Direct Instruction Lesson Plan Template

Teachers: Subject:

Renee DeSoto Social Studies—8th grade Civics

Common Core State Standards:

Analyze ideas and principles contained in the founding documents of the United States,
including the Declaration of Independence and Constitution, and explain how they influence
society and political systems.

Ideas and principles contained in founding documents include but are not limited to popular
sovereignty, consent of the governed, the social contract, limited government, rule of law,
separation of powers, checks and balances, federalism, and individual rights
Objective (Explicit):
• Analyze the Constitution’s separation of powers as given from the constitution and comparing and contrasting
that idea to how the separation of powers is executed today
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.

In order to asses understanding students will create a Venn diagram of the separation of powers with one
side being the vision of the founding fathers/execution of separation of powers in their time and the other
being how the separation of powers is executed today.

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?

Students will be able to explain the Constitution’s separation of powers, apply their understanding of the
vision of the founding father’s to how separation of powers works in our current political system and
construct a Venn diagram with their knowledge

They will need an understanding of the Constitution and the roles of the three branches of government
And will need an understanding of how the current political system operates
Key vocabulary: explain, apply, construct Materials: notes, paper, writing utensils

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?

1
To open the teacher will have students write in the bellwork prompt how they would feel
if their teacher was Queen of the United States and there was no government structure
Students are becoming more and more engaged with politics (i.e March for Our Lives
Movement) and the past election was highly publicized, so students should be able to
look at the structure of the current political climate and be able to make informed
observations.

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?

Students will have guided note packets that will include all
Teacher will explain the Constitution’s separation of powers activities given to develop mastery, I.e Venn diagram
by building on previous knowledge from previous class
lessons by using Powerpoint presentation to give them They’re engagement comes from the bellwork on how they would
Ins needed information to complete guided notes. feel if their Teacher was Queen of the United States
tru
cti Teacher will also use examples of how separation of
powers has been modeled previously and currently
on
al
Inp
ut

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?

Teacher Will: Student 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 could facilitate this practice?
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?

2
 This segment is part of a larger ongoing project Students will be able to build on previous
of guided notes with activities structured in (i.e knowledge from other lessons with guided notes
Gui Venn diagram) and be able to internalize by activities given to go
de along guided notes
d Teacher is checking for understanding by
Pra listening to group work by moving around the Students are working groups to teach/help each
ctic room other with activities and possibly fill in gaps with
e guided notes

Students write a short paragraph in their bellwork

binder under the prompt about the Teacher Queen
of the United States as to why the separation of
powers is beneficial to a modern society
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 during this
practice?
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?
How will students independently practice the knowledge and
skills required by the 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?

Ind How are you supporting students giving feedback to one

epe another?
nd
Teacher will be cruising around the room Students will practice by using their Venn diagram
ent
during practice/Venn diagram to ensure that to explain what is the same and different between
Pra
students are working cooperatively and separation of powers in the founding father’s vision
ctic
collaboratively and listening for ineffective and today
e
groupings and incorrect answers and address
them in large group at the end of the activity Students are checking each other in group settings
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?

Closing/Student Reflection/Real-life connections:

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

At the end student’s ticket out the door will be a short reflection underneath the beginning of class
bellwork as to why the separation of powers is beneficial to a modern society compared to their teacher
being Queen of the United States