Direct Instruction Lesson Plan Template: Team Teach

Teachers: Subject:
Jason Scott, Angel Castaneda, Leland Clement, Tyler History
Muzzy,
Common Core State Standards:
● Strand 1: American History A study of American History is integral for students to analyze our national
experience through time, to recognize the relationships of events and people, and to interpret
significant patterns, themes, ideas, beliefs, and turning points in Arizona and American history.
Students will be able to apply the lessons of American History to their lives as citizens of the United
States.
● Concept 1: Research Skills for History Historical research is a process in which students examine
topics or questions related to historical studies and/or current issues. By using primary and secondary
sources effectively students obtain accurate and relevant information. An understanding of
chronological order is applied to the analysis of the interrelatedness of events. These performance
objectives also appear in
● Strand 2: World History. They are intended to be taught in conjunction with appropriate American or
World History content, when applicable.
● Concept 2: Early Civilizations Pre 1500 The geographic, political, economic and cultural characteristics
of early civilizations made significant contributions to the later development of the United States.
Concept 3: Exploration and Colonization 1500s – 1700s The varied causes and effects of exploration,
settlement, and colonization shaped regional and national development of the U.S.
● Concept 4: Revolution and New Nation 1700s – 1820 The development of American constitutional
democracy grew from political, cultural, and economic issues, ideas, and events.
● Concept 5: Westward Expansion 1800 – 1860 Westward expansion, influenced by political, cultural,
and economic factors, led to the growth and development of the U.S.
● Concept 6: Civil War and Reconstruction 1850 – 1877 Regional conflicts led to the Civil War and
resulted in significant changes to American social, economic, and political structures.
● Concept 7: Emergence of the Modern United States 1875 – 1929 Economic, social, and cultural
changes transformed the U.S. into a world power.
● Concept 8: Great Depression and World War II 1929 – 1945 Domestic and world events, economic
issues, and political conflicts redefined the role of government in the lives of U.S. citizens.
● Concept 9: Postwar United States 1945 – 1970s Postwar tensions led to social change in the U.S. and
to a heightened focus on foreign policy.
● Concept 10: Contemporary United States 1970s – Present Current events and issues continue to shape
our nation and our involvement in the global community.
Objective (Explicit):
● students will be able to identify what a flop is.
● students will be able to explain some of America’s greatest flops.
● Students will be able to compare Americas flops to other instances of flops.
● Students will be able to critically examine American events to decide whether they think they are flops or not.
● Students will present information concerning the flops of america.
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.

Have students describe a flop they have experienced to the person sitting next to them. Have them be prepared to
share with their responses with the class.

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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:

● Art of Flopping ● Device to show video
● Presidents
● United States of America
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?
Flopping is an art that has be learned and practiced. The United States has had a lot of practice to flop as a nation.
Today we will be looking at the nation of the United States particularly the presidents and their flops.
Teacher Will: Student Will:
◻ How will you model/explain/demonstrate ◻ What will students be doing to actively capture
all knowledge/skills required of the and process the new material?
objective? ◻ How will students be engaged?
◻ What types of visuals will you use?
◻ How will you address misunderstandings
or common student errors?
◻ How will you check for understanding?
◻ How will you explain and model behavioral
I expectations?
n ◻ Is there enough detail in this section so
s that another person could teach it?
t ● Students will collectively watch the
r ● Inform students that today’s lesson will presentation given by the teacher
u be on “Flopping” and how a select few
c U.S. Presidents accomplished this feat ● Students may take notes if necessary to
t comprehend the given topic (Flopping)
i ● Examples of how the U.S. has flopped
o as a country may also be given ● Students will participate in table talk with
n their peers to discuss what “Flopping” is,
a ● Teacher will explain their expectations and to gain a better understanding of the
l of student behavior prior to the topic
I beginning of the presentation
n
p ● Using a presentation tool such as
u Nearpod or something similar: Teacher
t will present “The Art of Flopping
presentation

● Teacher will generate a discussion that

asks the big question: “What is
Flopping”

● Check for Understanding: Have

students discuss with members of their
table for 2 minutes about what flopping
is: IF everyone understands, move to

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 the next section

Co-Teaching Strategy
◻ Which co-teaching approach will you use to maximize student achievement?
For this lesson, we will incorporate the Parallel Teaching Strategy. Instead of 2 teachers presenting the
lesson, we will be using 4 to conduct small group instruction.

Differentiation Strategy
◻ What accommodations/modifications will you include for specific students?
◻ Do you anticipate any students who will need an additional challenge?

● If needed, students will be given a graphic organizer to assist in the comprehension of the
topic
● There is no anticipation of students that will need an additional challenge
Teacher Will: Student Will:
◻ How will you ensure that all students have ◻ How will students practice all knowledge/skills
multiple opportunities to practice new required of the objective, with your support,
content and skills? such that they continue to internalize the sub-
◻ What types of questions can you ask objectives?
students as you are observing them ◻ How will students be engaged?
practice? ◻ How will you elicit student-to-student
◻ How/when will you check for interaction?
understanding? ◻ How are students practicing in ways that align
◻ How will you provide guidance to all to independent practice?
students as they practice?
◻ How will you explain and model behavioral
G
expectations?
u
i ◻ Is there enough detail in this section so
d that another person could facilitate this
e practice?
d
● After checking for understanding and ● Students will work effectively with their peers to
P making sure the students grasp the complete the task at hand.
r concept, ask them to break off into small ● When prompted for volunteers, students
a groups. should be willing and able to volunteer and
c ● After breaking the students off into small read off one or two of their own examples.
t groups (2-3 people) then the teacher will ● Students should be able to explain why their
i instruct the students to write down as examples represents flopping.
c many examples of flopping as they can
e think of.
● After giving the students a short time (1-3
minutes) to write down as many examples
as possible, ask for volunteers to share
their answers. If there are no volunteers,
pick a couple of groups.
● If the groups appear to understand what
flopping is through different examples,
move on to the next section.

Co-Teaching Strategy
◻ Which co-teaching approach will you use to maximize student achievement?

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 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?
If students are unable to write down their answers, they may elect to remember them instead. More gifted
students will be able to give a longer and more coherent reason as to why their example represents flopping,
students that struggle may give shorter reasons.

Teacher Will: Student Will:

◻ How will you plan to coach and correct during ◻ How will students independently practice the
this practice? knowledge and skills required by the objective?
◻ How will you provide opportunities for ◻ How will students be engaged?
remediation and extension? ◻ How are students practicing in ways that align to
◻ How will you clearly state and model academic assessment?
and behavioral expectations? ◻ How are students using self-assessment to guide
◻ Did you provide enough detail so that another their own learning?
person could facilitate the practice? ◻ How are you supporting students giving feedback
I to one another?
n ● Now that the students have had time to ● Students will be thoughtful in their recollection
d collaborate and share ideas with each of personal flops.
e other, they will asked to independently
p think of a major flop that they, themselves ● Students will either be writing their ideas down,
e may have had, or witness firsthand. or if they are able to just hold their thought out
n ideas in their minds it is fine.
d ● After the students have had a couple of
e minutes to think about their flops, the ● Students will make connections and gain
n teacher will ask the students to think of a relevancy from the activity.
t major flop committed by either the United Note (Students may be able to see that their own
P States of America, as a nation, or the flops could be avoided in the future)
r President specifically (past or present).
a
c ● Once the students have gotten a flop by
t America, I will ask them to individually
i draw similarities between their personal
c flops and American flops.
e
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?
I don't foresee needing to differentiate this activity for the students in the class. If needed, the teacher can
extend time for students to get their thought sorted. Also, if someone needs a little further description of what
a flop is, the teacher can always provide some more examples. If some students work faster than the rest of
the class, then I could ask them to go further and to try to think of a world wide flop.
Closing/Student Reflection/Real-life connections:
◻ How will students summarize and state the significance of what they learned?
◻ Why will students be engaged?
To end the lesson,, we will have a final food for thought. The teacher will ask the students if they believe
that some of the flops of American history were avoidable, and if so, then how can they use that
knowledge to help them aviod a flop in their own lives.

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