Direct Instruction Lesson Plan Template

Teachers: Subject: History 8th grade

Eric Richardson WWII nationalism and Axis powers

Common Core State Standards:

 6.H3.1 Analyze the impact of religious, government, and civic groups over time
 6.H3.3 Explain why communities, states, and nations have different motivations for their
choices including individual rights, freedoms, and responsibilities.
 6.H1.1 Compare the development and characteristics of historical cultures and
civilizations from different global regions within designated time periods.
 6.C2.1 Analyze the beliefs, experiences, perspectives, and values that underlie points of
view regarding civic issues in the time period and regions studied.
 6.SP1.2 Analyze connections among events and developments in various geographic
and cultural contexts
 6.SP2.2 Analyze how people’s perspective influenced what information is available in
the historical sources they created

Objective (Explicit):

● Students will be able to accurately describe what nationalism is by the end of class.

● Students will be able to list the views of the nation’s part of the axis powers with their own opinion in class
activity.

● Students will be able to list the causes of how WWII started by the end of class

● After completing this lesson students will be able to compare and contrast the views of what the axis powers
were and how nationalistic views are still with us today as homework.

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 work on a class activity that could turn into homework if not finished. Students will look for
modern examples of nationalism in the world and explain how nationalism now is the same as back then.
Students will answer a series of different questions that relate to finding an example with proof. this will be
a 15 point assignment.

Sub-objectives, SWBAT (Sequenced from basic to complex):

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 ◻ 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?

● Students will be able to recall or relate to events of WWI

● Students will be able to compare and contrast the two differences between WWI and WWII

Key vocabulary: Nationalism, AXIS, Materials: Powerpoint presentation, Whiteboard,

paper, pencils,

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?

The class will begin by asking students “Do you think Americans support American
interests around the world?” allowing the students to think to themselves then share
with a shoulder partner then connect with the class on what they think and then go into
more detail into the lesson.

I Teacher Will: Student Will:

n
◻ How will you model/explain/demonstrate all ◻ What will students be doing to actively capture and
s
knowledge/skills required of the objective? process the new material?
t
r ◻ What types of visuals will you use? ◻ How will students be engaged?
u
c ◻ How will you address misunderstandings or
common student errors?
t
i ◻ How will you check for understanding?
o
n ◻ How will you explain and model behavioral
expectations?
a
l ◻ Is there enough detail in this section so that
I another person could teach it?
n
p Teacher will give a short presentation on the definition of Students will listen and take notes on the presented information
nationalism and also explain the key details of what the and work with fellow students on finding the reason and
u axis powers were and how they led to the beginning of understanding of the axis powers in the lesson.
t WWII.

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 Co-Teaching Strategy

◻ Which co-teaching approach will you use to maximize student achievement?

◻ one teaches and one observes a model of working together.

Differentiation Strategy

◻ What accommodations/modifications will you include for specific students?

◻ Do you anticipate any students who will need an additional challenge?

● Students will have the ability to have a copy of the presentation on the computer or on paper.

● Students will be able to have guided notes if needed to help follow or understand materials.

G Teacher Will: Student Will:

u
◻ How will you ensure that all students have multiple ◻ How will students practice all knowledge/skills required
i
opportunities to practice new content and skills? of the objective, with your support, such that they
d continue to internalize the sub-objectives?
e ◻ What types of questions can you ask students as
d you are observing them practice? ◻ How will students be engaged?

◻ How/when will you check for understanding? ◻ How will you elicit student-to-student interaction?
P
r ◻ How will you provide guidance to all students as ◻ How are students practicing in ways that align to
a they practice? independent practice?
c
◻ How will you explain and model behavioral
t
expectations?
i
c ◻ Is there enough detail in this section so that
e another person could facilitate this practice?

Students will take notes and reflect on the

Teacher will ask a multitude of different
questions about the information that is being
presented and ask conflicting questions to
make students question their understanding.
information that is being presented and answer any
questions asked by the teacher to take a much
deeper understanding of the materials.

Co-Teaching Strategy

◻ Which co-teaching approach will you use to maximize student achievement?

◻ The use of team teaching could be used full if needed to help both parts of the class and both teachers work together
to help explain and expanded on the information.

Differentiation Strategy

◻ What accommodations/modifications will you include for specific students?

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 ◻ Do you anticipate any students who will need an additional challenge?

◻ How can you utilize grouping strategies?

Teacher Will: Student Will:

◻ How will you plan to coach and correct during this ◻ How will students independently practice the knowledge and
practice? skills required by the objective?

◻ How will you provide opportunities for remediation and ◻ How will students be engaged?
extension?
◻ How are students practicing in ways that align to
◻ How will you clearly state and model academic and assessment?
behavioral expectations?
I ◻ How are students using self-assessment to guide their own
n ◻ Did you provide enough detail so that another person learning?
d could facilitate the practice?
◻ How are you supporting students giving feedback to one
e
another?
p
e Teacher will walk around the class checking Students will work individually to find evidence or
n progress and being able to see if students have proff of nationalism in the modern world and find
d any questions or problems with the in-class the required information needed to finish the
e activity that could be taken home as homework activity.
n if not finished.
t
P Co-Teaching Strategy
r
◻ Which co-teaching approach will you use to maximize student achievement?
a
c ◻ I think in this part the use of one teacher and one assistant could be beneficial for other activities and assistance for
t the students.
i
c
e
Differentiation Strategy

◻ What accommodations/modifications will you include for specific students?

◻ Do you anticipate any students who will need an additional challenge?

◻ Profound articles for students who have difficulties or are unable to access the internet, Students will be able to to turn
in the next day and still receive full credit.

Closing/Student Reflection/Real-life connections:

◻ How will students summarize and state the significance of what they learned?

◻ Why will students be engaged?

Students will show the teacher before they leave the progress of what they did. Or share an interesting
part of the lesson they found interesting or learned.

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Lesson Plan Reflection

● How does this lesson plan accommodate all learners?

● What elements of this lesson could cause difficulty when actually applying/facilitating it?

● What elements of this lesson show your strengths/weaknesses in regards to the ATR indicators addressed at the
beginning of your internship?

This lesson will work with those who like lectures and lessons to information. then students will have an
opportunity to work with themselves and their partners on questions. Also, have the ability to work alone
or individually on the activity. I think the ability to address multiple points of work, not just one, and the
ability to work out a progress of the students learning of the topic.