Subject: Social Studies Grade level: 7

Topic: Writing an introduction to a DBQ.

Content Standards: (include only standards addressed in this LEP) 2.1.3. Students interpret
and analyze documents and artifacts related to significant developments and events in
world history.

Literacy Standards: (include only standards addressed in this LEP) CCSS.ELA-LITERACY.RH.6-8.2 Determine the
central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions

Central Focus: The central focus of this lesson is to Students have prior knowledge of: Students have
teach students about how to write a dbq. By the prior knowledge on what a primary source is and
end of the class students should be able to what a secondary source is. Students also have
understand the key points of writing a dbq. knowledge in writing using documents to defend
Academic Language: Students will analyze their argument. Students have also practiced writing
documents in order to defend an argument. a thesis statement in their English class.
Differentiation (What will you do to meet the needs of students at these different levels?)
Students like Valeria that might struggle to understand the meaning of the directions
and vocabulary of the documents will be given the opportunity to work with a co-
teacher to understand the meaning of the directions and vocabulary. There is also a
video
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Social Studies and English
Materials Procedures/Strategies

Powerpoint Day 4 (add additional days as needed)

, past DBQ
Learning Outcome: The learning outcome is for students to learn how to write an
essay
introductory paragraph with contextualization and a strong thesis with supporting points.
https://ww Students will use their prior knowledge of primary sources, thesis writing from their english
w.nysedreg class, as well as writing using sources.
ents.org/Gr
Anticipatory Set (Focus Question/s that will be used to get students thinking about the days
ade8/Social
Studies/20 lesson.): ] How can adding a source into your writing make it more valuable? How important
is it to include many specific details in your dbq?
070606boo
k2.pdf Activating Prior Knowledge (What information will be shared with/among students to
connect to prior knowledge/experience?)

Students will be asked a series of questions about what they have been learning the past two
days. The students will be encouraged to share ideas among their table and then share their
answers as they discuss as a class. The teacher will then translate this discussion to what the
 students will be learning about today, which is writing a dbq. The questions is a method to
allow the students to recall some specific and open-ended answers.

Direct Instruction (input, modeling, check for understanding)

Students will actively listen to a powerpoint as they take notes in their notebook throughout
the presentation. The teacher will make it clear they should be taking notes about the
structure of a DBQ introduction. They will answer the prior knowledge questions as a class
and open the floor for discussion. After the powerpoint, the students will then be asked to
create a thesis for the DBQ that will be handed out. The DBQ is a past eighth grade DBQ that
the students will work with.

Guided Practice (how students will demonstrate their grasp of new learning)

Students will work with one or two partners to write a thesis for the essay prompt provided.
When students feel they have a solid thesis, they can call the teacher over to review and give
feedback to them.

Independent Practice (Assessment) (what students will do to reinforce learning of the lesson)

Students will write the introductory paragraph for the dbq essay prompt. This paragraph
should include contextualization and a thesis based off of answers to questions discussed in
class.

References: (e.g. Book, course packet, pg #, complete web address URL)