Direct Instruction Lesson Plan Template

Grade Level/Subject: 5th

Central Focus: To have students learn about women in
grade/social studies
history and remind them that women are becoming equal
to men
Essential Standard/Common Core Objective: 5.H.2.3
Compare the changing roles of women and minorities on
Date submitted: 3/17/15
American society from the Pre-Colonial era through
Date taught: 3/19/15
Reconstruction.
Daily Lesson Objective:
Performance- Students will work in groups to learn about women throughout history and
independently to write what they want to be remembered for
Conditions- Students can use the blurbs given in groups to write down facts of each women
Criteria- The students will independently write what positive thing they want to be remembered
for in the future. They must not write about athletic ability but something they perhaps have
contributed to society
21st Century Skills:
Academic Language Demand (Language Function and
Critical thinking, social skills and
Vocabulary):
collaboration (students will be
Contribution, impact, difference
working in pairs/groups)
Prior Knowledge: Students should know that women have impacted our society in a positive way
and should know how certain women left their mark on todays world
Activity

1. Focus and
Review

Description of Activities and Setting

2. Statement
of Objective
for
Student

5
minu
es

Students will learn more about women in history and be able to tell me
how certain women have impacted todays world

3. Teacher
Input

Ask students Who has heard of Marie Currier?

Can someone tell me about her?
What is she known for?
Why do you think men are usually more well known in todays
society?
Can women make a change in society?

Time

We are going to learn about Amelia Earhart. Does anyone know

what she is known for?
Watch video clip
https://www.brainpop.com/search/search.weml?
keyword=women+in+history
Take assessment quiz provided by brainpop

7-10
minu
es

4. Guided
Practice

5.
Independent
Practice
6.
Assessment
Methods of
all
objectives/ski
lls:

7. Closure

Students will get in groups of 4-5 (they will get in groups they get
in for science, to make things easier)
Each group will get print outs of the four women I have chosen for
10-15
them to learn about (Susan B. Anthony, Elizabeth Blackwell,
minu
Margaret Chase Smith, and Harriett Tubman)
Each person in the group will be required to write down what each
es
women is known for/facts of each women
By the time students have completed each station, they will have
learned about four different women throughout history
Students will work independently to write a short paragraph on
10
what they would want to be remembered for
minu
Students will not be allowed to write about their athletic ability
This must be something positive students want to be remembered
es
for
The assignment done in independent practice will be collected for a grade

In order to recap, I will ask students to tell me something they

learned about each women. Students wrote down multiple facts
for each women and were able to tell me about each of them and
why they are important

8.
The assignment will
Assessment
PowerSchool
Results of
all
objectives/ski
lls:
Targeted Students
Modifications/Accommodations:
For students have a hard time
hearing, place them in the front of
the classroom
If students have difficulty seeing,
make prints larger on sheets
For ESL students, pair them with
someone who speaks their native
language, or if no one else in the class
speaks their language, translate the text
so they will be able to read it

3
minu
es

be collected and graded by my CT and put in

Student/Small Group Modifications/Accommodations:

For students who cannot work well in group settings,
have them work independently. If students struggle
with the guided practice, have teacher help during
independent practice. If necessary, pair lower level
students with higher level students.

Materials/Technology: blurb about four different women throughout history, brainpop video

(Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to implement the lesson at th
end of the lesson plan.)

References:
https://www.brainpop.com/socialstudies/famoushistoricalfigures/ameliaearhart/preview.weml
http://www.nlm.nih.gov/changingthefaceofmedicine/physicians/biography_35.html
http://www.biography.com/people/harriet-tubman-9511430
http://www.historynet.com/susan-b-anthony
http://www.mcslibrary.org/bio/biog.htm

Reflection on lesson: Overall, I think this lesson went well. Although the essential standard is
for women in history from the pre-colonial to reconstruction era, my CT allowed me to pick any
women through history.
When introducing the lesson, we began with Marie Currie since the students have previously
learned about her. We then learned about Amelia Earhart to start out the new women in history.
The students enjoyed learning about Amelia Earhart and watched a video on brainpop. We took
the quiz as a class and the overall result was a 7/10. It was a class decision which answer to put,
and some students agreed on an answer while others disagreed. When it came time to do group
work, the students were excited and eager to learn about each woman. Some students knew
about one or two ahead of time, and having them tell me they have heard of them was wonderfu
They got to deepen their knowledge and learn how each woman impacted society. The students
enjoyed working in groups and talking about the four different women. I wish I had longer to teac
this, and including more women. We were running short on time and unfortunately did not have
time to get to the writing assignment. My CT is aware of the assignment I had planned for the
class and was going to try to incorporate the assignment in one of her lessons later on. If I were t
change something, I would have allowed a little more time and tried to incorporate a little more
moving around. Students are constantly sitting throughout the day and this would have been a
great time to get the up and moving.