Direct Instruction Lesson Plan Template

Teachers: Anissa Borgens Subject: History

Common Core State Standards:

 HS.H1.3 – Identify the consequences that resulted from civilization or cultural interactions.
Objective (Explicit):
 By the end of the lesson, students will be able to identify the significance of the famous pirate, Captain
Samuel Bellam, by utilizing an article and answering 80% of the questions on worksheet correctly.
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.

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?
This lesson would ideally be placed at the beginning of a whole week on the history of the Caribbean or
even the history of piracy. The assessment provided to the students after reading the article will ask
questions that allow the students to answer in ways require them to think deeper and comprehend the
significance of the specific pirate on the Golden Age of Piracy.
Key vocabulary: Pirates, piracy Materials: Index cards, “The Golden Age of Piracy”
video, PowerPoint about pirates, “Black Sam”
article, assessment questions
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?
At the beginning of the lesson, I will hand out index cards and ask the students to write
down everything they know about pirates. Students are able to write down anything they
know based on prior knowledge from books, movies or other sources. After, I will ask
the students to share some of the things they know about pirates with class. Following
this class discussion, I will show a brief video that provides an insight into piracy and
discusses what real pirates were actually like.

Teacher Will: Student Will:

 How will you model/explain/demonstrate all
knowledge/skills required of the objective?
 What types of visuals will you use?
 How will you address misunderstandings or
Instructional Input
 What will students be doing to actively capture and
process the new material?
 How will students be engaged?

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?
By showing the class a video that provides a description Students are encouraged to take notes as they see fit based on
about pirates and then further discussing the famous the video and PowerPoint presentation. My goal in providing
pirate “Black Sam”, I am helping students understand his two tech resources is that they would capture the students’
significance. Visuals such as the YouTube video and attention.
PowerPoint will not only provide information but help
students stay engaged with the lesson. To start the lesson,
I am asking for students to provide what they know, and
this may lead to errors but after discussion and instruction,
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 students will have question clarified. I will check for
understanding after the video but asking if students have
questions. Additionally, after finishing the PowerPoint, I
will ask questions about the presentation to make sure the
information was clear. I will ask that all students raise their
hands in lieu of shouting out the answer to set behavioral
expectations. I believe there are enough details and visual
resources that the lesson could be easily taught by another
instructor.

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
 No co-teaching necessary

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
 If a student needs accommodation for watching the video they can let me know and we can find a way to provide
the information they needed from the video. All in all, I do not feel there will be much of an additional challenge in
watching the video and PowerPoint.

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?
For this lesson, students will be popcorn
reading an article about the specific pirate
After each paragraph, I will ask one student to
summarize what the paragraph was saying. I
will also ask if students have questions
throughout to make sure they are
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?
Students will be able to practice and display what
they learned by summarizing each paragraph.
Students will be engaged as at any moment they
may have to read or summarize, and they would be
needing to pay attention to do either. Students will
be able to interact by listening to one another read

understanding. Additionally, I will ask or by summarizing what the other person just read.
questions about the text itself. I will listen as Students are practicing by summarizing what was
students read and summarize and correct if I read because it causes them to elaborate on what
students make a mistake. I will ask that was said and gain more information.
students are quiet as we read and raise your
hand with any questions. I believe this section
is detailed as long as the other person has the
appropriate article needed.

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
 No co-teaching necessary

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?
Students may need accommodations based on reading aloud. If I know a student is not able to read aloud, I will not call on
them. I do not anticipate additional challenges. Rather than reading aloud in a group, students can group up into pairs and
read and summarize together.

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 Teacher Will:
 How will you plan to coach and correct during this
practice?
 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?
Following the group read of the article,
students will complete a page of questions that
Independent Practice
Student Will:
 How will students independently practice the knowledge and
skills required by the 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?
Students will work individually on a worksheet that
ask questions relating to the article and video and

will serve as an assessment for the lesson. I
will be walking around the classroom as
students work individually to answer any
questions or correct if I see a student
struggling. I will ask students to remain quiet
as they work by themselves and raise hands
for questions. Yes, I believe this section of the
lesson would be easy for another person to
instruct.
turn this assignment in when they are finished.
Students will be engaged as this will be a graded
assignment and once they complete it, they will be
done with class. Students are practicing by
answering questions that relate to the content,
which will be on the final assessment. Students are
solely responsible for their own question page and
can ask question if they are having difficulties.

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
 No co-teaching necessary
Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
For students needing accommodations, they can complete the assessment online if necessary. I do not anticipate any
additional questions, but I will be available for questions.

Closing/Student Reflection/Real-life connections:

 How will students summarize and state the significance of what they learned?
 Why will students be engaged?
Students will be able to summarize the significance as all of the questions on the assessment are in
relation to the significance of the Golden Age of Pirates as well as Black Sam. Students will be engaged as
they will never be sitting for longs periods of time listening to me talk. Instead, we will watch videos, read
together and answer questions individually.