Direct Instruction Lesson Plan Template

Teachers: Subject:
Leae Brown ELA 7th grade
Common Core State Standards:
 Write arguments to support claims with clear reasons and relevant evidence
Objective (Explicit):
 Students will be able to identify and support their claims with relevant evidence so that they can effectively
advocate for their position.
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.
SWBAT write a thesis statement.
SWBAT write an attention getter sentence.
SWBAT support their thesis with three pieces of supporting evidence.

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?
Teacher will explain or review what a thesis is.
Teacher will explain or review what an attention getter sentence is.
Teacher will define the parameters of acceptable evidence, including anecdotal.

Key vocabulary: thesis, attention getter, evidence Materials: pencil, paper

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?
Today we are going to grow a garden. We are going to each write an outline for a paper and
then we are going to plant our five-paragraph paper garden on this wall. Every flower has a
stem, a center and petals. On our stem we are going to write our controlling idea because the
whole flower comes from the stem. This is our thesis.
Next we are going to write out supporting evidence petals, but before we can put those onto our
stem, we need an attention getting center. (Have colored paper cut out pieces of a flower with
lines for writing the elements on them.)
Our garden will have many different kinds of flowers just like we have different persuasive ideas
and viewpoints. We will each write a thesis based on this question: Does growing a garden
benefit the environment? How?

Teacher Will: Student Will:

Instructional Input

 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?

1
 Teacher will explain thesis or controlling idea as an answer to
the essential question, such as “Growing a garden benefits the
environment by reducing the carbon in the air, reduces
chemicals from pesticides in the soil and it provides sustainable
food.
Student will form a thesis based on the essential question
Does growing a garden benefit the environment? How?
Student will be creating a paper flower to put on the display wall that
if formed out of the elements necessary to begin a paper.

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

Teacher 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?
 Does your evidence answer your essential Student Will:
question?  How will students practice all knowledge/skills required
of the objective, with your support, such that they
 How is it answering your question?
continue to internalize the sub-objectives?
 How are you going to get the reader excited to  How will students be engaged?
hear your ideas?  How will you elicit student-to-student interaction?
 How are students practicing in ways that align to
independent practice?
Guided Practice


Differentiation Strategy Students will brainstorm ideas as a group from
 What accommodations/modifications will you previous articles on gardening and their impact on the
include for specific students? environment, both positive and negative.
 Do you anticipate any students who will need an
additional challenge?
Map out the best brainstorm ideas for your argument to
How can you utilize grouping strategies? transfer to the flower pieces. Form flower by gluing
pieces together to for the outline of the paper.
Each student must form their own independent
argument after brainstorming as a group.
Teacher 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 behavioral expectations?
 Did you provide enough detail so that another person could facilitate the practice?

Differentiation Strategy Student Will:

 What accommodations/modifications will you  How will students independently practice the knowledge and
include for specific students? skills required by the objective?
 Do you anticipate any students who will need an  How will students be engaged?
Independent Practice

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

2
 Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

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?

20 minute class teach

Create the paper flower format of our essay outline.

Read a short article on gardening and it’s impact on the environment.

Brainstorm several answers to the Essential Question: Does growing a garden benefit the environment? How?

Using the brainstorm results from a thesis and full it in on the stem. Write supporting evidence on petals. Write
attention getter on center. Cut and paste/staple together and hang up on the wall. Fill in the outline form with the
cut out pieces.

Material packet

 Article
 Flower cut out page
 Outline page

Scissors stapler/glue

Colored pencils

Poster paper as display/brainstorm board