Direct Instruction Lesson Plan Template

Teachers: Riannon Subject: History

Common Core State Standards:

HS.E1.1
 Evaluate how and why people make choices to improve their economic well-being.
Objective (Explicit):
 Students will be able to evaluate how flappers in the 1920s used dance to improve
their economic well being
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.

DBQ evaluating students’ knowledge of how flappers in the 1920s used dancing to
liberate themselves socially and economically by identifying three examples.
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 three ways flappers used dance to liberate themselves
socially and economically in a DBQ
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?
1. I will show a video of 1920s dancing
2. I will ask my students about their knowledge of the 1920s era
3. I will present my students with information of each dance and the culture of
dance in that time period. I could give my students a how-to worksheet that
shows each steps of the dance and try to have them learn the dance
4. I will communicate the importance of dance to the flappers and how it liberated
them spiritually and economically
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?
 How will you explain and model behavioral
expectations?
 Is there enough detail in this section so that
another person could teach it?
I will explain the importance of dance at that Students will be engaged by dancing and watching
time to students videos
I will address misunderstandings by asking
students questions
I will explain behavioral expectations
throughout the lesson

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 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
opportunities to practice new content and skills?
 What types of questions can you ask students as
you are observing them practice?
 How/when will you check for understanding?
 How will you provide guidance to all students as
they practice?
Guided Practice
 How will students practice all knowledge/skills required
of the objective, with your support, such that they
continue to internalize the sub-objectives?
 How will students be engaged?
 How will you elicit student-to-student interaction?
 How are students practicing in ways that align to
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?
We will watch a video of dancing in the 1920s Students will be given the chance to learn the
dance and talk to their small groups about flappers
were impacted by dance
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?
 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?
I will check for an understanding by a DBQ Students will be able to demonstrate their
understanding in a DBQ

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?
Students will be asked to share one of their examples listed in the DBQ and/ or be asked about the
impact they think dance has in todays age. We will be in a circle going around asking each person.

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