Direct Instruction Lesson Plan Template

Direct Instruction Lesson Plan Template
Teachers: Subject:
Marissa Whitey English, 8th grade
Common Core State Standards:

 Develop arguments supported with reasoning and evidence gathered from multiple credible sources
Objective (Explicit):
 Students will develop a clear argumentative statement by listing three facts so that they understand they can
change another person’s point of view.
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 write their own bubble charts that will serve as prewriting for an argumentative essay. The
chart will have a claim in the center, with at least three strong pieces of evidence on the outside.
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?
Students should know the format of a 5 paragraph essay. I will be teaching them how to use that
knowledge and apply it for a new type of essay, an argumentative essay.
Key vocabulary: Evidence, Argument, Claim Materials: Paper, markers, pencils

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?
I will start with arguments about topics that I think students will find interesting, ask
them to help provide evidence.
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?
Instructional Input
 How will you explain and model behavioral

expectations?
 Is there enough detail in this section so that
another person could teach it?
I will go into an explanation of what is good evidence and Students will listen as I write key words on paper.
bad evidence. Good evidence: has a clear tie to your claim,
can be checked/measured, is objective not opinionated.
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
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Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

 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
 What types of questions can you ask students as continue to internalize the sub-objectives?
you are observing them practice?  How will students be engaged?
 How/when will you check for understanding?  How will you elicit student-to-student interaction?
 How will you provide guidance to all students as  How are students practicing in ways that align to
they practice? independent practice?
 How will you explain and model behavioral
expectations?
 Is there enough detail in this section so that
another person could facilitate this practice?
Guided Practice
I will demonstrate a bubble chart on paper, with a claim in Students will suggest which pieces of evidence I can cross off,
the center and evidence on the outside bubbles. I will write and which ones are good to keep.
examples of good evidence and bad evidence in the
bubbles, and students will have to assist me in determining
which ones are good and bad.
 How can you utilize grouping strategies?
 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?
extension?  How are students practicing in ways that align to
 How will you clearly state and model academic and assessment?
behavioral expectations?  How are students using self-assessment to guide their own
 Did you provide enough detail so that another person
learning?
Independent Practice
could facilitate the practice?

 How are you supporting students giving feedback to one
another?
Student will draw a bubble chart and think about
I will ask students to determine a claim they what they have learned about good evidence to
want to argue, and ask them to create a bubble make a prewriting tool for an argumentative essay
chart with at least three pieces of evidence. I they could write later on.
will walk around and check that students are
on track and answer questions as needed.
Closing/Student Reflection/Real-life connections:

 How will students summarize and state the significance of what they learned?
 Why will students be engaged?
I will ask students to tell me what they have learned about good evidence- that it is measurable, objective,
and ties to claim. I will emphasize the importance of argumentation suggesting relevant ideas like debates
and resumes where they might have to use this skill to some extent.
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Direct Instruction Lesson Plan Template

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Direct Instruction Lesson Plan Template

Common Core State Standards:

Evidence of Mastery (Measurable):

Sub-objectives, SWBAT (Sequenced from basic to complex):

Key vocabulary: Evidence, Argument, Claim Materials: Paper, markers, pencils

Teacher Will: Student Will:

 How will you explain and model behavioral

Teacher Will: Student Will:

could facilitate the practice?

Closing/Student Reflection/Real-life connections:

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