Direct Instruction Lesson Plan Template

Direct Instruction Lesson Plan Template
Teachers: Subject:
Timothy McBride John Locke’s influence on the Declaration of
Independence
Common Core State Standards:
• 8.C3.2 Examine the origins and purpose of constitutions, laws, treaties, and international agreements.
• ISTE 3b: Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or
other resources.
• RH6-8.2: Determine the central ideas or information of a primary or secondary source, provide an accurate
summary pf the source distinct from prior knowledge of opinions.
• Workplace 1b: Communicates effectively in the workplace environment
Objective (Explicit):
• By the end of the lesson, the students will be able to identify 2 out of 3 principles adopted from John Locke
that were incorporated into the Declaration of Independence.
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 include at least 2 of the three main takes aways from Locke (Life, Liberty and Property) with
formative writing assignment.
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: 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?
Open by read Declaration of Independence until “…life, liberty, pursuit of Happiness”
Explain the philosophic background and influence on the D.O.I. on current form of
Government.
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?
Take Notes
Lecture for 3-5 Minutes on John Locke’s Influence on
Thomas Jefferson’s writing of the Declaration of
Independence
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?
Provide a note sheet for students with LD related to note taking

 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
Participate as volunteers and when called upon

Ask probing questions to facilitate discussion
and debate on the Influence of Locke on the
Declaration of Independence.
“What elements of Locke’s were directly used
in the US D.O.I.?”
“Where, if at all, did Jefferson differ from
Locke?”
 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

Independent Practice
Did you provide enough detail so that another person

learning?
could facilitate the practice?
 How are you supporting students giving feedback to one
another?
Students will write 2-3 sentence paragraph stating
Circulate around the room guiding students the influence of John Locke on the writing of the
when needed. US Declaration of Independence. Paragraph will
include the 3 key elements taken from Locke.
Closing/Student Reflection/Real-life connections:

 How will students summarize and state the significance of what they learned?
 Why will students be engaged?
Ask summative questions to ensure knowledge was gained. Ask students probing
question on how the Declaration tied into the writing of the Constitution. This will act as
an insight into the next lesson on the Constitutional Convention.
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Direct Instruction Lesson Plan Template

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Direct Instruction Lesson Plan Template

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Direct Instruction Lesson Plan Template

 How will you explain and model behavioral

Provide a note sheet for students with LD related to note taking

Teacher Will: Student Will:

Participate as volunteers and when called upon

Teacher Will: Student Will:

Did you provide enough detail so that another person

Closing/Student Reflection/Real-life connections:

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