Direct Instruction Lesson Plan Template

Teachers: Subject:
Savanna Pechac English
Common Core State Standards:
Arizona English Language Art Standard 9-10.RL.3 Analyze how complex characters (e.g., those with multiple
or conflicting motivations) develop over the course of a text, interact with other characters, and advance the
plot or develop the theme.
Objective (Explicit):
 By the end of the lesson, the students will be able to identify three qualities and one motivation of the
character “Scout” in To Kill A Mockingbird.
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.

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 students have been reading To Kill A Mockingbird for three weeks now. It will be necessary for the students to
refer to their previous readings to accurately characterize. The students will need to use their critical thinking skills
to determine the motivation behind the character.
Key vocabulary: characterization, motivation Materials: To Kill A Mockingbird Novel,
Characterization Worksheet
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 activate student interest by relating particularities in the story back to their own lives. There are specific
qualities that characters have in the story that the students may personally relate to. I will ask questions to prompt
them to make a personal connection. The lesson will require them to use their previous knowledge from prior
readings of the book.
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 introduce the worksheet and clearly demonstrate what I Students will initially be writing down notes on my demonstration.
expect the students to do. I will do a characterization of a minor
character in order to demonstrate to the students what I am
expecting. This will be done on the computer and be projected
to the big screen.

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
This lesson will be taught by one teacher.

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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?
For students that have specials accommodations, I will be expecting to answer their questions thoroughly and possibly
prepare an alternative assignment that meets their level.

Teacher Will: Student Will:

 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

The students and I will then both do a Students will be writing on the worksheet the answers
characterization together. I will be guiding the that the whole class will come into agreeance on.
whole class to fill out the next section of the
worksheet together.

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
The lesson will be taught independently.

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?
There will be an alternative assignment for students that show signs of differentiation.
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?
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?

During the independent practice, I will be walking Students will be filling out the worksheet. They will look
around and observing the students to ensure they to their book for answers and may ask me questions if
are working. This will also make myself readily they need help.
available to students to ask me questions.
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
This lesson will be taught independently.

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
An alternative assignment will be made for students that need it.

Closing/Student Reflection/Real-life connections:

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

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Students will be required to fill out an exit ticket that will prompt them to summarize what they learned and how it
may apply to their own life.