Direct Instruction Lesson Plan Template

Teachers: Tori Chavez Subject: English

AZ State Standards:

● 11-12.RL.9 Drawing on a wide range of time periods, analyze how two or more texts treat similar
themes or topics.

Learning Objective:

● The students will examine a wide range of literature within the Romantic period and the Renaissance period,
and analyze how two or more texts treat similar themes by doing a group/class discussion on what these
recurring themes tell us about the time periods.

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?

● The students will reflect on their learning with an essay about how cultural influences affect
literature that is produced during a specific time.

● To show mastery they will be able to make connections between the history of the Romantic Period
and themes within the literature produced in the era.

○ They will use 3-5 points of evidence to properly integrate into their paper properly so not to
disrupt the flow of the paper

○ They will also create a thesis statement with a purpose as well as an argument to properly
express their standpoint on this paper.

Key Academic Vocabulary: (Consider Bloom’s Materials Needed:

Verbs)
Textbook
Examine
Worksheets
Analyze

1
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?

I would start the class by handing out two poems, one from the previous period and one
from the Romantic Period for them to read. Then I would ask them some of the
differences in the literature between each era.

Instructional Input “I do”

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 and connect to their prior
◻ What types of visuals will you use? knowledge?
◻ How will you address misunderstandings or ◻ How will students be engaged?
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?

● I would model some skills by asking the students
some characteristics of the Romantic Period.
● I would write their answers on the board so that
they are able to reference it when they are asked
to work with their groups.
● If any of the students have a misunderstanding
with the new material I would explain why that
isn’t the correct answer and how the right one fits
in better with what we are learning
● The students will connect their knowledge of the
Romantic Period’s history and come up with some
characteristics of it
● The students will be engaged by raising their hand to
use their knowledge of the previous period to find
some characteristics of the Romantic period from their
previous history lesson on the Romantic Period

Guided Practice “We do”

Teacher Will: Student 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
◻ 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?

2
 another person could facilitate this practice?
● I will hand out a poem for them to read
and examine as a group while I walk
around and check for understanding.
● They will find their own answers and
come together to discuss the
themes/characteristics they find within
the literature
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 have the students come together
as a class to share their thoughts and
ideas they found to check for
understanding.
● If there are students which have these
schemas already they may share a
theme/characteristic that is not on the
board
● If the students need some more help in
the classroom they may find some lines
within the text that line up with
characteristics before they move on to
finding themes that match up as well
● they wrote down and see if it
● The students will be in small reading
groups each reading a different poem
pointing out characteristics of the Romantic
Period that are listed on the board.
● Seeing the characteristics on the board will
guide them to finding the themes that
match up with the Romantic Period.
● When working together the students may
raise their hands to double check that the
information they are finding/getting down is
correct
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 students will read two more poems and
find more connections between the works
so that they can compare and contrast the
time periods.
● They will share what they found as we
come together as a class again, giving
feedback as needed as they share their
findings
○ If students struggle a bit or miss the
idea another student at come in and
help them out to get them on the
right track
○ The students will compare what
matches what the class/teacher is
saying and correct as needed
● By finding lines of evidence to back up their
3
 idea of a theme/characteristic they are one
step closer to writing the paper at the end
of the lesson

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 reflect on their learning by completing a discussion board on Canvas addressing the
prompt I provided for them. They will summarize what they learned in class to make connections between
the two time periods and what it means.