Direct Instruction Lesson Plan Template

Teachers: Subject:
Clara Valdes 7th Grade Social Studies
Common Core State Standards:

S1-PO 5. Describe the relationship between a primary source document and a second

S1-PO 6. Determine the credibility and bias of primary and secondary sources.

PO 2. Determine the significance of the following events of the Civil War: major battles – Bull Run
Objective (Explicit):
 Students will be able to describe the relationship between primary and secondary sources, determine the
credibility and bias of primary and secondary sources while researching the significance of the Battle of Bull
Run.
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 able to complete an annotated reading passage and answer questions based on the
lesson and the letter with 90 percent accuracy.

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 point of view with in a passage.
Students will be able to identify the counter point of view with in a passage.
Students will be able to use pre-reading clues to identify the topic and bias of the passage.
Key vocabulary: Primary source, secondary Materials: text book/ Report of Brigadier General T. J.
source, bias, perspective, Confederacy, Union, Jackson/ A Soldier’s Letter Home / power point
First Battle of Bull Run,
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?
Have students view an illustration (comic) of perspective. Ask the students what each mans
perspective might be different. What will happen when they meet? How might each of their
journals be different? Why do they have different perspectives.
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?
Instructional Input

 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 present a power point on  Students will follow along and take notes.
primary/ secondary sources and bias.  Students will answer probing questions in
 Teacher will ask probing questions
1
 regarding the advantages and
disadvantages of each.
 Teacher will display a passage from
the text book about the First Battle of
Bull Run.
 Teacher will read through the passage
following along with the guided reading
requirements with suggestions from
the students.
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
class discussion or through think pair
share.
 Students will identify the textbook as a
secondary source.
 Students will provide suggestions for what
and where the teacher should mark while
reading. (circle-author and date/ star-
audience/ underline- bias/ check mark
facts/ squiggly line-unknown words)

Differentiation Strategy
 Students with an IEP will have a pre- printed copy of the power point to follow along
with during notes.

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?
 Is there enough detail in this section so that
another person could facilitate this 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?

 Teacher will provide students with  Students will get into small groups
the primary source Report of  Students will determine whether this is
Brigadier General T. J. Jackson a primary or secondary source based
Guided Practice

(Confederate perspective) on the title

 Teacher will display annotation
guide on the board. (circle-author
and date/ star-audience/ underline-
tone/ check mark facts/ squiggly
line-unknown words)
 Teacher will lead discussion asking
who/what/when/ where/ why/
biased?
 Students will read the passage
 Students will read the passage a
second time and insert annotations as
a group.
 Students will participate in class
discussion and answer teacher guided
questions referring to the passage and
the bias within it.

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?

2
 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?
 Teacher will provide students with  Students will read and annotate A
the primary source A Soldiers Soldiers Letter Home
Independent Practice

Letter Home (Union perspective)  Students will answer prompted

 Teacher will display annotation questions once they have completed
guide on the board. (circle-author annotating the passage.
and date/ star-audience/ underline-
tone/ check mark facts/ squiggly
line-unknown words)


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?

Students who require extra help will work in a small group with the teacher to read and
annotate the passage.
Closing/Student Reflection/Real-life connections:
 How will students summarize and state the significance of what they learned?
 Why will students be engaged?

Ask the students how the bias from each of the passages were different? How were they
similar? Are their any advantages to reading passages with different bias?