Direct Instruction Lesson Plan Template

Teachers: Subject:
Leland Clement U.S. History
Common Core State Standards:
 Describe the significance of major events in the revolutionary war: writing and ratification of the Declaration of
Independence
Objective (Explicit):
 Students will identify key concepts and figures involved in the Declaration of Independence (Cognitive)
 Students will explain the information in the Declaration by rewriting the Declaration in their own words.
(Affective)
 Students will recite their declarations in front of the class. (Behavioral)
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.
Have students answer the following question in a paragraph essay form:
Pick an individual we have discussed today, and answer the who, what, when, why, and how of their
involvement in the Declaration of Independence.

Students will rewrite declaration in their own words limit to one-page response including ideas represented in the
Declaration, namely a separation of political ties and reasons for separation.

What are the main themes and ideas contained in the declaration?

What do each of these ideas teach us about how the colonist felt at the time of the writing of this document?

Why do the colonists feel the way the way they do?

How will use these feelings and ideas to construct your own declaration?

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 write the declaration of independence in their own words.
 Students will be able to identify key concepts in the Declaration of Independence
 Students will be able to communicate in their own words the key points of the Declaration of
Independence to their classmates.
 Students will be able to have an appreciation of the Declaration effect on our modern-day America.
Key vocabulary: Materials:
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?
Students will begin class with an ethical problem. They are the Mayor of their city and their city is off the coast of
their mainland governance located on an island. The people of their city start to become less and less affiliated
with their mainland counterpart and they want to separate political and infrastructural ties with them. How do you
go about facilitating this problem? I will have the students think about this situation and then write down some
possible ideas and plans. After a sufficient amount of time I will have them get into partnerships and share their
ideas and plans and then afterwards have them share their ideas and plans with the class. As a class we will talk
about the figurative implications of student’s ideas and plans, and then introduce the objectives for the class today.

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 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?
 How will you explain and model behavioral
expectations?
 Is there enough detail in this section so that
another person could teach it?
Inform the students that the information on individuals will
be used in an essay to follow and to take notes. Students will answer question.

I will display a picture of Thomas Jefferson and ask, “Who

knows who this man is? I will explain his role in writing the Students will use note taking technology to take notes on the
Instructional Input

declaration. information contained in the slides.

Follow the same process with other notable figures in the Students will pay close attention to information about
signing of the declaration, King George, John Adams, John individuals as they will be assigned to write an essay on one of
Hancock, Benjamin Franklin, Charles Carroll. them.

Use PowerPoint slides to describe information pertaining

to the lead up of the signing of the declaration including
The battle of Lexington and concord, the stamp act crisis,
the tea tax crisis, and the

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?
I will have copies of the PowerPoint printed out for students to use and write notes on. Students may take
notes on regular paper if technology is not useful for them.
 Do you anticipate any students who will need an additional challenge?
I do not anticipate any students who will need additional challenge.

Teacher Will: Student Will:

 How will you ensure that all students have multiple
opportunities to practice new content and skills?
 What types of questions can you ask students as
you are observing them practice?
 How/when will you check for understanding?
 How will you provide guidance to all students as
they practice?
 How will you explain and model behavioral
expectations?
Guided Practice
 How will students practice all knowledge/skills required
of the objective, with your support, such that they
continue to internalize the sub-objectives?
 How will students be engaged?
 How will you elicit student-to-student interaction?
 How are students practicing in ways that align to
independent practice?

 Is there enough detail in this section so that

another person could facilitate this practice?
In groups of four or five students will be given
a section of the declaration to study and read
together.
I will walk around and help facilitate discussion
and provide feedback.
As students begin presentations I will ask
questions to help make sure the key concepts
and points are discussed and understood by
the presenting group and by the rest of the
class.
Students will work in groups together to study a
section of the declaration in order to gain an
understanding of the content of their section
Students will prepare a presentation on their
section of the declaration with the intention to
teach their fellow classmates what the key points
of their section of the Declaration.
Students will take three minutes per group and
assign one student from their group to come to the
front of the class and share the key points and
concepts of their portion of the Declaration.

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 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?
Students who cannot work within a group may do the assignment individually, overlapping with another group
on a section of the Declaration. That student may present what they found as well. Students who may not want
to present in front of the class may communicate their findings to a fellow student before the beginning of the
presenting portion and have that student help them.
 Do you anticipate any students who will need an additional challenge?
I do not anticipate any additional challenges.
 How can you utilize grouping strategies?
Students will group up in groups of four to five students giving ample differentiation to other students.
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?
 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?
Independent Practice

Referring the students back to the figurative Students will use time given to them to construct their
situation from the beginning of class. Instruct the own declaration using notebook paper and pencil.
students to use the hypothetical situation to
construct their own Declaration of Independence.

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?
Students who have a hard time writing out their thoughts may demonstrate the same knowledge in the
following ways, communicate the key concepts of the Declaration verbally to me or to their peers, outline
concepts in bullet point fashion, or may have extra time to complete the assignment.
 Do you anticipate any students who will need an additional challenge?
No Anticipation for differentiation.

Closing/Student Reflection/Real-life connections:

 How will students summarize and state the significance of what they learned?
 Why will students be engaged?
For the closing students will share what they have so far in their declarations with those sitting around them. They
may use this time to receive brief peer feedback on their ideas and thoughts. As their ticket out the door though,
they will need to have answered the following in paragraph format:

Pick an individual we have discussed today, and answer the who, what, when, why, and how of their
involvement in the Declaration of Independence.

When students have completed they may leave class.