Direct Instruction Lesson Plan Template

Teachers: Cole Hoffman

Subject: Social Studies

Common Core State Standards:

PO 5. Identify cultural norms that influence different social, political, and economic activities
of men and women.
CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
B-4: answering who, what, where, when, why, which and how questions about text
Objective (Explicit):
SWBAT analyze, discuss and summarize information presented in front of them.
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 become masters of their assigned primary source(s) and be able to hold a
discussion on their source with the class.
All students will be expected to participate and add at least 1 thought to the discussion
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
Key vocabulary:

Materials: Laminated primary sources with

DBQs attached, paper, pen(cil)
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?

Instructional

Open with a recap of the lesson the day before and explain that they will use the
knowledge they learned on Mother Jones to help them analyze primary sources.
Teacher Will:
Student Will:
How will you
What will students be doing to actively
model/explain/demonstrate all
capture and process the new material?
How will students be engaged?
knowledge/skills required of the
objective?
1

Input

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?

Teacher will pull up 3 online

secondary sources and then call on
students and have them decide if
each source is primary or
secondary and why.
Teacher will then hold up all 9
primary sources and explain what
makes them primary
Teacher will then assign a group
leader to each table (expert group)
and then give every child in each
group a number from 1-6.
Teacher will place the primary
sources with DBQs in 6 places
around the room and clearly label
the stations 1-6.
Teacher will explain the jigsaw
technique to the students and
explain that they need to hold
discussions about their station and
be experts on it when they return to
their group.

Students will remember the number

given to them by the teacher and go to
the station that corresponds.

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?
ELLs will get a personal copy of the primary source at their station so that they can
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Guided Practice

follow along with the reading and analyze the source personally without fear of
judgment.
Teacher Will:
Student Will:
How will you ensure that all
How will students practice all
students have multiple
knowledge/skills required of the
opportunities to practice new
objective, with your support, such that
content and skills?
they continue to internalize the sub What types of questions can you
objectives?
ask students as you are observing
How will students be engaged?
them practice?
How will you elicit student-to-student
How/when will you check for
interaction?
understanding?
How are students practicing in ways
How will you provide guidance to all
that align to independent practice?
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?

Teacher will bounce group to group

and assist with discussion of primary
sources.
Teacher will guide conversation in the
jigsaw groups to the important points in
the primary sources.
Teacher will maintain the appropriate
balance of noise level in the
classroom

Students will participate in discussion on

primary vs secondary sources
Students will break from expert groups to
jigsaw groups
Students will stay on topic and share their
ideas regarding the primary source in their
jigsaw group
Students will take notes in their jigsaw
groups and write down anything the fell
they want to share with their expert group

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?
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If teacher sees struggling students, or students not participating, then the teacher may
walk up and hold a one on one discussion and try to guide them into their jigsaw groups
conversation.
Teacher Will:
Student Will:
How will you plan to coach and correct How will students independently practice
during this practice?
the knowledge and skills required by the
How will you provide opportunities for
objective?
How will students be engaged?
remediation and extension?
How will you clearly state and model
How are students practicing in ways that
academic and behavioral
align to assessment?
How are students using self-assessment
expectations?
Did you provide enough detail so that
to guide their own learning?

How are you supporting students giving

another person could facilitate the
feedback to one another?
practice?

Independent Practice

Teacher will bring all the students

Students will describe what they
back into their expert groups and
learned about talked about regarding
give them 10 minutes to discuss
their primary sources

Students will try to make connection

what they picked up in their jigsaw
between all of their primary sources
groups.
Teacher will then facilitate a
and come up with an overall theme
Students will all participate in the class
conversation where they will not
discussion
add any personal thoughts, just
make sure every class member is
adding to the conversation
When talking about a particular
primary source, have all the jigsaw
members stand up and discuss
with the class their thoughts
Then open up to the conversation
to the rest of the class and allow
them time to reflect on the primary
source introduced to them.
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?
Put sentence starters on the board for students who struggle adding to the discussion

Closing/Student Reflection/Real-life connections:

How will students summarize and state the significance of what they learned?
4

 Why will students be engaged?

Teacher will end by reminding the students to take in what they discovered today and
remember it for tomorrows lesson when they will be assuming the position of Mother
Jones and writing letters, poems, songs, or posters regarding the tough working
conditions.