Direct Instruction Lesson Plan Template

Teachers: Subject:
Gabrielle Roqueni Social Studies/ 7th Grade

Common Core State Standards:

 AZ SS Strand 1 Concept 6: Civil War and Reconstruction
 PO6: Describe significance of the following groups in the Civil War. A) Political Leaders (i.e., Abraham Lincoln)
B) Military Leaders (i.e., Robert E. Lee and Ulysses S. Grant) C) Role of African- Americans D) Role of Women
Objective (Explicit):
 Students will describe the various groups and roles during the Civil War and connect it today. (i.e., current
political and military leaders, racial prejudice, and women inequality).
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.

Teacher will circulate around the room and ask and answer questions periodically during lesson. Teacher
will also demonstrate note-taking and provide research tips to students. Students will be taking notes and
engaging in discussion during the lesson as well on certain topics. Also, students will engage in various
group activities that have guidelines to follow to ensure they can describe the various groups and roles
during the Civil War.

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?

SWBAT describe living in the South (Background Knowledge)

SWBAT describe living in the North (Background Knowledge)

SWBAT compare technology advances between the North and South (Background Knowledge)

SWBAT describe life for African- Americans in the North and the South
SWBAT describe Abraham Lincoln’s political moves


SWBAT describe the military tactics made by Ulysses S. Grant and Robert E. Lee

SWBAT describe life for women
Key vocabulary: Emancipation, Abolish, Racial Materials: PowerPoint Presentation, YouTube, Google
Prejudice, Inequality, and Free. Drive.
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?

Teacher will connect Civil War issues to current events today (i.e. racial prejudice, women inequality,
U.S. President, military leaders, confederate monuments) by creating a class discussion discussing these
current events as well as have the students make connections with their main 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?

 
Input

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

 Teacher will begin lesson with
background knowledge of events
leading up to the Civil War and the
rising tensions between the North and
South.
 Make a connection to Civil War to
current events.
 Demonstrate note-taking skills as well
as research skills.
 Begin discussing the role and views of
Abraham Lincoln
 Roles and impacts of the Military
Leaders.
 Roles of African-Americans in the
South and North (Compare and
Contrast, as well as connect racial
prejudice to today’s world).
 Role of women (and connect it to
today’s world).
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
 Students will listen and observe and
complete theirs notes with the study guide
provided for this unit.
 Ask and answer questions pertaining to
material being provided.
 Student will select from a list of possible
projects that best relate to their learning
style.
 Student will make connections from events
and life during the Civil War to what
events and life is like today by using
research and class discussions, when
teacher gives examples of what is going on
today.
 Engage in group discussions and group
activities with certain questions and
guidelines for each group to follow.
 In each of the groups (groups of three),
there will be a facilitator (leads the
conversation), note taker (write down
answers), and presenter (present what
group discussed to the class).

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

Each student that has an IEP will have a modified version of the study guides provided through
Google Classroom to take notes. They will have side notes to follow while listening to lecture.
There will also be videos demonstrating note-taking skills and research skills. And recordings of the
lecture for them to listen to again, if the student misses something. (This will be provided to all the
students).
Regardless of skill set- the student will be told what the teacher expects and highlight important
notes. Students will also be checked on frequently to make sure they understand and see if they need
any help.

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 Teacher 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?
Student Will:
 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?

 Monitor students as they complete their
study guides as well as their progress
on the sample essay questions provided
with the study guide.
 Monitor group discussions and give the
students a worksheet to work on
together with instructions on what they
should be discussing as a group.
 Teacher will demonstrate fill in the
blanks by filling in the blank along
with the students in the class.
Guided Practice
 Students will take notes by following along
with PowerPoint presentation and fill out
their study guides that includes key terms,
key events, and descriptions of each group-
the study guide will be available in Google
Classroom.
 Each group discussion the students are
encouraged to develop critical thinking
skills, they will be given a set of questions
that will encourage the students to utilize
their critical thinking skills. (i.e. How free

 Provide feedback as they complete were free African-Americans in the North?

sample essay questions and offer Is there still racial prejudice today?)
research tips to better answer the  Students will make connection with the
questions to the teacher’s expectations. content to current events (i.e. racial
 Have students make connections from prejudice and oppression)
the content to today’s world by
demonstrating critical thinking and to
research current events and to be aware
what is going on in our society.

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?

The students with IEPs will have a copy of the Study Guide completed with simplified vocabulary
with few distractions.
The students with IEPs will just have to highlight the important facts the teacher wants them to
know. The teacher will check their status on highlighting key facts on Google Classroom and adjust
if needed.
Other students will have the standard study guide, but with video resources, recordings of lectures,
and images available in Google Classroom for them to use if they need the extra assistance.

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 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?

 Provide feedback on Google  Students will work in groups and have

Classroom, as well as in class
pertaining to the student’s notes and
essay questions.
 Monitor group discussions and give the
students a worksheet to work on
Independent Practice
group discussions based on the content
being taught.
 Students will also have a big assignment to
choose from to measure the content and
skills they acquired.
Students is to use the “menu” approach

together with instructions on what they 

should be discussing as a group. when it comes to assignments that go along
Directions will be to answer question with the content. The student can choose to
on the given topic that day. (i.e. Was write an essay, create a PowerPoint
Abraham Lincoln always against presentation, video, drawing, poster board,
slavery? Why did he believe that collage, etc.) Each assignment will have
ending slavery was important for the their own specific guidelines to ensure the
Union to win the war?) The students student understands the content.
will be in groups of three, and each
group member will pick one of three
roles- facilitator, note taker, and
presenter. Each group member is
expected to participate by engaging in
conversation on the topic of the day.
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 win groups based and assigned a role based on skill-level and educational accommodations
needed. Each group will have different prompts and worksheets based on the content.

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 describe the various groups and roles during the Civil War and connect it today. (i.e.,
current political and military leaders, racial prejudice, and women inequality). The groups that the
students will be describing are political leaders, military leaders, role of African-Americans, and the role
of women. The way they will summarize their knowledge is through the assignment of their choosing to
complete.