Direct Instruction Lesson Plan Template

Teachers: Subject:
Allie Dyer History

Common Core State Standards:

PO 1. Construct maps, charts, and graphs to display geographic information.

PO 5. Interpret thematic maps, graphs, charts, and databases depicting various aspects of world regions. (Apply to
regions studied).

PO 7. Describe the development of the following types of government and citizenship in ancient Greece and
Rome:

1. democracy
2. republics/ empires

Objective (Explicit):
SWBAT create and label a map of the different city states for Ancient Greece and generate a
short answer definition of each city state.
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.

• Student creates an accurate map of the Ancient Greek City States including labels, geographic
features, a key, and a compass
• All City States are properly labeled in the correct locations
• Short answer questions give detail on the City States including their geographic and economic
resources, political views, and structure as a city state
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?
• Construct a map of Ancient Greece and label the different city states
• Write about key features of each city state
Key vocabulary: Materials: Construction Paper, Markers, Paper,
• City State Pencil
• Population
• Geography
• Resources
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?
At the beginning of the lesson, we will start by having every student do a journal entry on what
they would have in their own ideal city state. After 5 minutes, students will be able to share out
what they have put down. This allows students to have an individual voice and start to make
connections between city states and where they would want to live. After this share out, the
teacher will explain the SWABAT and the instructions for the activity of the day.

1
 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?
¨ 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 there enough detail in this section so that
another person could teach it?
• Provide an example on the board of • Engage in the review of what is being asked
what is being asked • Answer questions being asked
• Review how to create a key and the • Ask for support on things that need
important geographic features that clarification
Instructional Inpu

students should include

• Ask the students relevant questions
about the instructions (ie. Repeat back
what you need to do)

Co-Teaching Strategy
¨ Which co-teaching approach will you use to maximize student achievement?
• Will help teacher by asking students questions to check understanding

Differentiation Strategy
¨ What accommodations/modifications will you include for specific students?
¨ Do you anticipate any students who will need an additional challenge?
• Directions will be posted on the board and explained so that both visual and auditory
listeners are supported
• Example will be provided so that students who need more support have an example to go on
• Requirements clearly stated for students of all levels
• Advanced learners can include more features and give more detailed explanations of their
thoughts and ideas
Teacher Will: Student Will:
¨ 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, such that they
¨ What types of questions can you ask students as continue to internalize the sub-objectives?
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?
¨ How will you provide guidance to all students as ¨ How are students practicing in ways that align to
they practice? independent practice?
¨ How will you explain and model behavioral
expectations?
¨ Is there enough detail in this section so that
Guided Practice

another person could facilitate this practice?

• Review how to write a city state
description by providing an example
with the support of the class
• Ask table groups to discuss features to
include on the map and in their city
state descriptions
• Engage in the class example
• Engage in their groups to discuss the
features to put on their maps and
descriptions
• Work on communication skills in groups

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

• Co-teacher will circulate around the room to support the intergroup conversations and
provide extra support when needed

2
 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?

• Examples will be provided for students who need more support

• Advanced students will be pushed to share the features that they should feature and test their
thinking skills by encouraging them to teach others
• Small group interactions can help students get questions answered

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? ¨ How are students using self-assessment to guide their own
¨ Did you provide enough detail so that another person
learning?
could facilitate the practice?
¨ How are you supporting students giving feedback to one
another?
Independent Practice

• Work independently on completing their

• Float around the classroom to provide map and city state definitions
support and push students who can go • Compare their work with the requirements
to a more advanced level on the board
• Manage the classroom

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

• Co-teacher will float around the classroom to help manage behavior and provide support
Differentiation Strategy
¨ What accommodations/modifications will you include for specific students?
¨ Do you anticipate any students who will need an additional challenge?

• Advanced students can add more detail on their maps and in their city state definitions
• Students who need more support will have had examples to look at
• Teachers are floating to answer questions, push students, and provide support

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 share their map with their table groups and share their definition of the city state they
like the best
• Teacher will ask one student from every table to share their work
• Students will turn in their maps and definitions on their way out of class