DIRECT INSTRUCTION LESSON PLAN TEMPLATE

DATE 2/14/17 Week #6

Teachers: Joseph Arms Subject: U.S. History Grade:11

Common Core State Standards: Concept 7 PO 3. Analyze events which caused a transformation of
the United States during the late nineteenth and early twentieth centuries:
b. Imperialism (e.g., Spanish American War, annexation of Hawaii, Philippine-American War)
d. Teddy Roosevelt (e.g., conservationism, Panama Canal, national parks, trust busting)

Objective (Explicit): Students will be able to recognize the reasons the U.S. wanted to expand

Imperialism is not something that people just thought up one day, this is a process and it works well
with manifest destiny and the idea that the U.S. would spread across to the Pacific but what happens
after that? Hawaii is just one island the U.S. takes so before we discuss the issue of Hawaii it would
be most benefited to talk about all that came before that like Alaska and the Midway Islands. Part of
this correlates with the Panama Canal and the U.S.s roles in Latin America before and after the
Spanish American War. It is important that students understand the reason for why imperialism took
hold in the U.S. before we talk about imperialism and that is what this lesson is about.

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 have to distinguish one sentence out of four that does not relate to the rest and then write another
sentence that does relate. These sentences are from a worksheet from the book (at bottom as well) and has three
groupings of sentences. Students must get all three correct to show mastery (3/3)
Sub-Objectives, SWBAT (Sequenced from basic to complex) Formative Assessments:
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 relative to students, their lives, and/or the real
world?
Define vocab words like Monroe Doctrine and the Roosevelt Corollary
Explain why the U.S. wanted to expand
Key vocabulary: Monroe Doctrine, Roosevelt Materials: Computers, Rubric
Corollary, Sewards Folly
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?
Analyze political cartoon depicting the U.S. trying to civilize its new colonies.

Later on we will discuss this issue of the white mans burden but it does show how the U.S.
depicted the people from these places.
How will you model/explain/demonstrate all knowledge/skills What will students be doing to actively capture and process the new
required of the objective? 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
Instruc tional
there enough detail inInput
this section so that another person could
teach it?
 start lecture with the
Teacher Will: Student Will: fill
in the blanks in their notes and ask
growth of imperialism questions when they do not understand something
Industry needed more resources
Competition with Europe
Security from Europe
Question: what factors lead to the growth of
imperialism around the world?

Expanding U.S. interests

Monroe Doctrine
Interpreted to protect U.S. interests in Latin
America
Sewards Folly
Midway Islands
Hawaii
Latin America

In what ways did the U.S. begin to expand its

interests abroad in the late 1800s?

Arguments for U.S. Expansion

Economic growth
Protecting America

What arguments were made in favor of U.S.

expansion in the 1890s?

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
Both teachers will interject providing stories that will help students remember the concepts and how they worked.

Differentiation Strategy
What accommodations/modifications will you include for specific students? Do
you anticipate any students who will need an additional challenge?

How will you ensure that all students have multiple opportunities to
practice new content and skills?
Practi ce of questions can you ask students as you are
What types
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?
How will students practice all knowledge/skills required of the objective,
with your support, such that they continue to internalize the
subobjectives?
How will students be engaged?
How will you elicit student-to-student interaction?
How are students practicing in ways that align to independent practice?

Teacher Will: ask questions throughout the note taking Student Will: first
answer the questions in their notes. After
process
Guided instructional input. See questions in
of the that they will discuss their answer with a partner and then
instructional input to see where there are breaks for the whole class.
questions and what the questions are

If the teachers see that students are getting the

content very easily the teacher may ask more
advanced questions that require some deeper
thinking like:
Is this type conquest bad?
Is it all right to take over another nation to
civilize them?
 Should nations protect their interests in other
nations?
During these questions make sure to play the devils
advocate to insure that students are understanding
both sides to the argument.

The questions from the lecture are all knowledge

based and relate to the objective of recognizing the
reasons for expansion while these more advanced
questions that may not be used are more opinion
based they help to demonstrate that this is a two-
sided issue where people value different things.
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?
If students are having a hard time answering a question is will benefit them to discuss the question with another
student. It is very possible that the student may be about to better explain the material.
How will you plan to coach and correct during this practice? How will students independently practice the knowledge and skills
How will you provide opportunities for remediation and extension? required by the objective?
How will you clearly state and model academic and behavioral How will students be engaged?
expectations? How are students practicing in ways that align to assessment?
Did you provide enough detail so that another person could How are students using self-assessment to guide their own learning?
facilitate the practice? How are you supporting students giving feedback to one another?

hand out the worksheet for this section

Teacher Will: Student Will:
complete the worksheet. After students have
and verbally explain the instructions are it is a finished the worksheet they will start on the packet that
negative instruction as students are meant to find the goes over the whole unit.
sentence that does not fit. Be sure to check for this
understanding before setting them loose on the Students will be able to listen to music or get help from
assignment. either the teacher or other students nearby. They should
not be getting up and walking around for help.
Also give out the packet of worksheets that follow
along with the reading. This packet is designed to
help students understand the content and how it will
look on the test. This packet is due the day of the test
and covers all of the sections of the unit. This will also
be something that students can work on after they
finish the assignments for the day or any day during
this unit.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
What accommodations/modifications will you include for specific students? Do
you anticipate any students who will need an additional challenge?
All IEPs and 504s will be followed. Students that ask for more time may be given more time to work on
Independent Practice
assignment.
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 answer this question in their own words and opinions- is it o.k. for a country to expand and take over
another country?