Direct Instruction Lesson Plan Format

Date: 10/1/14

Grade Level: 10

Target Students: Entire Class

Theme/Topic:
Evaluate the United States 1960 Presidential Election
Rationale:
Essential for students to understand and acknowledge the significance of this particular
election, as well as the substantial consequences it bestowed on the United States.
Understanding this election will extend students general knowledge about the American
electoral system. Additionally, the class will recognize the influence, this specific election,
presented to political campaigns, which essentially revolutionized party campaigns
approach to winning votes that are presently used today. Ultimately, through studying this
election, students will have a greater understanding towards the current American political
system. Cut this to make a bit shorter
Common Core State and/or NC Essential Standards:
American History II
AH2.H.2 Analyze key political, economic and social turning points in American History
using historical thinking
AH2.H.2.1-Analyze key political, economic, and social turning points since the
end of reconstruction in terms of causes and effects
AH2.H.2.1-Evaluate key turning points since the end of Reconstruction in
terms of their lasting impact
ISTE.NETS.S Standards:
2. b: Communicate information and ideas effectively to multiple audiences using a variety
of media and formats
5. b: Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity
6. b: Select and use applications effectively and productively good group of standards
Lesson Objectives (Behavioral and/or Performance Objective):
Students will
Students will recognize both major political partys stances and opinions
able to:
at the time. Furthermore, students will learn the significant impact
What, How,
modern media methods during the 1960s, such as colored TV,
and to What
impacted campaign strategies and voter beliefs. Students will complete
Extent?
online polling during initial activity. Additionally, after students
grasped concept will make campaign ads for 1960 presidential
candidates, using modern media means in todays world, such as multimedia, podcasts, blogs and other methods. Nice job with these
Student Friendly Objective:
Students will break into small groups and investigate American culture and popular
political parties in the early 1960s. Students will then informally report results to class.
Following a short poll and lecture, students will then elaborate the significance policies
and trends at the time. Once students have displayed strong understanding of material, they
will break into groups and develop campaign ads for 1960 presidential candidates. Again

shorten this up a bit

Essential Question:
Who were the two candidates for the election and which party did they represent? What
were the policies of both parties? How did media, at the time, effect the election?
Materials:
SmartBoard
Internet
Podcasts
Blogger
Youtube
Polling
Blendspace
Ipad, tablet or Laptop
Smartphone
Time:
Lesson Activities
Introduction to the Lesson:
10 min
(Hook/Review/Intro.)
Class agenda listed on wall. Instruct students anything not completed
on list will be assigned as homework. Put the list of what this will be
here remember you want all the details in the lesson plan -1
Begin by asking students: Anyone have any general knowledge of America
during the 1960s? Allow students to respond. Have students take out tablets
or smartphones and have them poll and reply to slides shown on the
smartboard. Create the poll

5 min

Teacher Input/Modeling:
Short video, demonstrates American culture in the late 1950s early 1960s.
Students reflect on video, simple discussion, about key points they
acknowledged from video. Tell what the video is you might have them
take some notes or guide them for key points -1

15 min
Guided Practice:
Students will take out tablet or note taking material and follow along with
smartboard lecture, covering 1960 American culture, significant figures,

political parties, policies of the time. Lecture will contain visual methods
such as images and short video clips, particularly of candidates.
Give us a skeleton of the lecture details - 1

15 min

Independent Practice:
Break students into small groups, 3-4 members, have them develop
campaign ads for assigned candidate, using modern media means such as
blogger, blendspace, podcasts containing music, social media if permitted at
school. Each student will be responsible for one ad, which they will
contribute to the group. (Remind students how much time is left for their
presentation throughout the time they are developing the campaign ads)
Good I like this

15 min
Closure of the Lesson:
Students will then come before the class as a group and present one of their
campaign ads to class, highlighting significant portions of the ad they feel
important. Following presentation, have students take out blank sheet of
paper for exit slip, consisting of responses from these questions about the
lesson.
1. Name Candidate of Dem. Party
2. Policy you like
3. Policy you dont like
4. Name Candidate of Rep. Party
5. Policy you like
6. Policy you dont like
7. Which Candidate would you vote for?
Once exit slips are completed have students, pass slips right to left by row,
then back to front in last column. If time permits answer any question about
material covered in lesson.
Evaluation/Assessment of Student Learning
(Evidence Included)

Formative:
Throughout the instruction I will ask students questions about the material. Furthermore,
particularly while they are in groups working on their campaign ads, I will walk around
the classroom and ask them questions about their ads, such as key issues they think
important and why. At the end of the lesson students will present their ads to the class,
which will demonstrate their knowledge in material. Additionally, the exit slips will
provide insight on how the class grasped the concept of the lesson and whether further
explanation of this material is required for next instruction.
Good this is also summative

Summative:
There is no formal assessment in this lesson. Students will be evaluated on this material
later in the unit on an exam.

Extension of Lesson:
For students interested in material I will post several video clips and documents pertaining
to the candidates, on my blog site for the class. Be specific what videos list -1

Plans for Individual Differences

Early Finishers:
Students who finish early, while making their campaign ads will assist other members in their
group, until the allotted time for presentation preparation is completed. Furthermore, I will ask
those students to explain their campaign ads. Good
Late Finishers:
Late finishers will have to complete their campaign ads for homework and email their completed
work , before next class meets. Ok but isnt this penalizing them?
Exceptionalities:
I will evaluate students IEPs or 504s to decide, which approach would best suit their needs.
Students who tend to be late finishers will be assigned to groups who contain students who tend to
be earlier finishers, which will require communication and teamwork to complete their
presentations. Additionally, any late finishers, who do not complete their work will complete their
assignment for homework. some as above- here you want to have some specific strategy to
support them during class you sort of have one, so have one for the slower group too= see above
-1

English Language Learners:

This lesson plan will consist of several visual aspects, throughout the introduction as well as the
smartboard lecture. Furthermore, if there are any students who are bilingual in the class, I can
assign those students to the same group as students who are English language learners, so they can
communicate together to complete the assignment. Additionally, I would ask those students to
express in their own words, how their assigned candidate may appeal to members of their culture
or community. However, this lesson plan consists of various visual effects, which should appeal
to several diverse audiences.
21st Century Skills:
This lesson plans requires students to participate utilizing various means of technology, through
the use of tablets, laptops, ipads, smartphones and internet access. Initially, within the lesson
students will express their responses through polling. Additionally, the lesson contain smartboard
lecture, which will contain video clips and images found of the internet. Furthermore, during their
group work students, will create campaign ads through current media methods, such as blogs,
podcasts, blendspace, social media if permitted and other present day means. Also students, who
are interested in further information about this topic can find links and images posted on my blog
site for the class. Ok also look for the verbiage I have used in class
Discuss how you address at least two of these learning styles in your lesson: Visual (spatial),
Verbal (linguistic), Physical (kinesthetic/tactile), Aural (auditory-musical), Logical (mathematical), Social
(interpersonal), Solitary (intrapersonal):

-Spatial: Visual learners will appreciate this lesson through the images and video clips throughout
the lesson, particularly during the lecture.
-Aural: Auditory learners will benefit from listening to the speeches of the candidates, as well as
listening to popular music during the time period.
-Solitary: Intrapersonal learners will appeal towards creating their campaign ads for their assigned
candidate. (As each student must create one ad for the group)
-Social: Interpersonal learners will value the group work portion of the lesson, being able to
communicate with other students and present their groups campaign ad to the class.
Good attempt here
Supervising Teacher Signature

Student Teacher Signature

Nice first lesson 45/50

PRE-TEACHING CONSIDERATIONS
Please consider these questions and use it as a guide as you formulate your lesson plan. The answers
to these questions should be evident in your lesson plan.
1. What is the purpose of this lesson? What is your rationale for teaching it?
2. Why did you design your instruction in this lesson in the way that you did? Why did you choose
this way of teaching your lesson?
3. As you think through this lesson, what do you believe will be the most challenging part of this
lesson for you when you teach it? Why?
4. What management issues will you need to consider before you begin the lesson?
5. How will you know if your lesson is successful in meeting the needs of all of your students and in
meeting your goals for the lesson?
6. Use Blooms Revised Taxonomy Matrix to analyze your lesson.
POST LESSON REFELECTION
Reflect on your teaching and students learning related to this lesson. Include student work samples
or, if utilized, assessment results.
Self/Lesson:
1. How did you lead the class?
2. What did you do to establish the appropriate learning environment? Did you need to manipulate
or change the environment of the class during the lesson to achieve different goals? (Think about
environment physically and emotionally for students needs.)
3. How was your knowledge of the content? If it was weak, what could you have done to increase
your content knowledge?
4. How did you facilitate learning in this class? What did you do to prepare students and guide them
through your lesson?
5. Reflect on what you did in this lesson. Would you choose the same methods again if you had to
teach this lesson over? If you would make changes, what would they be? Also, reflect on the
feedback your cooperating teacher provided for you.
Students:
6. How did you as the teacher contribute to academic standards? Did all students achieve what you
wanted them to achieve? Thinking back over your instruction; and analyzing your observations
of students, their work products, and other assessment information, describe what your students
learned from this experience. Why did or didnt some students master the objectives? Who needs
what in the next lesson?
Next Steps:
Write down what you think a logical next lesson would be based on students performances.
What should you re-teach and what should students learn next? You do not have to implement
these next steps but they will be a guide for future planning
*Please note that all of the above numbered items are what a principal will be evaluating you on in your
teaching evaluation annually. These are the 6 components instituted by the state for teacher evaluation.

Direct Instruction Lesson Plan Format

EXPLAINED

Date:
Grade Level:
Target Students:
When you will teach
Whole class/small group/individuals
Theme/Topic:
The general theme of the lesson and the specific topic within that theme. Often found as the
headings for the standards and objectives.
Rationale:
In reality why is this useful or valuable to know or be able to do? Is it a prerequisite for other
learning? Real life experience
Common Core State and/or NC Essential Standards:
The standards as stated in the Common Core State and NC Essential Standards.
Behavioral Objectives / Performance Objective
Students will be
What will the students learn and how will they learn it and how will you
able to:
see evidence of that?
What, How, and to
What Extent?
Student Friendly Objective:
An explanation, in the words that you will actually say to the students, about what they will be
doing and learning in the lesson or a question that rephrases the objective.
Essential Question:
What are the big ideas of the lesson in question form?
Materials:
An explicit list of materials and resources you need to prepare in order to do this lesson.
Time:
Breakdown
of the
approximate
timing for

Lesson Activities
Introduction to the Lesson:
(Focus or Hook and/or Review:
What is your hook? How will you grab their attention, illustrate the value of the
lesson and increase their expectation of success? How will you review material

the lesson

needed for the lesson or to determine student understanding in preparation for the
lesson? How will you focus student learning or stimulate interest? What are some
key questions you will ask to focus students or review prior knowledge?
How will you access prior knowledge and help students make connections
between past and present learning experiences? Explain the organizational ground
work for the activities ahead and stimulate their involvement in the anticipation of
these activities. Asking a question, defining a problem, showing a surprising event
and acting out a problematic situation are all ways to engage the students and
focus them on the instructional tasks.
Teacher Input/Modeling:
This stage includes teacher input and modeling. What knowledge or skills will
you present and how will you present them? You can use lecture, a passage of
text, video, pictures, or a physical or diagrammatic model. Once the material has
been presented model the skill or application of a concept or knowledge that you
want the students to be able to do. Explain and illustrate what is expected of
students in the end product of their work.
Guided Practice/Modeling:
What will the students do to practice what they have just learned? What will you
do to guide the students in practicing the skills/concepts you taught them through
your input? Guided practice involves you working with them step-by-step,
questioning and listening to or watching their performance. Find out where they
are having problems (so this is a form of formative assessment) and re-teach as
necessary. After you have monitored their progress, and you are reasonably
certain that they have grasped the necessary skills/concepts, allow them to go on
to independent practice.
Independent Practice:
This is when students work on their own or in groups to implement or apply their
learning. Students can expand on the concepts they have learned, make
connections to other related concepts, and apply their understandings to the world
around them. It is an opportunity to apply learning in different contexts so that the
skill/concept may be applied to any relevant situation...not only the context in
which it was originally learned. It can be a time for reinforcement practice or
utilized as an element in a subsequent project. It is often at this stage in the lesson
that students produce work that can be uses in assessment.
Closure of the Lesson:
How will you bring the lesson to a close? How will you summarize or reiterate the
lessons key points? What questions will you ask to evaluate each students
learning to this point and understanding of objective(s)? What activities will
students do to provide closure or demonstrate their learning outcomes? How will
your provide a transition for the next lesson?
Evaluation/Assessment of Student Learning

Formative:
How will you monitor student learning during the lesson? How will you provide them feedback
on their progress? What are the key questions or activities you will use to check student
understanding? If this lesson is not the end of a unit of learning then at the end of this particular
lesson how far have students come in terms of the learning objectives? This is not usually given
a grade.
Summative:
How will you determine what students have learned at the end of the unit of learning? What
questions will you ask or activity will the students do to demonstrate their learning? How will
you document this? This is often given a grade.
Extension of Lesson:
What
additional resources can you direct students to in order to deepen or extend their understanding of the topic/learning
objectives or provide additional development of skills? This can be follow up activities or resources used in and out
of school to extend students.

Plans for Individual Differences

Early Finishers:
How will you modify activities when you realize during the lesson that some students will complete it
ahead of time. What will you reinforce, or how will you deepen or extend requirements so that they can
still be meaningful engaged in each aspect of the lesson?
If the whole class is completing the lesson requirements more quickly than you anticipated, what can you
do to extend or deepen student understanding in meaningful ways. What do you anticipate is the next step
in the learning progression for this topic so you can indicate to students the direction of their learning
experiences and goals?
Late Finishers:
How will you modify activities when you realize during the lesson that some students will not be able to
complete it in time. How will you reduce or modify requirements so that they can finish different lesson
components and still be meaningful engaged in each aspect of the lesson?
Exceptionalities:
What are your plans for accommodating specific individual student levels and needs? Consideration of
learning styles is also important to consider.
English Language Learners:
How will you modify activities and what supportive resources will you provide so that ELL students can
finish different lesson components and be meaningful engaged in each aspect of the lesson? This can
occur as front loading before the lesson or most commonly during the lesson. Remember that these
students are not only learning the content but they also are learning English.
21st Century Skills:
How will you incorporate and facilitate the development of critical thinking, creativity, collaboration, and
communication in your lesson activities. How will you foster and use information and media technology
skills and promote life and career skills in your lesson. (www.p21.org)

Learning Styles/Preferences:
How will you address students learning styles in lesson activities and assessments? Not all learning styles
will be relevant to every lesson but where ever possible how will you incorporate these styles in the
activities during the lesson?
*Visual (spatial): Students who prefer using pictures, images, and spatial understanding.
*Verbal (linguistic): Students who prefer using words, both in speech and writing.
*Physical (kinesthetic/tactile): Students who prefer using your body, hands and sense of touch.
Aural (auditory-musical): Students who prefer using sound and music.
Logical (mathematical): Students who prefer using logic, reasoning and systems.
Social (interpersonal): Students who prefer to learn in groups or with other people.
Solitary (intrapersonal): Students who prefer to work alone and use self-study.

5 E Inquiry Lesson Plan Format

Date:

Grade Level:

Target Students:

Theme/Topic:
Rationale:

Common Core State and NC Essential Standards:

Behavioral Objectives / Performance Objective

Students will
1.
be able to:
2.

3.

Student Friendly Objective or Essential Question:

Materials:
Guiding Question(s) or Problem(s):

5E BLANK

Time:

Lesson Activities
Engage

Explore

Explain

Elaborate

Evaluate

Supervising Teachers Signature:

Student Teachers Signature:

Plans for Individual Differences:

Early Finishers:

Late Finishers:

Extension of Lesson:

Exceptionalities:

English Language Learners:

21st Century Skills:

Learning Styles:
*Visual (spatial):

*Verbal (linguistic):

*Physical (kinesthetic/tactile):

Aural (auditory-musical):

Logical (mathematical):

Social (interpersonal):
Solitary (intrapersonal):

PRE-TEACHING CONSIDERATIONS
Please consider these questions and use it as a guide as you formulate your lesson plan. The answers
to these questions should be evident in your lesson plan.
7. What is the purpose of this lesson? What is your rationale for teaching it?
8. Why did you design your instruction in this lesson in the way that you did? Why did you choose
this way of teaching your lesson?
9. As you think through this lesson, what do you believe will be the most challenging part of this
lesson for you when you teach it? Why?
10. What management issues will you need to consider before you begin the lesson?
11. How will you know if your lesson is successful in meeting the needs of all of your students and in
meeting your goals for the lesson?
12. Use Blooms Revised Taxonomy Matrix to analyze your lesson.
POST LESSON REFELECTION
Reflect on your teaching and students learning related to this lesson. Include student work samples
or, if utilized, assessment results.
Self/Lesson:
7. How did you lead the class?
8. What did you do to establish the appropriate learning environment? Did you need to manipulate
or change the environment of the class during the lesson to achieve different goals? (Think about
environment physically and emotionally for students needs.)
9. How was your knowledge of the content? If it was weak, what could you have done to increase
your content knowledge?
10. How did you facilitate learning in this class? What did you do to prepare students and guide them
through your lesson?
11. Reflect on what you did in this lesson. Would you choose the same methods again if you had to
teach this lesson over? If you would make changes, what would they be? Also, reflect on the
feedback your cooperating teacher provided for you.
Students:
12. How did you as the teacher contribute to academic standards? Did all students achieve what you
wanted them to achieve? Thinking back over your instruction; and analyzing your observations
of students, their work products, and other assessment information, describe what your students
learned from this experience. Why did or didnt some students master the objectives? Who needs
what in the next lesson?
Next Steps:
Write down what you think a logical next lesson would be based on students performances.
What should you re-teach and what should students learn next? You do not have to implement
these next steps but they will be a guide for future planning
*Please note that all of the above numbered items are what a principal will be evaluating you on in your
teaching evaluation annually. These are the 6 components instituted by the state for teacher evaluation.

5 E Inquiry Lesson Plan Format

Date:

Grade Level:

EXPLANATION

Target Students:

Theme/Topic:
The general theme of the lesson and the specific topic within that theme. Found as the headings
for the standards and objectives.
Rationale:
In reality why is this useful or valuable to know or be able to do? Is it a prerequisite for other
learning?
Common Core State and NC Essential Standards:
The standards as stated in the Common Core State and NC Essential Standards.
Behavioral Objectives / Performance Objective
Students will be
What will the students learn and how will you see evidence of that?
able to:
Students (subject) will be able to (verb) (object- usually derived from
content/standard), performance (how will it be assessed).
EG: Language 4:5 (a) Students (subject) will explain (verb) the meaning of
simple similes and metaphors in context (object) by analyzing a poem.
*The NC Common Core and Essential Standards give verbs to be used in
lesson objectives.
Student Friendly Objective or Essential Question:
An explanation, in the words that you will actually say to the students, about what they will be
doing and learning in the lesson or a question that rephrases the objective.
Materials:
A list of materials and resources you need to prepare and organize in order to do the lesson.
Guiding Question(s) or Problem(s):
What are your key questions that will focus students on learning objectives, establish the
direction of inquiry or stimulate interest? What questions will you ask to review material needed
for the lesson or to determine student understanding in preparation for the lesson?
Time:
Lesson Activities
Breakdown Engage
of the
How will you access prior knowledge and help students make connections
timing for
between past and present learning experiences? Explain the organizational ground
the lesson
work for the activities ahead and stimulate their involvement in the anticipation of
these activities. Asking a question, defining a problem, showing a surprising
event and acting out a problematic situation are all ways to engage the students
and focus them on the instructional tasks. What is your hook? How will you

grab their attention, illustrate the value of the lesson and increase their
expectation of success?
Explore
What activities will the students be involved in? These activities should provide
exploration and discovery oriented experiences with the topic. Students often
work together in teams that build a base of common experience which assists
them in the process of sharing and communicating. The teacher acts as a
facilitator, providing materials and guiding the students' focus. The students'
inquiry process drives the instruction during an exploration.
Explain
How will the students convey and explain their discoveries made during the
explore section? Created works such as writing, graphing, drawing, posters,
presentations, video, or tape recordings are communications that provide recorded
evidence of the learner's experience. Working in groups, learners support each
other's understanding as they articulate their observations, ideas, questions and
hypotheses. The facilitator/teacher can determine levels of understanding and
possible misconceptions by examining what the students have produced.
Explanations/input from the facilitator/teacher during this section can provide
clarification, extension or address misconceptions. The facilitator/teacher might at
this stage introduce terminology. Introducing labels, after the child has had a
direct experience, is far more meaningful than before that experience. The
experiential base she has built offers the student an attachment place for the label.
Elaborate
Students expand on the concepts they have learned, make connections to other
related concepts, and apply their understandings to the world around them. For
example, while exploring and examining can lead to further inquiry as to possible
connections arise. Applications to real world events can be extensions and
applications of learning that often lead to further inquiry and new understandings.
Closure of the Lesson:
How will you bring the lesson to a close? What activities will students do to
provide closure or demonstrate their learning outcomes? How will you
summarize or reiterate the lessons key points? What questions will you ask to
evaluate each students learning to this point? How will your provide a transition
for the next lesson?
Evaluation/Assessment of Student Learning
Formative:
How will you monitor student learning during the lesson? How will you provide them feedback
on their progress? What are the key questions or activities you will use to check student
understanding? If this lesson is not the end of a unit of learning then at the end of this particular
lesson how far have students come in terms of the learning objectives? This isnt usually graded.
Summative:
How will you determine what students have learned at the end of the unit of learning? What
questions will you ask or activity will the students do to demonstrate their learning? How will
you document this? This is often given a grade.
Supervising Teachers Signature:

Student Teachers Signature:

Plans for Individual Differences

Early Finishers:
How will you modify activities when you realize during the lesson that some students will complete it
ahead of time. What will you reinforce, or how will you deepen or extend requirements so that they can
still be meaningful engaged in each aspect of the lesson?
If the whole class is completing the lesson requirements more quickly than you anticipated, what can you
do to extend or deepen student understanding in meaningful ways. What do you anticipate is the next step
in the learning progression for this topic so you can indicate to students the direction of their learning
experiences and goals?
Late Finishers:
How will you modify activities when you realize during the lesson that some students will not be able to
complete it in time. How will you reduce or modify requirements so that they can finish different lesson
components and still be meaningful engaged in each aspect of the lesson?
Extension of Lesson:
What additional resources can you direct students to in order to deepen or extend their understanding of
the topic/learning objectives or provide additional development of skills? This can be follow up activities
or resources used in and out of school to extend students.
Exceptionalities:
What are your plans for accommodating specific individual student levels and needs? Consideration of
learning styles is also important to consider.
English Language Learners:
How will you modify activities and what supportive resources will you provide so that ELL students can
finish different lesson components and be meaningful engaged in each aspect of the lesson? This can
occur as front loading before the lesson or most commonly during the lesson. Remember that these
students are not only learning the content but they also are learning English.
21st Century Skills:
How will you incorporate and facilitate the development of critical thinking, creativity, collaboration, and
communication in your lesson activities. How will you foster and use information and media technology
skills and promote life and career skills in your lesson. (www.p21.org)
Learning Styles/Preferences:
How will you address students learning styles in lesson activities and assessments? Not all learning styles
will be relevant to every lesson but where ever possible how will you incorporate these styles in the
activities during the lesson?
*Visual (spatial): Students who prefer using pictures, images, and spatial understanding.
*Verbal (linguistic): Students who prefer using words, both in speech and writing.
*Physical (kinesthetic/tactile): Students who prefer using your body, hands and sense of touch.
Aural (auditory-musical): Students who prefer using sound and music.
Logical (mathematical): Students who prefer using logic, reasoning and systems.
Social (interpersonal): Students who prefer to learn in groups or with other people.

Solitary (intrapersonal): Students who prefer to work alone and use self-study.