MAC InMAC Direct Instruction Lesson Plan Template

Teacher(s):
Ms. Straus

Subject:
Social Studies/Day 3 Journey Box

Identify one common core standard and one content (if applicable):
PO 2. Determine the impact of natural and manmade crises (e.g., unemployment,
food lines, the Dust Bowl and the western migration of Midwest farmers) of the
Great Depression
CCSS.ELA-LITERACY.RH.6-8.1: Cite specific textual evidence to support analysis
of primary and secondary sources.
ELP Standard 1 Listening and Speaking: The student will listen actively to the
ideas of others in order to acquire new knowledge.
Classroom Scenario (small group, whole class, self-contained, resource, gen. ed.,
lab, etc):
Small Groups
___________________________________________________________________________________
__
Objective (Explicit):
Students will be able to identify a primary source.
Students will be able to evaluate a narrative and relate the content to the
repatriation of Mexican Americans.
Students will be able to identify the differences in Document Based
Questions (DBQs).
Students will be able to answer and discuss Document Based Questions
(DBQs) based on the sources within the journey box.
Evidence of Mastery (Measurable):

How and when will you assess mastery?

Formative Assessment: Teacher will check for understanding throughout the
lesson by asking students for a thumbs up or thumbs down when discussing
different components of DBQ questions. Students will give a thumbs up if they are
understanding the content and difference between DBQ question. Students will
give a thumbs down if they arent understanding the new material. Students can
also give thumbs in the middle if they are understanding the DBQs, but need
more time.
Summative Assessment: Students will be given an exit ticket during
independent practice. The exit ticket will contain a primary source from the
journey box and students will have to write two Document Based Questions for
the source.

How will you know whether your students have made progress toward the
objective?
Students will be able to write and answer Document Based Questions regarding
the impact of the repatriation of Mexican Americans. Students will also learn the
impact of this crisis and how it affected others by observing the narrative in the
journey box. Students will be assessed throughout the lesson, and by their exit
ticket.

Is your assessment closely aligned to your lessons objectives and standards?

Yes, assessment has students think about the impact of the repatriation of
Mexican Americans, and how this crisis affected others in the United States.
Sub-objectives, SWBAT (Students will be able to) Sequenced from basic to
complex

How will you review past learning and make connections to previous
lessons?
Students will reflect on prior knowledge by revisiting primary sources
covered in Days 1 and 2. Students will also use content regarding Mexican
American repatriation covered in Days 1 and 2 to help them answer and
write their own Document Based Questions.

What skills and content are needed to ultimately master this lesson
objective?
Students will need to know the difference in Document Based Questions
prior to answering any or writing their own. Students will need to know key
details about the Mexican American repatriation to comprehend the
content within the primary sources.

How is this objective relevant to students, their lives, and/or the real
world?
Many students dont know about the Mexican American repatriation.
Several schools dont talk about this event, and its important that students
know not only about the discrimination against African Americans, but
discrimination that happened towards any race and how our country
handled these types of situations. Its important for students to realize how
far our country has come since these events and what has changed from
the past to the present.
Key vocabulary:
Repatriation: the
process of returning
a person to their
place of origin or
citizenship. This
includes the process
of returning
refugees or military
personnel to their
place of origin

Materials (graphic organizers, specific books,

SMARTBoard, etc.,) :
Journey Box that contains primary sources and
narrative on Blendspace-Students will work on
Computers
Exit ticket for students to complete at the end
of this lesson. Primary Source #7 will be
utilized for the Exit Ticket
Projector/SMARTboard so students can go over
the primary sources as a class
Student notebooks to take down notes about

following a war.
Manmade Crisis
(pulled from
standard): A
disastrous event
caused directly and
principally by one or
more identifiable
deliberate or
negligent human
actions. Also called
human-made
disaster.
Primary Source: A
document, a
recording an
artifact, or other
source of
information that was
created at the time
under study. Primary
Sources serve as an
original source of
information about
the topic.
Document Based
Questions: are an
essay or series of
short-answer
questions that is
constructed by
students using one's
own knowledge
combined with
support from several
provided sources.
o Historical
Empathy:
o Agency-Action
Taking:

the different types of DBQs and their

definitions.
Pencils

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

How will you activate student interest?

Its always nice to reflect on previous knowledge before diving into new content
with students. To engage students, the teacher will play a short YouTube video

about the Mexican American repatriation of the 1930s to remind students about
the topic they have been discussing during Day 1 and Day 2. YouTube link is listed
below:

How will you connect to past learning?

The teacher will remind students on prior knowledge by revisiting primary sources
covered in Days 1 and 2. Students will also use content regarding Mexican
American repatriation covered in Days 1 and 2 to help them answer and write
their own Document Based Questions.

How will you present the objective in an engaging and student friendly way?
Teacher will tell students that they will be looking over primary sources located
inside the journey box. During Day 1 and Day 2 the teacher will have talked about
the journey box and how the students will have to wait till Day 3 to see everything
inside of it. Students will be eager to look at the journey box and go over the
content inside. Teacher will also remind the students to imagine themselves in this
time period and what they think life would be like for them. Teacher will talk to the
students in student-friendly language to avoid any confusion during this topic.
Teacher will also define any terms not defined during Day and Day 2.

How will you communicate its importance and make the content relevant to
your students?
Explain to students how far our country has come since these events and what
has changed from the past to the present. It is also important to note that these
events didnt only affect Mexican Americans. Tell students to imagine themselves
back in this time period and to think about what they believe life wouldve been
like for them.
Instruction
al Input

Teacher Will:

Student Will:

The teacher will begin by

asking students to refer
back to Day 2 and define
the term Repatriate.
Teacher will ask students
how this term relates to
everything we have been
discussing in the past few
days. A video will be
shown to the students to
capture engagement
about the Mexican
American repatriation.
https://www.youtube.com/
watch?v=V2TLxJgAWHw

The students will watch the video

and participate in the class discussion
when called upon. Students will listen
to their peers and engage in
conversation. Students will write down
definitions in their social studies
notebooks, along with their example
DBQ questions referred from the
video.

After the video, the

teacher will ask the
students how they felt
watching this video, and
what would the students
do if they were put into
this position. After the
class discussion, the
teacher will tell students
they will be going over the
journey box and discuss
the primary sources,
DBQs, and narrative
inside the box. The
teacher will ask the
students to take out their
notebooks to write down
the definition of a primary
source, and examples and
types of Document Based
Questions. The teacher
should refer back to the
video discussion when
going over DBQ questions
and types.
Guided
Practice

Teacher Will:
The teacher will break
students up into groups of
three. The teacher will pull
up the journey box on
BlendSpace and assign
each group a primary
source. The group will
come up with one DBQ
empathy and action taking
question for their source.
After the students come
up with their questions,
the teacher will lead a
class discussion based on
the students questions.
The teacher will ask the
rest of the class to answer
the groups DBQ questions.
After the class discussion,
the teacher will read the
narrative with the class.
The narrative can be read

Student Will:
Students will break up into groups
of three. Students will analyze their
assigned primary source and write a
DBQ empathy and action taking
question for their source. Students will
read to the class their questions, and
the class will share their responses.
Students are expected to be on task
and participate in the class discussion.
Students will read as a class the
narrative. Students will take a minute
to think to themselves about what how
they think the narrative relates to the
Mexican American repatriation.
Students will then discuss in their
small group, and finish discussing as
an entire class. Throughout the guided
practice, students will give the teacher
a thumbs up/down if they are
understanding writing and answering
DBQs, and the main idea of the
narrative.

to the class by the

teacher, popcorn style, or
select a random student
to read. Once the class is
finished reading the
narrative, the teacher will
inform the students to
write down notes on how
the narrative relates to the
Mexican American
repatriation. The teacher
will ask students
throughout the guided
practice for a thumbs
up/down if they are
understanding DBQs, and
the main idea of the
narrative.
Independe
nt Practice

Teacher Will:
The teacher will show
Primary Source # 7 from
the journey box onto the
SMARTboard. The teacher
will tell students to work
independently and write
one empathy and
agency/action taking DBQ
question for the source.
The teacher will remind
the students they will be
handing this assignment
in as their exit ticket. The
teacher will check for
mastery on content and
DBQs by reviewing
student responses.

Student Will:
Students will work independently and
write one empathy and agency/action
taking DBQ question on a piece of
notebook paper. Students will write
these questions based on Primary
Source # 7 displayed on the
SMARTboard. Students will need to
hand this into the teacher for their
ticket to exit the classroom. Students
will work quietly, and are able to ask
the teacher for extra assistance.

Co-Teaching Strategy (if applicable):

Which co-teaching strategy will you use to maximize student

achievement?
There will not be another teacher in this lesson. If there was, The
teacher would be assisting students that were struggling to grasp
the concept of writing and answering DBQs.
____________________________________________________________________
________________
Differentiation Strategy:
What accommodations/ modifications will you include for specific
students?

The teacher will allow any ELL students to draw out their questions
in their student notebooks, but remind them they need to express
emotion. ELL students can also use bullet points to summarize any
notes taken during the instructional input and guided practice.
Closing/Student Reflection/Real-life connections:
How will students summarize and state the significance of what they learned?
At the end of this lesson, students will complete an exit ticket. The exit ticket
will assess students on content knowledge previously covered. On the ticket, one
of the primary sources not discussed in the journey box will be shown, and the
students will write one empathy DBQ question, and one agency/action taking
question. Students will be engaged by reviewing a new source they havent
thoroughly discussed in class.
How will you provide all students with opportunities to demonstrate mastery, or
progress toward mastery of the objective?
Students will be able to demonstrate mastery by answering their exit tickets, and
by formative assessment checks throughout the lesson (thumbs up/thumbs
down). Students will also Day 4 to progress towards mastery of the objective.
How will you specifically review your lessons objectives?
Students will write down their DBQ and Primary/Secondary Source definitions and
questions in their notebooks to review and refer back to throughout the rest of
this lesson. Students will also be reviewing the Mexican American repatriation of
the 1930s for the rest of this lesson.