Direct Instruction Lesson Plan Template

Teachers: Subject:
Rachel Pasholk 8th Grade Social Studies
Common Core State Standards:
 8.H3.2: Explain how popular movements, reform efforts, and activist groups have sought to change American
society and institutions.
Objective (Explicit):
 Students will be able to explain the role activist groups have had when seeking to change American society
through a debate articulating the pros and cons of a given group.
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 debate the movement in a respectful manner.
Prior to the debate, students must write down 2 points for or against the movement to demonstrate understanding
(as well as show me all students know the material, even if they don’t take part in the debate)
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?
Students will do a quick write on what they know about the activist group/ protest movement March for Our Lives,
as well as their opinions on it.
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
Instructional Input

expectations?
 Is there enough detail in this section so that
another person could teach it?
I will have the students write about what they know Students will be engaged with the beginning of the
in terms of the movement March for Our Lives, lesson because they must think about what change
thus engaging them to the subject matter of the March for Our Lives may have had on society, as well
lesson. Once they have written, I will go over key as applying their own opinions to it.
information about the movement.

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?

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?
 How will you explain and model behavioral
expectations?
 Is there enough detail in this section so that
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?

another person could facilitate this practice?

Students will be assigned to a group, either for or Students will have to use what they know about protest
against, March for Our Lives, where they will then movements to write valid arguments either for or
need to write down two points that match their against March for Our Lives. I then will divide the group
assigned group. This will be the information that in half, where they will then need to engage in a
they apply when in the debate. By having them debate. By writing the information down, it will
write it down, all students will not have to take part demonstrate individual comprehension of the
if they choose not to. importance of activist groups.
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
 Did you provide enough detail so that another person
learning?
Independent Practice

could facilitate the practice?

After the debate, the group will come back together
where I will explain why protest matters in their
own life, as well as having, pending time, students
explain what they think the benefit of the debate
was.
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
 How are you supporting students giving feedback to one
another?
Students will be able to ask questions about the
movement, as well as protest in general. They will be
assessed on what they wrote down during the quick
write, the points they wrote for the debate, as well as a
final reflection that will be used to evaluate knowledge
gained.

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?
At the end of the lesson, students will write a brief reflection on what they have learned from the debates, as well
as if any opinions have changed. In this reflection, they must include the ways in which they think March for Our
Lives has attempted to change society.