Teaching Lesson Plan (Direct Instruction)

Teachers: Subject:
Kaitlin Milam History – Mesoamerica
Common Core State Standards:
 Strand 1 American History PO 5. Describe the Mayan, Aztec, and Incan civilizations:
 a. location, agriculture, housing, and trade networks
 b. achievements (e.g., mathematics, astronomy, architecture, government, social structure,
arts and crafts)
 c. how these cultures adapted to and altered their environment

Objective (Explicit):
 The students will be able to understand how the early civilizations influenced the Mesoamerica world in the ancient
world.
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

The students will have the notes done and participation and receive a 75% on the Quizizz.com quiz at the end
of the lesson.
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?
SWBAT identify and know how the Mayans moved around lived in society.

Key vocabulary: Materials:

Mesoamerica Pencil
Cutlure Paper given by teacher
Mayans Journal for notes

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?
Do it Now :

Teacher Will: Student Will:

 How will you model/explain/demonstrate all  What will students be doing to actively capture and process
knowledge/skills required of the objective? the new material?
Instructional Input

 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?

Teacher Will: Student Will:

 How will you ensure that all students have multiple  How will students practice all knowledge/skills required of the
Guided Practice

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?
objective, with your support, such that they continue to
internalize the sub-objectives?
 How will students be engaged?
 How will you elicit student-to-student interaction?
 How are students practicing in ways that align to independent
practice?

Make a guide practice study guide that the
students will use as background information for
the project. And help the students fill it out.
Student will pay attention to the power point slides
that have the words for the fill in the blank guide
notes that will be used to better understand the
civilizations and to fund the project-based learning of
ancient cultures.

Teacher Will: Student Will:

 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 required by the objective?
Independent Practice

extension?  How will students be engaged?

 How will you clearly state and model academic and
behavioral expectations?
 Did you provide enough detail so that another person could
facilitate the practice?
 How are students are 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?

Provide research for the students in physical and Gather the information and make a Venn diagram
online from for they to research how culture in comparing and conasting the cultures of the different
Mesoamerica has changed but also stayed civilizations of Mayans to Middle Ages in the land and
consist in the ages. seeing how there are the same and different
depending on location, region, food, people and how
their had themselves unit.
Closing/Student Reflection/Real-life connections:
 How will students summarize and state the significance of what they learned?
 Why will students be engaged?
A discussion on how the Venn diagrams ended up but also what did the students learn in the lesson
by doing a Quizizz.com that lets the students be quizzed on what they know about Mesoamerica.

I need to focus on one tribe and take out the project-based learning and make it more of a 1 to 2 day
learning lesson and activity not a whole unit.