Direct Instruction Lesson Plan Template

Teachers: Subject: (50 min Class Period)

Gloria Garza-Wells 8th Grade Social Studies
Common Core State Standards:
 PO 3. Construct timelines (e.g., presidents/ world leaders, key events, people) of the historical era
being studied.
 R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a
text.
 W.7 Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
 SL.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
 ISTE Standards: Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce
creative artifacts and make meaningful learning experiences for themselves and others.
a. plan and employ effective research strategies to locate information and other resources for their
intellectual or creative pursuits.
b. evaluate the accuracy, perspective, credibility and relevance of information, media, data or other
resources.
c. curate information from digital resources using a variety of tools and methods to create
collections of artifacts that demonstrate meaningful connections or conclusions.
d. build knowledge by actively exploring real-world issues and problems, developing ideas and
theories and pursuing answers and solutions.
 Workplace Employability:
a. Critical Thinking: Thinks critically Students display analytical and strategic thinking. This can
be seen in debating an issue, converging on an understanding, assessing a problem, and
questioning (playing devil's advocate).
b. Interpersonal Skills: Students listen to and consider all team members' ideas, respond
supportively to ideas given in class or in teams, and work well with all teammates.
c. Communication Skills: Students are noticeably engaged through notetaking, questioning, and
responding.

Objectives:
Students Teach the Civil Rights Movement
Students will:
 Research key events or players from the Civil Rights Movement;
 Brainstorm and prepare an explanation of the event that’s geared towards an audience of 7TH and 8th
graders.
 Present their explanation of the event to their target audience, in the form of a mini movie. The movie
must contain (1 or more) of the following; song, skit, commercial, cartoon, or another acceptable
format.
COGNITIVE:
a. Remember the facts of the Civil Rights Movements
b. Evaluating the research
c. Using technology in creative learning
AFFECTIVE:
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 a. Receiving others point of view and data collected during research
b. Responding to others and responding to peer’s ideas.
BEHAVIOR:

a. Research key events and players from the Civil Rights Movement

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 be assessed on their knowledge by presenting an event from the Civil Rights Movement to
Middle school-aged student, mini movie, book, song or skit
Excellent score:
• Demonstrates full knowledge by answering all class questions with explanations and elaboration •
Provides clear purpose and subject; pertinent examples, facts, and/or statistics; supports conclusions/ideas
with evidence.

Good Score
• Is at ease with expected answers to all questions, without elaboration • Has somewhat clear purpose
and subject; some examples, facts, and/or statistics that support the subject; includes some data or
evidence that supports conclusions

Fair Score
• Is uncomfortable with information and is able to answer only rudimentary questions • Attempts to
define purpose and subject; provides weak examples, facts, and/ or statistics, which do not adequately
support the subject; includes very thin data or evidence

Needs Improvement•
Does not have grasp of information and cannot answer questions about subject • Does not clearly define
subject and purpose; provides weak or no support of subject; gives insufficient support for ideas or
conclusions
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 gain the following:
Knowledge: Express feelings and emotions that were typical of those involved in the Civil Rights
Movement
Skills: Use of technology to create educational videos
Concepts: Understand the concepts of civil rights and civil liberty,
Key vocabulary: Materials:

Civil liberties -Civil Rights video

Definition: The term civil liberties is used to refer to -Note-taking Chart
guarantees of freedom of speech, press, or religion; -Note-taking video
due process of law; and other limitations on the -Research Process video
power of the state to restrain or dictate the actions -Internet access (if possible)
of individuals. -Writing materials
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Context: John F. Kennedy was a supporter of Civil -Classroom Activity Sheet: Civil Rights Profile
Liberties of the African Americans.

Civil rights
Definition: The term civil rights is used to imply
that the state has a role in ensuring all citizens have
equal protection under the law and equal
opportunity to exercise the privileges of citizenship
regardless of race, religion, sex, or other
characteristics unrelated to the worth of the
individual.
Context: It is within a person's civil rights to have
an equal opportunity to succeed in this country,
regardless of race, religion, or sex.

Segregation
Definition: The separation or isolation of people by
race, social class, or ethnic group.
Context: Southern segregation practices before the
mid-1960s required that blacks use separate
facilities and allowed rules that denied blacks
service in public places.
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?
OPENING:” Hello Students, what would you do If I asked those with brown eyes to use the bathroom In
the other building on the opposite side of campus and those who have green or blue eyes they can use the
bathroom in the classroom?”
-Wait a minute for responses
“Those with brown eyes, what would you do?”
-Wait for responses
“That is an example of what African Americans were treated during the time of segregation. We will
work in teams to create a mini movie, make a skit, create a book, cartoon or song about key players or
event during the civil rights movement”.

-Watch Civil Rights video.

-Watch it again, and this time, I will tell the students to be on the lookout for an event or person that
they’d like to explore in more detail. Upon second viewing, read through the interactive lyrics as a class
to learn more about some of the events and to find ideas for additional events, like Brown v. Board of
Education, Martin Luther King Jr, and the Montgomery Bus Boycott etc. Students can take notes on
events from the song using their choice of graphic organizer or mind map.

(10-15 min)

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 Teacher Will: Student Will:
 How will you  What will students be doing to actively
model/explain/demonstrate all capture and process the new material?
knowledge/skills required of the  How will students be engaged?
objective?
 What types of visuals will you use?
 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?
Teacher will split students into groups of 2-3. Students will go into their assigned groups/teams.

Say “ Students please look at the list on the

Instructional Input

Students will brainstorm topic event/person based

board and pick a topic for your Presentation.” on video that just viewed

Teacher will have students pick a event or
person they observed based on video that was
presented.
Elaborate “You have 10 minutes to research
and gather data using the internet and books
provided to use for your imovie.
Students will decide on the event or person.
Students will work together to gather data on the
internet and books.
Students will use handout provided to guide them
on what to include in their imovie

(10 min)
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
Team Teaching - where the members of the team co-teach alongside one another and share
responsibility for planning, teaching, and assessing the progress of all students in the class.
Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
Allow students to work in pairs when evaluating sources. Students will be paired
accordingly to help with areas they are not as strong in, with those who are strong in that
area.
Teacher Will: Student Will:
 How will you ensure that all students  How will students practice all
Guided Practice

have multiple opportunities to practice knowledge/skills required of the objective,

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?
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?
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  How will you provide guidance to all
students as they practice?
 How will you explain and model
behavioral expectations?
 Is there enough detail in this section so
that another person could facilitate this
practice?
“Now that we have watch the video on the
Civil Rights Movement. Think about the event Student will Create Dialogue for their Video
that interested you the most or the person you They will use their handouts given to guide them
felt made a huge impact or someone you could
relate with. Students will highlight/underline any words or
phrases that can be used as textual evidence to
“When acting out your event or person, think represent that particular even/person in history.
about what economic, social, or personal
factors that were taking place that would had
influence the person or event.”

(10 min)

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
Station Teaching
The co-teaching pair divides the instructional content into parts – Each teacher instructs one of
the groups, groups then rotate or spend a designated amount of time at each station – often an
independent station will be used along with the teacher led stations. Example: One teacher might
lead a station where the students play a money math game and the other teacher could have a
mock store where the students purchase items and make change.
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?

Videos will have a closed caption and hearing aids available

Teacher Will: Student Will:
 How will you plan to coach and correct  How will students independently practice the
Independent Practice

during this practice? knowledge and skills required by the

 How will you provide opportunities for
remediation and extension?
 How will you clearly state and model
academic and behavioral expectations?
 Did you provide enough detail so that
another person could facilitate the
practice?
objective?
 How will students be engaged?
 How are students practicing in ways that align
to assessment?
 How are students using self-assessment to
guide their own learning?
 How are you supporting students giving
feedback to one another?

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 Teacher will hand out Instructions and Ipads Students will work together and assign roles and
with instructions on how to record Videos duties for assignments

Say,
”Students, You will follow the instructions on Students will Record their videos
your handout on how to use the ipad APP to
record your 1 min video, don’t forget to check
the rubric to make sure you covered all
requirements.“

Elaborate further by saying,

“Don’t forget, while recording your videos,
think about what you saw and read about what
the people were going through during the
movement. What was going on at the time?
What sort of emotions do you think people felt
during the Civil rights movement’

Teacher will walk around to make sure

students understand their assignment and how
to use equipment.

Teacher will give students time to complete

the activity, (20 minutes) Once all videos are recorded, students will return
to their tables and pick up a rubric to grade their
presentations and their peers.
Class will return together as a group and
attention will return to teacher.
Students will complete a rubric after every
Teacher will ask a few students to share presentation and turn in.
responses to each section.
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
Teacher and aid will walk around to ask students about their movie and make sure they stay on task.
Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
For the students who may be auditory learners we will have re
Closing/Student Reflection/Real-life connections:
 How will students summarize and state the significance of what they learned?
 Why will students be engaged?

“The Civil Rights Movement was a turning point in history, normal people like you and me wanted
to be treated fairly and have the same opportunities, Now that you completed this assignment, how
have your views changed?”

Students will write on a 3x5 Note card and use as their ticket out the door. This notecard will be
posted on our Civil Rights Boards outside the class. ( 5min)