Direct Instruction Lesson Plan Template

Teachers: Subject:
Ivonne Carmona Avila 9th/10th grade ELA

AZ State Standards:

Writing Standard - (9-10.W.6) Use technology, including the internet, to produce, publish, and
update individual or shared writing products, taking advantage of technology's capacity to link to other
information and to display information flexibly and dynamically.

Learning Objective:

1. Students will be able to produce and publish information in Google slides that has links
to other websites

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?

Students will be expected to write about distracted driving and they will publish what they
found on Google slides and include at least 5 links that they will reference.

Key Academic Vocabulary: (Consider Materials Needed:

Bloom’s Verbs) - Pen/pencil
- Discuss - Paper
- Read - Technology (Laptop, ipad, computer)
- Construct - White board & marker
- Quote - “Glow” and “Grow” worksheet

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?

Create a class group discussion about what distracted driving is using a word cloud where all
students will participate. The teacher will go over common words that were said and ask some
students to elaborate on what they meant.

Instructional Input “I do”

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

At this time we will go more into depth
about what defines distracted driving and
do a quick overview on the causes and
effects of distracted driving. We will go
over different ways students can display
their information and how they can use
different technology and different platforms
to share their information.
Students will take notes on the information
given during the instruction. After taking
notes, students will be asked to share with
their partner one cause and one effect of
distracted driving.

Guided Practice “We do”

Teacher Will: Student Will:
¨ How will you provide guidance to
all students as they practice? ¨ How will students be engaged?
¨ How will you ensure that all
¨ How will students practice all
students have multiple opportunities
knowledge/skills required of the
to practice new content and skills
objective, with your support?
with your support?
¨ How will you elicit student-to-
¨ How will you utilize the support
student interaction?
of peers within this practice?
¨ How are students practicing in
¨ Is there enough detail in this
ways that align to independent
section so that another person could
practice?
 facilitate this practice?
Groups will go over the many effects of
distracted driving and share a Google slides
presentation that they can all collaborate on.
The teacher will go over the instructions on
how to do so and share an example for
students to reference.
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?
The teacher will overview what the student
must have on their presentation/visual
including at least 5 links to different
websites and include this in their citations
and have the checklist on the white board.
There must be 5 slides that are the cause
and effect (1 and 4), 5 links to support their
argument and one reference slide.
One example slide will be displayed on the
screen for students to look at when creating
their google slides presentation.
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.
The students will work in a group to work
on one slide and collaborate on it. Once
completed, each group member will come
up with one effect due to the cause of
distracted driving and include one link or
citation to support their reasoning.
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?
The student will create their Google slides
presentations in their group and add one
slide/visual of a cause and the effects of
distracted drivers. Students will review the
checklist of things needed on their slide to
ensure that it is up to par.
 Students will check in with two people in their groups to overview what they did. They will
share one “Glow”, something they did well and one “Grow”, where they share how they can
improve their slide. They will write down the “Glow” and “Grow” notes on the other person’s
worksheet for them to keep as they continue to edit their slides for the next time class meets.
The “Glow” and “Grow” sheet will be turned in the next time class meets after all group
members give their presentation.