Check for Understanding: I will also call on students randomly throughout and ask them why
(example: why does picking up litter make someone a good citizen?)
V. Guided Practice (20-25 minutes)
Give instructions first!
What we are going to do next is a fun activity. Im going to give you all the directions first, then
give you an example, and then we will break up into groups and do it! There are five groups.
Each group is going to do a skit. If you dont know, a skit is just like a play where everyone has a
part but it is much shorter. In your group each of you is already assigned a role and your part is
highlighted. You need to read and act out the skit to practice. After we practice, we are going to
perform our skits for everyone because each group has a different skit. For each skit, you will
decide on your paper that I will give you if the skit was an example of a good or bad citizen. I
will be collecting this. We will have 5 minutes to practice your skit with your group, then we will
perform them. I need two volunteers to help me give an example.
*5 minutes will be given for practice, each group will have an assigned spot*

Direct Instruction Lesson Plan Template

I will circulate to each group during practice to make sure each group understands their skit and
what to do
*Each skit should take approximately 3-4 minutes*
Groups:
#2: Joedon, Shan, Cadence, Ryan, Lillia
#3: Joseph, Nick, Stella, Aiden, Ella
#1: Dalynn, Ericka, Carter, Micheal
#5: Jakob, Jaxon, Shontrele, Kady
#4: Maliki, Alandra, Molley, Jordan, Colton
Worksheet:
Name:

Good

or

Bad?

Group 1
Group 2
Group 3
Group 4
Group 5
*Collect Papers from students and they will go back to their seats
VI. Closure: (3 minutes)
I want you to turn to a neighbor and tell them your definition in your own words of a good
citizen.
I will call on a couple students to share their answers.
Reteach: If students have not grasped the content. I will reteach here. I will take volunteers to
perform one of the five skits from the stations. After they are done, I will walk the students
through the skit step by step explaining how their actions reflected a good citizen or bad citizen.
VII. Independent Practice/Extending the Learning (2 minutes)
Now I am going to give you some homework that will be due on Friday. Each of you will be
given a paper to fill out. You will write your own definition of a good citizen is and why you think
you are a good citizen.
*Say here who won the point management system*
VIII. Assessment
Formative: Answers during the circle discussion will let me know what students already
know about good citizenship. The movement activity can show me when a student makes
a mistake on a good or bad citizen. Answers during the closure will let me know if
students have grasped the concept.

Direct Instruction Lesson Plan Template

Summative: Each student will fill out a worksheet during the skits, which will tell me if
they know the difference between a good and bad citizen. The homework that students
fill out will let me know what they think the definition of a good citizen is and whether
they have grasped this concept.
IX. Adaptations:
Special Needs Students (There are about four students being tested for special
education at the moment) These students will be given a part in the skit that is short and
easy to read for them.
Remediation At the end of guided practice, if as a class they have not grasped the
objective, I will walk them through one of the skits and explain exactly how it described
a good or bad citizen. If there are certain students who do not grasp the objective after
that then I pull them back to a table with me and I will give them more direct instruction
and we will fill out a chart together. (Good citizens are, do, say)
ESL I do not have any of these students.
X. Technology Inclusion
Technology will not be incorporated into this lesson.
EVALUATION
Self-Answer Questions
1.How many students achieved the objective? For those that did not, why not?
I thought that all of the students mastered the objective. There were a couple that needed
extra help, but everyone understood what the characteristics of a good citizen were.
2. What were my strengths and weaknesses?
The skits that I had students do went remarkably well! The students enjoyed them a lot,
and understood that each scenario depicted a good or bad citizen. The students also loved the
kinesthetic aspect of the lesson. Some students got confused about my kinesthetic activity
because I told them it was similar to Simon says. They thought it was exactly like Simon says.
There was only one skit that the students didnt understand. The way the group acted it out was a
little confusing. I ended up explaining the last skit.
3. How should I alter this lesson?
The only thing I would alter about this lesson is the kinesthetic activity. I would change it
so that it was not like Simon says and would be less confusing for students.
4. How would I pace it differently?
I dont think that I would pace it differently. I thought the pacing went very well with
what the students were doing.
5. Were all students actively participating? If not, why not?
All the students were participating during the skits. They all were given a part so
everyone had to participate in the skit. During the discussion circle, not all the students were
participating. They all were listening attentively, but not all students were suggesting answers.
6. What adjustments did I make to reach varied learning styles and ability levels?
I gave students with a lower ability level an easier part to read during the skit. I also gave
the higher ability students more lines in the skit. I tried to have an array of high and low ability
students in each group.
7.Were all the students participating and reading their part during the skits?

Direct Instruction Lesson Plan Template

Yes, they were all reading their parts. Some were more into the skit than others. But it
went well. They enjoyed it.
8.How else could I present the lesson content to students?
I think a matching activity for characteristics of good and bad citizens also could have
been a great way to teach the content.
9.Did everyone in their groups get along? How else could I have grouped students?
Yes, there were no conflicts thankfully. I intentionally grouped students so there would be
no conflicts.
10. What could I implement to motivate students towards good behavior?
I like the idea of giving the students something to work towards. I wish I would have
started a marble jar and put marbles in it whenever I saw good behavior and taken marbles away
when I saw bad behavior. I would have started it as soon as I started practicum at Riverview.