Lesson Plans

Ashley Gorecki
1/2017
EDU 512 DIRECT INSTRUCTION LESSON PLAN RUBRIC
Behavioral Model - 100 Points

This rubric will be used to assess Direct Instruction lesson plans.

United States of Americas Constitution
Shared Powers of All Sections of Government
Lesson One/ Importance
Clarity and ease of locating each lesson component is expected. Please download this form and fill it in
for your lesson. Keep the headings and numbers for all sections as they are on this form.

1. MATERIALS/PREPLANNING (5 points)

Materials - List all of the materials you will need for teaching this lesson.
-Computer
-Paper
-pencil/ writing tools
Vocabulary - List key vocabulary terms needed for this lesson
-Cabinet
-Veto
-Legislator/Representative
-Federal
-Candidate
-Bill
-Amendment
-Judicial
-Legislative & Executive
-The Senate
- House of Representatives
Literature - List supporting literature or reading materials

-Shh! Were writing the Constitution by Jean Fritz

2. OBJECTIVE (10 points) The social studies objective will state the learning that the students will attain
by the end of the lesson. Fill in the following objective for your grade level and unit topic.

After the lesson on the importance of the U.S Constitution, students in grade four will list ten facts
with an 80% accuracy.

1. Discuss what the U.S. Constitution is and why it is important (i.e., a written document that defines
the structure and purpose of the U.S. government and describes the shared powers of federal, state, and
local governments).

The Objective should be one complete sentence with the ABCD Components.
State the objective in behavioral terms, as follows:
A=Audience, students in grade four
B=Behavior, list ten facts
C=Conditions, After the lesson on the importance of the U.S Constitution
D=Degree of accuracy needed to achieve the objective. an 80% accuracy.
State the cognitive taxonomy level (Blooms )
Understanding
Analyzing
Applying

List the standards met by this objective. Highlight in color the specific words in the standard that you
are addressing.
Social Studies Standard 4.5 Students understand the structures, functions, and powers of the local, state, and
federal governments as described in the U.S. Constitution.
4.5.1 Discuss what the U.S. Constitution is and why it is important (i.e., a written document that defines
the structure and purpose of the U.S. government and describes the shared powers of federal, state, and local
governments).

CCSS ELA Standard

CCSS.ELA-LITERACY.RL.4.9
 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of
events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
CCSS.ELA-LITERACY.RL.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
from the text.

CCSS ELD Standard

W.3.45; SL.3.1, 6; L.3.1, 3, 6

Adapting language choices to various contexts (based on task, purpose, audience, and text type)

CCSS.ELA-LITERACY.W.4.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

10. W.1.13, 5-8; L.1.12, 6

Write longer literary texts (e.g., a story) and informational texts (e.g., an informative text on the life cycle of
insects) collaboratively with an adult (e.g., joint construction), with peers, and independently.

College and Career Readiness Anchor Standard CCSS

CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.

edTPA Central Focus: Comprehension or Composition (see Making good Choices p. 30-32 and handout provided in
class.)

Lesson will be Composition since students will be gathering and organizing information for writing in regards to 10 facts about the
importance of the U.S. Constitution. Correct terminology, punctuation and grammar while discussing and listing facts are also
essential.

Language Demand Statement: edTPA p. 61

Students will use specific academic language (vocabulary, functions, discourse, syntax) while writing their 10 facts in order to
participate in a learning task that demonstrates their disciplinary understanding.

Language Function Statement: edTPA p. 61

The content and language in this lesson will focus on the learning task of the importance of the U.S. Constitution represented by the
active vocabulary used. Therefore, students will identify main ideas and details. In addition, they will be comparing various ideas
with others.

3. ASSESSMENT STRATEGY (10 points)

The key question to ask: Can this objective be assessed and what will the student be able to think,
say, or do when the objective is accomplished? Yes, the objective is as followed, after the lesson on the
importance of the U.S Constitution, students in grade four will list ten facts with an 80% accuracy. The students will
be assessed based on the 10 facts they list which will reflect the knowledge they accumulate after the lesson.
Describe clearly how you would assess student performance in this lesson.
I would assess the students based on the accuracy of the facts they listed on their assessment list form. I would
also look at their homework writing journal and evaluate their academic language and knowledge of the subject
matter.
Label your method of assessment as authentic, formal, or informal and the type of assessment tool
used.
A multitude of assessments would take place in the overall lesson. Informal assessments will occur while filling out
the KWL chart as a whole class. Here I can make not of which students have an overall idea about the U.S
Constitution. Moreover, a formal assessment will take place in class when students write the 10 facts they have
learned about the U.S. Constitution. Last, the students homework assignment of writing in their writing journal or
creating a powerpoint assignment based on the topic will allow me to assess the student's general knowledge of the
 subject as they work on their own, which their choice of references.
Clearly state where/how this assessment will be kept (portfolio, grade book)
This assessment will be kept in the student's end of the grade portfolio that has been accumulating over the school
year.
Include a copy of the rubric, checklist, or other tool that will be used to assess each objective.

Proficient (5 pts.) Basic (3pts.) Below Basic (1pt.)

Student illustrated 1 fact.
Student wrote 9-10 facts
in complete sentences.
Student wrote strong and
descriptive sentences.
Student illustrated 1 fact. Student illustrated 1 fact.
Student wrote 6-8 facts in Student wrote less than 5
complete sentences. facts in complete
Student wrote sentences sentences.
with some description. Student wrote very vague
sentences with no
description.

4. LESSON OPENING/PURPOSE (5 points)

Purpose: Clearly state how this lesson will benefit students. The purpose statement lets students
know WHY you are spending time with this lesson.
State the purpose of the objective to students in a way that students will know what they will learn
and WHY it is important.
This lesson will teach students the importance of our countries foundations and how they paved the way for the
government we have in todays age. With this new knowledge students will be able to have a general
understanding of laws and government officials. See SS book pg. 80 Decision Making

Mention the types of students you have in your class. (ELL, IEP, GATE, etc.)
This class has a mixture of gate students, el students and two with an IEP.

5. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set (5 points)

School House Rocks Video to open the idea to this group of students

https://www.youtube.com/watch?v=pIKhRERqPS4

Whole class smartboard game

http://teacher.scholastic.com/scholasticnews/indepth/constitution_day/constitution.asp
 Describe what you will do to increase motivation for learning. Begin by doing something to get the
students interest hooked into what you are about to teach. Ask leading questions.
KWL Chart
What do we know about the Constitution ?

Know Want To Know Learned

Ideas: Describe related activities or experiences they have had before. Remind them of previous
learning that relates new leaning to prior knowledge.
Presidents week, Election, Inauguration day
Whole class discussion pertaining to the changes that come with a new president.
Ideas: Use artifacts, hands-on activities, photographs, costumes, hats, sounds, music, videos, books,
etc.

Book: Shh! Were writing the Constitution by Jean Fritz

Photograph of the constitution (below)
Schoolhouse Rock video about constitution. (link above)
Smart Board interactive constitution game. (link above)

Provide Rationale for why you selected this strategy and link to this particular group of students.
Due to the maturing age of this group of students I choose to add more technological aspects to this lesson. The School
House Rock video allows a fun and catchy song to play for the students while the smartboard interactive game allows
 critical thinking skills to be implemented through technology. Moreover, I also added additional assignments such as
listing the 10 facts about the importance of the constitution in the lesson. The student will perform their writing
assessment on the topics covered. Last, the students will have an option regarding their homework. The student can
either make a powerpoint of a minimum of 5 slides demonstrating the importance of the constitution both then and now,
or they can write about this topic in their writing folder. Students that are completed early have the opportunity to gain
extra credit towards their final project by completing the We The Student handout. Students that need additional help
will be taken to small groups to review the lessons literature.

LESSON BODY: POST STANDARDS, RESTATE OBJECTIVE IN STUDENT TERMS, CHECK BACKGROUND
KNOWLEDGE, PROVIDE INSTRUCTIONAL INPUT, MODELING, CHECKING FOR UNDERSTANDING, AND
GUIDED PRACTICE

See SS book pg. 80 Decision Making

POST STANDARDS
Post Standards in front of room where students can easily see them. (see powerpoint slides)
Draw student attention to standards.(see powerpoint slides)

RESTATE OBJECTIVE IN STUDENT TERMS

After the lesson on the U.S. Constitution, you (students) will list ten facts about the importance of
the U.S. Constitution with accuracy (both orally and in writing) of 80%.

CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledge

Provide a rationale for why it is important to check for background knowledge. Link to your specific
class/group of students and their learning needs and styles.

Providing prior knowledge will help students activate their background knowledge that is related to the
new information they will be learning about. Because of this, background knowledge will allow students to
think about and organize previous knowledge they have gained from previous experiences. Furthermore,
this strategy invites students to use self-efficacy and participate throughout the lesson. Students who have
personal background knowledge on the topic will have the opportunity to share their experience with their
peers. For this reason, their peers may be able to relate or focus on the experiences that are being shared
and help ELL or IEP students become more comfortable with their classmates. Most importantly, this may
allow them to participate in a discussion with their classmates. Overall, the class will benefit from this
lesson since they will practice their reading, writing, and critical thinking skills.

Ask the students to brainstorm what they already know about the Constitution. Place this information in
the K (or What We Know) column of the chart. Have them think about what they saw in the video to help them
get started if needed.
Ask the students what they would like to learn about in regards to the Constitution. Write these in the W
(What We Want to Learn) column.
Save the chart to be used at the end of the unit to when the students will report on what they have learned
in order to complete the L column.
Use KWL Chart from 50 Literacy Strategies (Tompkins)

Provide rationale for progress monitoring strategies you will use during each step of this activity. Explain
your strategy for calling upon students in an equitable manner.

Progress monitoring will occur throughout the lesson by observing students responses and behaviors throughout the
lesson. In order to ensure that they are on task, I will monitor their understanding of the task from beginning to end by
watching who is fully engaged and who is distracted. I will make sure to add additional help to those who are having a
hard time following along and call on those who wish to share. Most importantly, I will use the concept Think-Write-Pair-
Share or Think-Pair-Share where all students will have the opportunity to participate in a discussion and share with the
entire class. As a result, this will allow students to work together and teach one another important information when it
comes to The U.S. Constitution.

K (What we know) W (What we want to learn) L (What we learned)

It was written a long time ago. What year was it written? 1787
George Washington helped write it. Who else helped write it? Thomas Jefferson
James Madison
Benjamin Franklin

INPUT: Provide Comprehensible Input SDAIE-Modify use of text, use of technology

Visual: The students have a power point presentation to walk through the lesson.

Aural: School House Rock Video

Verbal: I will provide direct instruction with a lot of verbal direction.

Social: Students will do a think pair share as well as a KWL chart.

Provide a rationale for your selection of a strategy for providing comprehensible input for this lesson for
this particular group of students/class.

Direct instruction and a visual presentation allows students to become familiar with the lesson that is being taught. For
example, through direct instruction I have the opportunity to introduce the topic that is being taught in class readings. In
addition, showing a video and introducing a slide show, interactive online game and visual components will help students
become fully engaged with the new content they are learning. Because of this, the class will have the opportunity to
learn about the importance of the U.S. Constitution. The 10 facts we learn in class will also have accompanying images
on the PowerPoint presentation for visual learning and include the vocabulary words we are studying.

Explain how your strategy incorporates EL students background.

By presenting these teaching strategies to the class, EL students will have the opportunity to gain learning since visuals
will help them understand the important topic we are studying. In addition, it allows them to also use background
knowledge from their own previous experiences from the country they live in. The visual presentation will introduce the
important facts that these students can also acquire and apply to their KWL charts while working with other peers. This
gives them the opportunity to organize ideas and learn new English vocabulary words that may influence their future
learning.

(Ideasselect several of these or add your own ideas.)

Go over vocabulary words which will be in the reading. List the key vocabulary words
-Cabinet
-Veto
-Legislator/Representative
-Federal
-Candidate
-Bill
-Amendment
-Judicial
-Legislative & Executive
-The Senate
- House of Representatives
Read page or view video clip (provide sources for getting the ten facts) Source Title:
Shh! Were writing the Constitution
Read sections from the book entitled: Page.8 13 States
o Page.14 Federal
o Page 20 The delegates
Read sections from the book entitled, notes. pg. 45-48
Note the following pages: Shh! Were writing the Constitution
o pg.14; Federal Branches of the Government
o pg. 7 How and why it all started
o pg. 10 The Grand Convention
Put a picture up on Power Point of the officials who signed the Constitution and also include slides
that have each vocab word for the students to look at as we read and if needed write them down.
 Show an artifact of the Constitution.
See attached list of facts. Ask the students to give the facts they remember about the U.S.
Constitution.
T The law is the set of rules that we live by.
T The Constitution is the highest law. It belongs to the United States.
T It belongs to all Americans.
T The Constitution says how the government works.
T It creates the Presidency.
T It creates the Congress.
T It creates the Supreme Court.
T The Constitution lists some key rights.
T Rights are things that all people have just because they are alive.
T By listing the rights, they are made special.
T They are made safe.
T The Bill of Rights is a part of the Constitution.
T The Bill of Rights lists many rights of the people.
T The Constitution was written in 1787.
T We actually have old copies of what was created.
T In 1787, a group of men met to write the Constitution.
T They did not like the way the country was going.
T They fixed it by creating the Constitution.
T We call these men The Framers.
T Some of the framers are very famous. George Washington was a Framer. So was Ben Franklin.
T The Framers met in Independence Hall during a hot summer in Philadelphia.
T They had a lot of arguments. In the end, they agreed to the words in the Constitution. They knew they had
to agree. If they did not agree, the fighting would keep going.
T After the Framers wrote the Constitution, they asked the states to approve it. It took some time, but all the
states did approve it.
T Some people did not like the Constitution.
T Some people were afraid because it did not do enough to protect the rights of the people.
T It had no bill, or list, of rights.
T Promises were made to add a bill of rights.
T After the Constitution passed, the Bill of Rights was added.
T The Bill of Rights is the first ten changes to the Constitution.
Informally check for understanding: Have a whole group conversation about the various U.S.
Constitution facts learned about in class.

Be sure all students understand the facts by listening to responses, (using group pair share
strategy etc.)Discuss the facts on the think pair write and share portion of the assignment.

MODELING SDAIE: Demonstrations and modeling

Provide a rationale for why you selected this strategy or manner of modeling the next lesson step for
this class.

Project the facts about the U.S. Constitution on the board as the students say them.
Tell the student they are going to write these facts into their journals.
They will illustrate at least one of the facts on the U.S. Constitution at the top of the page.
Then they will write the title, Facts about the U.S. Constitution under the picture.
Next, they will write ten facts about the U.S. Constitution from the list created above.
Demonstrate each step by projecting/drawing/writing it on the whiteboard as you describe it to
them.
Review simple sentence structure (beginning, middle, end, start with a capital end with a period).
Show the students a copy of what the page should look like. (see notes above)
An example of the how the finished product in the student journal should look will be available to
the students.

TECHNOLOGY
Rationale: What technology did you use and how will it help ESL learners gain understanding of the
lesson standard?
 The Smartboard was used for an introductory video as well as an interactive game. Those who choose to create a
powerpoint for their homework assignment will also be utilizing technology. A powerpoint slide show will be the core
of this direct lesson.

CHECKING FOR UNDERSTANDING/PROGRESS MONITORING EL/SDAIE: Questioning

Provide rationale for selecting a strategy for checking for understanding (Progress Monitoring) and guided
practice for this group of students/class.

Ask several of the students to repeat the instructions they have been given.
What were the directions you were given?
Did you share your thoughts with a student?
Write ten facts about the U.S. Constitution.
The students will first write a rough draft of their facts. Check on the students as they work.
Continue to check for understanding of the facts related to the U.S. Constitution through use of questioning
strategies both during and after the task is completed.

GUIDED PRACTICE STRATEGY

The teacher will check for accuracy while students are working on assignment and provide written and oral
feedback.
Students will share their facts with their shoulder partner and edit for capitals and punctuations.This will
occur towards the end of the lesson when students use the Think, Pair, Share technique.
Check each students work and edit as necessary before the students make their final copy.
Be sure to check for spelling, punctuation, capitalization and sentence structure.
Once their final edits have been made, the students will copy the final work into their assessment page.

7. CLOSURE EL/SDAIE: Questioning for review

Ask students to share what they wrote for their facts.

Ask them to show their pictures.
Go back to the KWL chart and ask the students what they have learned about patriotic symbols that we studied
today.
Fill in the L section of the chart.
Ask some specific questions about the symbols. (Example of questions might be how many star and stripes on the
flag and why, what did Benjamin Franklin want to have as the national bird, where can they find the Great Seal).
Call on some of the students to define the vocabulary terms.

Learning facts about the U.S. Constitution.

K (What we know) W (What we want to L (What we learned) Q (What new questions

learn) emerged?)

Ask the students if anyone has anything to add about where they have learned about the U.S. Constitution.
Remind the students about key elements of the facts they have listed and what they now have learned.

8. INDEPENDENT PRACTICE
Provide a rationale for the independent practice assignment/homework you have assigned based on what
you know about this class. Students will have an assessment form they will fill out at the end of the lesson.
Students will also have a journal prompt homework assignment that can be substituted for a powerpoint
presentation if desired.

Assign the students the project writing 10 more facts on their assessment sheet. They will also be asked to look for
more pictures to add to the homework assignment either in their journal or on a power point.
 Tell the students that the work they do at home is to be done as neatly as was done in class today. They need to use
good penmanship, correct spelling and sentences, and correct capitals and punctuation.
The homework will become part of their journal on patriotic symbols to be on their desks for parents to see at open
house.

9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION Based on your fieldwork provide detailed

description of three students and the adaptations for each student in the three areas in chart below.

1. Complete the charts below to summarize required or needed supports, accommodations, or modifications
for your students that will affect your literacy instruction in this learning segment. As needed, consult with
your cooperating teacher to complete the charts. Some rows have been completed in italics as examples.
Use as many rows as you need.
Consider the variety of learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment. For example, students

With Individualized Education Programs (IEPs) or 504 plans

With specific language needs
Needing greater challenge or support
Who struggle with reading
Who are underperforming students or have gaps in academic knowledge

Students with IEP and 504 plans

IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Example: Visual processing 2 Close monitoring, large print text, window card to isolate text

In each section do the following:
Describe Student & include:
Strengths
Present levels of performance
List and Describe 3 strategies from your texts that will aid
each students learning.
Provide page numbers and title of texts and/or attach a copy
of the strategies to your lesson plan submission.
Provide a rationale as to why you believe each strategy will be helpful
for each student listed.

Weakness that you will support

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations,

Students Modifications
 Example: English language learners with 2 Pre-teach key words and phrases through examples and graphic organizers
only a few words of English (e.g., word cluster, manipulatives, visuals)

Have students use pre-taught key words and graphic organizers to complete
sentence starters

Example: Students who speak a variety 5 Make connections between the language students bring and the language used
of English other than that used in in the textbook
textbooks

In each section do the following:
Describe Student & include:
Strengths
Present levels of performance
List and Describe 3 strategies from your texts that will aid
each students learning.
Provide page numbers and title of texts and/or attach a copy
of the strategies to your lesson plan submission.
Provide a rationale as to why you believe each strategy will be
helpful for each student listed.

Weakness that you will support

Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,

Students Modifications
Example: Struggling readers 5 Leveled text, targeted guided reading, ongoing reading assessment (e.g.,
running records, miscue, conferencing)

In each section do the following:
Describe Student & include:
Strengths
Present levels of performance
List and Describe 3 strategies from your texts that will aid
each students learning.
Provide page numbers and title of texts and/or attach a copy
of the strategies to your lesson plan submission.
Provide a rationale as to why you believe each strategy will be helpful
for each student listed.

Weakness that you will support

10. ATTACHED STUDENT WORK: see attachments

11. THEORETICAL OVERVIEW: Provide an overview of the theoretical basis (SAMPLE BELOW- Add to it and
develop it in appropriate manner)

This direct instruction lesson is based on the behaviorist learning theory. Direct instruction was utilized because the
students lack knowledge; therefore, the knowledge needs to be given to them in an explicit manner. Scaffolding
was used in writing facts on the board in order to guide the students in writing their facts using complete
sentences. After the lesson on the importance of the U.S Constitution, students in grade four will list ten facts with
an 80% accuracy. Moreover, students will be assigned a homework assignment that will require them to utilize the
knowledge gained from the class lesson and apply it to a journal entry and or power point.