Direct Instruction Lesson Plan Template

Teachers: Subject:
Jordan Schwab Social Science

Common Core State Standards:

AZCCRS. 3. S 3. C 1. PO 1. Describe the major factors that could impact a human population (e.g., famine,
drought, disease, improved transportation, medical breakthroughs).

AZCCRS. 3. S 3. C 2. PO 1. Identify ways that people use tools and techniques to solve problems.

3-LS2-1 Construct an argument that some animals form groups that help members survive.

Objective (Explicit):
Students will be able to describe major facts that could impact a human population, identify ways that people
use tools and techniques to solve problems, and construct an argument that some animals form groups that
help members survive.
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.
Students will be sent home with a paper and pencil. Students will construct an argument over how humans that are
in poverty form groups so that they can survive and how we can help them. Students will tell their
parents/guardians their argument and have them write it on the provided paper, bringing it back to class on the fifth
day of the lesson to share with the class.
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?
SWBAT:
Identify what poverty is
Describe the major factors of poverty that impact human population
Identify tools that people may use to help them with problems posed by poverty
Construct an argument over how humans that are in poverty level (such as the homeless) form groups so
that they can survive

Key vocabulary: Materials:

Poverty Paper
Factors Pencil
Lives turned upside down: Homeless children
in their own words and photographs
Graphic: Infographicsmania.com.poverty-on-
mental-health/amp/
Maddis Fridge
The Can Man
The Hundred Dresses
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?

Facilitate class discussion on what students think poverty is by calling on volunteers and writing what they
say on the board in the front of class.
Write the proper definition on the board to remain on the board for reference through the rest of the lesson.

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?

DAY 1 DAYS 1&2

Read The Hundred Dresses, ask students Participate in class discussions.
how they would feel they were the student
with the dresses.
Read Maddis fridge, ask students what
they would do if their friend had an empty
fridge.
Instructional Input

DAY 2
Read Lives turned upside down: Homeless
children in their own words and
photographs, explain to students the major
factors that impact human population.
Write factors on the board.
Read The Can Man, explain to students
how people use tools to help them survive.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One-teach one-observe would be the best co-teaching strategy to utilize during the instructional parts of this
lesson. While one teacher does the read-aloud, one teacher can observe, noting when students get off task
and redirecting them.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

Provide scans of the stories put up on the board in a larger font for students who need to follow along
and need larger print.
Paraprofessionals/aides will redirect students during discussions.
Periodically stop through the stories and summarize what was read in simpler terms.

Teacher Will: Student Will:

How will you ensure that all students have multiple
opportunities to practice new content and skills?
What types of questions can you ask students as
you are observing them practice?
How/when will you check for understanding?
How will you provide guidance to all students as
Guided Practice
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

they practice? independent practice?

How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could facilitate this practice?

DAY 3
Have students form groups of four to six
and they will make a unit.
Set up a mini convenience store that
students can purchase their needs
through. This will allow them to see the
decisions that these families in poverty
DAY 3
Participate in class discussion on poverty.
Form groups of four to six.
Make a list of everything they think they need
to survive in a week.
Come up with a plan on how to get through a
week with only purchasing things under their
2
 need to make on a daily basis to survive. two dollars a person per day limit. They can
This activity shows povertys impact on spend their money all at once or they can
people because they are limited in what ration it every day.
they can buy, the environment because
they have limited resources due to their
financial limit, and the economy because
they cannot participate in it like it needs.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
Co-teaching is not necessary during the guided practice due to it being a hands-on activity rather
than something where there is direct instruction, however, paraprofessionals/aides are allowed to
assist students in a stations style with the teacher where the teacher/paras/aides rotate between
student groups to prompt and assist.
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?

Paraprofessionals are allowed to follow students in groups and assist in decision making.
Students who are not as mobile or verbal are allowed print-out with Velcro to show their shopping
experience.
For student who need an additional challenge, teacher will provide obstacles for the group to
overcome such as adding another family member, a health issue, job loss, etc.
Assistive technology is allowed.
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
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?
How are you supporting students giving feedback to one
another?
DAY 4 DAY 4
Send students home with paper and pencil Listen to teachers argument while sitting in
Remind students to sit crisscross crisscross applesauce, with hands in lap, eyes
Independent Practice

applesauce, hands in lap, eyes on on speaker, and mouth shut.

speaker, and mouth shut when listening to Be sent home with a paper and pencil.
a speaker. Construct an argument over how humans that
Share an example of an argument made are in poverty form groups so that they can
by the teacher in front of the class. survive and how we can help them.
DAY 5 Tell their parents/guardians their argument and
Allow students to work with teacher or have them write it on the provided paper,
paraprofessional/aide during bell work if bringing it back to class on the fifth day.
assignment is not finished. DAY 5
Wrap up with students on different views Bring their arguments back to class.
on poverty its impacts. Share their arguments with the class in the
closing/wrap-up.
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
Co-teaching is not necessary during the independent practice portion of this lesson; however,
paraprofessionals are allowed to assist students in a one-teach one-assist style.

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

3
 Print out teachers argument with large text for those who need to follow along while the
teacher shares
Allow for assistive technology such as a computer for the completion of the assignment
when necessary (if they need the computer and do not have one at home, allow for students
to do this during bell work).
If students need an additional challenge, have them write their argument themselves or type
it themselves.
Paraprofessionals/aides are allowed to redirect and assist in writing.

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 share their arguments that were made in the homework from day 4 with the class.
Wrap up with students on different views on poverty its impacts.