Instructional Objective

What do you want the students to do? How will do they this? What will they produce?
How will you assess them? What is the criteria (80% or 3 out of 5 correct)?

Standards/Key Concepts
Go online to find Common Core Standard.
*Indicators- where in the lesson will you be addresses these standards

Motivation
How will you get the students hooked? How will you introduce the lesson?

Materials
What will you need for the lesson to be successful?

Strategies
Examples:
Direction Instruction- You teaching the students, example: teaching a PowerPoint
Indirect Instruction- Working with students but not in a whole class group
Small Group Instruction- Puling a small group to work with the teacher
Sourcing- Analyzing various document sources (primary and secondary) to answer
questions
Close Reading- When students read a text or article to analyze for answers or to pull
details from the text
Do Now- Instant learning
Turn and Talk- Have students talk with a partner and discuss something
See, Wonder, Think- have students write down or discuss what they see, wonder and
think about a picture, video, or document

Adaptions
This is for SPECFIC students with SPECIFIC issues

Examples:
ADD- Checklist for tasks throughout the lesson
Speech Impairment- Letting them type or write instead of verbally discussing
English Language Learner- Verbally record answers instead of writing or translated
documents or texts in their language
Vision Impairment: Larger text, listen to text instead of reading it
Differentiation of Instruction
This is for the class, your class will be grouped into different groups, you have TWO
OPTIONS to choose from below

Example 1: Grouping by Learning Style

Start with this sentence: Since all students do not learn in the same manner, the lesson will be
differentiated by learning style.

The auditory learner: listen to recordings, learn through music or song

The social learner: work with a partner or group
The textile (hands on) learner: think of a way this student can do the activity in a hands-on way
The visual learner: copy of power point, visual supports

Example 2: Grouping by Ability

Start with this sentence: Since all students do not learn in the same manner, the lesson will be
differentiated by ability level.

The students performing below grade level will…

The students performing at grade level will…
The students performing above grade level will...

* THINK- all three groups will produce the same thing, but how will you help the low kids, help
the grade level kids, and challenge the higher kids

Developmental Procedures
This is a step-by-step break down of what you will do. Each step needs questions that
you will ask to create discussion in your lesson.

Example:

1. The teacher will show the students a PowerPoint on the 13 colonies’ road to
declaring their independence from Great Britain. (What was going on in the country
at this time? What was our relationship with Great Britain? Which reason do you
think was the last straw for the colonies to want their independence? Do you think it
was a good idea for the colonies to declare their independence? What are some of
the positive outcomes of the declaring their independence? Can you think of any
negative outcomes of the colonies declaring their independence? Do you think
having hope helped the colonists declare their independence? What do you think
fueled the colonists’ hope?)
2. The teacher will distribute documents and document-based questions to the
students. The students will answer the questions independently. (How can
documents help us to learn about a specific time or event in history? Are these
primary or secondary sources? Who wrote these articles? What is the author’s
viewpoint? When was this document written? Why was this document written?)
 3. The teacher will go over the answers to the document questions given and have
some students share their answers. (How did you find an answer for that question?
Did you justify your answer by using the documents? Did you agree with what the
documents represented? Why or why not? Did you find these questions difficult to
answer? Why or why not?)
4. As an exit ticket, students will fill out a hope graphic organizer from the viewpoint of
a colonist during this time. (Where did the colonists look for hope? What is hope?
How did the colonists feel during this time period? What is this graphic organizer
asking us to do?)

Assessment
What will you grade or collect to know that your students understood the lesson?

Examples can be: a teacher made checklist, a rubric, an exit ticket, teacher
observations…

Independent Practice
This is homework. It should take your lesson one step further.

Academic Intervention
You have a student who didn’t get the lesson and did it wrong. How will you help them
to get the lesson and do what the assignment correctly?

Academic Enrichment
You have a student who did this in 2 seconds, did it correctly, and is now bored. How
can you challenge them?