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Direct Instruction Lesson Plan Template

Teachers: Subject:
Gettysburg
Common Core State Standards:
 Concept 6: Civil War and Reconstruction.
 PO 2. Analyze aspects of the Civil War
 D. Military and civilian leaders
Objective (Explicit):
 Identify the importance of the Battle of Gettysburg through confrontation of the battle like Little Round Top,
Pickett’s Charge and the outcome.
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
Students will at the end of the lesson write a letter home role playing either a Union soldier or a
Confederate soldier describing the events of the Battle of Gettysburg.

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?
Students will be able to identify the significance of the Battle of Gettysburg by experiencing certain
conflicts and skirmishes throughout the battle.

Key vocabulary: Robert E. Lee, George G. Meade, Materials: Lined Paper, Joshua Chamberlain Letter,
James Longstreet, Joshua Chamberlain, George E. Captain Graham Letter.
Pickett
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?
Open with stating that Gettysburg is the most important battle of the Civil War, also by
stating that it was the bloodiest battle of the Civil War as well. Students love violence, so
this will catch their attention.

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?
 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?
Instructional Input

 How will you explain and model behavioral


expectations?
 Is there enough detail in this section so that
another person could teach it?
With the PowerPoint as a guide, the instructor will While the instructor is lecturing, students will take notes and
introduce the battle of Gettysburg. After stating that pay close attention to details for a later activity.
Gettysburg was the bloodiest battle of the war, introduce
the major players of the battle. Give a little background
information of the generals to interest the students in
them. Mention the casualties of the battle to solidify the
statement of Gettysburg being the bloodiest battle. From
there tell the story of Robert E. Lee wanting to invade the
north and looking for supplies. Also point out how George
Meade followed Lee into Pennsylvania as well. Break down
the battle by each day. For the first day, briefly mention
where the battle happened, how the confederates pushed
1
the federals through the town of Gettysburg and let them
set up the “Fish Hook” defensive. For the second day, the
key battle to focus on would be Little Round Top and
Joshua Chamberlain. Ewell’s attack on the Union right can
be discussed depending on time. On day 3, focus primarily
on Pickett’s Charge, and the Union Victory.

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

Teacher Will: Student Will:


 How will you ensure that all students have multiple  How will students practice all knowledge/skills required
opportunities to practice new content and skills? of the objective, with your support, such that they
 What types of questions can you ask students as continue to internalize the sub-objectives?
you are observing them practice?  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  How are students practicing in ways that align to
they practice? 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?
At the end of the lecture, there are two video While the instructor is showing the video clips, the
Guided Practice

clips that the students will watch, one being students will be analyzing the videos, trying to
from the movie Gettysburg and the other from figure out what message the video clips are trying
the movie Remember the Titans. The instructor to get across. The students will be answering the
will show these video clips and then walk the question “What is the significance of the Battle of
students through the messages the videos are Gettysburg”
trying to explain

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
 How can you utilize grouping strategies?
Teacher Will: Student Will:
 How will you plan to coach and correct during this  How will students independently practice the knowledge and
practice? skills required by the objective?
 
Independent Practice

How will you provide opportunities for remediation and How will students be engaged?
extension?  How are students practicing in ways that align to
 How will you clearly state and model academic and assessment?
behavioral expectations?  How are students using self-assessment to guide their own
 Did you provide enough detail so that another person
learning?
could facilitate the practice?
 How are you supporting students giving feedback to one
another?
After the lecture, the instructor will assign an The students will be handed 2 primary letters from
activity to the student. The instructor will hand soldiers of Gettysburg, Joshua Chamberlain, and
the student 2 primary letters from soldiers of Captain Graham. The students are to then read
Gettysburg, Joshua Chamberlain, and Captain these lets and write a a letter of their own role
Graham. The students are to read these letters, playing a soldier during the Battle of Gettysburg.

2
then write a letter of their own role playing a The students will be allowed to work with a partner
soldier during the Battle of Gettysburg. depending on class behavior.

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

Closing/Student Reflection/Real-life connections:


 How will students summarize and state the significance of what they learned?
 Why will students be engaged?

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