Direct instruction

Subject: Social Studies 8th Grade

Skills for History. PO1: Construct charts, graphs, and narratives using historical data. PO3: Construct timelines (e.g. Presidents/world l

ne with five events that occurred during the 1970s and present it to the class.
ents in the 1970s will impact the 1980s.

roduct I will be grading. I will grade on the following:

r each event/person of the 1970s, to receive full 5 pts per event/person it must be significant and discussed in our lesson on the decade. T
up activity, listing ideas on poster board, and staying on task.

classmates, students will show knowledge by posting one impact that they believe the 1970s will have on the 1980s in our class page on Edm

complex):

e groups with a poster board and markers and will be asked to list events and people that they felt were significant in our 1970
ents and create a timeline using Sutori.
to the class

meline of events. Vietnam-Country in Asia. Time-line: displaying a list of Materials/Technology Resources to be Used:
ate termination of a human pregnancy. War-armed conflict between different
wrong. Sutori

Poster board

Markers

Edmodo

Chromebook

ing, and make RELEVENT to real life)

in Alive from Saturday Night Fever. The three-minute timer will be up on the board with the following daily discussion question of: What d

Student Will:

off I will stop the music and ask what do you think of when you hear the Walk in the classroom, take their seats, and pull out their q
down what they think of when they hear the 1970s.

e their responses Those who choose to share their answers will raise their h
into groups of five Students will break off into their groups of five

n minutes to use their chrome books to look up significant events or people Students will pull out their chrome books and begin to goo
wn on their poster board poster board

to their class Students take turn presenting their choices to their class m

minutes to research their events/persons Students work together in their groups doing research

uestions Students will work in their groups creating a time line of t

heir groups) to log in to Sutori, and create their time line, while also being
nd any questions

on How will your instruction look different for those students who need differentiation or accommodations during your instructional input/t

on the board on a power point slide for any students that had difficulty understanding, or who werent listening, or for those who
Student Will: Be specific

at they are saying, ask if they have any questions or need any help researching Students will be working in their group conducting researc
next group until time is up. and persons of the 1970s.

s up the students will work in their groups for fifteen minutes to complete their Students will work within their groups to create a time lin
g with each group to assist and observe for teamwork, cooperation, and

r needs any assistance preparing their presentation, ask if they are ready to

on/Check for Understandinghow are you going to know if EACH student is ready to move onto independent practice? And how are you

Student Will: Be specific

group presentations, taking notes Present to the class their time lines

on How will your instruction look different for those students who need differentiation or accommodations?

ons, I wouldnt have to do anything differently in the observing of the slide shows. Those not as comfortable speaking in front o
What connections will students make to their real lives? What essential questions will they reflect on in their closure of the lesson?

f political events occurring now compared to the 1970s. Their essential reflection question will come in the form of homework t
what events did they learn about in class today that occurred during the seventies do you think will impact the eighties and why