UH COE Lesson Plan Template (Direct Instruction)

Name of Teacher Candidate  Christian Small PSID: *******

Lesson Overview
Grade Level
Estimated Time Needed
Lesson Description
Content Area Standards
Technology Standards
Objectives
Various 9-12
One 53 minute class period
Students will quickly review previous contnent and then they willl work in
groups to complete notes.After they will work independently to complete the
big questions and the video questions.
(14) Government. The student understands the processes that influence
political divisions, relationships, and policies. The student is expected to:
● (B) compare how democracy, dictatorship, monarchy, republic,
theocracy, and totalitarian systems operate in specific countries;
and
(2) History. The student understands how people, places, and environments
have changed over time and the effects of these changes. The student is
expected to:
● (A) describe the human and physical characteristics of the same
regions at different periods of time to analyze relationships between
past events and current conditions
N/A
Students will analyze the current political systems in Europe and how they
have changed over time.

Resources/Materials/Tools 
Terms/Vocabulary
Technology Resources
Other Resources
Absolute monarchy
Constitutional monarchy
Theocracy
Common marker
European Union
Power point, computer, Vatican city video and promethean board.
Student worksheet, Power point hard copy

Lesson Procedures 
● TC will stand at the
door and greet all ● All parts of the
● During this
students. lesson will take
section of the
● TC will instruct all place in the
Focus/Anticipatory Set lesson TC will
students to collect classroom
(motivational hook) use the
materials, take a seat ● During this
promethean
and get started on the section of the
board and
warm-up. lesson the
powerpoint.
● Students will walk in students will be
 and collect the seated doing ● The students
materials on the table, the warm-up. will be viewing
take a seat and start ● The TC will be the power
the warm-up at the door point.
(All prior are before the bell) greeting the
● Once the bell rings TC students and
will remind students to then taking
be working on the role.
warm up and will take ● TC will be
roll. going over the
(1 minute) warm-up and
● TC will go over the objectives
warm up with the
students.
What is the EU?
What are some
advantages and
disadvanatages of the
EU?
(4 Minutes)
● The TC will them go
over the objective and
the table of contents
and students will
review importnat
content from previous
day
What is a common
market?
What is tha artist of
this cartoon trying to
say?
What is the euro in
this cartoon supposed
to be?
What is happening to
the borders?
● (7 minute)
Estimated time: 12 minutes
● Once completed with ● All parts of the
Content-input 
quick review, TC will lesson will take
(Could include content
instruct the students place in the
outline, presentation,
get into groups of classroom
questioning, modeling,
three. ● During this
examples)
(2 Minutes) section of the
 ● TC will then give lesson the
students instructions students will be
on the activity seated taking
● TC will then go over in the content
the big questions for of the lesson
the lesson and tell the ● TC will be
students to keep them leading the
in mind through out lesson and
the lesson. students will be
1. What type of political receiving
systems do most European content.
countries have today, ● TC will be
democratic or asking
non-democratic? Give two questions and
examples taking input
from students.
2. Have they always
been this way? Give an
example
3. What makes Vatican
City different than most
European political systems
(1 Minutes)
● TC will then go over
the political systems
and characteristics in
Europe today.
​(2 Minutes)
● Once in groups one of
the students from
each group will grab
the 3 class set notes
sheets so that they
can complete the
jigsaw activity.
(1 Minutes)
● Stuents will work in
groups to complete
the jigsaw activity and
share the results with
members
(10 Minutes)
Estimated time: 15 minutes
● TC will then go over ● All parts of the ● Students will
Guided Practice 
the answers the lesson will take be working
(identify students who students should have place in the with TC to
failed to master lesson found. classroom Complete the
objectives.) (2 Minutes) ● During this guided
● Students will then section of the practice on
prepare to watch the lesson the the
video. students will be powerpoint
Estimated time: 3 Minutes seated doing
the
● Students will then
watch the video and ● All parts of the
● Students will
answer the questions lesson will take
be
that go along with it. place in the
completing
(8 Minutes) classroom
Independent Practice  the video and
● TC will then go over ● the students
(reteaching and video
the video and the will be doing
enrichment) questions
answers they should their
until the last
have obtained from worksheets
8 minutes of
the video. independently
class
(2 Minutes) in groups
Estimated time: 10 minutes
● Students will complete
● All parts of the
the Big questions
lesson will take
section on their sheet
place in the ● Students will
for the remainder of
classroom be
the class period.
Closure  ● Students will completing
● If time allows, Student
be the Big
will complete the Post
independently questions
assessment at Exit
completing the
Ticket.
big questions
Estimated time: 8 minutes

Plans for Differentiated Instruction/Accomodations 

There is no special education students in this class period. For other periods
Special Education 
with Special Ed we have blown up words and photos that help the students
Students 
better see, and understand the content.
English Language  For ESL students we provide Spanish to english dictionaries for their benefit and
Learners  we also will allow peers to help them by translating when appropriate.
For most of our lessons we have a K/H level extension because this class level
Gifted and Talented 
tends to work faster than their L level counterparts.
Other:  

Potential Challenges/Plan B 
One of the potential challeges that I see is time management during this lesson. Though this lesson doesnt cover
alot of content, there is alot of activites that we are going to cover. So I am going to have to work extra hard to
make sure that i am keeping the class on track time wise.

Assessment 
1. What type of political systems do most European countries have today, democratic or
non-democratic? Give two examples

2. Have they always been this way? Give an example

3. What makes Vatican City different than most European political systems

4. A democratic government is?

Notes and Credits 

1. Cypress-ridge lesson script, powerpoint and student worksheets