Direct Instruction Lesson Plan Template 

Teachers: ​Tasmia Alam Subject: ​English

Common Core State Standards:

● Common Core: (​9/10 RL 2) Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.

● Anchor standard:​ They comprehend as well as critique

● ISTE standard:​ (6d) Students publish or present content that customizes the messages and medium for their
intended audiences

● Workplace Standard:​ (1b) communicates with diversity in mind

Objective (Explicit):
● Following the lecture, students will be able to identify a theme of a text, compare and contrast ideas in small
groups and write a 5 sentence discussion responses.

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.

Through a five sentence response, students will write the theme identified in the poem as well as provide at least
one example from the text that supports their claim. Furthermore, students must explain how the example they’ve
chosen is relevant to the theme. This response will be worth 4 points; 1 point for identifying a theme, 1 point for
providing an example, 1 point for providing an example that is clearly relevant to the theme, and 1 point for
explaining how the example from the text supports the theme.
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 will be able to break into small groups of two or three and discuss possible themes in the poem and then
write their own individual responses. They will also use highlighters to physically annotate the poem that claims their
evidence. Skills needed to master this objective are the ability to comprehend the text as well as provide evidence
for their claims. Students will realize that there can be multiple themes that can be supported by the text itself. This
prepares the students in realizing that any claim is valid should there be enough evidence as well as help prepare
them for understanding that there may be many answers to one central question or idea.
Key vocabulary: (note: these are reviewed Materials: ​PowerPoint, Poem handouts, highlighters,
vocabulary)​ Theme, cite, evidence, annotate paper, pencil
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?

Prior to the beginning of the lesson, I will have a slide with a list of terms mentioned in the previous lesson. Students
will then use Menti to anonymously answer their definitions for the terms which will provide me feedback of the level
of understanding my students have of each term. Afterwards, there will be a brief review of the terms. Following the
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review, students will be introduced of their objectives and standards as well as provide a small example of the
relevancy of this objective to the real world.

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
expectations?
◻ Is there enough detail in this section so that another
person could teach it?

In ● Engage in a class discussion regarding the

s ● Provide a small lecture/PowerPoint
t presentation
r ● check for understanding will be done
u through the use of Nearpod; a slide will be
c given regarding all the terminology needed
t to know for this lesson and students will
i provide anonymous answers to the
o definition of each of these terms
n ○ upon completion of the lesson, the
a 5 sentence response will be
l checked individually to measure
I students’ comprehension of the
n lesson
p ● a sample poem will be provided in which
u the entire class discusses the overall theme
t as well as annotate(highlight) at least one
line from the text that supports that theme
texts in the sample poem
● Prior to the lesson, students will also be able
to engage by submitting answers to Menti and
being provided anonymous feedback for their
definition
● Students will also break into smaller discussion
groups by reading another poem and
understanding/discussing the theme in the
poem
● Students will stay actively engaged by
annotating the text (highlighting textual
evidence that supports the theme) as well as
have time to discuss with their peers

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?

Teacher Will: Student Will:

G ◻ How will you ensure that all students have multiple ◻ How will students practice all knowledge/skills required
u opportunities to practice new content and skills? of the objective, with your support, such that they
i ◻ What types of questions can you ask students as continue to internalize the sub-objectives?
d you are observing them practice? ◻ How will students be engaged?
e ◻ How/when will you check for understanding? ◻ How will you elicit student-to-student interaction?
d ◻ How will you provide guidance to all students as ◻ How are students practicing in ways that align to
P they practice? independent practice?
r ◻ How will you explain and model behavioral
a expectations?
c ◻ Is there enough detail in this section so that another
t person could facilitate this practice?
i

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 c ● Teacher will use a powerpoint presentation
e to define what a theme, community, cite,
annotate, evidence
● Handout the poem “Losing Pieces” by Shel
Silverstein and have them read the poem
together
● discuss the overall theme with class
● highlight one example
● students will engage in the lecture by
discussing the theme and the evidence that
support the theme
● highlight/annotate the lines that indicate some
evidence

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?

Teacher Will: Student Will:

◻ How will you plan to coach and correct during this
practice?
◻ How will you provide opportunities for remediation and
extension?
◻ How will you clearly state and model academic and
In behavioral expectations?
d ◻ Did you provide enough detail so that another person
e could facilitate the practice?
p another?
e
n ●handout another poem, “No Differences” by
d Shel Silverstein
e ● briefly discuss the theme about the poem
n ● break students into group/individual work to
t discuss and highlight two lines of the poem
P as evidence
r ● proceed to write a 5 sentence summary
a based on the theme, the evidence, and
c explain how the evidence portrays the
t theme.
i Co-Teaching Strategy
c ◻ Which co-teaching approach will you use to maximize student achievement?
e
◻ How will students independently practice the knowledge and
skills required by the objective?
◻ How will students be engaged?
◻ How are students practicing in ways that align to
assessment?
◻ How are students using self-assessment to guide their own
learning?
◻ How are you supporting students giving feedback to one
● engage in group discussion about the theme
● break into small groups/individual work to
discuss and highlight two lines of evidence that
indicates the theme in the poem
● write a 5 sentence summary individually as an
exit ticket.

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

Closing/Student Reflection/Real-life connections:

◻ How will students summarize and state the significance of what they learned?
◻ Why will students be engaged?

Students will summarize their findings as well as the lesson through a 5 sentence response. These responses will
then be turned in as an exit ticket. If additional time is available, students will have a chance to post their responses

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in the class website and will have to respond to up to two other classmates’ posts. Their replies will have to provide
constructive and respectful feedback/opinions; whether they agree or disagree with their student’s idea of a theme,
why, as well as provide evidence that further proves their claim. If there is no time, this may be assigned as
homework or as a check for understanding for the next lesson.