Direct Instruction Lesson Plan Template

General Information
Lesson Title: 9/11

Subject(s): Language, History (Social Studies)

Grade/Level/Setting: 3rd grade

Prerequisite Skills/Prior Knowledge:

What do your students already know or what do they need to know about the selected topic to successfully participate in the
lesson?

Students should have an understanding of September 11th, 2001. They will need to be familiar with character traits as well.
Students will need to know what adjectives are.

Standards and Objectives

State/National Academic Standard(s):

3.1.4 Give examples of people, events, and developments that brought important changes to your community and
the region where your community is located. ● Examples: Developments in transportation, such as the building of
canals, roads and railroads, connected communities, and caused changes in population or industry.

3.W.2.1 Write legibly in print or cursive, leaving space between letters in a word, words, in a sentence, and words
and the edges of the paper.

3.SL.4.3 Students are expected to build upon and continue applying conventions learned previously. 2.SL.4.3 Give
and follow multi-step directions.

Learning Objective(s):
Identify what students will accomplish by the end of the lesson; needs to align with the state or Common Core State Standards and
needs to be measurable (condition, behavior, and criterion).

Students will demonstrate an understanding of what happened on September 11 th, 2001. They will recognize the impact
and results from this devastation. Students will be able to successful create an acrostic that accurately portrays the
material they are learning. They should score 2/3 or above on their assessment.
Materials Technology
What materials will the teacher and the students need in order to How will you use technology to enhance teaching and learning?
complete the lesson? (Optional: Use the SAMR model to explain the technology integration
strategies you plan to use.)

Worksheet
The projector and computer will be used to share two
Pencil videos about the 9/11 attack. It will also be used to
showcase an example work done for the acrostic they
Projector
will complete.
Computer

Students will use the interactive site about 9/11 when

https://m.youtube.com/watch? they are complete with their work.
v=ivgTiP55psU&t=43s

https://m.youtube.com/watch?
v=clUn8DSzKyo&t=187s

https://911lesson.org/

Language Demands
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning
tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.

Language Function(s):
The content and language focus of the learning task represented by the active verbs within the learning outcomes. Common
language functions include identifying main ideas and details; analyzing and interpreting characters or events; arguing a position or
point of view; or predicting, recording, and evaluating data. Common language functions in math include predicting from models
and data, recording multiple ways to solve problems, justifying conclusions, evaluating data and explaining how or why certain
strategies work.

Students will need to identify the important aspects from the 9/11 attacks. They will share about what they learned from
the videos and stories read. Students will explain how they think this event changed the world.

Vocabulary:
Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific meanings that
differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across disciplines (e.g., compare,
analyze, evaluate); and (3) subject-specific words defined for use in the discipline.

- Acrostic
- Identify
- Predict
- Al Qaeda
- Twin Towers
- World Trade Center
- Pentagon

Discourse and/or Syntax:

Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate
in knowledge construction. Syntax refers to the set of conventions for organizing symbols, words, and phrases together into
structures (e.g., sentences, graphs, tables).

Students will be expected to verbally explain their point of view on 9/11. They will describe how it must have
felt to live during this time, as well as explain how our world changed because of it. Students will create an
acrostic that represents the heroes talked about after 9/11.

Planned Language Supports:

The scaffolds, representations, and pedagogical strategies teachers intentionally provide to help learners understand and use the
concepts of language they need to learn within disciplines.

The teacher will share an example acrostic with the class. The video shown before can be used as inspiration for
the acrostic that the kids will be completing. There will be a discussion about the entire event so that students
can begin to really understand d what happened.

Instructional Strategies and Learning Tasks

Anticipatory Set:

Activity Description/Teacher Student Actions

The teacher will begin the activity by shortly recapping Students will listen as they are reminded about what
 on what 9/11 was. Since this will be a few days into the
material, students will have a basic understanding.
Presentation Procedures for New Information and/or Modeling:
Activity Description/Teacher
The teacher will share a video with the students. In this
video, first responders will be reading a book
“September 12th: We Knew Everything Would Be
Alright”. After this video, students will be introduced to
the activity that they will be doing. They will be doing an
acrostic with the word “Heroes”.
Guided Practice:
Activity Description/Teacher
The teacher will guide students to have an appropriate
conversation about the video that was watched. The
material will be reiterated to make sure students
understand what happened on that day. The teacher will
show the students the example work. S/he will describe
to the students the word(s) that were chosen and why.
There can be some help shared to generate words and
phrases that would be appropriate to be used.
Independent Student Practice:
Activity Description/Teacher
After the conversation is over and the students began
working, the teacher will walk around offering help. The
students will be working independently on their paper.
They will be writing words and phrases that fit the word
“Heroes”, as well as describing the heroes from
September 11th.
Culminating or Closing Procedure/Activity:
Activity Description/Teacher
Once the students are finishing their work, they will be
shown another short video. “Tribute in Lights” is a video
that will show the beams of light that bring attention to
where the twin towers used to stand. It will serve to
show the students the effect this even still has, and what
is being done to remember those that gave their lives.
The students that complete their work early are able to
go on the interactive 9/11 website.
(https://911lesson.org/) They can explore the different
videos and readings.
Differentiated Instruction
happened on 9/11. They will be respectful while the teacher
is explaining.
Student Actions
The students need to respectfully watch the video. They
should silently watch until the video is complete. If there is a
discuss about what was watched, they should participate.
When the activity is introduced, the students need to listen.
They can ask any clarifying questions.
Student Actions
Students will be expected to participate in the conversation.
They will listen as the teacher reexplains this important event
in history. Questions can be asked if they are appropriate.
Along with this, students will watch and follow along when
the teacher shows the acrostic. They will need to think of
their own ideas of the words they will use, as well as how
they will decorate it.
Student Actions
Students will work on their acrostic. They will come up with
appropriate words. Along with this, they will need to color
their work.
Student Actions
Students will watch the video clip. They will think about all
that happened that day, and how this is a small way to
remember those that are no longer here. Students can ask
any questions or share small comments as well.
Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific
accommodations that help to meet a variety of learning needs.

Gifted and Talented:

The students who are gifted will be asked to use more descriptive words. They can also use more phrases to have a more
thought-provoking acrostic.

EL:

For the students who are ELL, they will help thinking of words for their acrostic. They will have extra assistance to explain what
an acrostic poem is, as well as helping them to understanding how September 11th has affected us all. Any questions that they
have about the materials or the task will be answered.

Students with Other Special Needs:

Students with special needs will be doing the same activity. The students with Down Syndrome will likely work on something
related but different. If the student works on this, the student will have their aid with them to provide assistance. For the other
student labeled SPED, this student will have help provided from both teachers if needed, the activity can be reexplained, and
more examples can be provided. The students who is ED will likely have help from their aid as well. The students may have a
difficult time with the materials/ understanding how to make an appropriate acrostic for the event that occurred. This student
will be given extra assistance if needed, but could also potentially work totally independently depending on they perceive the
subject.

Assessment

Formative

Describe how you will monitor, support, and extend student thinking.

For the formative assessment, the students will be judged off of their participation after being shown the first video. If they
students share opinions and comments that seem accurate, they likely understand what they were shown. But, if the students
ask a lot of questions and do not seem to grasp the importance of this subject, they will be given more information. Additional
stories and explanation can be given if they are confused about what truly happened/ how it affects the world to this day.

Summative

(Quizzes, Tests, products)

For the summative assessment, students will be graded on their acrostic poem. They will have to have a completed poem,
meaning it is colored and has words/phrases that are accurate for “heroes”.

1 point for coloring

1 point for words/phrases for each letter

1 point for appropriateness/ accuracy