Direct Instruction Lesson Plan Template

Name: Kaitlyn Forte Central Focus/Big Idea of the

Lesson:
Grade Level/Subject: Grade 4 Social Studies
Democratic governments
exist to serve the people.
Essential Standard/Common Core Objective:
4.C&G.2 Analyze the North Carolina Constitution.
4.C&G.2.1 Analyze the preamble and articles of the
North Carolina Constitution in terms of rights and
responsibilities. Date taught: March 16, 2017
4.C&G.2.2 Give examples of rights and
responsibilities of citizens according to North
Carolina Constitution.

Daily Lesson Objective: Students will be able to analyze primary source

documents to identify the rights and responsibilities of North Carolina citizens.
21 Century Skills: (Go to this link for more info
st
Academic Language
about these skills: Demand (Language Function
Creativity and Vocabulary):
Collaboration
Critical thinking Language Function: Analyze
Communication
Vocabulary: Rights,
responsibilities, constitution

Syntax: Summary
worksheet, exit ticket,
poster

Discourse: Large group

discussion, turn and talk
Prior Knowledge: Students should know what the constitution is. They should also
know that North Carolina has had three constitutions, the last one being written in
1971.

Activity Description of Activities and Setting Time

1. Focus and Begin the lesson with an inquiry turn and talk about 5
Review these questions: minutes

What is a constitution? Why is the constitution

important?

It is a written statement outlining the basic laws or

principles by which a country or organization is
governed. A constitution sets the direction and rules
 for a government to follow, such as the rights of
citizens.

2. Statement of Today you will analyze primary source documents to

Objective identify the rights and responsibilities of citizens as 1 min
for Student they are expressed in the North Carolina Constitution.
Today you are going to examine the NC preamble and
constitution which is a primary document in order to
inquire about: The rights and responsibilities of a
citizen. What is a right? What is a responsibility?

The teacher will go over the PowerPoint to discuss

what the class will be doing. The teacher will
demonstrate how to analyze a section from article 1
of the constitution using an example.

Sec. 11. Property qualifications.

As political rights and privileges are not dependent 10

3. Teacher Input
upon or modified by property, no property minutes
qualification shall affect the right to vote or hold
office.

What does this section mean?

This section is saying that it is a political right
that a person does not have to own property
in order to vote or hold office.
Is this a right or responsibility?
This is a right, but voting is a right and a
responsibility.

Students will analyze the NC constitution in groups

4. Guided of three. Each group will be given a worksheet with 15
Practice certain sections they will have to summarize or give minutes
an example of.
Students will create a poster of either one of the
5. Independent rights they just analyzed or a responsibility every 30
Practice citizen has. For students who finish early they can minutes
illustrate their posters
Formative assessment: Summary worksheets and their
posters
6. Assessment
The teacher will have a couple of groups present their
Methods of
10 minutes
all
posters to the class. The teacher will collect all posters
objectives/skills:
and worksheets to check for completeness and accuracy.
Students will have reached mastery if they answer 4 out of 5
questions on their worksheet correctly.
7. Closure North Carolinians are guaranteed rights through 5
articles in the state constitution, which was minutes
 modeled after the United States Constitution. The
constitution protects our civil, political and religious
liberties according to the preamble.

Exit Ticket: On an index cards, students will write

down something new they learned today and a
question they still have.
The students worked in groups to fill out their worksheets.
8. Assessment Overall, about 25 percent of the students reached a level of
Results of mastery according to my criteria. The students were able to
all summarize the sections of the constitution that I provided
objectives/skills: them but lots of groups did not finish their worksheets. The
only other mistake I noticed was students not being able to
explain the preamble correctly.
Targeted Students Student/Small Group
Modifications/Accommodations: Modifications/Accommodations:
Groups will be assigned so those who
English Language Learners: Use of visuals need accommodations will be
on the PPT, provide support with a grouped with others who can assist.
Spanish-English dictionary or partnered
support, teacher will also check on ELL Early finishers - Illustrate their
students to make sure they understand posters; correlation of rights to
the directions responsibilities

Use of an abbreviated version of NC

Constitution

Materials/Technology:
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/SmartBoard slides, etc.) needed to
implement the lesson at the end of the lesson plan.)
Worksheets
NC constitution
PowerPoint slides
Markers/crayons
Poster paper
Index cards

References: http://create-a-state.weebly.com/citizens-rights-and-
responsibilities.html
http://www.ncpublicschools.org/docs/curriculum/socialstudies/scos/unpacking/4th.
pdf
http://www.ncleg.net/Legislation/constitution/ncconstitution.html