DIRECT INSTRUCTION LESSON PLAN GUIDE AND TEMPLATE
Name: Elizabeth McDowell
Lesson #: 1 Lesson Title: Riot versus a Protest
Grade Level/Subject: 5th grade Social Studies
NCES/CCSS Standard and
Objective (1)
Revised Blooms level of
thinking/type of knowledge
(1)
Behavioral Objective (2)
Objective Rationale (1)
Prerequisite Knowledge and
Skills (1)
Key Terms and Vocabulary
(1)
Content and Strategies
Focus/Review (prepares
students for the lesson)(2)
Objective as stated for
students (helps students set
their own goals for the lesson)
(1)
Teacher Input (provides the
content to students in a
teacher-directed manner)(3)
Topic: Riots vs. Protests
5.C&G.2 Analyze life in a democratic republic through the rights
and responsibilities of citizens.
Understanding the differences between the two ways to express
your opinion
Given an anticipation guide, students will independently and with
partners (during focus/review) fill out the guide about the
differences between a riot and a protest with 11 out of 14 points
for mastery.
Students have prior knowledge on what a protest looks like and
have a skewed vision of the reality of protests. Most of their
information comes from bias sources
Martin Luther King Jr.
Opinions on protesting
Riots
Peaceful Protests
Violence
Citizen
Petition
Voting
Instructional
Strategies
Tell the students to fill out their anticipation guides Activating prior
with the help of their partner. knowledge
Ask the following questions to the class? (if needed)
What do you already know about riots and protests? Is
there a difference?
Is it against the law to have a protest?
When is it against the law for a protest to happen?
Do you know of any protests in history?
Today we will create our own definitions to tell the difference between a
riot and a protest.
Show a picture of a peaceful protest? This Creating visuals
picture of the
What can you see from this image? differences
These people are protesting for something they between the two
do not agree with. It is their right as citizens of
the United States to state their opinion.
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Guided Practice (scaffolded
practice with the content;
helps students make sense of
the content provided in
Teacher Input)(3)
Independent Practice
(application activities to help
students use and demonstrate
what they have learned)(2)
Closure (provides a wrap-up
for the lesson)(1)
Evaluation (How will you
assess students learning so
that you can determine if they
met the objective of the
lesson?)(2)
Plans for Individual
Differences (differentiations
needed for students) (1)
Materials used in the lesson;
Resources used in developing
However, when violence is added into the
scenario the situation turns into a riot and
becomes illegal.
Here is a picture of a riot- as you can see no one
wants to be in a scenario like that. Change can
still be made with a peaceful protest.
Would you like your city to turn into this?
VIOLENCE is NEVER the answer!
Would you want your home to look like this?
What are some things we could do before
taking actions on protest?
1. Vote!
2. Call your officials
3. Write a petition
4. Then begin a PEACEFUL Protest-never
do you add violence to this- that is
illegal!!
Students will fill out the anticipation guide in Highlighting the
their groups. The goal is to fill in the Venn- differences
diagram.
After 5 minutes, students will share their ideas
as I write them on the board.
What are some similarities? What is different
between the two
Students will fill out the after section of the anticipation guide and are
now expected to have the correct answers. On the back of your paper, I
would like you to apply your knowledge of protests to reflect on the
following questions:
What is something you feel like you would protest about?
What are some ways that you would get your voice heard?
Would anyone like to share their reflections?
Formative:
Through observations and questioning (guided practice)
Summative
Students are expected to turn in their anticipation guides for credit.
They will receive one point for completing their before activity
They will receive seven points for 3 facts on each side of the venn-
diagram and 1 for the similar
They will receive four points for each after question
This is a total of 14 points and are expected to get 11 out of 14
points for mastery
I will provide hand-outs for every student
I will read and write everything for the students to visually see
Need anticipation guides for each student
Pictures of riot and protests
Revised for spring, 2012
the lesson (1)
21st Century Skills (must be Collaboration with others about current events
in three lessons) Leadership and Responsibility about being a citizen
Global Awareness (must be in Understanding that riots are around us, and that they are illegal.
two lessons) That you shouldnt participate in them; and there are ways to get
your voice heard without participating in riots.
Culturally Responsive Learning about non-violence and ways that people in Black
Teaching (must be in three History have incorporated to this philosophy
lessons)
Overall alignment in the lesson (2):
Per their literacy teacher, students have shown interest in protesting and riots. However, many of the students
have come in with inaccurate opinions from outside sources. My goal is to give them the correct definitions
and to see that it is possible to get your opinion out without creating violence. A protest is the right a US
citizen if it is done in a peaceful manner; and that is my goal of the lesson and a direct alignment to the North
Carolina essential standards.

Add any instructional materials needed for the lesson here (worksheets, assessments, PowerPoints,
slides from SmartBoard programs, etc.) (2)

Revised for spring, 2012

Revised for spring, 2012
Revised for spring, 2012