Sharpe 1

Corey Sharpe

Dr. Hooks

Principles of Education Psychology

October 18, 2020

Direct Lesson Plan

I. 5th grade classroom that consists of 26 students. Of the 26 students, there is one gifted

student, three students who are ESL, one student who is dyslexic, and one student

who has ADHD.

II. The subject is History. Students will be taught about the American Revolution and

early beginnings of the United States.

III. Students will be asked about what they know about the start of the American

Revolution and what important events happened. The students will then watch a

video that will show events that occurred before, during, and after the American

Revolution. Students will fill out a worksheet while watching the video that will have

key terms, names, and events. The worksheet will be used as a resource for a test.

Students should be able to fill out the worksheet while watching the video and be able

to answer specific questions afterwards with at least 90% accuracy.

IV.

a. Students will have to fill out a worksheet that will have terms, names, and events

while watching a video about the American Revolution.

b. The purpose of this lesson is to teach students about early history in the formation

of the United States of America. Students should already have an idea of what the
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American Revolution is and events such as the signing of the Declaration of

Independence and the Boston Tea Party.

c. The teacher will have a brief overview of what the students can expect to learn

with the use of a small presentation. The teacher will then pass out the worksheets

and will explain to them what they should be looking for while watching the

video.

d. The teacher will want to stop the video for the first couple of questions from the

worksheet so the students can gain an idea of what to listen for when filling out

their sheet. The teacher must also be ready to answer questions about the

American Revolution that may not be covered in the video that the students may

ask. The teacher should also be ready for any student who may have missed one

of the answers in the video and to help them try to figure out what they missed.

e. The teacher will walk and check to make sure that all students are filling out the

worksheet properly. They will also check to make sure to see how accurate they

are answering the questions.

V. Materials needed will be a computer to watch the video on, the worksheets for the

students to fill out, and students should have pencils to fill their worksheets. The

teacher will also need a slideshow program to give the brief overview of the lesson.

VI. Every student will work individually at their desk, in the teacher’s classroom.

VII. In order to help the students that are ESL, dyslexic, and have ADHD, it would be

beneficial to pause the film at certain times and then have a discussion with the class

about the segment they just watched. This can help those who may be having
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difficulties understanding the film by watching the film in “chunks” rather than sitting

and watching all at once.

VIII.

a. After watching the film, we will have a class discussion where students will be

chosen at random to answer questions from the worksheet, as well as give their

opinion about the American Revolution and its significance. The teacher can asses

how well the students understand the material by having the group discussion and

by the students giving their views.

b. Students will be given an assignment to write a paper about the American

Revolution and its impact. They will also be asked to write what they would have

done at the time of the American Revolution and if they would have been in favor

of declaring independence from Britain at that time or not.