Direct Instruction Lesson Plan Template

Direct Instruction Lesson Plan Template
Teacher: Subject:
Tara Slade 8th Grade Social Studies
Common Core State Standards:
 Strand 1: American History PO 7: Analyze cause and effect relationships between and among individuals
and/or historical events.
 CCSS.ELA-LITERACY.RH.6-8.2: Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of the source distinct from prior knowledge or opinions.
Objective (Explicit):
 Students will be able to make predictions before reading an article, annotate while reading, summarize the
article, then discuss the article in a jigsaw with in a small group.
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.
Student will fill out an anticipation guide before and after the jigsaw activity.
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?
-Recall typical roles women fulfilled during the American Revolution.
-Students will need to be able to annotate the article.
-Gender equality we have now did not exist in the 1770’s
Key vocabulary: Quaker, Tory, cache, pension Materials: Four articles about four different women,
anticipation guide, grouping plan
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?
Ask students what were some of the traditional roles of women during the American Revolution. Students will
respond as part of a class discussion, brainstorming a list of traditional roles. Then tell them that today we are
going to learn about some women who had untraditional roles.
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?
Instructional Input
 How will you explain and model behavioral

expectations?
 Is there enough detail in this section so that
another person could teach it?
-Fill out anticipation guide on the left column for before
-Read aloud each piece of the anticipation guide you read with a + or a -.
one at a time, giving students a moment to think
about their responses.
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
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Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

 How will you ensure that all students have multiple  How will students practice all knowledge/skills required
opportunities to practice new content and skills? of the objective, with your support, such that they
 What types of questions can you ask students as continue to internalize the sub-objectives?
you are observing them practice?  How will students be engaged?
 How/when will you check for understanding?  How will you elicit student-to-student interaction?
 How will you provide guidance to all students as  How are students practicing in ways that align to
they practice? independent practice?
 How will you explain and model behavioral
expectations?
 Is there enough detail in this section so that
Guided Practice
another person could facilitate this practice?

-Set a timer for 5 min -Read the article given to them about a woman during
-Walk around the room answering questions as the American Revolution.
needed -Annotate, take notes, become an “expert” on this
-Allow more time if needed and students are on woman.
task. -Discuss woman with students at their table, make sure
-Set timer for a 2 min group discussion. they are comfortable with the material.
 How can you utilize grouping strategies?
 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
 How will you clearly state and model academic and assessment?
behavioral expectations?  How are students using self-assessment to guide their own
 Did you provide enough detail so that another person
learning?
could facilitate the practice?
Independent Practice
 How are you supporting students giving feedback to one

another?
-There are four articles about four women. Groups -After moving into a new group of four, students will
will be scrambled so that each student in a group take turns teaching their group about the woman they
of four read an article about a different woman. read about.
-Each student will have two minutes to teach their -Each student will have 2 minutes to present their
group about the woman they read about. woman and explain her significance to the American
Revolution.
Closing/Student Reflection/Real-life connections:

 How will students summarize and state the significance of what they learned?
 Why will students be engaged?
-Students will imagine they are on a committee that is going to issue a Medal of Honor to one of these four women.
Each group will decide on the medal winner and then one group at a time will share with the class who they chose
and why.
-Students will finish their anticipation guides “after reading” and hand them in as a ticket out the door.
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Direct Instruction Lesson Plan Template

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Direct Instruction Lesson Plan Template

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

Teacher Will: Student Will:

 How will you explain and model behavioral

Teacher Will: Student Will:

another person could facilitate this practice?

 How are you supporting students giving feedback to one

Closing/Student Reflection/Real-life connections:

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