DIRECT INSTRUCTION LESSON PLAN 1

Direct Instuction Lesson Plan

Teachers: Subject:
Kacie Lee English
AZ State Standards: 9-10.RL.4
 Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

Learning Objective:
 The students will be able to define tone by using a whole class discussion to generate a universal
definition to use going forward; students will then be able to identify three examples of tone in a
passage by highlighting them.

Evidence of Mastery (Measurable):

¨ Determine the condition and degree, the setting or situation in which the student will be able to
express the depth and extent of learning?

The students will understand the definition of tone by generating a sentence to display knowledge of the
meaning of tone and then identify examples within a text by highlighting the passage to three instances
of the author’s use of tone in assigned groups.

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

Verbs) Highlighters, paper & pencil, printed passage,
Identify, understand, generate, define PowerPoint, smartboard whiteboard, computer,

Opening Activity
¨ Activate student interest and uncover prior knowledge
¨ Present the lesson objective in an engaging and student-friendly way

Bell-work to establish prior knowledge. Simple question: What is tone? Objective will be written on
board and explained by using three different tones to read the same expression and asking students which
version of the expression best represented the meaning of it. This would transition into the core activity
and indicate the objective.

Instructional Input “I do”

Teacher Will:
¨ Determine the new information you
will add to student’s prior knowledge.
¨ Address misunderstandings or common
student errors that may be uncovered
within prior knowledge
¨ How will you explain and model
behavioral expectations?
¨ Provide explicit details in this section
Student Will:
¨ Actively capture and process the new
material and connect to their prior
knowledge
¨ Actively engage with the new content
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 so that another person could teach it
 I will explain my understanding of tone,  Students will fill out notes and mimic my
 I will ask students to help create a example by highlighting their own sample of
definition and write the definition on the my same passage as I go along, adding notes in
board. the margins as I do.
 I will address confusion with tone and  Students will have time to ask questions.
mood by distinguishing a difference within
the definition.
 I will explain and model behavioral
expectations by navigating the groups and
using close proximity to redirect
misbehavior during my instruction.
 I will demo a couple of instances of
locating and highlighting tone, while
talking thought my thought process, with a
passage the students will not be using.

Guided Practice “We do”

Teacher Will:
¨ Provide guidance to all students as they
practice, model your expectations for
understanding.
¨ Provide multiple opportunities to
practice new content and skills with
your support.
¨ Provide opportunity to utilize the
support of peers within this practice.
¨ Provide explicit details in this section
so that another person could teach it.
 Teacher will ask guided questions to
shape definition of tone.
 Teacher will ask questions to get
students response in locating tone
within my passage.
 Teacher will explain thought process &
discuss why it is tone and how it fits
our definition.
 Teacher will highlight her/his own
passage with student support.
 Teacher will mimic faulty thought and
corrective thinking through narrated
instruction.
 Teacher will walk around room,
addressing misconceptions as they
arise.
Student Will:
¨ Practice all knowledge/skills required of
the objective, with your support
¨ Engage in student-to-student interaction
¨ Begin to practice in ways that lead to
independent practice.
 Students will use prior knowledge to help
generate a classroom definition.
 Students will take notes as teacher
instructs.
 Student will recreate model on their own
copy of teacher’s passage.
 Students will respond to teachers guided
question by raising hand.
 Students will ask questions when unsure of
thought process.
 Students will prepare to work
independently by giving themselves a copy
to work with.
 Students will respond to other students
questions.

Independent Practice “You do”

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 Teacher Will:
¨ Coach and correct during this practice
activity
¨ Provide opportunities for remediation and
extension
¨ Provide explicit detail so that another
person could facilitate the practice.
 Teacher will move about classroom,
listening to discussion but waiting to
make corrections until students veer
too far off of course.
 Teacher will allow peers to guide one
another, making corrections only when
necessary.
Closing Activity:
¨ Students will reflect on learning by summarizing and stating the significance of what they
learned. Determine how students will acknowledge the new information that was
added/developed within their schema.
Student Will:
¨ Independently practice the knowledge and
skills required by the objective and align to
assessment and collection of evidence of
mastery.
¨ Have opportunity for peer to peer feedback
 Students will practice knowledge of skill
by working with peers to locate and
identify tone within their passage as stated
in mastery statement.
 Students should be openly discussing,
relating the examples to the definition to
check for reliability in evidence.
 Students should NOT be allowing one
student to do all the work and just copying.
 Students should be talking through their
thought process after viewing teacher
walk-through.
 Students should be helping peers who do
not understand or have questions.
 Students should ask peers before asking for
help from teacher.

Students will complete an exit ticket by restating the classroom definition. Students will then provide one
or two sentences about anything new they learned from the activity.