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Direct Instruction Lesson Plan Template

Teachers: Dave Subject:


8th grade civics
Common Core State Standards:
 Concept 1: Foundations of Government PO 1. Describe how the following philosophies and documents
influenced the creation of the Constitution: a. Magna Carta b. English Bill of Rights c. Montesquieu’s
separation of power d. John Locke’s theories – natural law, social contract e. Mayflower Compact f.
Declaration of Independence g. Articles of Confederation
Objective (Explicit):
 Students will be able to analyze the documents, such as the Montesquieu’s separation of power, the English
Bills of Rights and John Locke, which influenced the founding fathers in their writing of the constitution. Using
these documents, the students will then write a mini-DBQ explain how all the documents and theories
influenced the writing of the constitution.
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?
 Students will understand how the founding fathers came to write The Constitution by reading and
analyzing the documents.
 Students will be able to apply this knowledge later in their high school government class.

 Key vocabulary: The separation of powers is Materials: Excerpts of John Locke, The English Bill
a model for the governance of a state. Under of Rights and Montesquieu’s separation of power,
this model, a state's government is divided The Declaration of Independence, the Articles of
into branches, each with separate and Confederation, The Magna Carta and the Mayflower
independent powers and areas of Compact
responsibility so that the powers of one 2.) History textbooks
branch are not in conflict with the powers 3.) Pens or pencils and student workbooks or
associated with the other branches. journals
 The Bill of Rights, also known as the English
Bill of Rights, is an Act of the Parliament of
England that sets out certain basic civil
rights and clarifies who would be next to
inherit the Crown
 Mayflower Compact. An agreement reached
by the Pilgrims on the ship the Mayflower in
1620, just before they landed at Plymouth
Rock. The Mayflower Compact bound them
to live in a civil society according to their
own laws.
 The Declaration of Independence is defined
as the formal statement written by Thomas
Jefferson declaring the freedom of the
thirteen American colonies from Great
Britain. An example of the Declaration of
Independence was the document adopted at
the Second Continental Congress on July
4th, 1776.
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 Magna Carta. 1 : a charter of liberties to
which the English barons forced King John
to give his assent in June 1215 at
Runnymede. 2 : a document constituting a
fundamental guarantee of rights and
privileges.
 Articles of Confederation- the original
constitution of the US, ratified in 1781, which
was replaced by the US Constitution in 1789.

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 immediately sit down and take 5 minutes to answer the following
question: Documents helped influence the United States government, name three
of them and explain how or why.
 The instructor will explain the objectives and purpose of the lesson (written on the
board) to the students.

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
expectations?
 Is there enough detail in this section so that
another person could teach it?
The students will then be given a four column graphic organizer
When the students come into the classroom they will be to help them write their DBQ. They will have seven documents
required to answer the Do Now on the board. After to choose and must use 4 of them in their paper. From this
spending 5-7 minutes on the do now and discussing the onward, the students will use their documents to write out their
Instructional Input

lesson, the students will move into the powerpoint. The DBQ answering the essential question of how did these
powerpoint will introduce the mini-DBQ and show them documents or idea influence the writing of the U.S Constitution
how to cite properly in their one page paper

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?

For students that are less advanced in language arts, special needs, ELs, etc. they will be assisted
greatly with the intricacies of the government. The instructor will also constantly assess their
progress throughout the lesson by incorporating them in all classroom debates by calling on them
for input after speaking to them previously. The instructor will also walk around the classroom and
answer questions or clarify any concerns they have regarding the essay assignment. The gifted or
advanced students will be encouraged to help others throughout the lesson as well.

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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?
 Is there enough detail in this section so that
another person could facilitate this practice?
Students will practice citing their information in
their own notes. When the teacher brings them
Guided Practice

Explain how to cite properly, detailing how to back to the front, they will go over the citations and
cite and what to look for in terms of how to fix them as needed.
properly connect documents to today.
Students will be assessed throughout the
classroom instruction in a variety of ways as
detailed in the lesson plan. These
assessments should dictate whether any one
part or aspect of the instruction should require
clarification or more time to help students
better understand.

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: 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?
Independent Practice

could facilitate the practice?


 How are you supporting students giving feedback to one
another?
They will write their DBQ using the information
I will walk around and watch the students write they learned during the class.
and help them cite the information they need in
the classroom.

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?
After finishing their mini-DBQ, the students will then be instructed to turn them into the instructor and be
asked to sit quietly and or read a book while the rest of the class finishes writing.
Closing/Student Reflection/Real-life connections:
 How will students summarize and state the significance of what they learned?
 Why will students be engaged?

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After finishing their mini-DBQ, the students will then be instructed to turn them into the
instructor and be asked to sit quietly and or read a book while the rest of the class
finishes writing. They will also write a short reflection to the professor.