Direct Instruction Lesson Plan Template: Activity Sheet, Worked Effectively in Their Groups. Worked Together

Direct Instruction Lesson Plan Template
Teachers: Subject:
Annabel Gutierrez Social Studies/History
Common Core State Standards:
HS.SP4.2
Objective (Explicit):
 Students will be able to synthesize two main cause concerning how/why a protest may turn
violent.
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.

Three points: students were accurate and thorough in completing the questions on their classroom
activity sheet, worked effectively in their groups.
 Two points: students completed most of the questions accurately on their classroom activity sheet,
worked together.
 One point: students were unable to answer most of the questions on their classroom activity
sheet accurately, had difficulty working effectively with their groups.
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?
Students will be able to identify how the protest in Selma on “Bloody Sunday” turned violent after
watching the video and working with their group to answer questions on their activity sheet.
Key vocabulary: Protest, Violence, Non-Violent, Materials: Video https://youtu.be/P7vrrYVyN3g ,

Causes activity sheet
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?
Students will be able to synthesize two main cause concerning how/why a protest may turn
violent after watching the video on Bloody Sunday.
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?
Prior to the video I will ask students what they think protest Students will then share their answers to these questions.
means and if they consider all protest violent. I will give
them 1 minute to think about it then 2 minutes to discuss
with their group. I will also set the stage on what the video
will show.
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
1
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?

I will lead a discussion on what the video was Students will answer questions regarding the video
able to show when it comes to peaceful during this discussion.
protests turning violent. I will ask the students
what they felt and thought about what they
saw. Ask them if the protestors could have
done things differently.
 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
Independent Practice
learning?
could facilitate the practice?
 How are you supporting students giving feedback to one
another?
I will walk around making sure students are not Students will begin to work on their questions on
stuck in a particular question and address any their activity sheets and work together as a group
questions or misunderstandings they may to answer the 3rd question.
have.
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 be able to see how even a peaceful protest can turn violent without provocation. How the
power of protest is so strong it can lead to emotions exploding and turning violent when hate is involved.

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Direct Instruction Lesson Plan Template

Key vocabulary: Protest, Violence, Non-Violent, Materials: Video https://youtu.be/P7vrrYVyN3g ,

 How will you explain and model behavioral

Teacher Will: Student Will:

another person could facilitate this practice?

Closing/Student Reflection/Real-life connections:

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