Direct Instruction Lesson Plan Template

Teachers: Subject:
Brian Lee 9th Grade World History
AZ State Standards:
 HS.H2.3 Evaluate the short- and long- term impacts of conflicts and their resolutions.
Learning Objective:

 Students will to be able to evaluate the short- and long-term impacts of Britain’s policy of
appeasement towards Germany by arguing for or against the policy using primary and secondary
evidence.
Evidence of Mastery (Measurable):
.
¨ Determine the condition and degree, the setting or situation in which the student will be able to express the depth and extent
of learning?

At the end of the lesson, students will write a two paragraph argument for or against Britain’s policy of
appeasement citing at least three points used in the primary or secondary sources to support their point of
view. Students will be expected to score 80-100 on the rubric provided.
Key Academic Vocabulary: (Consider Bloom’s Materials Needed:
Verbs)

Opening Activity
¨ Activate student interest and uncover prior knowledge
¨ Present the lesson objective in an engaging and student-friendly way

3-minute reflection. Students will write about a time when they’ve regretted doing nothing about
something. This could be sitting around during summer, or deciding not to hang out with friends.
What were some of the consequences of doing nothing?

Instructional Input “I do”

Teacher Will: Student Will:
¨ Determine the new information you will add to ¨ Actively capture and process the new material and
students prior knowledge. connect to their prior knowledge
¨ Address misunderstandings or common student ¨ Actively engage with the new content
errors that may be uncovered within prior
knowledge
¨ How will you explain and model behavioral
expectations?
¨ Provide explicit details in this section so that
another person could teach it
-Teacher will introduce the concept of appeasement, -Students will reflect on the horrors of WWI.
providing definition and the importance of the policy -Ask students if their opinions changed as a result of the
during WWI (through Power Point) reading. Was agreeing on the Munich Agreement the right move
-Teacher will ask students’ opinion on appeasement and to avoid further conflict?
ask why it might have been necessary.
-Teacher will then go over the appeasement assignment,
asking students to focus on key points in the speech and
defining vocabulary prior to reading.
-The teacher will go over Neville Chamberlain’s speech that
supports his decision to sign the Munich agreement
-Pause after each sentence to go over misunderstandings.
-Write key ideas on the board.
- Point out that Neville Chamberlain supported the policy.

1
 Guided Practice “We do”
Teacher Will:
¨ Provide guidance to all students as they practice,
model your expectations for understanding.
¨ Provide multiple opportunities to practice new
content and skills with your support.
¨ Provide opportunity to utilize the support of peers
within this practice.
¨ Provide explicit details in this section so that
another person could teach it.
-Teacher will now introduce Winston
Churchill’s rebuttal to the appeasement policy,
providing key vocabulary.
-Teacher will call on students to read the
speech line by line alternating student using
cold calls.
-Teacher will guide discussion on finding the
key ideas of the speech.
-Teacher will break students up into groups of
4, assigning them as “support” or “oppose”
-As students are discussing the teacher will
facilitate discussion and ensure students are
on the right track.
Independent Practice “You do”
Teacher Will:
¨ Coach and correct during this practice activity
¨ Provide opportunities for remediation and extension
¨ Provide explicit detail so that another person could
facilitate the practice.
-Teacher will now break up the groups
-Explain now that each student will write the
opposite side of the argument they were
assigned in groups.
Closing Activity:
¨ Students will reflect on learning by summarizing and stating the significance of what they learned. Determine how students
will acknowledge the new information that was added/developed within their schema.
Students will fill out an exit survey asking them to highlight the strongest arguments made on both sides.
Also, reflect on whether their opinions on whether doing “nothing” has changed.
Student Will:
¨ Practice all knowledge/skills required of the objective,
with your support
¨ Engage in student-to-student interaction
¨ Begin to practice in ways that lead to independent
practice.
-Student’s will alternate reading the speech using
cold calls.
-After each sentence, we will collaborate to identify
the key idea of each sentence, building on each
other’s ideas. (main ideas will be written out for
substitute)
-Students will be assigned groups of 4 and each
group will be assigned a support or oppose side.
-Each group will construct an argument using the
evidence as support.
Student Will:
¨ Independently practice the knowledge and skills required by
the objective and align to assessment and collection of
evidence of mastery.
¨ Have opportunity for peer to peer feedback
- Students will utilize the same strategy as the
previous exercise, but demonstrate their
knowledge.
-Students will utilize about 15 minutes to construct
a two paragraph argument using evidence from the
analyzed speeches.
-Students will find students who have written about
the opposing point of view to compare notes an
review each other’s work