Direct Instruction Lesson Plan Template

Teachers: Subject:
Jala Edwards History
AZ State Standards:
 HS.H4.1 Examine how historically marginalized groups have affected change on political
and social institutions
Learning Objective:
 Students will be able to know how marginalized groups affected change in political
institutions by examining Brown vs Board of Education by analyzing primary sources.
Evidence of Mastery (Measurable):

¨ How will you assess if your student achieved mastery of the lesson objective?
¨ Determine the type of demonstration/activity the student will use to demonstrate mastery of the objective.
¨ What is the condition and degree, the setting or situation in which the student will be able to express the depth and extent of
learning?
¨ What is an exemplar student responses with the level of detail you expect to see?

Students will identify three key contributions of Brown vs Board of Education on the education system.

Key Academic Vocabulary: (Consider Bloom’s Materials Needed:

Verbs) Internet Connection
Contributions Computer
Identify Rubric

Opening Activity
¨ How will you activate student interest?
¨ How will you connect and uncover prior knowledge?
¨ How will you present the lesson objective in an engaging and student-friendly way?

Student’s will come into the class grab a piece of paper and write down what they think
their class environment would have looked like in the 1950’s or before.

Instructional Input “I do”

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 and connect to their prior
¨ What types of visuals will you use? knowledge?
¨ How will you address misunderstandings or ¨ How will students be engaged?
common student errors that may be uncovered
within prior knowledge?
¨ How will you explain and model behavioral
expectations?
¨ Is there enough detail in this section so that
another person could teach it?
Teacher will create a model presentation using PowerPoint Students should be taking notes, writing at least two of their
slides. questions on the paper to share with a partner.
The first slide will briefly explain the case of Brown vs.
Board of education and use prior knowledge to explain the
climate of the United states during that time.
The second slide will go into the groups mostly affected by
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 the Decision of Brown vs. Board of Education.
Along with one key contribution and how the references
should be cited.
I will assign students a partner to exchange an possibly
answer each other’s questions. That same partner will peer
review one another’s PowerPoint.
Guided Practice “We do”
Teacher Will:
¨ How will you provide guidance to all students as
they practice?
¨ How will you ensure that all students have multiple
opportunities to practice new content and skills
with your support?
¨ How will you utilize the support of peers within this
practice?
¨ Is there enough detail in this section so that
another person could facilitate this practice?
Teacher will provide guidance by initially
letting students know you are there to support
them.
As well as giving them a list of sources to
chose from if they cant find any, it would also
be noted they do not need to use those
sources if they don’t want.
Encourage students to use a writing style they
are not familiar with (MLA, APA, etc.)
Independent Practice “You do”
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 within the collection of
evidence of mastery?
¨ Did you provide enough detail so that another person
could facilitate the practice?
Teacher coach and correct
Opportunity to complete assignment if not
given time in class will be given during open
hours during lunch, before or after school for
the day of and the following day only.
As for remediation teachers will ask students
to clarify or elaborate on the contributions.
Evidence of mastery will be proven and
checked using a peer responsive feedback for.
Closing Activity:
¨ How will students reflect on learning?
¨ Summarizing and stating the significance of what they learned.
¨ Acknowledge the new information that was added/developed within their schema.
Write A journal entry on how different your life would be ( friend groups, family dynamics etc)if Brown vs
Board was never decided in the supreme court, do you think another turning case would have come up?
Student Will:
¨ How will students be engaged?
¨ How will students practice all knowledge/skills required
of the objective, with your support?
¨ How will you elicit student-to-student interaction?
¨ How are students practicing in ways that align to
independent practice?
Students will begin by logging into the computer,
opening a power point tool from Microsoft or
Google ensuring they are sitting next to their peer
edit partner.
They will then choose a writing style to cite their
power point double checking with instructor
making sure its not the one commonly used.
Students should be sure to check on partners
asking each other clarifying questions before
bringing it to the instructor.
Student Will:
¨ How will students be engaged?
¨ How will students independently practice the knowledge and
skills required by the objective?
¨ How are students practicing in ways that align to
assessment of collection of evidence of mastery?
¨ How are students using self-assessment to guide their own
learning?
¨ How are you supporting students giving feedback to one
another?
Students will be engaged by actively looking for 3
key contributions that on Brown vs Board of
Education decision.
This will be practiced by implementing research
skills and the use of primary sources to identify
contributions that speak or stick out to students to
fulfil the objective and create a power point.
Students will use the example and rubric given as a
guide to make sure they are getting the points
based what they fulfil.
Using the peer review method students will
exchange assignments and give it a rating based
on the rubric.
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