Direct Instruction Lesson Plan Template: Knowledge
Direct Instruction Lesson Plan Template: Knowledge
Direct Instruction Lesson Plan Template: Knowledge
Teachers:
Tabitha Fanning
Subject:
5th Grade Social Studies
Common Core State Standards: PO 1. Describe factors leading to the Civil War:
a. Role of abolitionists and Underground Railroad
b. Sectionalism between North and South
c. Westward expansion
Strand 1 Concept 6 PO 1
ELA: Describe how a narrators or speakers point of view influences how events are described. (5.RL.6)
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details
in the text (e.g., how characters interact). (5.RL.3)
ELP: HI-5: writing a summary paragraph containing only key ideas and relevant content vocabulary summarizing a
variety of text and of varying length.
Objective (Explicit):
Students will use the exploration of primary sources to analyze life during the civil war for African-Americans in
different regions through DBQs and discussion with peers.
Evidence of Mastery (Measurable):
Students will complete a reflection detailing two primary sources, one from the north and one from the
south. Students will choose the sources that made the greatest impact on their perspective of life during
The Civil War era and explain why the sources did so.
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 examine primary sources from different perspectives during The Civil War.
SWBAT compare and contrast the lives of African-Americans in the North and South through DocumentBased Questions.
SWBAT create their own understanding of slavery and freemen during The Civil War.
Key vocabulary:
Materials:
Document: record (something) in written
9 Primary sources-Artifacts, Text-based, Photographs
Primary Source: is an artifact, a document, a recording, (hard copies & digital)
or other source of information that was created at the
Student Notebook
time under study.
Stations
Secondary Source: any source about an event, period,
or issue in history that was produced after that event,
period or issue has passed.
Document Based Question: series of short-answer
questions that is constructed by students using one's
own knowledge combined with support from several
provided sources.
Emancipation Proclamation: an executive order
issued on January 1, 1863, by President Lincoln freeing
slaves in all portions of the United States not then under
Union control,
Opening (state objectives, connect to previous learning, and make relevant to real life)
Teacher will ask the class to discuss with their shoulder partner what they believe to be slavery during The Civil
War, who was affected by it and how it was ended. Teacher will ask partners to share with the class their thoughts.
Teacher will remind students that during The Civil War time period, Blacks who lived in the south were slaves and
according to law, blacks in the north were considered freemen.
Teacher Will:
Guided Practice
Instructional Input
Student Will:
Differentiation Strategy
Students who need extra support will be given a pre-determined peer buddy to be in their group with
them that can model behavior and answers questions or provide assistance.
Electronic and hard copies of the documents will be available.
Teacher Will:
sIndependent Practice
Student Will:
Students who the ability to type their responses will be given the resources to do so.
How will students summarize and state the significance of what they learned?
Why will students be engaged?
Teacher will ask students to share what they wrote in their notebooks.
Teacher will ask students to consider everything they learned today when thinking about any historical event to
keep in mind that there are two (or more) sides to every story.