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Direct instruction

Teacher(s):Ms. Goodman, Ms. Engle

Subject:History 10th grade

Standard(s): CCSS.ELA -LITERACY.RH.9-10.4Determine the meaning of words and phrases as they are used in a text,
including vocabulary describing political, social, or economic aspects of history/social science.

Objectives (Explicit): SWD the knowledge of the vocabulary words by defining the words and matching them to their
correct definition.

Evidence of Mastery (Measurable): Students will take an assessment matching the vocabulary word to the correct
definition and the correct historical category. ( economic, historical, political).
Sub objective: SWBAT - Define the list of vocabulary words
Match the vocabulary words to the correct historical category.
Key vocabulary:

Materials/Technology Resources to be Used:

political- Of or relating to government affairs or public affairs

of a country.

Text Book
pencil

economic- Is the social science that studies economic activity to

gain and understanding of the processes that govern the product. paper
I-pad
social- The characteristics of living organisms as applied to
populations of humans and other animals. It always refers to the
vocabulary list
interaction of organisms with other organisms.
assessment
candidate- a person seeking or being considered for some kind
of position.
migration-physical movement by humans from one area to
another.
industrial- The use of engineering and manufacturing
technology to make production faster, simpler and more
efficient.
Factory- an industrial site usually consisting of buildings and
machinery, where workers manufacture goods.
Womens rights- Rights and entitlements claimed for women
and girls of the 1930s, and thereafter.
age of enlightenment - A cultural movement of intellects that
joined religion and science to create a new movement.

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Welcome class! Today we will be working with the vocabulary words learned yesterday, and the
social,economic,polticial, social categories of history you should be familiar with.Please take out a
writing utensil.
Inst
ruct
ion
al
Inp
ut

Teacher Will: I am going to hand out the list of

vocabulary words, I want you to work with your
neighbor and define the vocabulary words. When you
are done talk quietly. Teacher will hand out papers,
and continue walking around for questions that need to
be answered

Student Will: work with their neighbor and define the

words. Student will ask questions to the teacher if
needed.

Co-Teaching Strategy/Differentiation : For this lesson team teaching will be the most helpful, so one teacher
both teachers are sharing in responsibity and getting the next activity ready as needed. For this activity ELL
students will be grouped with non-ELL student who will help translate the words. Special education students
will complete 50 percent of the activity. Gifted students will receive the historical categories to start working
with them ahead of time.
Gui
ded
Pra
ctic
e

Teacher Will: Very good, it seems everyone is

finished. Raise your hand if you need more time? Okay
then we will move on to working the our three
categories that we learned yesterday, who can tell me
what they are?

Student Will: One student will raise their hand get

called on and answer: economic

Very good, and since you also defined these words,

they should be a bit easier to understand. For now we
will do a class matching activity. I have the three
categories on the board we will go down the list of
vocabulary words, and I will put two on the board so
you get the idea.When the vocabulary word is said you
will write down what category you think it belongs in.

The students will match two of the words on the list

to the correct category on the board, to do this they
will write it down on their paper and hold it up.

Another few student will be called on and they will

answer: political and social

Teacher will have the three categories written on the

board, and will call on students.
Co-Teaching Strategy/Differentiation: For this activity team teaching will be used once again. For ELL
students, there will be an I-pad to look up words that they do not know in english. For special education
students more time will be accommodated to hold up their answer. For gifted students they will turn in a paper
with all of the words matched up instead of just the words on the board.
Ind
epe
nde
nt
Pra
ctic
e

Student Will: Complete the quiz and pass it to the

Teacher Will: It seems that everyone has the
hang of the activity. So I will be giving you a short front.
matching quiz with two parts. You will match the
vocabulary words to their definition, and then
you will write which category each vocabulary
world belongs in. You will be able to use you
defined list for this quiz.
Teacher will pass out the quiz.
When you are done, turn the quiz over and pass
it forward, I will collect it.

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Co-Teaching Strategy/Differentiation Alternative teaching will be used for the activity, so there is a

teacher at the front and teacher walking around to answer questions. ELL students will receive help
from the teacher walking around, this will be the same for special education students, who will also
get more time. Gifted students will take the test as given, then they will write three words that were
not mentioned to place in the categories.
Closing/Student Reflection/Real-life connections: Now that you have finished with the quiz, I want you to turn

to your partner and pick a vocabulary word from the quiz and the category it goes with, and tell them why you
think it goes with that category. When you are finished, we are going to move on to the power point for
today.

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