Direct Instruction Lesson Plan

Teachers: Subject:

Patrick Nobby 7th Grade Social Studies

Common Core State Standards: 7.H4.2 Evaluate the changing patterns of

gender structures
·

Objective (Explicit): To understand the changing roles of women over time and learn the history
of American Women’ Suffrage
·

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.

Evidence of Mastery is a small socratic seminar at the end of the lesson. Students will discuss the question “do women have
more freedom today than 200 years ago?” The discussion will last for approximately 7 minutes, and follow up questions will be
introduced into the discussion once topics are brought up. Students will also write asnwers to the question in a slide created in
the presentation.

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?

Past learning is reviewed by a google form quiz over key vocabulary in the lesson, and
students providing their own definitions of the terms based on pat knowledge. Knowledge
needed to master the lesson objective is an understanding of what voting is, how women
achieved the right to vote, and what the battle against it was about. For how it is relevant, the
period teaches about the fight for equality, the beginnings of social justice in America, and
helps to teach the standard of learning how women’s roles have evolved over time.

Key vocabulary: Suffragette, Suffrage, Materials: Laptops or tablets

Declaration of Independence,

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?

I will begin to engage students by first offering the quiz to focus their attention, then
connect it to past learning as the quiz itself tests past knowledge. I will begin and make
it student friendly by explaining the basic vocab to present a groundwork for them to
work up from. I will communicate the importance through the seminar, as they realize it
on their own through discussion of the issue.

Instructional
Input Teacher Will: Student Will:

¨ How will you model/explain/demonstrate all ¨ What will students be doing to actively
knowledge/skills required of the objective? capture and 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?
 Teacher will: Students will:

Facilitate the quiz. Take the quiz.

Present the lecture. Listen to the lecture.

Facilitate the seminar. Answer the question in the presentation.

Participate in the lecture.

Co-Teaching Strategy

¨None

Differentiation Strategy

¨ What accommodations/modifications will you include for specific students?

¨ Do you anticipate any students who will need an additional challenge?

Any accommodations that must be made can be, such as reading questions out loud, or giving
handouts of the terms and lecture so that students don’t have to use the powerpoint.However, i
do not foresee needing to make any with this group of students.

Guided Practice
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 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/when will you check for understanding? ¨ How will you elicit student-to-student
interaction?
¨ How will you provide guidance to all students
as they practice? ¨ 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?

Most practice will occur in a separate
lesson, as anything meaningful
towards the topic will take longer than
20 minutes. Questions to ask are
covered in the seminar. Understanding
check will be during the same. Teacher
will model expectations by asking
pertinent questions and lecturing.
Co-Teaching Strategy
¨None
Differentiation Strategy
¨I can make accommodations as needed, but I don’t foresee needing any for this group of
students.
Independent
Practice Teacher Will:
¨ How will you plan to coach and correct
during this practice?
¨ How will you provide opportunities for
remediation and extension?
¨ How will you clearly state and model
academic and behavioral expectations?
¨ Did you provide enough detail so that
another person could facilitate the practice?
During this time, I will answer any
questions students have as they
answer the question posed before the
group discussion. This topic can go
Students will be able to practice
what is taught in the lesson and
prove their understanding
through answering the question
and participating in the
discussion. This will help them
with their independent analysis
and allow them to critically think
on their own.
Student Will:
¨ How will students independently
practice the knowledge and skills
required by the objective?
¨ How will students be engaged?
¨ How are students practicing in ways
that align to assessment?
¨ How are students using self-
assessment to guide their own
learning?
¨ How are you supporting students
giving feedback to one another?
Students will answer the
question posed in the lecture,
and type their answer. This is
 further after the lesson if they have any practicing the critical analysis
questions. skill that students need.

Co-Teaching Strategy

¨ none

Differentiation Strategy

¨ I do not foresee needing any accomodations.

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 signify what they learned through the discussion and answer portion, and the
main thing to learn is the evolving role of women. This will then be utilized in later lessons as
the historical significance is far-reaching. Students will be engaged as everything barr the
lecture requires active focus to complete.