Direct Instruction Lesson Plan Template 

Teachers: Subject:
Hannah Day, Danny Minks, Allie Dyer, Jonathan Acosta 7​th​ Grade US History
Common Core State Standards:
PO 8. Identify the following groups’ contributions to the changing social and political structure of the United
States: social reformers (e.g., Susan B. Anthony, Elizabeth Cady Stanton)

Objective (Explicit):
Students will be able to identify three major dance moves and how they connect to American History in the time
period they were popular. Additionally, students will be able to analyze the social movements that were going on
during the time periods the dances were popular in. Lastly, Student will analyze what are current popular dance
moves correspond to our current social movements.

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 complete a multiple choice quiz through ​www.nearpod.com​ and then answer a single
reflection question to assess their learning of the content.
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?

● Create connections between historical movements in the 1900’s and dance

● Identify social issues of the time
● Construct a response on how a specific dance move relates to a social movement
● Communicate their own thoughts and opinions on the connection between dance and social
movements
Key vocabulary: Materials:
● Disco ● Electronic Device
● Twist ● Video Resources (see lesson plan)
● Swing ● http://www.centralhome.com/ballroomcountr
y/disco.htm
● https://socialdanceavnk.weebly.com/the-twis
t.html
● http://www.centralhome.com/ballroomcountr
y/swing.htm

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?

Slide 2-To begin, students will watch a snippet of a youtube video of popular dances during the
1900’s.
Students will have to write down all what dance styles they recognize and share some of these
with their group members. ​https://www.youtube.com/watch?v=PMz2ifqPK0A
1
Slide 3- Clearly explain what the objectives are.

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
I expectations?
n ◻ Is there enough detail in this section so that another
s person could teach it?
t
r
Teacher will share their lesson using Nearpod and express Students will follow along with their Nearpod code and answer
u how historical events can influence how people cope with the checkpoints along the way.
c their environment, and how people's social interaction
t influence historical events. Students will be instructed by
i the teacher to use Nearpod and given the code.
o
Slide 2- Explain the historical events of the 1920s. “The
n 1920s were a time of people starting to use credit, obtaining Teacher will assess if the students are understanding by making
a household electronics, while living through the time of eye contact.
l prohibition, and the ratification of the 19th Amendment
I which granted women the right to vote.”
n
Co-Teaching Strategy
p
◻ Which co-teaching approach will you use to maximize student achievement?
u
t Not Applicable for this Lesson

Differentiation Strategy
◻ What accommodations/modifications will you include for specific students?
◻ Do you anticipate any students who will need an additional challenge?
Students who have hearing impairments will have subtitles on all videos, and an interpreter (for ASL) for discussions,
and students who need more time will be given access to the videos online and will be able to watch outside of class
in order to gain more understanding of the content.

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
G ◻ What types of questions can you ask students as continue to internalize the sub-objectives?
u you are observing them practice? ◻ How will students be engaged?
i ◻ How/when will you check for understanding? ◻ How will you elicit student-to-student interaction?
d ◻ How will you provide guidance to all students as ◻ How are students practicing in ways that align to
e they practice? independent practice?
d ◻ How will you explain and model behavioral
P expectations?
r ◻ Is there enough detail in this section so that another
a person could facilitate this practice?
c
t
i Slide 3- visit the web page that explains The history of swing
c dancing. Ask the students to to skim the web page and pick
out the details on the dance. Students will skim the the web page quickly for the content, and
e pick out key facts about the swing dance.

2
 Co-Teaching Strategy
◻ Which co-teaching approach will you use to maximize student achievement?

Not applicable to this lesson.

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?

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?
I
extension? ◻ How are students practicing in ways that align to
n
◻ How will you clearly state and model academic and assessment?
d
behavioral expectations? ◻ How are students using self-assessment to guide their own
e
◻ Did you provide enough detail so that another person learning?
p
could facilitate the practice? ◻ How are you supporting students giving feedback to one
e
another?
n
d
e
n
t
P
r Co-Teaching Strategy
a ◻ Which co-teaching approach will you use to maximize student achievement?
c
t Not applicable to this lesson.
i
c
e Differentiation Strategy
◻ What accommodations/modifications will you include for specific students?
◻ Do you anticipate any students who will need an additional challenge?

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 findings with the class.

Classroom will be split up into 4 groups (about 5-7 students per group) and have one teacher per group (4 groups- 4 teachers). The teachers
will all teach the same exact lesson but to smaller groups. Smaller groups can lead to more one on one time with students and promote a better
learning environment. We are basically more effectively distributing our teaching ability to students by giving teachers smaller groups, which
allows more time to teach and answer questions and give feedback.

Topics to cover with each dance:

Disco- counter culture movement, mixing of cultures in civil rights era (African-American Music mixing with whites)

3
Foxtrot- still a more classical dance move, representing the calm era before the 20s where jazz and slower movements and more relaxed
times...find specific events

Charleston- flappers, women’s suffrage and gaining freedom, breaking social norms, expressed in the free movements and shorter clothes and
changing times.