Lesson Plan (Direct Instruction)

Teacher: Samantha Subject/Grade: World Date:3/3/17

Franklin History
Standard:
Strand 2, Concept 6, PO 6: Analyze the social, political, and
economic development and impact of the Industrial Revolution: (a)
origins in Englands textile and mining industries; (b) urban growth
and the social impact of industrialization; (c) unequal spread of
industrialization to other countries; (d) political and economic
theories (nationalism, anarchism, capitalism, socialism)
Objective (Explicit):
SWBAT synthesize their knowledge of the Industrial Revolution by
creating a letter from the perspective of someone who lived during
this time.
Sub-objectives, SWBAT (Sequenced from basic to complex):
Review their notes from the unit
Group into pairs and choose a perspective
Comprehend the elements of the rubric
Write a full page letter based on their perspective and the guidelines
of the rubric

Evidence of Mastery (Measurable, include variety of methods of checking for

understanding):
Students will present mastery of the lesson by turning in their letters
and receiving mostly 3s on their provided rubric.

Key vocabulary: Materials:

Adam Smith Textbook
utopia Rubric
utilitarianism Projector/Power Point
socialism Paper
Karl Marx Notes
communism Directions (written)
capitalism
unions
factories
working conditions
wages
textiles
Opening/Anticipatory Set: (state objectives, connect to previous learning, and make
relevant to real life)

Teacher will begin lesson by presenting a short video on the health conditions that
faced industrial London and will ask brief questions on the implications of what they
watched.

Inst Teacher Will: Student Will:

ruc
tion Review questions from material Follow along and answer any
al learned from earlier in the week and questions prompted by the teacher.
Inp will allow for further probing
ut questions. Ask any questions if they are
confused.
Introduce writing activity and rubric.

Differentiation: Students that have difficulty with test taking may be given an
oral assessment.
Gui Teacher Will:
d-
ed Introduce students to the writing
Pra assignment.
ctic
e Start with the directions and then
explain each perspective the
student may use to complete their
letter.
Move on to how to the rubric. List
each area of life each student must
write about in their letter and how
long the letter must be. Emphasize
the necessity to use complete
sentences to receive a good grade.
Student Will:
Students will identify and understand
the directions provided for their
assignment.
Students will read and acknowledge
the parameters of the rubric.
Break into groups as decided by the
teacher and choose a topic.
Ask any questions if confused or need
clarification.

Split the class into pairs that they

may work with. Have the groups
declare their position before they
begin.

Ask if there are any questions as a

quick formative check.

Differentiation: Teacher will provide supplementary materials if necessary. If

students have difficulty writing, letters can be accepted if written in bullet
points or incomplete sentences without penalty.

 Ind Teacher Will: Student Will:
ep
en
de Circulate the class as groups Follow teachers instructions and
nt are working on their letters begin their letters.
Pra asking probing questions and
ctic listening to each groups Work together with their partner to
e answers. discuss their perspective an
collaborate on their letter.
Collect letters
Share out to the class for extra credit.

Turn in their work.

Students who do not finish will be

asked to finish their letter as
homework.

Differentiation: Teacher will provide supplementary materials if necessary. If

students have difficulty writing, letters can be accepted if written in bullet
points or incomplete sentences without penalty.

For students that finish early, an activity for extra credit will be provided.

Closure/Lesson Summary:

In their notebooks students will answer the question Now that you have seen how
the Industrial Revolution effected England, how do you imagine it will begin to effect
the rest of the world? Re-emphasize how textile factories in England relied on
American cotton and begin to lead in to European imperialism.