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Direct Instruction Lesson Plan Template

Teacher: Subject:
Alexis Herron Defying Gender Roles
Common Core State Standards:
 Evaluate the changing patterns in gender structures
Objective (Explicit):
 Students will be able to evaluate the difference between women during the 1930’s versus the 1940’s by
comparing and contrasting the two, and then referencing how those changes stuck today.
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.

Key vocabulary: Evaluate Materials: Google Slides


Opening (state objectives, connect to previous learning, and make relevant to real life)
 How will you activate student interest?
By referencing current gender defying icons (Megan Rapinoe, AOC, Laverne Cox)
 How will you connect to past learning?
By referencing Rosie the Riveter and asking what they know about what she represents and when
 How will you present the objective in an engaging and student-friendly way?
Through Google Slides so that it is interactive and easy for them to follow along
 How will you communicate its importance and make the content relevant to your students?
By reflecting on the rights that women have today and how their lives would be significantly different if it roles
did not change

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?
Through note taking, the activity, and group
 What types of visuals will you use? discussion.
Google slides with information and photos  How will students be engaged?
 How will you address misunderstandings or By referencing current influences on gender,
Instructional Input

common student errors? discussing Rosie the Riveter, creating a Venn


By turning it into a learning lesson on why diagram, and with the opportunity to reflect on the
the student would think that about gender lesson with their classmates at the end
roles and that it perpetuates misinformation
from the past
 How will you check for understanding?
Through the Venn Diagram
 How will you explain and model behavioral
expectations?
By stating the objective on board so that
there is no question of what the lesson is.
Followed by instructions to get out their social
studies notebooks to take notes.
 Is there enough detail in this section so that
another person could teach it?

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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
Through the four different activities that continue to internalize the sub-objectives?
are connected to the material Through the activity of creating the Venn
(By referencing current influences on gender, Diagram which will be the graded portion of the
discussing Rosie the Riveter, creating a Venn lesson
diagram, and with the opportunity to reflect on  How will students be engaged?
the lesson with their classmates at the end) Through the technology of Google Slides with
 What types of questions can you ask students as pictures of current influences and the two group
you are observing them practice?
reflections at the beginning of class and end
1. Were women the main bread winners
during the war?  How will you elicit student-to-student interaction?
2. Did your mother work when you were By suggesting questions to ask each other
growing up, did your friends’ while working to get better ideas for their Venn
mothers? Diagram
3. What things do you think still need to  How are students practicing in ways that align to
change until gender roles are truly independent practice?
By creating their own diagram to turn in and
Guided Practice

equal?
thinking about their own answers before interacting with peers.
 How/when will you check for understanding?
At the end of the lesson through the group
reflection and looking over their Venn
Diagrams
 How will you provide guidance to all students as
they practice?
By walking around the room and
monitoring that they are on task and
encouraging conversation amongst groups to
form new ideas
 How will you explain and model behavioral
expectations?
Placing the objective on the board with
clear instructions to take out social studies
notebooks for the lesson
 Is there enough detail in this section so that
another person could facilitate this practice?
Yes

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?
Independent

 How will you provide opportunities for remediation and  How will students be engaged?
Practice

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?

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Closing/Student Reflection/Real-life connections:
 How will students summarize and state the significance of what they learned?
By engaging in a group discussion of how their lives would have been different with out the defiance of gender
roles that sparks women in the work force
 Why will students be engaged?
Students enjoy working with technology and being able to relate the topic to current events, which is why I am
including 2019 in my timeline and current influencers of gender defiance.

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