Direct Instruction Lesson Plan Template

Teachers: Isabelle Simkins, Tori Chavez, Subject: English, History, and Math
Cody Potts, Kaylee Madera, Hunter Novak

(Common Core) State Standards:

History: HS.C4.2 Evaluate local, state, national, and international policies in terms of
intended and unintended outcomes and related consequences.

OR

HS.H2.1 Analyze approaches to conflict management and resolution.

Math: A1.F-IF.C.7 Graph functions expressed symbolically and show key features of the
graph, by hand in simple cases and using technology for more complicated cases.

English: 9-10.SL.3 Evaluate a speaker’s point of view, reasoning, use of evidence, and use of
rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

• Objective (Explicit):
History: Students will be able to analyze the usage of Civil War documents and what consequences
resulted.

Math: Students will be able to correctly create a graph representing the number of casualties in the
Civil War battle that they chose (deaths on both sides, race, and gender).

English: Students will be able to analyze photographs, articles, and other sources of data from a
variety of sources pertaining to the Civil War era and determine the validity and potential bias of a
source.

(All objectives revolve around our combined essential question)

Essential Question: How do pictures, graphs, tables, and data “paint a thousand words” and how does

the media (then and now) use photos and other data to manipulate an audience into believing one side

of a narrative?

• 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.

Students will select a hot topic (must be school appropriate) and choose whether they are for or against
it, and then create an image or “one-pager” in attempts to persuade an audience into seeing their
side/perspective.

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?

SWBAT: Understand how images can be used to invoke feelings and change perspectives on
specific topics.

Key vocabulary: Materials:

Understand Paper
Invoke Pens
Markers
Computer
Internet Access
Templates
Rubric

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?

Opener: Civil Rights & Liberties: Crash Course

Government #23
After the video is over, students will have access to a
notecard in which they will write down any questions
that they may have or something they are more
interested in learning about.

Teacher Will: Student Will:

□ How will you model/explain/demonstrate all knowledge/skills □ What will students be doing to actively capture and
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?

★ Teacher will introduce the project to the ★ Students will get in groups of 3-4 to
students. “grade” a project using the template.
○ Finding a topic for their project, ★ Students will come back and discuss
 explaining and selecting if they are
working on an image or “one-pager”
★ Teacher will provide a rubric for the students
while showcasing past students’ work in
order to provide a visual example of what is
expected and to give students ideas of where
to start.
○ They will explain how each project
aligns with the rubric so that the
students will know exactly what they
are looking for
★ The teacher will then give students a sample
project and ask them to “grade” it using the
rubric.
Teacher 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?
★ Provide students templates for their one
pager assignment
★ Teacher will emphasize that students are to
select one of the many battles that happened
during the Civil War, conduct research on it,
create a small graph of the casualties
(breaking it down to the deaths on each side,
gender, and race), and then create their
picture/one pager combining all of the
research of the battle
★ Provide class time to start compiling research
and pictures they will use in their assignment
★ Walk around the classroom and provide
feedback on students’ progress.
Teacher Will:
with the whole group why they gave the
grade they did. (One spokesperson per
group)
Student Will:
□ 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?
★ Students will select a template and
begin compiling their research into a
one pager.
○ They can map out their ideas
in bullet points on a separate
document before adding into
the one pager.
○ Students must create a graph
that shows the number of
casualties in the battle they
chose
○ Students will use Canva to
create their graphs
★ Students can use this time to ask the
teacher (or their peers) questions about
their assignment/their progression on it.
★ Students still have access to the
rubric/other students' examples for
reference.
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?
□ How are you supporting students giving feedback to
one another?

❖ At various time intervals (10 min, 20 min, ❖ Students will work in small groups on
30 min, ect.) teacher will say their own individual one-pager. This
approximately where the students should should allow them time to discuss ideas
be at for the one pager with each other and further their
❖ Teacher will ask students if more time is understanding of how audience
needed within the final 10 minutes of class, manipulation plays out.
❖ Students will be engaged by the
if so, the remainder of the assignment is to
relativity the topic holds in their lives, as
be done before next class time
well as being able to express their
❖ Teacher will actively move about the
ideas visually instead of just writing a
classroom to ensure everyone is on task
response.
and in the case of the class becoming off
task, remind them of the agreed upon rule
and norms set at the beginning of the
school year

Closing/Student Reflection/Real-life connections:

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

❖ In class the following day, students will take 5 minutes to write a 50 - 100 word summary of
what they learned about arguing a side, and how one-pagers can be a useful tool in
persuasion.
❖ Students will be engaged because the news is always around them, via family television,
social media, school announcements, ect. By demonstrating all the ways the news affects
a students’ daily life in the beginning of the lesson, students will feel connected to the
lesson.

Co-Teaching Strategy
□ What co-teaching approach will you use to maximize student achievement in this lesson?

The Co-Teaching strategy being used will be Alternative Teaching, with one teacher delivering the
lesson on the Civil War to get everyone up to speed. Then one teacher will be working with small
groups on finalizing their one-pager topic, while the other teacher works in a station to show
students more examples of one-pagers and offer help in the creation of their own.

Differentiation Strategy
□ What accommodations/modifications will you provide for specific students in this lesson?
□ How will you support students that need an additional challenge?
Canva helps walk the students through graph making. It will help students choose an appropriate
graph if they are struggling with that.

During the presentation of the assignment, students will get a physical handout of the
requirements and assignment parameters during the oral explanation.

Through the co-teaching strategy above, students will be able to come and go from the work
stations set up. This should allow the students the free will to come get whatever help they need
throughout the assignment and help level the playing field for those who may be struggling a bit.

For students who need an additional challenge, they will be asked to create a fictitious Civil War
era argument, and deliver a well structured one pager to defend this made-up stance.

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