Direct instruction

Teacher(s): Mr. Cheatham Subject: US History American Independence 10th

Grade

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson

 PO 1. Assess the economic, political, and social reasons for the American Revolution:
-Tax and regulation attempts by the British as a result from the French and Indian War
-Reaction from the colonists to British policy ideas expressed in the Federalist Papers and Declaration
of Independence
 PO 2. Analyze the American Revolution through the effects of European involvement and its outcome
of the war.
 PO 3. Describe the major events and their significance in the Revolutionary War:
-Lexington and Concord
-Bunker Hill
-Crossing of the Delaware
-Independence Hall
-Boston Tea Party
Objectives (Explicit): Use Bloom’s verbiage and “formula”

 Students will be able to interpret what the colonists stated in the Declaration of Independence
and describe in their own words what the wants/needs/demands of these colonists were.
 Students will be able to name all the countries that played a role in the Revolutionary Way and
explain the effect of the involvement on the war.
 Students will be able to find and identify key locations of the American Revolutionary War on a map.
Evidence of Mastery (Measurable): An actual “product” /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.)

Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives – action verbs such as
write, list, highlight, etc.)


Key vocabulary: Materials/Technology Resources to be Used:

Opening (state objectives, connect to previous learning, and make RELEVENT to real life)

Teacher Will: -I will stay current and relevant in the Student Will: -Be prepared for each class
subject and the way I incorporate this subject into today's
world. -Will listen and learn
Instructional Input

-I will listen and learn from each one of you as we go -Analyze and describe what they have learned through
through this class. class involvement, assignments and exams

-I will not ask you to do something in this class that I -Will be respectful and follow simple class rules:
would not do myself, Examples: No cell phones or Examples: No cell phones or earbuds in class, No
earbuds in class, No chewing of gum or food of any kind, chewing of gum or food of any kind, No hats or
No hats or hoodies will be worn in class, no sunglasses hoodies will be worn in class, no sunglasses worn in
 worn in class either. class either.

-Mentor you in safe, legal and ethical ways using digital -Have a great time
tools and other resources beneficial to the class.

-Establish a learning culture that promotes curiosity and

critical examination of online resources and fosters
digital literacy and media fluency.

- As an educator it is my responsibility to make sure that

you come out of my class with more knowledge then
when you entered my class

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations during your instructional input/teaching?

Teacher Will: Be specific Student Will: Be specific

Guided Practice

Co-Teaching Strategy/Differentiation/Check for Understanding…how are you going to know if EACH student is
ready to move onto independent practice? And how are you going to differentiate if they do not understand?

Teacher Will: Be specific Student Will: Be specific

Independent
Practice

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations?

Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential
questions will they reflect on in their closure of the lesson?