Direct Instruction Lesson Plan Template

Teachers: Ryan Hinshaw Subject: 11th grade World History

AZ State Standards: HS.H4.1 Examine how historically marginalized groups have affected change
on political and social institutions.
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Learning Objective: Students will devise a group power point presentation in which they will show
mastery over the concept by researching and contrasting 3 changes in law as well as those
laws effects on marginalized groups during the Second World War. Students are also expected
to describe culture and life because of the changes in laws in their 8 slide 4 source minimum
power point presentation.
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?

Using a grading rubric would help students measure what they need to get a perfect score. Students will
use a power point presentation to show mastery. A presentation in front of the class with slides to give
support to what information they are sharing with the class will help show the depth of their learning. A
student who struggles in public speaking will show their learning through their PowerPoint, so the
speaking will not be a part of the grading rubric. Include activity to show affects.

Key Academic Vocabulary: (Consider Bloom’s Materials Needed: PowerPoint, access to study
Verbs) materials either computers, textbooks, additional
readings. Pencils, paper, presentation equipment.
Devise, contrasting, researching
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?

By showing students how we are affected by similar laws here in America. Using a
recent issue close to home will help students understand what it was like for the peoples
in 1940 and enable them to show empathy for their struggles. Asking students if they
know of any laws that have similar affects already. I think showing what life was like
before and after can be interesting because students get to see the food, music, and fun
these people had before it was stripped away by oppressive governments.
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?
¨ How will you explain and model behavioral
expectations?
¨ Is there enough detail in this section so that
another person could teach it?
Students will be researching their own law using the internet or
The teacher will have their own power point presentation textbooks. They will build off previous knowledge of the Second
that essentially shows examples of what the students will World War by going deeper into the lives of those who lived
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 be working on. This allows students to get an idea of what through it.
their project will be like before they start their own
research. For example, the teacher could present Executive
Order 9066 in a way that shows the students what you want
them to create. Giving your students a list of examples to
research is also a great way to help them get started.
Guided Practice “We do”
Teacher Will: Student Will:
¨ How will you provide guidance to all students as
they practice? ¨ How will students be engaged?
¨ How will you ensure that all students have multiple ¨ How will students practice all knowledge/skills required
opportunities to practice new content and skills of the objective, with your support?
with your support? ¨ How will you elicit student-to-student interaction?
¨ How will you utilize the support of peers within this ¨ How are students practicing in ways that align to
practice? independent practice?
¨ Is there enough detail in this section so that
another person could facilitate this practice?

Class circulation while they are working on Students will be engaged with doing research and
research and providing input while they are learning about other humans and cultures. They
presenting and afterwards are going to be the will be consistently able to ask the teacher for
biggest moments for guidance. Having assistance while they are working on their project.
discussions about their topic will also provide Each student has an opportunity to communicate
them with additional knowledge. They will have with others who are working on the same topic but
similar time to ask other students questions do their own independent research.
while they are researching.
Independent Practice “You do”
Teacher Will: Student Will:
¨ How will you plan to coach and correct during this ¨ How will students be engaged?
practice? ¨ How will students independently practice the knowledge and
¨ How will you provide opportunities for remediation and skills required by the objective?
extension? ¨ How are students practicing in ways that align to
¨ How will you clearly state and model academic and assessment of collection of evidence of mastery?
behavioral expectations within the collection of ¨ How are students using self-assessment to guide their own
evidence of mastery? learning?
¨ Did you provide enough detail so that another person ¨ How are you supporting students giving feedback to one
could facilitate the practice? another?
Overseeing the students while they are Students will be engaged in their own thinking and
working on researching and creating their research process while they are creating their
presentations will provide opportunities for the PowerPoint presentation.
teacher to correct or guide a student to
success. This project could be completed in a
week of in class work but can be extended if
the students need more time.
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.

During presentations, each student should reflect on what the group of students from 2 other groups are
speaking about and formulate two questions of their own to ask them. These can be asked after the last
presentation or the next class period. The discussion brought upon by these questions will help students
express their learning and solidify it in their memory. This will also show their true thoughts on the topic.
The teacher can add additional content to these conversations if they require more information to see if
students met the learning objective.