Direct Instruction Lesson Plan

Teachers: Ashley Fivecoat Subject: 9th grade English

AZ State Standards:
 Determine a central idea of a text and analyze 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.
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?

 Have them fill out a worksheet with many different questions surrounding the text and the central idea.
For example: Why are the Montagues and the Capulets rivals? Who are Romeo and Juliet? What
happens to Romeo and Juliet? Why?
 They will work in groups and independently
 I expect to see full thoughts, either bullet pointed or sentences. Some questions will require students
to write down where in the text they found the answer.
 With those questions and conversations with peers, they will determine what they think the central
idea is
Key Academic Vocabulary: (Consider Bloom’s Materials Needed:
Verbs) Romeo and Juliet
Analyze Worksheet
Determine Pencil
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?

 Give background to Romeo and Juliet

 Try to have students relate to different characters or scenes in the book
 Watch a YouTube video from “Thug Notes” on Romeo and Juliet
 Write the objective on the whiteboard

Instructional Input “I do”

Teacher Will:
¨ How will you model/explain/demonstrate all
knowledge/skills required of the objective?
¨ What types of visuals will you use?
¨ How will you address misunderstandings or
Student Will:
¨ What will students be doing to actively capture and
process the new material and connect to their prior
knowledge?
¨ How will students be engaged?

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 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?
 To model what exactly they need to find, I will give an
example of a text we have read in class before and
show them how I came to the conclusion of what the
central idea is
 I will use the YouTube video to have the students
engaged and interested in the topic
 To address misunderstandings, I will be walking
around the room to answer any questions students
might have
 I will explain behavioral expectations by referring to
our expectations poster before I release them to work
in groups and independently. I will model those
expectations by following the expectations myself and
also attending to any students that need help
throughout the class.
Guided Practice “We do”
Teacher Will:
¨ How will you provide guidance to all students as
they practice?
¨ How will you ensure that all students have multiple
opportunities to practice new content and skills
with your support?
¨ How will you utilize the support of peers within this
practice?
¨ Is there enough detail in this section so that
another person could facilitate this practice?
 I will walk around the classroom
answering any questions students
have.
 I will listen in on conversations and ask
the students questions to further their
thinking
 I will make sure all students are heard.
If I get a question that multiple students
ask, I will speak to the whole class
addressing that question.
 I will have students work in groups to
bounce ideas off their peers.
Independent Practice “You do”
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 within the collection of
evidence of mastery?
¨ Did you provide enough detail so that another person
could facilitate the practice?
 I will coach and correct by giving the
students the worksheet and explaining
exactly what and how it needs to be
 Students will watch the video that opens up this
assignment to refresh their memory on Romeo and Juliet
 Students will work in groups and independently to share
thoughts on answers to the worksheet and what the central
idea is
 Students will be rereading and going back to parts of the
text they marked to help themselves fill out the worksheet
Student Will:
¨ How will students be engaged?
¨ How will students practice all knowledge/skills required
of the objective, with your support?
¨ How will you elicit student-to-student interaction?
¨ How are students practicing in ways that align to
independent practice?
 Students will be engaged by filling out the
worksheet and working in groups
 Students will practice the skills required of
the objective by speaking with their peers
and asking me any questions that their
peers cannot.
 Students will work with their peers to
eventually work independently. The work
they do in groups will help them move into
their independent work.
Student Will:
¨ How will students be engaged?
¨ How will students independently practice the knowledge and
skills required by the objective?
¨ How are students practicing in ways that align to
assessment of collection of evidence of mastery?
¨ How are students using self-assessment to guide their own
learning?
¨ How are you supporting students giving feedback to one
another?
 Students will listen to instruction and then
work with peers and independently to fill
out the worksheet provided
 The students will independently determine
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 filled out. I will go around helping and what they feel the central idea of the text is
answering questions if students/groups  Students are practicing working in groups
have any or look confused. and independently
 I will clearly state and model academic  Students are practicing how to project their
and behavioral expectations by telling thoughts to peers and then on to the
the students exactly how I would like worksheet
the worksheet filled out and how  Students are using self-assessment by
exactly they will decide what the central continuing their thinking and searching to
idea is find answers to questions
 Students are giving positive feedback and
building off each other’s ideas
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.

 Give an exit ticket that will ask the students to write the central idea in their own
words. I will read them all and give feedback the next school day.
 The students will take all they have learned and processed in the class and
provide a central idea