Direct Instruction Lesson Plan Template

Teachers: Johana Barajas Subject:

Social Studies

Common Core State Standards:

● 8.H3.2 Explain how popular movements, reform efforts, and activist groups have sought to change
American society and institutions.

Objective (Explicit):
Students will be able to analyze and give reasons to defend and reasons to oppose a (class chosen)
political/social movement. Then they will be able to debate either side professionally.

Evidence of Mastery (Measurable):

◻ Include a copy of the lesson assessment.
◻ Provide exemplar student responses with the level of detail you expect to see.
◻ Assign value to each portion of the response.

The students will show mastery by turning in a paper that has the (two for each side)reasons with explanation to
defend and oppose the chosen movement to debate about. In their debates they must show professionalism,
listening skills, and proving good points that demonstrate critical thinking during the debate.

Sub-objectives, SWBAT (Sequenced from basic to complex):

◻ How will you review past learning and make connections to previous lessons?
◻ What skills and content are needed to ultimately master this lesson objective?
◻ How is this objective relevant to students, their lives, and/or the real world?

Key vocabulary: Materials:

Opening (state objectives, connect to previous learning, and make relevant to real life)
◻ How will you activate student interest?
◻ How will you connect to past learning?
◻ How will you present the objective in an engaging and student-friendly way?
◻ How will you communicate its importance and make the content relevant to your students?

My Opening will be done through the bellwork question: What is a social/political movement?
Can you name and explain any social/political movement that happened or is happening in the
U.S?
-After they have their answers they will talk about it with their partners then we’ll have a class
discussion of their answers.

1
 Teacher Will: Student Will:
◻ How will you model/explain/demonstrate all ◻ What will students be doing to actively capture and
knowledge/skills required of the objective? process the new material?
◻ What types of visuals will you use? ◻ How will students be engaged?
◻ How will you address misunderstandings or
common student errors?
◻ How will you check for understanding?
◻ How will you explain and model behavioral
expectations?
◻ Is there enough detail in this section so that
another person could teach it?

They will receive a two sided paper: one side is The students will be answering the questions to
I for them to write their reasons and logic behind themselves giving them time to gather their
n them and in the back an example of a thoughts. Then they will peer share and gather
s social/political movement and what points they different perspectives of the new material. Their
t
r will have to make in their answers. The understanding of it will grow when we share as a
u beginning of the work will be individualized class and they might be intrigued to learn more
c since they have to come up with the reasons about what they have some idea about or have no
t themselves. When they have questions they’ll clue. Students will be engaged because we will be
i ask as I walk around the class. When we bringing up movements that are going on in today's
o
n transition to the debates I will show a video date and how it may affect them.
a demonstrating to them what a proper debate
l looks like. then I will move them to either side
I of the debate and get to know their teams a
n little, then the debates will begin.
p
u Co-Teaching Strategy
t ◻ Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
◻ What accommodations/modifications will you include for specific students?
◻ Do you anticipate any students who will need an additional challenge?

I will have to modify this for the quiet students by having them all choose one reason they’ll want to debate about so
everyone gets the chance to go around and speak.. To make it easier it might work better to have two/three groups
have their own debates (on the same topic) to make it less intimidating. Smaller groups also means that there will be
enough time for all of them to actually debate.

Teacher Will: Student Will:

G ◻ How will you ensure that all students have multiple
u opportunities to practice new content and skills?
◻ What types of questions can you ask students as
i you are observing them practice?
d ◻ How/when will you check for understanding?
e ◻ How will you provide guidance to all students as
d they practice?
P ◻ How will you explain and model behavioral
r expectations?
◻ Is there enough detail in this section so that
a another person could facilitate this practice?
c
t They will practice the content in individual,
i
c partner, class discussion. I will check for
e understanding when I ask them to share their
answers or I will ask them with a show thumbs
◻ How will students practice all knowledge/skills required
of the objective, with your support, such that they
continue to internalize the sub-objectives?
◻ How will students be engaged?
◻ How will you elicit student-to-student interaction?
◻ How are students practicing in ways that align to
independent practice?
They will share their ideas with each other on what
they believe a social/political movement is and on
which ones do they know about this will be elicited
after they gather their own ideas to see if they have

2
 (up,down, sided) how they feel about what
we’re doing. A video will be shown that
demonstrates proper debating and I will go
over any extra classroom rules on how to carry
the debate.
any incommon or that they haven't heard of when
talking to their peers. Talking about these
movements and summarizing what they were and
stand for, will help them understand the impact
they had in U.S. history and today.

Co-Teaching Strategy
◻ Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
◻ What accommodations/modifications will you include for specific students?
◻ Do you anticipate any students who will need an additional challenge?
◻ How can you utilize grouping strategies?
- There will be a few students that need more challenge because its a neutral activity so they could be challenged more during
individual time.

Teacher Will: Student Will:

◻ How will you plan to coach and correct during this ◻ How will students independently practice the knowledge and
practice? skills required by the objective?
◻ How will you provide opportunities for remediation and ◻ How will students be engaged?
extension? ◻ How are students practicing in ways that align to
I ◻ How will you clearly state and model academic and assessment?
n behavioral expectations?
d ◻ Did you provide enough detail so that another person ◻ How are students using self-assessment to guide their own
e could facilitate the practice?
learning?
p
e ◻ How are you supporting students giving feedback to one
n another?
d
e The video will help them demonstrate what to The students will be given time to practice their
n do as well as more explanation that I will have assignment by working on something similar to it
t to help them figure out what is expected of during the bellwork which they have time to work
P
r
them. on themselves and later with peers. They are
a aligned with the assessment because it also is
c related to what they will be doing in their debates.
t
i Co-Teaching Strategy
◻ Which co-teaching approach will you use to maximize student achievement?
c
e Activities responses

Differentiation Strategy
◻ What accommodations/modifications will you include for specific students?
◻ Do you anticipate any students who will need an additional challenge?

Closing/Student Reflection/Real-life connections:

◻ How will students summarize and state the significance of what they learned?
◻ Why will students be engaged?

They will write a paragraph explaining why today's lesson is relevant to them and how they could use this
new knowledge outside of the classroom.