Direct Instruction Lesson Plan Template

Teachers: Subject:

Clara Valdes 7th grade Social Studies

Common Core State Standards:

 PO5: Describe the impact of WWII on economic recovery from the Great Depression
 E-6: making predictions about academic content using sentence frames.
 B-1: summarizing events using topic sentences, main ideas, relevant facts, details, and concluding
statements.
 E-3: taking notes using a teacher selected and teacher created graphic organizer or cloze notes.

Objective (Explicit):

 Students will learn that the economy recovered because businesses, soldiers and citizens worked to prepare
the United States for war.
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 role-play by using their prior knowledge of The Great Depression. Students will act as if they are living
in the U.S during WWII and write a letter to a friend. They must include detail about what life was like during the
Great Depression by including vocab from the previous unit. They will explain how their lives have changed
economically because of the war, new opportunities they have available to them, and how the war will impact the
future of the United States (include present day evidence).

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 apply prior knowledge of the Great Depression by predicting the impact WWII had on the economic
recovery in the U.S.
 SWBAT define key vocabulary terms and identify their relevance to economic recovery,
 SWBAT determine how businesses, soldiers and citizens worked to prepare the United States for WWII has
had an impact on their lives by including present day evidence in their check for understanding (letter to a
friend).

Key vocabulary: War production board, war bonds, Materials:

Rosie the riveter
Pencil, Paper, power point, guided notes.

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?
Students will view a series of images from the Great Depression, they will be asked to use their prior knowledge to
infer what is going on in each of the images and how they are similar. They then will view a series of images from
WWII and be asked to infer what is going on and how the images are different from the Great Depression images.
Finally all images will be displayed and students will be asked to predict what kind of impact WWII had on the
economic recovery from the Great Depression

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? process the new material?
 What types of visuals will you use?  How will students be engaged?
 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 use images of the Great  Students will make predictions about the
Instructional Input

Depression and WWII to activate prior
knowledge.
 Teacher will provide students with
knowledge of key terms and events
through a quick power point. While also
asking students to make predictions.
impact WWII had on the economic recovery
From the Great Depression.
 Students will take notes and actively participate
in answering prediction questions.

Co-Teaching Strategy

 One-Teach-One-Assist: Teacher A will present the lecture while Teacher B walks around the classroom making sure
students are on task and answering any questions they may have. Teacher B will also assist any students who require
differentiation reading/writing etc.
Differentiation Strategy

 All IEP and 504 requirements will be met.

 ELL students will be paired with an English speaking student or Teacher B during the opening to help facilitate guide
prediction conversations
 ELL students will be provided with a pre-written note sheet that mirrors the power point with blanks for them to fill in
with specific vocabulary

Teacher Will: Student Will:

 How will you ensure that all students have multiple  How will students practice all knowledge/skills required
opportunities to practice new content and skills? of the objective, with your support, such that they
 What types of questions can you ask students as continue to internalize the sub-objectives?
Guided Practice

you are observing them practice?  How will students be engaged?

 How/when will you check for understanding?  How will you elicit student-to-student interaction?
 How will you provide guidance to all students as  How are students practicing in ways that align to
they practice? independent 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 check for understanding by  Students will get into groups according to their
 providing several statements (one at a
time) relating to the impacts key terms and
events had on the U.S. and ask students if
they agree, strongly agree, disagree, or
strongly disagree.
answers and discuss why they chose to agree,
strongly agree, disagree, or strongly disagree
and then share their answers with the class.

Co-Teaching Strategy

 Team Teach: Teacher A will lead the Agree and Strongly Agree groups by asking probing questions while Teacher B
does the same with the Disagree and Strongly Disagree groups.
Differentiation Strategy

 All 504 and IEP rewuirements will be met.

 ELL students will be paired with an English speaking student to help facilitate and guide conversation.

Teacher Will: Student Will:

 How will you plan to coach and correct during this  How will students independently practice the knowledge and
practice? skills required by the objective?
 How will you provide opportunities for remediation and  How will students be engaged?
extension?  How are students practicing in ways that align to
 How will you clearly state and model academic and assessment?
behavioral expectations?  How are students using self-assessment to guide their own
 Did you provide enough detail so that another person
learning?
could facilitate the practice?
 How are you supporting students giving feedback to one
another?
Independent Practice


Teacher will provide an example of the
check for understanding summary- role
play letter by offering different
perspectives the letter could be written in.
Co-Teaching Strategy
 Students will work individually to write their
letters using detail and key vocabulary terms.
 Students will share with a partner and compare
the similarities and differences in their letters.

One-Teach-One-Assist: Teacher A will present possible perspectives and then go around the classroom to make sure all
students understand the assignment and are off to a good start. Teacher B will sit with ELL students and other students who
require extra instruction to formulate their letters. During the think share and compare Teacher A will facilitate a discussion
asking students what kind of similarities and differences they found. Teacher B will partner with any ELL students during this
time.

Differentiation Strategy

 All IEP and 504 requirements will be met.

 ELL students will be provided with a vocabulary sheets with related images to help them make connections.
 ELL students will meet with the teacher during the pair and share to read their letters.

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 asked to predict whether or not the United States economic recovery would have been
successful with out WWII and if so how and how quickly?