Direct Instruction Lesson Plan Template

Teachers:

Subject:

Karson Shipp
Common Core State Standards:

11th Grade American/Arizona History

Content Standards: C6 PO 1.a.b.c.

Concept 6: Civil War and Reconstruction

PO 1. Explain the economic, social, and political causes of the Civil War:

a. economic and social differences between the North, South, and West

b. balance of power in the Senate (e.g., Missouri and 1850 Compromises)

c. extension of slavery into the territories (e.g., Dred Scott Decision, the KansasNebraska Act)

AZCCRS Standards: (AZ.11-12.WHST.1) (AZ.11-12.WHST.4)

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects, Grade
11-12

Text Types and Purposes

1. Write arguments focused on discipline-specific content.

d. Establish and maintain a formal style and objective tone while

attending to the norms and conventions of the discipline in which they are
writing.

e. Provide a concluding statement or section that follows from or supports

the argument presented.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.

a. Produce clear and coherent functional writing (e.g., formal letters,

envelopes, procedures, labels, timelines, graphs/tables, experiments,
maps, caption, charts, diagrams) in which the development, organization,
and style are appropriate to task, purpose, and audience.

Objective (Explicit):

The students identify the major political issues and tensions leading up and causing the Civil War via direct

instruction and demonstrate mastery via a RAFT activity.

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.

Formative assessment:

The students will complete an entry ticket that asks them to make a prediction in the form of:
Make a prediction based on the following subject: The Kansas-Nebraska Act was a catalyst (event that helped
start, or helped speed up something else) to the Civil War. Use your knowledge from previous lessons on the
Missouri Compromise and the balance of power in the Senate to formulate your prediction.

Exemplar student response: Knowing what we learned about the balance of power in the Senate, I predict that the
Kansas-Nebraska Act attempts to bring both places into the Union by compromising. This failed because we also
know that it was a catalyst for the Civil War.
Prediction is worth 1 point. Using prior knowledge to support the prediction is worth 1 point.

Students will complete a RAFT, choosing from the roles listed in Independent Practice. The students will be
graded on voice, grammar/spelling, evidence/content, and organization.
Each component of the rubric will be worth between 1 point (approaches) and 3 points (exceeds).

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?

SWBAT identify the events and tensions that led to the Civil War.
SWBAT define content vocabulary.

SWBAT identify persuasive devices and language used by persons of the mid-19 th century by analyzing primary
sources.
SWBAT synthesize knowledge of the Kansas-Nebraska Act and the tension surrounding it by writing a POV essay
from a RAFT.
Key vocabulary: Kansas-Nebraska Act; Missouri

Materials: Chromebooks, PowerPoint, paper,

Compromise of 1850; Fugitive Slave Act; Dred Scott

writing utensils

v. Sandford; Popular sovereignty

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?

Teacher will begin class by greeting the students and directing them to the board where the entry-ticket directions
are written. Once entry-tickets are completed and turned in, the teacher will begin the presentation by going over
the objective and front-loading with images.

Instructional Input

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?

What types of visuals will you use?
How will you address misunderstandings or

process the new material?

How will students be engaged?

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

Students will voice their predictions based on

the anticipatory Frontload with Images activity.

Students will take notes using a guided-notes

another person could teach it?

The teacher will Frontload with Images

that include: headlines and bounty posters
for slaves (Fugitive Slave Act), a map of

worksheet on the subjects talked about in the

the United States in 1854 with territory

names (Kansas-Nebraska Act), and
various images of We the People or

lecture.
The students will ask questions for clarification
as needed.

Power to the People type text (popular

sovereignty). The teacher will engage in a
short discussion with the students on the
meaning of these images as well as ask

for predictions.
The teacher will cover the Fugitive Slave
Act as part of the Compromise of 1850
and its harsh terms as well as the tension

and vitriol it sparked.

The teacher will cover the KansasNebraska Act and its sponsor, Stephen A.
Douglas. The terms of the KansasNebraska Act will be covered as well as an
introduction to popular sovereignty. The
teacher will discuss the potential benefits
for stockholders in railroad companies.

The teacher will cover the Race for

Kansas and Bleeding Kansas and John
Brown in the Pottawatomie Massacre.

Co-Teaching Strategy

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

IMT will be monitoring for cell phones or other distracting behavior.

Differentiation Strategy

What accommodations/modifications will you include for specific students?

Do you anticipate any students who will need an additional challenge?
The teacher will have vocabulary words bolded and written in red on the PowerPoint. Students will also receive guided notes
handouts. For students who have trouble writing and listening at the same time or have provisions in their IEP/504s, printouts
of the PowerPoint slides will be provided. Students who are hard of hearing or poor of sight will be seated at the front of the

Guided Practice

room (though this is already reflected in the seating chart).

Teacher 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

Student Will:

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?

another person could facilitate this practice?

The teacher will read-aloud from excerpts of

The students will listen and follow along as the teacher

articles and speeches taken from Congressmen,

reads-aloud from excerpts of speeches and articles in

(such as Representative Joshua Giddings and

regards to the Kansas-Nebraska Act. These excerpts

Senator Salmon P. Chase from Ohio) private

will be from both sides of the issue, those opposed to

citizens, or newspaper staff. The teacher will also

and those in support of the Act.

read-aloud from excerpts of articles and speeches

taken from Congressmen (such as Stephen A.

Students read from further excerpts that they choose,

Douglas), private citizens, or newspaper staff. The

looking at the language and persuasive devices used.

students will have handouts with these excerpts

printed on them so they can follow along.

Students will engage in the short discussion facilitated

by the teacher.

The teacher will explain any confusing terms or

language as samples come from the mid-19th
century and might sound awkward or archaic to the
students.

After a couple samples are read (the samples are

rather short), the students will pick from other
excerpts to read themselves. These will be of
different Lexile levels.

The teacher will hold a short discussion and ask

the students about what persuasive language the
authors of the samples used to explain their
position.

Co-Teaching Strategy

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

IMT will continue to monitor for distracting behavior during the read-aloud.

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?
Students are provided handouts with the samples printed on them to better follow along, or for students who read better than
they listen. The teacher will explain any confusing terms or language as samples come from the mid-19th century and might
sound awkward or archaic to the students. During the second part, texts of varying Lexile levels will be included for students of

Independent Practice

different reading ability.

Teacher Will:

Student Will:

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

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?

could facilitate the practice?

The teacher will give instructions for the RAFT

Students will complete the RAFT activity per the

assignment that the students will complete.

teachers instruction. Students will choose one role to

The RAFT will look like this:

write their response in the voice of.

Role
U.S.

Audience
Stephen

Format
Formal

Topic
Stating

Senator

A.

letter

whether

Douglas

you are in
support of
or in
opposition
to the
idea of
popular
sovereign
ty as laid
out in the
KansasNebraska
Act along
with
reasons

to back
up your
Newspap

Newspap

Newspap

stance.
Write a

er

er readers

er article

short

Columnist

article
explaining
what the
KansasNebraska
Act is
along with
its pros
and cons.
This
should be
a fair
treatment
of the
issue
just the

Railroad

Newspap

Op-ed

facts.
Write a

Investor

er readers

piece

short oped
describing
your
reaction
to the

KansasNebraska
Act as
well as
whether
or not you
support it.
Persuasiv
e.
The teacher will walk around the room during the
activity and give support to students who have
questions. The teacher will also help edit student
responses to better fit the role that they chose
should they need it.
Co-Teaching Strategy

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

IMT will continue to monitor for distracting behavior as well as assist students if the teacher is already occupied.

Differentiation Strategy

What accommodations/modifications will you include for specific students?

Do you anticipate any students who will need an additional challenge?

Students, depending on need, will be given more time to complete this assignment. IEPs and 504s will be accommodated. The three
roles vary in difficulty as wellthe op-ed is the most challenging as it requires the students to take into account the biases and vested
interest that a railroad investor might in regards to the Kansas-Nebraska Act. The newspaper article is the easiest as it asks simply for
facts which can be found in the notes from the lecture. The formal letter to Stephen A. Douglas is in the middle as it requires an
argument as well as supporting details, but does not require the students to take into account any bias other than their own.

Closing/Student Reflection/Real-life connections:

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

Exit-Ticket
The student will be respond on a half-sheet of paper to the questions:
Using what you learned today, why did the events that we discussed serve as a catalyst to the Civil War? Cite
specific evidence from todays learning.
These will be turned in as the students leave the classroom.

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