ED 345 Calvin University Teacher Intern Observation Template

Teacher Intern: Sharon Kim Date:

Grade Level: Grade 3 Subject/ Topic: Government
Approx. time spent planning this lesson: *The template will expand as
text is added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions​: “What are the Rights and Responsibilities of Michigan Citizens?”
- Students will learn that citizens have many important rights that include the freedom of speech,
freedom of religion, the right to a fair trial, and the right to vote.
- Students will also understand that these rights come with responsibilities.

Brief Context​: In the previous lesson, students have learned about the different branches of Michigan -
Judicial, Executive, and Legislative branches. The students have a basic understanding of what each of
the branches do and how it distributes power. In this lesson, the students will learn more about how the
judicial branch interprets laws or decide what laws mean. Students will also learn about the different
kinds of courts that make up the Michigan judicial system.

Prerequisite Knowledge/Skills​:
Students will need to have an understanding of what a court is and the importance of laws. Students will
also need to be able to distinguish the different branches of government and recognize the role of the
judicial branch.
Students should also need to know how to use Plicker cards in order to participate in the assessment
activity.

Lesson Objectives/Learning Targets Aligned Assessments

Consider formative & summative tools

Please number objectives and the aligned assessment measures.

The learner will: I will assess learning by:

- Students will be able to differentiate between
rights and responsibilities Formative Assessment:
- Students will be able to draw what the rights that - Students will answer discussion questions with each
they have and the responsibilities that follow. other.
- Group discussions
- Plickers - Responsibilities

Summative Assessment:
- Final assessment worksheet

Standards Addressed in Lesson: ​(Include full standard.)

3-C5.0.1
Identify rights (ex: freedom of speech, freedom of religion, rights to own property) and responsibilities of citizenship (ex:
respecting the rights of others, voting, obeying laws).

CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 3 topics and texts​, building on others' ideas and expressing their own clearly.

Instructional Resources:
Michigan Citizenship Collaborative Curriculum 3rd Grade Social Studies
Student packets, Assessment handouts, Power Point, Plicker sheets

Consideration of Learners:
How have you responded to your diverse learners?​ ​Consider UDL ​(Multiple means of Engagement,
Representation, Action & Expression)​ & principles of differentiation. If appropriate, identify individual
accommodations you will make in response to needs or interests of students.

- The teacher has created a Powerpoint for students to follow along and visually perceive the
information, as well as listen to the teacher’s explanation as they explain things verbally.
Students will also follow along the content area by looking at their student packets.
- Students will work in trio groups that are mixed ability groups. The higher level student reading
will be able to help students who have lower level reading students within the group. There will
also be a mixture between boys and girls so that there is an equal balance of gender.
- To create a more fun and engaging way to check student’s understanding, I will use the online
app Plickers to quickly scan whether the students understand the content or not. Plickers will
help me quickly scan which students need more help or support, and who can move on.
- Students will be able to draw their understanding of the content in the summative assessment
activity. This allows students who struggle with expressing their thoughts in writing, to still show
their knowledge and consider various factors through drawing.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

BUILDING RESPECTFUL RELATIONSHIPS:​ (Note any specific ways in which you plan to establish
rapport, build mutual trust, monitor & maintain relationships. Consider student-teacher &
student-student relationships.)

- During discussions, I will make sure that students raise their hand while they are talking and that
the class is listening to their peer’s thoughts and ideas. Once the students participate in the
discussion, then the teacher will go around and stamp the date on their notebook to show that
they have participated in the class discussion and this will motivate other students to participate
as well.
- The teacher will ask students to collaborate as groups and work together to identify the
examples of local government laws. The teacher will provide guidelines as to how students will
discuss with each other and what rules they should follow.
- When I have to correct a child’s behavior or the comments that they make, I will provide one on
one feedback to students and pull them out later on, rather than announcing it in front of the
classroom. I think students would feel like they are respected more if they are told how to
improve privately.

ORGANIZATIONAL ROUTINES:​ (Identify ways that you have intentionally organized time, space,
materials, & students to minimize disruptions and maximize learning.)
- Since some students may not understand how to use Plicker sheets, I will make sure to explain
to the students how they are used and will organize the collected data to quickly group the
students and see how much of the content they understand.
- I will organize the student packets in one pile, and then have other students hand out the
assessment packets with the first page facing down so that I can see how the students are doing
and get things done at a faster rate.
 -

SPECIFYING & REINFORCING PRODUCTIVE BEHAVIOR:​ (Note how expectations are specified,
productive behavior is reinforced and disruptive behavior is redirected.)
- Teacher will provide clear guidance and expectations both verbally and using
Powerpoint slides on the screen, so that students are aware of the expectations that the
teacher has, and also knows exactly what to do without the teacher having to verbally
remind them. All they have to do is look up at the board and see what the next step is.
- I will layout the expectations that I have for the students before I start the lesson. (No
talking while the teacher is talking, eyes on me, hands to yourself…etc)
-

DOMAIN 3: INSTRUCTION

CONTENT MANAGEMENT: YOUR ​INSTRUCTION

Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
Development: [It may help to number your steps with corresponding times.]
Closure​: ​(Be creative and consider authentic audiences for the work. Think beyond giving an
assignment or independent practice.)

Time Content

Opening Class discussion

- Teacher will show Power Point slide that asks students to take out a
post-it note and write down what they think the word “rights” mean
5 mins. on their sticky note. Explain that this isn’t used for left or right.
- Students will be given 2 minutes to write down their thoughts.
- While students are thinking, the teacher will remind students
that one of the main purposes of the government is to
protect the rights of the people.
- Teacher will explain that rights are things that people are
allowed to do or entitled to do by law, because they live in
the US.
- Once the two minutes are over, the teacher will ask students to think
5 mins. of some examples of rights people have in Michigan, and write one
of them down. Give 2 minutes for students to write things down.
- When everyone is done, the teacher will ask students to share what
they have written on their sticky notes to their elbow partners.

Development Teacher Instruction

- Students will gather with their colored groups and will be asked to
5 mins. discuss these questions with their group members.
- Teacher will explain that everyone should have an equal amount of
 things to say, and also have similar voice levels with each other.
Students will be patient in taking turns to say something, and will
listen to their peer’s opinions.

Teacher Explanation
- Teacher will ask discussion questions to students, and students will
10 mins. raise their hands to respond.
- Who protects people’s rights?
- Are there enough police and courts to protect everyone’s
rights all of the time?
- How can we make sure our rights are protected?

- Students may respond by saying protectors such as the police and

the court work hard to protect everyone’s rights, and since they
can’t protect them all the time, citizens are responsible for
protecting their own rights as well as the rights of others.
- Teacher will explain to the class that to protect people’s rights, there
must be fair laws. There must also be good leaders in important
positions like governor, senator, representative, and judge, and it is
also important for citizens as well as leaders to bey the laws.
- Teacher will also explain that God has provided leaders to rule over
us and Jesus obeyed the laws of the world when he came down to
this world, so as followers of Christ, we must also try to obey the
rules that our leaders make.
- However, if the laws and decisions are not fair and you believe that
there should be change that must be present, then you can also
voice your opinion and tell why it is wrong by talking about it to
others.

Power Point Slides

- Teacher will explain the different rights that the U.S. Constitution
5 mins. and the Michigan Constitution guarantee. Explain the differences by
providing different examples and showing visual examples on the
Power Point.
- Freedom of speech: Government cannot unfairly limit a
person’s right to speak freely.
- Freedom of religion: Government cannot interfere with a
person’s right to believe as they wish. Can’t limit a person’s
right to practice religious beliefs.
- The right to a fair trial: If a person is accused of a crime, the
government has to give the person a fair trial to find out if
they are guilty of the crime.
- The right to vote: People are given a right to vote on who will
be their leader, and one person each gets one vote.

Rights and Responsibilities Arrows

- Teacher will show a video about rights and responsibilities.
10 mins. - Teacher will then go through a worksheet that asks students to
connect rights and responsibilities with arrows.
- Teacher will explain that when people have rights, then they also
have responsibilities.
- For example, when I was in middle school my parents gave me an iP
 Trio Groups: Thinking about Rights
- Students will be placed in groups of three to work through the
worksheet together.
10 mins. - Students will read through each example and then students will think
about which right was denied and will explain why.
- The teacher will model this through showing the students how they
will writing things out and by referring back to their previous
worksheet.

- Teacher will explain that the judicial branch, will determine whether
these people are breaking the law or not. The people will go to a
courtroom where the judge is present. When a law is broken, or
there is conflict, then it is handled in a court and a trial is taken
place.
- When a trial is taken place, then citizens play an important part of
the court system. A jury, or a group of people who listen to the trial
decide if a law has been broken. This way, several people, not just
one judge, are listening to evidence and deciding on a case.

Plicker: Why is the person not being a responsible citizen?

- Teacher will remind students how to use ​plicker ​and that they should
5 mins. hold up a side of paper to select an answer. The teacher will use the
Powerpoint slides to read out different prompts that people have
done which show them not being a responsible citizen.
- The students will then use their plicker paper to show which answer
they think is right, and the teacher will swipe the phone app to get a
general check of answers.
- Teacher will ask students to discuss with their elbow partners about
why they chose that answer.
- After the teacher checks the student’s answers, the students who
are still struggling with understanding the differences between the
rights will be asked to sit in the left side of the room so that the
teacher can work individually with the students. Students who get
the questions right will move on to work on the assessment.

- Potential Answers:
a) Citizens have the responsibility to vote wisely and carefully.
Not just because they are a neighbor.
b) Citizens have the right of speech, and should allow other
people to have the same right.
c) People are free to have whatever religion they want.
d) Citizens have the responsibility to serve on a jury.

Closing Drawing Assessment

- Teacher will explain that students will complete the summative
10 mins. assessment activity in which they will draw two different rights and
also label the responsibilities that go with each right.