Direct Instruction Lesson Plan Template

Teachers: Annabel Gutierrez, Israel Perez, Kedale Subject: High School – World History
Smith, Randy Robinson

Common Core State Standards:

 HS.SP4.2 – Distinguish between long-term causes and triggering events in developing an argument.
Objective (Explicit):
 Students will be able to synthesize two main causes concerning how/why a protest may turn violent.
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.
1. Be able to identify a protester and characteristics of a protester.
2. Be able to identify major players who played a part in protests.
3. Be able to Compare and Contrast the difference between protesters and their characteristics
(Violent/Radical vs Non-violent/Peaceful).
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?

Key vocabulary: Violent, Peaceful, Protest Materials: PowerPoint

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?
Students will research a period of protest, including protesters, goals of conflicting sides
and result of protests. Students will be tasked to identify the differences between styles
of protests via Compare and Contrast.
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?
 How will you address misunderstandings or
common student errors?
 How will you check for understanding?
 How will you explain and model behavioral
Instructional Input

expectations?
 Is there enough detail in this section so that
another person could teach it?
I will cover the Abolitionist movement and its Students will take notes of the lesson, focus will lie
major players, the importance being set on the on protesters, their characteristics and actions.
ideals, philosophic viewpoints and strategies Students should also be focusing on what aspects
of protest. I will also have the students keep in and aspirations the protesters possess; what
mind the characteristics that define each type makes them similar and different.
of protest, violent and non-violent.
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

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 Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
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?
After the closing of the PowerPoint, I will begin
with an activity. I will begin by characterizing
Guided Practice
an example of a protester during the
Abolitionist Movement, I will have the students
pay attention to my actions and goals. The
important thing to get across here is that there
are two types of protests that exist, non-violent
and violent. Certain characteristics of a
protester make them innately violent, whether
that be radical actions they take for immediate
results or a philosophical stance they possess
that sets them on the path toward violence. I
will make a caricature of these characters,
students will guess what type they are.
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?
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
Independent Practice
could facilitate the practice?
After the activity that involves the students
guessing what character the teacher is playing,
they will begin by breaking off into groups that
will focus on real protesters. The teacher will
go around the room and continuously check in
on students to make sure they are on task and
are not lost. The teacher will provide guidance
and help if a group gets lost or needs
assistance in identifying a characteristic of a
protester.
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
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?
The students will be guided in learning to pick up
on what makes a protester and their actions
violent. Another important thing for them to learn is
what makes a protester non-violent. They will
continue to take notes and will break off into
groups that will start the next activity. Before that,
the students will identify the character that the
instructor is playing or displaying by only viewing
their characteristics. From this knowledge, they will
be able to determine why protesters take a violent
approach.
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?
The students will be broken into groups, these
groups will be given a protester that they will
research in their textbooks, laptops, phones. They
will look at the history of that person and determine
if they were violent or non-violent, they will provide
reasons and proof of their decision. An example of
people of interest that will be assigned to groups
during this activity are John Brown and Frederick
Douglass.
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 Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

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 identify types of protesters and what characteristics they posses that make them
similar and different. By using Compare and Contrast, students will be able to identify which types of
protesters go violent and reasons as to why they do. The students will be able to take the perspective of
each protester and understand why each type felt their actions were justified.