Running head: DIRECT INSTRUCION LESSON PLAN 1

Direct Instruction Lesson Plan

Adriana Santos

EDU 220—2001

College of Southern Nevada

DIRECT INSTRUCION LESSON PLAN 2

Class Description

Welcome to my 10th grade English class! There are 45 minutes in each class period. The

student’s desks are grouped together into pairs facing forward towards the white board. The

teacher’s desk is in the back next to a few student’s desks. With perfect attendance, 5th period,

this class, should have 24 students. There are two ESL students (Jonny Boy and Billy Bob) and

one student who has dyscalculia (Lilly Pad). They are sat a row away from the teacher’s desk for

easy access help when needed. They are each paired with a student who may be able to help with

assignments who are not intimidating whatsoever.

Subject/Skill: Drawing conclusions with background knowledge such as main idea and facts.

Objective: Students will be able to identify where culture influences how one behaves in a

situation by using characters in the book The House on Mango Street and creating a

symbol for an explanation with 84% accuracy.

DIRECT INSTRUCION LESSON PLAN 3

Procedures

STATE Objective to Students (above and also written on the front facing white board).

Review Prerequisites: ASK what the main idea of the book along with chapters that may be

useful to use for the assignment. ASK what they remember from the previous lesson of

culture. STATE the definition of culture, name characters form the book, so students do

not focus solely on Esperanza (the main character and narrator), name different methods

of how culture affects us all.

Modeling: DRAW a line down the middle of the board and explain this is their piece of paper.

EXPLAIN On the LEFT side, students must write five (5) characters they would like to

use for this assignment. On the RIGHT side, students must write how culture impacted

their story for each character.

Conducting Learning Probes/Guided Practice: ASK if there are any questions and answer.

Independent Student Practice: Students will all work independently but all allowed to ask their

partner for help. Each student will turn in their own work at the end of the period.
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Materials: paper, pencil, and “The House on Mango Street” by Sandra Cisneros

Grouping Structures: Desks will stay in pairs. Students will work individually but are welcome

to ask for help from partner.

Modifications: Make multiple check ins/see if there are any students who need help or have

questions.

ELL/ESL) Break up difficult or challenging words within the instructions and show a

sample of what the final produce should look like.

If student speaks Spanish—help in Spanish

If student does not—see if anyone else in class can translate

Dyscalculia) Go over the process slowly, not many numbers in this lesson

Behavioral challenges) Keep a calm tone and see what challenges they are facing. Case

by case. If manageable within class allow student to take a second to themselves.

Assessment: Students will show proper understanding of objective and lesson by completing the

assignment with five different characters and five different ways each has been affected by

culture. When walking around during check ins ASK students to explain their reasoning.

Closure: Five minutes before the end of class, RESTATE the objective with simpler wording.

Students needed to complete the five character requirement along with a description that includes

culture in order to fulfill the requirements.

HOMEWORK: Students will highlight one (1) character and on the backside of the page,

students will draw and color a symbol that represents their character and the description they

wrote for said character. Next class students will do a quick 1-minute presentation to explain

their reasoning.
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References

Cisneros, S. (2004). The House on Mango Street. Bloomsbury Publishing PLC.