Direct Instruction Lesson Plan Template

Teachers: Asha Hart Subject: 7th grade English

Common Core State Standards:

 7.W.1 Write arguments to support claims with clear reasons and relevant evidence
Objective (Explicit):
 Students will use a tulip diagram to identify the main idea and supporting details for a given passage or piece
of writing.
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.
Student’s exit ticket will be their tulip diagram for their arguments. Student work will be reviewed for content
mastery. Feedback will be given to support student growth and understanding. Thus, grades will be given based
upon completion.
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?
The skills needed to master this lesson will be prior knowledge of writing diagrams and basic reading. This
objective is relevant in student’s lives as they will have to effectively advocate for themselves and their positions on
topics.
Key vocabulary: Main idea, Supporting detail, Topic Materials: “Making Maple Syrup” passage, 2 different
colored highlighters per student, 3 tulip diagrams per
student
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 open the class by having students answer a bell work question asking students, “What do you want to be
when you grow up?”, “Why?”. Students will have three minutes to consider the questions. I will then introduce the
importance of having a well-supported main idea.
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?
 How will you explain and model behavioral
Instructional Input

expectations?
 Is there enough detail in this section so that
another person could teach it?
I will explain that the ‘main idea’ is the overarching theme that The students will follow along as I read the passage to them.
connects the details together similar to the flower on a tulip, it is Students will mirror me as we highlight the main idea in yellow and
the ‘main’ part that one sees. The details help clarify, justify, the supporting details in pink. Utilizing the ‘tulip illustration’ students
illustrate and gives examples of the main idea. will write the key components for writing outline to help students
I will then explain that there are four main characteristics to the remember these. Students use this to help organize ideas in an
main idea statement: outline format.
1. States a specific point of view
2. Limited to a single idea
3. Contains specific vocabulary and language
4. Limited to the supporting details

I will hand out the “Making Maple Syrup” passage and two
different color highlighters to each student. I will read the
passage to the students and review the passage to explain and
describe how the main idea supports the four characteristics

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 listed above. The students will mirror me as we highlight the
main idea in yellow and the supporting details in pink. I will then
demonstrate how to use the “tulip illustration” to lay out the
topic, main idea, and supporting details.
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

Multiple Intelligences used within the lesson:

Visual/Spatial: students will create/utilize a pictorial representation to support the lesson along with the teacher as an example (I Do,
teacher shows example before students)

Teacher Will: Student Will:

 How will you ensure that all students have multiple
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?
“Think” I will ask students to individually try and
complete a blank ‘tulip graphic’ with the prompt
“Why schools should or should not have dress
Guided Practice
 How will students practice all knowledge/skills required
of the 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?
Students will individually take a stance on the provided
prompt and use the previous example to form

supporting details to their main idea.

codes?”
“Pair-Share” I will ask students to pair up to share Students will then share and explain their claim to their
ideas. I will monitor partners and check for peers/class and engage in conversations supporting
understanding especially with struggling students. their points.
(We Do) Then go back to whole class to “check for
understanding”

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
 How can you utilize grouping strategies?

Multiple Intelligences used within this lesson:

Verbal/Linguistic: students do a ‘quick write’ reacting to the lesson information.

Interpersonal: to help build collaborative skills and to share the students will use “Think-Pair-Share” technique to engage the students in
reflecting upon a class topic and then discussing their thoughts and ideas with a partner. This also helps build confidence and support.
Teacher Will: Student Will:
 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?
Independent Practice

extension?  How are students practicing in ways that align to

 How will you clearly state and model academic and
behavioral expectations?
 Did you provide enough detail so that another person
could facilitate the practice?
I will ask students to separate and work
independently on a blank ‘tulip graphic’. The
graphic will depict their stance on the provided
prompt, “Should schools have dress codes”. I will
go around the room to check for understanding
and answer any questions.
assessment?
 How are students using self-assessment to guide their own
learning?
 How are you supporting students giving feedback to one
another?
Students will work independently to complete their ‘tulip
graphic’ on the provided prompt. Student will use the
examples given as guidance to support their claims.
Students will be engaged as this is a hot topic in all
classrooms and something students feel passionate
about.
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 Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

Multiple Intelligences used within this lesson:

Intrapersonal: Students will work independently to complete the task.

Musical: The teacher will play appropriate background music to focus student’s attention to the writing activity and set a tone/mood for
writing.

Closing/Student Reflection/Real-life connections:

 How will students summarize and state the significance of what they learned?
 Why will students be engaged?
Exit ticket: Students will turn in their “tulip illustration” for the independent prompt which will be graded based on
completion. Feedback will be given to each student to support their growth towards effective supporting details.