Direct Instruction Lesson Plan Template

Teachers: Subject:
Erika & Leslie World Language – 9th grade (Spanish and German)
Common Core State Standards:
 Recognize basic practices, products, and perspectives of cultures where the target language is spoken (e.g.,
greetings, holiday celebrations, body language, gestures, traditions)
Objective (Explicit):
 Recognize the water shortages in Peru and how this affects their practices.
Evidence of Mastery (Measurable):
 Include a copy of the lesson assessment.
 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response.

Student can recognize one reason for the water shortage in Peru and they can name two ways in which this has
affected their practices.

Out of 20 points, one reason for the water shortage values 8 points and each way it has affected Peruvian
practices is worth 6 points for a total of 20 points.

An exemplary response would be: One reason for the water shortage in Peru is the lack of access to safe water.
This has affected Peruvians because they must depend on deliveries by private-owned water trucks to have clean
water in their home and these trucks charge a high price which the poor cannot afford. Another way it has affected
their practices is that the kids are now getting sick more often because they do not have good management to
keep the water clean from mosquito eggs or other things that can pollute the water.

Opening (state objectives, connect to previous learning, and make relevant to real life)
 How will you activate student interest?
 How will you connect to past learning?
 How will you present the objective in an engaging and student-friendly way?
 How will you communicate its importance and make the content relevant to your students?
Opening: State the learning objective for this lesson. Ask what they currently know about the country of Peru and
where it is located, etc. Follow with a short discussion about how they think a water shortage would affect them.

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?
 What types of visuals will you use?  How will students be engaged?
 How will you address misunderstandings or
common student errors?
 How will you check for understanding?
 How will you explain and model behavioral
Instructional Input

expectations?
 Is there enough detail in this section so that
another person could teach it?

Teacher will: For the instructional input, teacher will inform student about the water shortages in Peru with a
video of the current issues going on, she will also have some slides on a PowerPoint with important
information.

Student will: For the instructional input the student will listen and watch, they will take notes of video and
PowerPoint.

1
 Teacher Will:
 How will you ensure that all students have multiple
opportunities to practice new content and skills?
 What types of questions can you ask students as
you are observing them practice?
 How/when will you check for understanding?
 How will you provide guidance to all students as
Guided Practice
Student Will:
 How will students practice all knowledge/skills required
of the objective, with your support, such that they
continue to internalize the sub-objectives?
 How will students be engaged?
 How will you elicit student-to-student interaction?
 How are students practicing in ways that align to

they practice? independent practice?

 How will you explain and model behavioral
expectations?
 Is there enough detail in this section so that
another person could facilitate this practice?

Teacher will: Teacher will lead open discussion and include some of her own knowledge to have a better
flowing discussion with all points stated.

Student will: In an open discussion student will state the different reasons of why there is a water shortage in
Peru. Why is it a continuing problem? For example, the lack for clean water, the living circumstances, the
river access, the methods of keeping clean water are not working, etc.
Teacher Will: Student Will:
 How will you plan to coach and correct during this  How will students independently practice the knowledge and
practice? skills required by the objective?
 How will you provide opportunities for remediation and  How will students be engaged?
extension?  How are students practicing in ways that align to
Independent Practice

 How will you clearly state and model academic and assessment?
behavioral expectations?  How are students using self-assessment to guide their own
 Did you provide enough detail so that another person
learning?
could facilitate the practice?
 How are you supporting students giving feedback to one
another?

Teacher will: Watch over the students while they are filling out worksheet, answer questions as needed.

Student will: Fill out a worksheet where they will come up with solutions to the problem in Peru. How do they
think that Peru could fix this water shortage?

Closing/Student Reflection/Real-life connections:

 How will students summarize and state the significance of what they learned?
 Why will students be engaged?
Padlet activity- post on the wall of website so everyone can see (post is anonymous)
*they will look like little sticky notes on a blank canvas*
Answer 3 questions: What is one reason for the water shortage in Peru? What are two ways this affects their
practices? How would a water shortage affect your life and daily practices?

Entertaining way to close-up the key points and what they learned. They will be able to see other students’
responses and also a good way for them to reflect on what they just learned and connect it to their life.