Direct Instruction Lesson Plan Template

Teachers: Kaitlin Milam Subject:

History

Common Core State Standards:

HS_H4.1- Examine how historically marginalized groups have affected change on political and social
institutions.
HS.H3.4 -Evaluate how societies have balanced individual freedoms, responsibilities, and human dignity
versus the common good.

Objective (Explicit):
Civil rights
Students will be able to Identify four different marginalized groups or people during the 1950s to the
1970s that have affected change to the social structures of society in relation the modern world.
The groups could be MLK, Black Panthers, Stonewall, Women's Right, Malcom X, Anti-war,

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.
Mastery: The student picks 3 to 4 groups and explains their role during this time era. The student makes
a connection between the past groups and their modern-day influences.

Proficiency: The student picks 2 to 3 groups identified with moderate explanations. The student makes
a connection between the past groups and their modern-day influences.

Novice: The student picks 1-2 groups with little to no explanations. The student makes no connection
between past events and their modern-day influences.

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: protest, 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?
Opening Activity: Write 2 to 3 sentences about a time that the student notices social changes in society
and if and how it affected them in a negative or positive way. Then talk in small groups using the stem
words about what they wrote about.

Teacher Will: Student Will:

 How will you model/explain/demonstrate all  What will students be doing to actively capture and
Instructional

knowledge/skills required of the objective? process the new material?

 What types of visuals will you use?  How will students be engaged?
Input

 How will you address misunderstandings or

common student errors?
 How will you check for understanding?
 How will you explain and model behavioral
expectations?
1
  Is there enough detail in this section so that
another person could teach it?

Write and discuss in small groups.

Explaining the history of protest power and
how the people affected that protested in the
past that helped shape the ideas of social
change.
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?

Teacher Will: Student Will:

 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
another person could facilitate this practice?
Guided Practice

The students will make and use the Venn diagrams

The teacher will help with the MLK side of one to communication their information about MLK and
of the Venn diagrams so the teacher can another group or person that causes social
explain how to do the comparison, but the change.
students must start and do the other sides.

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?
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?
Independent

 How will you provide opportunities for remediation and  How will students be engaged?
Practice

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?

2
 The students will make 2 Venn diagrams
The teachers will supervise and help any comparing and canasta how the 4 groups did
students that does not understand but mostly cause such social change that it sill effect modern
walking around to make sure students are on times in how we remember and think of them.
task.
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?

Closing/Student Reflection/Real-life connections:

 How will students summarize and state the significance of what they learned?
 Why will students be engaged?
Closing Activity: The students will “Padlet” spreadsheet thing and the students will post fun facts that
they have learned about the groups. Also, post any questions that they would have about their historical
impact are it is seen in modern times.