Caro J Tel311 Direct Instruction Lesson Plan Template 1

Direct Instruction Lesson Plan Template
Teachers: Subject:
Jennifer Caro 9th Grade English
AZ State Standards:
 Determine a central idea of a text and analyze its development over a course of the text, including how it
emerges and how it is shaped and refined by specific details; provide an objective summary of the text.
Learning Objective:
 Given a classic text, students will determine the text’s central idea with 80 percent accuracy.
Evidence of Mastery (Measurable):
¨ How will you assess if your student achieved mastery of the lesson objective?
¨ Determine the type of demonstration/activity the student will use to demonstrate mastery of the objective.
¨ What is the condition and degree, the setting or situation in which the student will be able to express the depth and extent of
learning?
¨ What is an exemplar student responses with the level of detail you expect to see?
Key Academic Vocabulary: (Consider Bloom’s Materials Needed:

Verbs)
The book- Fahrenheit 451, “One-Pager” (worksheet)
- Analyze
- Determine
- Summary
Opening Activity
¨ How will you activate student interest?
¨ How will you connect and uncover prior knowledge?
¨ How will you present the lesson objective in an engaging and student-friendly way?
 Student interest will be activated by drawing illustrations that depict the central idea/theme
 Prior knowledge will be uncovered by going over any questions that the students may have over certain words
 I will present the lesson objective in a student-friendly way by having students doodle their own interpretation
of what they think the central idea of the text is.
Instructional Input “I do”

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 and connect to their prior
¨ What types of visuals will you use? knowledge?
¨ How will you address misunderstandings or ¨ How will students be engaged?
common student errors that may be uncovered
within prior knowledge?
¨ How will you explain and model behavioral
expectations?
¨ Is there enough detail in this section so that
another person could teach it?
 Students will be having a discussion with other students
and with the teacher in order to connect to their prior
 I will model skills required of the objective by knowledge.
providing an example of one of many potential central  Students will be engaged by having an open conversation
ideas of the text. For instance, I will pick one of the with their peers, so that all students can participate in the
many characters from the text and illustrate a discussion.
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depiction of the central idea.
 The visuals that I will be using are pictures of the

central idea.
 I will address misunderstandings before the students
begin the activity so that any questions may be
addressed beforehand.
 I will explain and model behavioral expectations by
explaining to the class what type of etiquette they
should have when completing the activity and
discussing as a class.
 Yes, there is enough detail in this section so that
another person can teach it.
Guided Practice “We do”

¨ How will you provide guidance to all students as
they practice? ¨ How will students be engaged?
¨ 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?
with your support? ¨ How will you elicit student-to-student interaction?
¨ How will you utilize the support of peers within this ¨ How are students practicing in ways that align to
practice? independent practice?
¨ Is there enough detail in this section so that
another person could facilitate this practice?
 Students will be engaged by creating illustrations and
 I will provide guidance to all students as they practice having open discussions with their peers.
by walking around the classroom and checking their  Students will practice all knowledge/skills required of the
work. Helping and answering any questions they may objective by looking for symbols or common patterns that
have. depict a central theme of the text.
 I will ensure that all students have multiple
opportunities to practice new content and skills with  I will elicit student-to- student interaction by having each
my support by discussing various examples of what a student share their illustrations and thoughts about what
central idea may be. they think the central theme of the book is.
 I will utilize the support of peers within this practice by  Students are practicing in ways that align to independent
allowing each student to share their interpretation of practice because they create their illustrations individually
what they think the central idea is. and complete their worksheet on their own.
 Yes, there is enough detail in this section so that
another person can facilitate this practice
Independent Practice “You do”

¨ How will you plan to coach and correct during this ¨ How will students be engaged?
practice? ¨ How will students independently practice the knowledge and
¨ How will you provide opportunities for remediation and skills required by the objective?
extension? ¨ How are students practicing in ways that align to
¨ How will you clearly state and model academic and assessment of collection of evidence of mastery?
behavioral expectations within the collection of ¨ How are students using self-assessment to guide their own
evidence of mastery? learning?
¨ Did you provide enough detail so that another person ¨ How are you supporting students giving feedback to one
could facilitate the practice? another?
 Students will be engaged by creating illustrations of their
 I plan to coach and correct during this practice by interpretations of the central idea and later discussing them
making sure that my students find central themes that as a class.
are found/depicted in the book.  Students will independently practice the skills required by
 I will clearly state and model academic and the objective by finding the central idea of Fahrenheit 451
behavioral expectations by providing an example of and using illustrations to depict it.
the activity and a rubric. The rubric will allow students  Students are guiding their own learning by going over the
to know what is expected of them while completing definition of what a central idea of a text is before they
the activity. begin the activity.
 Yes, there is enough detail so that another person  Students that give feedback to one another must come
could facilitate the practice. from a non-judgemental point of view.
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Closing Activity:
¨ How will students reflect on learning?
¨ Summarizing and stating the significance of what they learned.
¨ Acknowledge the new information that was added/developed within their schema.
 Students will reflect on what they learned by completing an exit ticket. The exit ticket will ask them to reflect on what they learned
such as what kind of central ideas and themes they found in the text.

Caro J Tel311 Direct Instruction Lesson Plan Template 1

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Caro J Tel311 Direct Instruction Lesson Plan Template 1

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Direct Instruction Lesson Plan Template

Key Academic Vocabulary: (Consider Bloom’s Materials Needed:

Instructional Input “I do”

 The visuals that I will be using are pictures of the

Guided Practice “We do”

Independent Practice “You do”

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