Direct Instruction Lesson Plan Template- Elizabeth

Teachers:
Elizabeth Kaul

Subject:
Paper Sons Primary Sources

Common Core State Standards:

PO 5. Describe the relationship between a primary source document and a secondary source document.
ISTE: 3. Research and information fluency. Process data and report results.
Objective (Explicit):
By the end of the lesson students will be able to infer, interpret, and answer epistemology questions
about primary sources from Chinese Immigrants in the early 1900s.
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 write a journal entry from the perspective of a Paper Son. They can talk about anything
that we have learned so far, whether its about the reason they chose to come to the United States, about
their journey, what the interview process was like, etc. Students will also draw a picture to go along with
their journal entry. Students are expected to write a well organized, detailed paragraph that is at least ten
sentences long. This assignment will be worth 15 points, 10 for the sentences and 5 for their illustration.
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?

1.
2.
3.
4.

Students should know the difference between a primary and secondary source.
Students should have foundational knowledge of Paper Sons.
Students should know how to write a well organized paragraph that is cohesive and detailed.
Students should be able to infer information, answer questions, and make connections from
primary sources.

Key vocabulary:
Primary Source: an artifact, a document, a
recording, or other source of information
that was created at the time under study. It
serves as an original source of
information about the topic.
Paper Sons: Chinese immigrants that
claimed they were born in San Francisco
after a fire burned many of the records in
the city.
Immigration: the action of coming to live
permanently in a foreign country.

Materials:
Paper Sons lecture 2 PowerPoint
Journey box with primary sources.
Journal entry worksheet

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 student to think back to what we learned yesterday about Chinese immigration and Paper sons.
I will ask them to raise their hands and share what they remember. I will write their thoughts on the
board. I will explain today that much of what we have learned already we will build upon today. We

will go over our objective together by reading an I will statement: I will analyze primary sources in
order to learn about Paper Sons. Finally, I will introduce what our lesson will be about for the day.
Instructional Input

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 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?

What will students be doing to

actively capture and process the new
material?
How will students be engaged?

- I will begin by explaining that

today we will be examining
primary sources. I will ask a
student at random to tell me what
the difference is between a primary
source and a secondary source is.
Next, I will demonstrate how
to analyze a primary source for my
students by using an example
photo from the journey box.
I will expect students to
listen to my demonstration quietly,
and raise their hands if they have a
question, answer, or comment they
would like to share.
I will explain to students, I
like to start by reading the title and
looking for anything that might tell
me what year this was created.
Will give an example of the types
of questions I will ask the students.
For example, What is are these
people looking at in this picture?
How do you know?

Students will watch as I

model how to breakdown a
primary source.
When I ask students
questions, they will answer and
participate in the activity.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

This lesson does not require a co-teacher. If it were taught with one,
the co-teacher could float around with me and prompt student with
extra prompting if they are struggling with a source.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

My I will offer sentence strips to my ELL students to help them

answer question properly. For example, In this picture I see
___________. I will also make sure to pull a small group for a more
in-depth model if I notice that some of my students are struggling

with the concept of analyzing a primary source.

Guided Practice

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?

- I will begin this portion of the

lesson by numbering off students
into groups of four. I will then ask
the students to find a comfortable
place to work.
Each group will log on to the
blendspace webpage and will be
assigned two different primary
sources. They will also be given a
worksheet with questions about the
sources on it.
I will explain to students that
today we will be examining some
first hand accounts of Paper Sons
in San Francisco during the early
1900s. I will explain that they
must read through the questions as
a group and answer them to the
best of their ability. Since they are
in a group I will remind them to
listen to what everyone has to say,
because you never know what will
stick out to you. I will tell students
that they will present their findings
to their peers.
I will observe as students
work through their primary source
questions.
Once the groups appear to be
finished, they will all take turns
sharing their sources with the class.
This is where I will take time
to redirect students who may have
missed something or didnt quite
grasp what the source was getting
at.
I will encourage students to

- Students will get into their

groups.
They will go through their
assigned sources and answer
the questions as a group.
After they are finished,
they will present their findings
to the class.
While watching other
students present, they will be
able to critique the reasoning of
their peers and share their
opinions on the sources.

How will you elicit student-tostudent interaction?

How are students practicing in
ways that align to independent
practice?

politely critique the thoughts of

their peers and share what they
think each picture represents.
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

This lesson does not require a co-teacher. If it were taught with one,
the co-teacher could float around with me and prompt student with
extra prompting if they are struggling with a source.
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?

I will allow my ELLs to draw out their answers to the question if they
need to or have a peer work with them to help them write out their
answers. If students will need an additional challenge, I will have a
few extra questions for them to answer that go a little more in depth
with the primary sources.
Independent Practice

Teacher Will:

Student 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?

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 selfassessment to guide their own
learning?
How are you supporting students
giving feedback to one another?

I will pass out the journal

entry worksheet and explain my
expectations to my students.
I want you guys to put
yourself in the shoes of someone
who immigrated from China like
the Paper Sons weve learned, and
write a journal entry from their
perspective. It can be about any
part of journey from when you
decided to come to United States to
actually arriving and working
here.
I will tell students they are
required to write at least ten
sentences and make a cohesive
story. I will also tell them that they
will need to draw a picture to show
what happens on their journey.
I will let students work and
walk around the classroom to make

- Students will write their

ten sentence journal entry and
draw a picture to go along with
it.
Students will then share
their journals with their groups.
This will allow the students to
see what their peers too away
from the lesson and reflect on
what they have learned.
Students who would like to
share their entry with the whole
class can share after their group
share.

sure no one needs help.

- When students finish, I will
have them share their entries with
their groups. I will ask if anyone
wants to share their journal entry
with the class.
I will collect the journals so we can
add to them tomorrow.
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

This lesson does not require a co-teacher. If it were taught with one,
the co-teacher could pull a small group of students in the back and
work with them on their journal entries.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

ELL students can write five to seven sentences if they are struggling
with writing their journal entry. They can also choose to write in
bullet points just to express what they have learned. They can spend a
lot of time on their picture to explain what is happening. If students
need more or a challenge, they can write a longer journal entry.
Closing/Student Reflection/Real-life connections:
How will students summarize and state the significance of what they learned?
Why will students be engaged?

I will ask students if they wanted to share one interesting thing they have learned or an important
connection to their own life that they have made today. They will then write a short summary of the
lesson in their social studies notebook. I will ask the students to think about how we deal with
immigration today in the United States in order to get them to start brainstorming for tomorrows lesson.