Direct instruction

Teacher(s): Scott Holland Subject: History

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson

SS08-S01-C04-01, 68.RH.4. 68.RH.5. 68.RH.8.

Objectives (Explicit): Use Blooms verbiage and formula

Students will be able to identify, and link, specific explorers with their significant discoveries that relate
to the North American Colonies.
Students will also reflect on the impact to the native populations by the new settlers arriving from
Europe.
While working, and discussing, in groups the students will have the option to create a time line of
Native American, and Colonist encounters, students can create a pamphlet advertising their colony to
potential colonist, or students can create a journal entry from the perspective of an explorer coming to
the New World.
Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.)

Summative Assesment (Choose one): A time line of important Native American encounters, a pamphlet advertising your
colony, or a journal entry of an explorer will sever as the product to be given to the teachers as a form of understanding.
Grading will be based on a checklist. Accuracy of information, group participation, and presentation.

Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as
write, list, highlight, etc.)

Read, analyze, organize, and write.

Key vocabulary: Materials/Technology Resources to be Used:

Textbook, Laptops, poster board (provided by teacher),

and markers (provided by the teacher).

Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the students

Knowing the prominent explores of the North American continent will give the class a better understanding of what was
taking place in Europe to justify such a mass migration to the New World. Connecting this migration with one of today, like
refugees, will help the students grasp the concept of the objectives. Also, studying the effects on the American Indians will
help students understand America has not also been, but was built on other nations that may be just history today.

Teacher Will: Be specific Student Will: Be specific

Emphasis will be put on vocabulary words while Students will show understanding by knowing the
Instructional Input

lecturing, and reading. Questions will be asked every 6 answer to the question, or having a question to
minutes to check for understanding. elaborate on the topic.

Formative Assesment: Have students discuss with elbow Formative Assesment: Students will discuss with
partners why exploration blew up in Europe at this time, elbow partners why exploration began to happen more,
together list atleast 3 reasons. and list three reasons why. Be prepared to read your
answers outloud.
 Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations during your instructional input/teaching? Students will be in groups of four
while doing the project. Desks will be face to face to make sure everyone in the group feels included.
Special attention will be given to group placement to make sure higher level students are paired with
lower level students. Also, ELL students will be specially placed with either another students who speaks
their native language, or with the use of their laptop with Google Translate being utilized.

Teacher Will: Be specific Student Will: Be specific

Gives reminders of what is to be done with the material. Be able to answer Check for Knowledge questions.
Keep students on track without forcing them a certain
Guided Practice

way. Keep up with the pace of the material.

Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to know if EACH student is
ready to move onto independent practice? And how are you going to differentiate if they do not understand?

Working in groups allows for different levels of understanding to happen at the same time. Also, allowing one on
one group help with the teacher will turn full classroom instruction into small group instruction for that limited
amount of time.

Teacher Will: Be specific Student Will: Be specific

Give minor feedback, and make interaction one on one Have group engagement. Be in charge of a specific
with groups if needed. part of the timeline with corresponding information.
Independent Practice

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations?

Working as a group will help students with questions that would be better answered from a peer
perspective. However, the teacher will be roaming to help in any situation that may require clarification
of the instruction, or parameters. Special modification to the project will be handled on a case by case
basis, and will not take away from what knowledge needs to be known to proceed.

Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential
questions will they reflect on in their closure of the lesson?

Students will understand why people came to the New World. What impact those people had on the Native Americans, and
what ripples may the native population may still be feeling today.

Do you think people had a right to take over, and claim, Native American land?