Direct Instruction Lesson Plan

Teachers: Subject:
Hannah Davis 8th Grade Social Studies
Common Core State Standards:
 PO 5. Describe life (e.g., transportation, communication, technology, medical,
entertainment, growth of suburbs) in the U.S during the Post War period.
Technology Standards:
 Students use technology to seek feedback that informs and improves their practice and
to demonstrate their learning in a variety of ways.
 Students engage in positive, safe, legal and ethical behavior when using technology,
including social interactions online or when using networked devices.

Objective (Explicit):
 Explain who the critics were and how they felt about the culture during the 50s
 Identify what celebrities emerged during this time
 Identify what caused the growth of the suburbs
 Identify the technology that emerged during the 50s
 Identify the key players, events, and factors that caused that beginning of the Civil Rights
movement

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.
At the end of the unit on Friday, students will be required to take a unit test. Within this test,
students will have to be able to identify key terms, dates, events, and players of the 1950s. This
summative assessment will encompass everything they have learned. There will be multiple
choice, matching, short answer, and essay. Thursday will be a review day.

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?

Key vocabulary: Materials:

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?
At the beginning of the lesson, the teacher will ask students what they think the “American
Dream” is. After a bit of group discussion on that, I will ask the students to write down
specifically what they want their American Dream to be. After sharing with a partner, we will
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segway into the lecture learning about the 1950s-the beginning of the idea of the “American
Dream.”

Teacher Will: Student Will:

 How will you  What will students be doing to actively
model/explain/demonstrate all capture and process the new material?
knowledge/skills required of the  How will students be engaged?
objective?
 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?
The students will take notes with the lecture.
The teacher will first present the lecture When a question is asked on Pear Deck, they
Instructional Input

through Pear Deck on the overview of the need to answer it completely and quietly.
material. Answers must be appropriate and as accurate
For Visual Learners: there will be pictures as possible.
and videos throughout the Pear Deck
presentation
For Auditory Learners: they will listen to
teacher speak during the presentation
about the content
For Reading/Writing Learns: facts/data will
be displayed on the slide
For Kineseitc Learners: the teacher will
observe the responsiveness of the
students; if they are not responsive, the
teacher will have them stretch, do jumping
jacks, etc. to wake them up

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

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

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 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 another person
Guided Practice
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?

could facilitate this practice?

The teacher will write four separate Students will work together to create different
“diaries” on the board. They will be titled diary entries for each perspective.
the following:
1) Factory Worker
2) African American
3) A married woman
4) A manager

The teacher will guide the students in

using critical thinking to create a full diary
entry for each perspective together. The
class will then read the complete diary
entries together.

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

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?
Teacher Will: Student Will:
 How will you plan to coach and correct  How will students independently practice
Independent Practice

during this practice? the knowledge and skills required by the

 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?
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?
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 The teacher will walk around and ask
students if they need any clarification or
assistance. Once they are done
answering the questions, the teacher will
monitor the student-lead discussion over
the answers.
FORMATIVE ASSESSMENT:
The students will answer the following
questions privately in their notebooks:
1. Knowledge: List new technologies that
emerged in the 50s.
2. Comprehension: Explain what social
critics were upset about
3. Comprehension: Compare 50’s culture
to today
4. Application: Illustrate a picture that
shows suburbia in the 50s
5. Analysis Investigate different
celebrities during the 50s. How did they
affect the youth?
6. Synthesis: What would happen if we
lost the war and we wouldn’t be able to
prosper in the 50s?
7. Evaluation: How would you have
handled the racial tension in the 50s?
After answering all the questions
independently, students will have a 10-minute
discussion. Students should lead the
discussion with each other. They will tell their
answers, provide feedback to each other, and
further expand on what they wrote.

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

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
For students who have difficulty focusing, they will allow to use something from the
“fidget bucket” during the lecture. The Fidget Bucket will have toys/knick knacks that
can keep their hands busy while they focus on the lecture. y

Closing/Student Reflection/Real-life connections:

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

Students will be required to have an “exit ticket.” Before they leave, they must write a paragraph
answering the following question: “What formed the American Dream? How has it changed
today?” They may work with partners if they chose but they must turn in their own answer on
their own paper