Iteachaz Lesson Plan Template (Direct Instruction) : V 9Ljbwhpkwwc

iTeachAZ
Lesson Plan Template (Direct Instruction)

Teachers:
Hope Garland
Subject:
7th Grade-Social Studies (Mother Jones: DAY 2)
Common Core State Standards:

AZCCRS Social Studies: Grade 7 Strand 1 PO4. Discuss the relationship between immigration and
industrialization.
AZCCRS ELA: Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a standard format for citation. (7.W.8)
AZCCRS ELA: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in
standards 13 above. (7.W.4)
ISTE Students 3: Students apply digital tools to gather, evaluate, and use information.
Objective (Explicit):
SWBAT apply their understanding of the conditions that child laborers worked in during the late 1800s as well
as why Mother Jones faced such opposition in her fight for the childrens rights to the creation of a poem from
the perspective of a child laborer.
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
To show evidence of mastery, students will participate in class discussions about child laborers and create a poem
from the point of view of a child laborer as a protest to the treatment of the young workers.
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?
Students will use knowledge from the previous days lesson to scaffold learning about the treatment of
child laborers.
Students will use prior knowledge of poetry to write a poem from the point of view of a child laborer in the
late 1800s.
Key vocabulary:
Materials:
Child laborer: a worker under the age of 14
YouTube video:
employed for a business (usually a factory)
https://www.youtube.com/watch?
making minimal amounts of money, doing
v=9LJBWhPKWWc
dangerous work
Assembly line: a method of building an item in
Class Computers
which a series of machines or people
progressively build parts of the item
Pencils, markers, and colored pencils
Petition: a formal request or appeal
Protest: a statement or action that shows
Poster paper
disapproval of something
Advocate: a person who stands up for the rights
of another
Human rights: the rights that concern treatment
and freedoms of people that we receive simply
by being human
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?
Teacher will begin by asking the students to recall what they learned from the previous lesson in the Mother Jones
unit. Once the students have given me some information they remember, teacher will show them the video that
depicts Mother Jones fight for child laborers rights.
Teacher Will:
Student Will:
Instructional Input
How will you model/explain/demonstrate all

knowledge/skills required of the objective?
What types of visuals will you use?
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?
Teacher will facilitate a discussion with the

students the working conditions of the
children in factories and mines in this time
period.
The class will also discuss why they think
no one seemed willing to stand up for the
rights of the children.
The class will discuss why Mother Jones
decided to advocate for the child laborers.
The class will discuss what a protest is
and whether or not they think the ones
Mother Jones conducted were effective.
What will students be doing to actively capture and

process the new material?
How will students be engaged?
Students will actively participate in the class

discussion concerning what they learned from
the introductory video.
Students will raise their hands to contribute an
idea and respectfully share their opinions with
the class.
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
If there is more than one teacher, they will also help facilitate the class discussion and make sure that all
students are on task.
Differentiation Strategy
Guided Practice
What accommodations/modifications will you include for specific students?

Do you anticipate any students who will need an additional challenge?
For a student who may struggle to participate in a group discussion, they may be given a small whiteboard to
write their thoughts down on to help them share their ideas with the class. For a student who needs an
additional challenge, they can be given a higher level thinking question to consider and give an answer to at
the end of the discussion.
Teacher Will:
Student Will:
How will you ensure that all students have multiple

opportunities to practice new content and skills?
What types of questions can you ask students as
you are 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?
Teacher will inform the students that we

will be creating a Picket Poem from the
perspective of a child laborer to write on a
picket sign they may use at a protest.
How will students practice all knowledge/skills required

of the objective, with your support, such that they
continue to internalize the sub-objectives?
How will you elicit student-to-student interaction?
How are students practicing in ways that align to
independent practice?
Students will listen actively while being given

directions for their research.
Students will conduct research about child
labor in the late 1800s in order to find ideas for
Students will be instructed to use the class

computers to do research online about
child labor in the late 1800s in order to
find more ideas for their poem.
Teacher will tell students that when they
find a website they want to use for their
poem to write down the information they
want to use as well as a citation for their
source.
While students are working on their
research, teacher(s) will circulate the room
to answer students questions and to
ensure that students remain on task.
their Picket Poems.

When the students find information that is
helpful to them, they will write it down and cite
the source they used.
If there is more than one teacher, they may circulate together to answer questions and keep students on task.
Independent Practice

How can you utilize grouping strategies?
For a student who has difficulties with researching, a list of three helpful websites can be given to narrow the
field of options. Or, they may be assigned a peer buddy to complete the research with, if this is deemed
beneficial for the students.
Teacher Will:
Student Will:
How will you plan to coach and correct during this

practice?
How will you provide opportunities for remediation
and extension?
How will you clearly state and model academic and
behavioral expectations?
Did you provide enough detail so that another
person could facilitate the practice?
Once the students have showed the

teacher their information gathered from
their research with a citation, the teacher
will give the students the necessary
materials for their poem:
o Written directions
o List of poem styles
o Paper for a draft
o Poster paper for a final copy
o Markers
Teacher will circulate the class to observe
students work, answer questions, and
ensure students remain on task.
How will students independently practice the

knowledge and skills required by the objective?
How are students practicing in ways that align to
assessment?
How are students using self-assessment to guide their
own learning?
How are you supporting students giving feedback to
one another?
Students will show the teacher their research

and citation and gather the materials for the
Picket Poem.
Students will create a poem from the
perspective of a child laborer with the
knowledge they gained from the lesson and
from their research. They will write the citation
at the bottom of their picket sign.
If there is more than one teacher, they may also hand out materials and circulate the classroom.

For students who struggle with writing, they may type their poem and glue the poem to the picket sign. If a
student is overwhelmed by the options for style of poem, the teacher may help the student narrow it to two to
choose between. For a student who is in need of an additional challenge, they may write a second poem on
the back of their picket sign.
Closing/Student Reflection/Real-life connections:
How will students summarize and state the significance of what they learned?
Why will students be engaged?
Once students complete their poems, they will share them with their classmates. Once the class has shared them,
they will hang the Picket Poems on the wall. The class will discuss how it would have felt to protest for your rights
as a child laborer.

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iTeachAZ

Lesson Plan Template (Direct Instruction)

Common Core State Standards:

Include a copy of the lesson assessment.

How will you model/explain/demonstrate all

Teacher will facilitate a discussion with the

What will students be doing to actively capture and

Students will actively participate in the class

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

What accommodations/modifications will you include for specific students?

How will you ensure that all students have multiple

Teacher will inform the students that we

How will students practice all knowledge/skills required

Students will listen actively while being given

Students will be instructed to use the class

their Picket Poems.

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

What accommodations/modifications will you include for specific students?

How will you plan to coach and correct during this

Once the students have showed the

How will students independently practice the

Students will show the teacher their research

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

What accommodations/modifications will you include for specific students?

the back of their picket sign.

Closing/Student Reflection/Real-life connections:

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