Direct Instruction Lesson Plan Template

Teachers: Subject:
Ricardo Rojas World History
AZ State Standards:
 HS.H4.1 Examine how historically marginalized groups have affected change on political
and social institutions
Learning Objective:
 By the end of this unit, students will be able to critically examine the relationships between various
marginalized groups during World War II to the political powers and institutions they lived under by creating a
class chart that demonstrates the effects political institutions had on marginalized groups. Students will be able
to identify at least 3 effects said political power has on marginalized groups by the end of the lesson.
Evidence of Mastery (Measurable):

¨ How will you assess if your student achieved mastery of the lesson objective?
¨ Determine the type of demonstration/activity the student will use to demonstrate mastery of the objective.
¨ What is the condition and degree, the setting or situation in which the student will be able to express the depth and extent of
learning?
¨ What is an exemplar student responses with the level of detail you expect to see?

 Students will be assessed by being given an exit pass where they will list 3 effects political institutions
had on marginalized groups they must turn in as they leave class.
 The teacher will direct the class to add to the class chart where we will list the effects.
 The chart and the classroom discussion will demonstrate how they will understand this lesson, and
the exit pass where they will recall information is the degree to how much they should remember.
 Listing more than 3 items on the exit pass, participation in filling out the classroom chart will be work
of an exemplar student.

Key Academic Vocabulary: (Consider Bloom’s Materials Needed:

Verbs) Half sheets of paper enough for all students in the class
Examine / Creating / Identify / period. Markers for writing. A jumbo paper pad that will
be used to make the chart.

Opening Activity
¨ How will you activate student interest?
¨ How will you connect and uncover prior knowledge?
¨ How will you present the lesson objective in an engaging and student-friendly way?

 Students will be asked about what it means to be an outcast. We will talk about what that means on
a personal and societal level, and examine what it means when groups out outside the norm for
society.
 I will open up discussion to ask about marginalized groups in today’s society, and how they might
have existed in the past.
 I will encourage my students to think about the greater implications of what we are learning, and
make connections about between the past and today. Also, I will engage them by thinking about
how they can affect change for marginalized people.

Instructional Input “I do”

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 and connect to their prior
¨ What types of visuals will you use? knowledge?
¨ How will you address misunderstandings or ¨ How will students be engaged?
common student errors that may be uncovered
within prior knowledge?
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 ¨ How will you explain and model behavioral
expectations?
¨ Is there enough detail in this section so that
another person could teach it?
 I will provide important historical context about
the era of world history this lesson is covering.
 I will provide readings with visuals, and the class
will contribute to a visual chart.
 I will encourage my students to ask questions for
clarification, and check in with the class as a
whole for what to go over again if need be.
Guided Practice “We do”
Teacher Will:
¨ How will you provide guidance to all students as
they practice?
¨ How will you ensure that all students have multiple
opportunities to practice new content and skills
with your support?
¨ How will you utilize the support of peers within this
practice?
¨ Is there enough detail in this section so that
another person could facilitate this practice?
 I will encourage students to make
connections from class lectures.
 I will work with students while they are
looking at the primary sources and ask
them questions about what they mean.
 Students will collaborate as groups and
then as a class when we will come
together for the class activity.
 I believe there is enough detail.
Independent Practice “You do”
Teacher 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 within the collection of
evidence of mastery?
¨ Did you provide enough detail so that another person
could facilitate the practice?
 I will ask for affirmation and
clarification at several points during
this activity.
 I will have students work on more
details than 3 if they arrive at that point.
 I will make indications as to when
students need to be on task. This will
include when students are working in
small groups quietly, or are waiting
their turn to speak during the class
 Students will engage with complex primary and
secondary sources that delve into the topic at hand. I
will want them to work with classmates to pick out
important details they believe are necessary for this
assignment.
 Students will be encouraged to think about the wider
context of what we learning, and I will want them to
consider the implications of what marginalization
means.
Student Will:
¨ How will students be engaged?
¨ How will students practice all knowledge/skills required
of the objective, with your support?
¨ How will you elicit student-to-student interaction?
¨ How are students practicing in ways that align to
independent practice?
 Students will have the input of peers and
their teacher to help them focus and be
engaged.
 They will work collaboratively to help
sharpen their thinking skills and consider
what details are important.
 They will be responsible as a group for
coming up with at least 3 details that would
be helpful for the class discussion.
 Students are finalizing their knowledge
when they write out the exit ticket.
Student Will:
¨ How will students be engaged?
¨ How will students independently practice the knowledge and
skills required by the objective?
¨ How are students practicing in ways that align to
assessment of collection of evidence of mastery?
¨ How are students using self-assessment to guide their own
learning?
¨ How are you supporting students giving feedback to one
another?
 Students will keep in mind classroom
expectations and keep engaged.
 They will have the time to think
independently and pick out what they think
is important.
 They are using their critical thinking skills
and engaging with challenging materials
relevant to the standard.
 They have small goals to work towards in
every section of the class and need to be
held accountable towards that.
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 activity.  I will be present and available to the class
 I think I provided enough detail. at all times during the lesson so they can
ask for help.
Closing Activity:
¨ How will students reflect on learning?
¨ Summarizing and stating the significance of what they learned.
¨ Acknowledge the new information that was added/developed within their schema.

 Students are being assessed on the exit pass and how well they grasped today’s
lesson.
 They will summarize the most important elements that they recalled by the end of
class.
 They will be able to, at the end of the lesson, reflect upon the connections made in
class to real world events and also what this means for historical context.