UH COE Lesson Plan Template (Direct Instruction)

Name of Teacher Candidate Jocelinne Alvarez

Lesson Overview
Grade Level 7th Grade
Estimated Time Needed 50 minute class period
Lesson Description How do words lead to war Project: Inquiry Argument (Final Product)
(20) Social studies skills. The student applies critical-thinking skills to
organize and use information acquired through established research
methodologies from a variety of valid sources, including technology.
The student is expected to:

(A) differentiate between, locate, and use valid primary and secondary
sources such as media and news services, biographies, interviews, and
artifacts to acquire information about Texas;

(B) analyze information by applying absolute and relative chronology

through sequencing, categorizing, identifying cause-and-effect relationships,
comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences and conclusions;

(C) organize and interpret information from outlines, reports,

databases, and visuals, including graphs, charts, timelines, and maps;

Content Area Standards (D) identify bias and points of view from the historical context surrounding
an event that influenced the participants;

(E) support a point of view on a social studies issue or event; and

(F) evaluate the validity of a source based on corroboration with other

sources and information about the author.
(22) Social studies skills. The student communicates in written, oral,
and visual forms. The student is expected to:

(A) use social studies terminology correctly;

(B) use effective written communication skills, including proper citations and
avoiding plagiarism; and

(C) create written, oral, and visual presentations of social studies

information.

Technology Standards c) Knowledge and skills.

(1) Creativity and innovation. The student uses creative thinking and
innovative processes to construct knowledge, generate new ideas, and
create products. The student is expected to:

(A) identify, create, and use files in various formats such as text, raster and
vector graphics, video, and audio files;
UH COE Lesson Plan Template (Direct Instruction)

(B) create and present original works as a means of personal or group

expression;

(C) explore complex systems or issues using models, simulations, and new
technologies to make predictions, modify input, and review results; and

(D) discuss trends and make predictions.

Today I will be able to complete the final product of the project : How do
Objectives
Words Lead to War?

Resources/Materials/Tools
Terms/Vocabulary Review: accelerate, defuse, conflict, thesis, supporting evidence, claim
Technology Resources Classlink, Google Classroom, Summit Learning, Kami, Powerpoint
Other Resources
Lesson Procedures
A step-by-step description of the
scope and sequence of lesson
activities, with estimated time on task
noted in parentheses for each step.
In other words, completely describe Describe how each stage of
Cite specifically what
the flow of the lesson-the content to the lesson will be managed,
resources for this activity
be presented, and the strategies to including role of teacher and
will be used, and describe
This template is built on the be used. Include actual words you learners (who is doing what
in detail how they will be
will use and questions you will ask at each point), location
traditional “Madeline students. Consider items such as: (e.g., classroom, computer
used.
Hunter” lesson structure. Note who will be using the
parts of the lesson that might be lab, outside), and any
tool and in what ways. Note
difficult, and how you will know special considerations, such
any safety considerations
whether you can go on; how to as for differentiated
needed.
ensure that students completely instruction.
understand directions before
releasing them to work
independently; and what students
will do if they finish their work early.
Focus/Anticipatory Set Welcome students to the final My role is to guide Online Resource:
(motivational hook) product piece of Project #2. students as I stand in Summit Learning
Reminder of the importance of front of the class for the Google Classroom
this part of the project on your first minutes of class.
grade. But also the relevance After students have Students will be using
it has to the environment we placed their goal the platform for the
live in. Examining words and laptops will be asked to entire part of the
phrases by leaders have an be closed at 45 class period. Those
impact on the people they degrees. This way they who are behind on
lead. Make a connection to are just listening to me. classwork would be
their previous work on the After instruction I will I advised to look for
project and their reflection on ask students to open supporting
their own personal life. their laptop. documents on google
classroom.
UH COE Lesson Plan Template (Direct Instruction)

Beginning of Class:
After the students have
sat down and login to
the platform. Students
Beginning of Class:
will be asked to enter a
(5-7 min.)Share “What are we
goal for today's class.
doing today?” Google slide on
the Board. As well as check
Instruction:
for goals on the platform.
I will be giving
instruction at the front
Instruction:
of the class with
(10 min.)
students simply
- Share motivational
listening to the
focus.
directions and
- Read prompt for final
explanation. Ask Online Resource:
product
Content-input students for any Summit Learning
- Explain Cognitive
(Could include content questions. Google Classroom
Skills order,
outline, presentation,
- Inquiry Argument
questioning, modeling, Independent Students will be using
paragraph content
examples) Practice: the platform. I will
- Ask Students for any
Modeling: Should include Students will begin also use the platform
questions
both Tier 1 (examples) and working on their to guide students on
Independent Practice:
Tier 2 (think aloud) paragraph for the completing their goal
(20-25 min.) Students will
entire class period. and paragraph.
complete Inquiry Argument
They will use
Paragraph
previous work used
Academic Closure:
throughout the
(5 min) Ask students for
project. I will be
process, and show them how
walking around the
to submit
class for questions
Class Closure:
and check for
(3 minutes) Students are
understanding.
asked to disinfect the desk
and use handatizer before
Closure:
leaving class.
Students will submit
or save their work. I
will help those who
finish to submit.

How do words lead to war? I will ask these

Do leaders accelerate or questions during
Guided Practice
defuse conflict? motivational hook, Online Resource:
Include Check for
What is a thesis? introduction to class Summit Learning
Understanding Questions
What is supporting evidence? assignment, and at the
Why do you need evidence? end of class closure.
Independent Practice Check for Understanding: I will be continuously Online Resource:
Include Check for Does your paragraph include a meeting one on one Summit Learning
UH COE Lesson Plan Template (Direct Instruction)
with all the students
thesis? throughout the entire
How about evidence from the class period. I will walk
Understanding Questions checkpoints? around the class to see Google Classroom
How does a leader accelerate who needs help or
and defuse conflict? simply check student
progress.
Academic Closure:
Students who have completed
the paragraph are ready to I will be closing off the
submit. Remind students class readdressing the
about the importance of essential question to
completing this assignment in the entire class. Ask
Online Resource:
the upcoming two days. Close students for where they
Closure Summit Learning
off with the essential questions are at with the
Cleaning Materials
of leaders' words impact on paragraph. Two
our communities and the students will walk
examples in history. around spraying and
Class Closure: Ask two wiping desks clean.
students to spray and swipe
desks.
Plans for Leading a Discussion Following Guided Practice and Independent Practice
Launch Frame
Opening statement and question to get the discussion started (Example, “We
have been learning how to add fractions in this activity. What was an important
key in adding the fractions that helped you?)
Eliciting, Orienting Questions to ask During the Discussion
Plan for Leading a 5-10
What eliciting, probing, and orienting questions will you ask during the
minute Discussion
discussion?
Following Guided Practice
Conclusion Frame
Closing statement about what they learned in the lesson and what they will be
working on next. (Example - “We have been adding fractions in this activity - In
our next activity, we are going to continue this work…. or Tomorrow, we will
begin subtracting fractions.)
Launch Frame
Opening statement and question to get the discussion started (Example, “We
have been learning how to add fractions in this activity. What was an important
key in adding the fractions that helped you?)
Plan for Leading a 5-10 Eliciting Orienting Questions to ask During the Discussion
minute Discussion What eliciting, probing, and orienting questions will you ask during the
Following Independent discussion?
Practice Conclusion Frame
Closing statement about what they learned in the lesson and what they will be
working on next. (Example - “We have been adding fractions in this activity - In
our next activity, we are going to continue this work…. or Tomorrow, we will
begin subtracting fractions.)
Plans for Differentiated Instruction/Accomodations
Special Education No further accommodations needed. All material has been accommodated from
Students previous class work. There is a possibility of having a teacher aid in the
UH COE Lesson Plan Template (Direct Instruction)
classroom.
English Language No further accommodations needed. All material has been accommodated from
Learners previous class work.
No further accommodations needed. All material has been accommodated from
Gifted and Talented
previous class work.
Other:
Assessment
There is a link provided for the assessment of student work.
Classroom Management Plan for the Lesson
I will use strategies for independent practice such as staying on task behavior and moving around class to
track student progress.
Lesson Resources
The lesson resources are already provided on the Summit platform for both students and teachers.There are
accommodations already made for students such as modification to ease technological issues.