Direct Instruction Lesson Plan Template

Teachers: Subject:
Makyla Orman Government
Common Core State Standards:
 HS.C3.3 Analyze the impact of political parties, interest groups, elections, and the media on political institutions.
 11-12.L.4 Determine and clarify the meaning of unknown and multiple meaning words and phrases based on grades 11-12
reading and content, choosing flexibly from a wide range of strategies
 11-12.L.6 Acquire and use accurately general academic and domain specific words and phrases, sufficient for reading,
writing, speaking, listening at the college and career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or expressions.
Objective (Explicit):
Unit objective The student will understand how political culture, demographics, and dynamic social and personal change shape
citizen beliefs about government and how those are measured.
Today’s lesson objective:
 The student will match correctly vocabulary terms with their definitions to complete a magic square strategy using terms
from Unit 3.
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.
 The magic square is attached along with the exemplar

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?
 After stating the objective (which is also written on the board), I will review the class their prior learning about American
political ideologies/beliefs. What factors help shape public opinion? How do demographics shape public opinion? Cultural
factors? How do we measure these?
 Students will need to remember vocabulary terms used in the Unit readings.
 This is an after reading activity as students prepare for the unit test. These students are 18 (or almost 18) and will be
making decisions about candidates and policies. This unit will help them make informed decisions as they understand how
their opinions are formed and influenced.
Key vocabulary: political ideology, liberal, conservative, Materials: text book and think pads or other electronic
political party, partisanship, party in power, divided device and charger.
government, moderate, globalization
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?
 I will ask the student if they have ever taken part in a poll? What/who influences our choices? What do you know
about how people make political decisions?
 I will read the unit and today’s objective to the students. I will explain that this is a vocabulary review. They will need
to be able to use these terms in a later writing assignment.

Teacher Will: Student Will:

 How will you model/explain/demonstrate all  What will students be doing to actively capture and
Instructional

knowledge/skills required of the objective? process the new material?

 What types of visuals will you use?  How will students be engaged?
Input

 How will you address misunderstandings or

common student errors?
 How will you check for understanding?
 How will you explain and model behavioral
expectations?
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  Is there enough detail in this section so that
another person could teach it?

 I will use a PowerPoint to explain the magic

square.  The students will sit in cooperative groups which
 The magic square will be on the PowerPoint as have already been established. Each group is 3-4
I explain the direction in this strategy. All students
lines across and up and down equal 15 when  The students will have their think pads open to the
they put the correct number in the appropriate magic square and listen as I explain directions
box.  This is a fun activity that should capture their
 I will wander around the room asking attention as well as serve as review of important
questions and/or answering them as students vocabulary from unit 3
work.
 I will remind students that they are expected to
work courteously with each other in their
cooperative groups and remain on task.
 I believe there is enough detail in this section
so another person could teach it.

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
 I will use the co teacher strategy. My co teacher will work with students who need extra support.

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
 The instructions will be said orally and in writing. All students will do the same assignment without
modifications because it is a group assignment. Students with accommodations/modifications are placed in
cooperative groups with students who will work with them.
 I do not anticipate students who need additional challenges.
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?
Guided Practice

 Is there enough detail in this section so that

another person could facilitate this practice?
 The students will be able to discuss in
their groups their answers to the magic
square.
 I will ask the “Have you looked at words
in the definition that will lead you to the
answer?” “Have you checked your notes
and your book?”
 I will check for understanding throughout
the lesson as I listen to their discussion
and see the answers on the magic square.
 I will remind students to stay on task when
necessary as I wander around the room.
 After students understand the instructions they
will complete the magic square.
 The students can work with each other
completing the magic square so that the lines
and columns all add to 15 when it is complete.
 I will encourage them to discuss possible
choices and to give reasons for their choice.
 These students will need to use these terms in a
later writing assignment.
 These are tier 3 words which are specific to
social studies.

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  I believe there is enough detail in this
section so another person could teach it.

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
 I will use the co teacher strategy. My co teacher will work with students who need extra support.
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 are placed in cooperative groups to receive maximum support from their peers.
 My ELL student will be allowed to use his English/Spanish dictionary.
 The assignment itself will not be modified.
 I do not anticipate students who need additional challenges in this particular assignment.
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?
 As I wander around the room, I will speak to  Students will complete the magic assisting each
individual groups calling their attention to any other as they find the definitions.
errors and giving positive feedback to  These are tier 3 vocabulary words that are found on
encourage effort and participation common core assessments and the final Civics
 As students enter into discussion in their exam.
groups, I will remind them to listen to each  When they finish with the magic square students are
other without interrupting and to allow to answer the discussion question: Discuss in your
everyone to speak. I will ask questions as I group, Where do you fall politically? Are you a
Independent Practice

listen to their discussions? “Why do you think
that?” “What do you mean? Explain?”
 Students will be allowed to correct their
answers as we discuss the strategy.
 I will ask the students whether they define
themselves as liberals, conservatives or
moderates. The students will move to the left
of the room if liberal, to the right if
conservative, and to middle if moderate. I will
have them discuss in those groups what their
beliefs are and who or what influenced their
beliefs and have one person share with the
group.
 I believe there is enough detail in this section
so another person could teach it.
Liberal, moderate, conservative? Who or what has
shaped your beliefs.
 Students will use the exemplar to correct their
magic square.
 Students will move to the correct area of the room
that defines their political ideology and discuss
beliefs and influences.
 One student from each group will share with the
whole group.

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
 I will use the co teacher strategy. My co teacher will work with students who need extra support.
Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
 The assignment itself will not be modified, but students will be supported by the peers in the groups and by
the co-teacher.

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  I do not anticipate students who need additional challenges in this particular assignment.

Closing/Student Reflection/Real-life connections:

 How will students summarize and state the significance of what they learned?
 Why will students be engaged?
 In whole group discussion students will discuss this assignment. Why did I pick these words? How do they relate to
the unit? How do they relate to you? Why is it important to understand political parties and party ideologies?
 The discussion will be centered around the student and their choices.

Magic Square Exemplar, Rubric, and Student Work are attached below.

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Magic Square Exemplar

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Lesson Plan Magic Square Rubric

Students will receive points for participating in this activity. There is no score for accuracy

5 4-3 2-0
Student completed the Student completed the Student did not complete
square with no errors/or square but made errors the square
corrected any errors they and did not correct them
made as asked

Student participated in Student participated in Student did not participate/

small group discussion. group discussion but did or only minimally
They made at least once not comment to whole participate in group and
comment to whole group group whole group discussions

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Student work

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