Social Studies Direct Lesson Plan

Subject: Government Central Focus: The students will learn about state government and North
Carolina’s constitution.
Essential Standard/Common Core Objective: Date submitted: Date taught:
4.C&G.2.1 Analyze the preamble and articles of the
North Carolina Constitution in terms of rights and
responsibilities.
Daily Lesson Objective: The students will be able to independently write and explain what the Constitution and
Bill of Rights are and why they are important.
21st Century Skills: Academic Language Demand(s)
Explain

Vocabulary: Constitution
Bill of Rights
Amendment
Prior Knowledge:

Activity Description of Activities and Setting Time

The teacher will ask the students, “What is the Constitution?” The
students will turn and talk with one another. Afterwards, the teacher
1. Focus and Review
will call on a few students to explain what the students have come up
with.
Tell the students, “Today, you are going to learn about the Constitution
2. Statement of Objective
and the Bill of Rights. You are also going to learn why they are
for Student
important.”
- Ask the students “Why is the constitution important?” Have each
student write what they think on a sticky note. Have each student come
up to the board and share what they wrote as you organize the
information.
- Introduce the vocabulary of Constitution, Bill of Rights and
3. Teacher Input
Amendments as the students are sharing. Write the definition on the
board or on an anchor chart.
- Read the article, “The Constitution- Mightier than the Sword”
- Ask reflection questions about the reading, such as, “Do you agree
with the Supreme Court’s ruling on Matt’s case?”.
Explain that the students will now learn more about the Bill of Rights.
Pass out the “Bill of Rights” worksheet. Read the directions to the
students and clarify any questions. Read the Bill of Rights to the
4. Guided Practice
students and work with the students to fill out the first couple of spaces.
Continue working with the students to fill out the first half. Have the
students provide input and correct them when needed.

Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty

 Let the students finish the chart on their own. Post the bill of rights and
5. Independent Practice read it aloud to the class but let them fill out the chart on their own
now.

6. Assessment Methods Have the students write a paragraph with the prompt, “What is the Constitution and
of all objectives/skills: the Bill of Rights? Why are they important?”

Conclude with a quick wrap up by having three or four students share

7. Closure
what they wrote with the class.

8. Assessment Results of
all objectives/skills:

Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

Materials/Technology: Copy of the Article for every student

Copy of the worksheet for every student
Sticky notes for the students
Reflection on lesson:

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______

Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty