Direct Instruction Lesson Plan Template

Teachers: Subject:

Mrs. Rea Social Studies/ Civics 8th grade

Common Core State Standards:

 CC.SS: 8. H2.2 Investigate how conflict can be both unifying and divisive both domestically
and internationally.
 Language Standards: Standard 1:
 The student will listen actively to the ideas of others in order to acquire new knowledge. B-7:
responding to social conversations by rephrasing/ repeating information, asking questions,
and expressing one’s thoughts. (BASIC)
 Standard 2: The student will identify and apply conventions of Standard English in his or
her communications. B-1: legibly and independently writing upper and lower case cursive
letters and words (signature) with proper spacing.
Objective (Explicit):

 By the end of the lesson students will learn about the history of immigration in the United States and how the
government has dealt with it through the years.
Language Objective (Explicit):

 Students will use the language of cause and effect to discuss and write how immigration policies tried to
mitigate immigration in the U.S. students will be working in small groups, work with primary sources (old
pictures and political cartoons), and take notes.
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.

All the students will show understanding by completing an independent activity as an exit ticket.

Emergent bilingual students will be assessed also on content language objective through the lesson by
asking questions. Emergent bilinguals will be required to write an exit ticket as well but instead than write
one paragraph response they can use bullet points if needed.

Sub-objectives, SWBAT (Sequenced from basic to complex):

 How will you review past learning and make connections to previous lessons? (1)
 What skills and content are needed to ultimately master this lesson objective? (2)
 How is this objective relevant to students, their lives, and/or the real world? (3)
(1) By asking specific question on prior lesson topic.
(2) Notetaking and critical thinking skills.
 (3) Immigration is still an ongoing issue that is currently dividing the nation. Students are in a way or
another affected by it and it is therefore important for them to understand how the institutions in
the past as well as in the present has dealt with the immigration phenomenon.
Key vocabulary: Materials:

Opening (state objectives, connect to previous learning, and make relevant to real life)

 How will you activate student interest? (1)

 How will you connect to past learning? (2)
 How will you present the objective in an engaging and student-friendly way? (3)
 How will you communicate its importance and make the content relevant to your students? (4)
(1) I will ask the students the questions: (a) Why is immigration such a controversial
topic? And (b) How do you feel about people coming to America either legally or
illegally and why?
(2) The lesson will be built around the CC. SS. Of investigating how conflict can be
both unifying and divisive both domestically and internationally. The lesson on
immigration is the second of two on this standard. Prior to this lesson the
students have learned, discussed and analyzed the second amendment of the
Constitution.
(3) Political Cartoon Analysis
(4) Group activity that will show the sometimes biases associated with who was
allowed into the country and of who was sent back.

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?
Instructional Input

Discuss the various immigration laws Take guided notes

Co-Teaching Strategy

 Which co-teaching approach will you use to maximize student achievement?

N/A

Differentiation Strategy

 What accommodations/modifications will you include for specific students?

 Do you anticipate any students who will need an additional challenge?
 To help both students with special needs and English language learners I will provide guided notes that I will
prepare prior to the lesson. (* guided note template will be attached for reference to the lesson plan)
 During the lecture I will also use a pausing procedure to make sure all students, especially my ELL and those will
special needs, are taking adequate notes and that they are not falling behind.
 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?
 How will you elicit student-to-student interaction?
 How are students practicing in ways that align to
independent practice?

 I will provide students with the picture of a
political cartoon to analyze in groups.
 I will go around and listen to conversations,
ask question and help with clarification of
Guided Practice
 Students will be working together to
analyze the cartoon and to answer a
question in relation of what they have
observed.

concepts  Student will than share with the rest of

class their cartoon interpretation.

Co-Teaching Strategy

 Which co-teaching approach will you use to maximize student achievement?

N/A

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?
 For students with special needs this activity should not be too challenging. However for those who might need it I can provide
a key with specific things that I want them to look at.
 Students will be divided in groups. For my ELL students they will be paired with other students who can help them translate
words that they do not understand. The visual cue provided by the cartoon will also be of help to them. Not a lot of language is
required for the interpretative component of this activity.

Teacher Will: Student Will:

Independent Practice

 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 self-assessment to guide their own
learning?
 How are you supporting students giving feedback to one
another?
 I will prepare the material for the activity and Students will work in groups on the Ellis Island
distribute it to the students (one packet for Immigration Feature Profile test.
each table) as well as provide both written and
verbal instruction on how to proceed with the
activity.

Co-Teaching Strategy

 Which co-teaching approach will you use to maximize student achievement?

N/A

Differentiation Strategy

 What accommodations/modifications will you include for specific students?

 Do you anticipate any students who will need an additional challenge?
 Students will be divided in groups. For my ELL students they will be paired with other students who can help them translate
the words that they do not understand and to translate the verbal instruction I provide. Not a lot of language is required for this
activity
 To my students with special needs this activity should not be too challenging, but in case it will be needed I can explain to
them that the final product of the activity should be the profile of a human face.
Closing/Student Reflection/Real-life connections:

 How will students summarize and state the significance of what they learned?
 Why will students be engaged?

Student will have to answer the question: is it fair to deny entry to immigrants based on
their intelligence? Explain why or why not.