Direct Instruction Lesson Plan Template

Teachers: Subject:
Chalsey Slaughterbeck 8th Grade Language Arts
Common Core State Standards:
8.W.1a- Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.

Objective (Explicit):
Students will be able to write an argument and provide evidence to support their claim
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.
Students will take evidence from an article provided by the teacher and create a claim that includes a:
topic sentence, one quote, and analysis of at least 2 sentences to support their claim in order to form
one full paragraph.

Students will show evidence of mastery if they are able to write one full paragraph that includes all of
the parts mentioned above: topic sentence, one quote pulled from article, and at least 2 sentences of
analysis.

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?
To relate this back to students and to get their interest, the article that I will provide will be a current
event that the students can relate to. I can connect this back to their past learning by having them tell
me what they know about making an argument. They can also provide personal examples of a time
where they had to argue about something, the act of arguing is the same as creating a claim. Once they
know that they’ve already made a claim before, I can continue with the new material by using the
current event article.

Teacher Will: Student Will:

 How will you model/explain/demonstrate all
knowledge/skills required of the objective?
 What types of visuals will you use?
 How will you address misunderstandings or
Instructional Input
 What will students be doing to actively capture and
process the new material?
 How will students be engaged?

common student errors?

 How will you check for understanding?
 How will you explain and model behavioral
expectations?
 Is there enough detail in this section so that
another person could teach it?

I do: To start off, as the teacher I will model I do: As the student, they will be actively following
how to form a claim based on an example along during the process. The students will read
given. We will all read the article provided the article with me so that they know where we
independently, and then come back together are at all times. As I am forming my claim, they

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 afterwards so that I can show them how to
form a claim based on the article. I will first
form my own claim and pull out one quote
from the highlighted section. Then based on
this quote, I will create a topic sentence that
includes my claim. After that I will incorporate
that quote as evidence and show the students
how to add analysis to it.
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
they practice?
 How will you explain and model behavioral
expectations?
 Is there enough detail in this section so that
another person could facilitate this practice?
We do: As the teacher, I will then pick
Guided Practice
another article to work on alongside my
students. We will read the article together
and agree on one stance to take as a class.
Once we do this, we will then formulate a
claim together and then pick one quote from
the article as evidence to support the claim
we created. Once we’ve done this, we will
then talk as a class about how we could create
analysis for this quote. We can also address
the counter argument during this part so that
the students understand what it is and how
they can use it in their argument. As the
teacher, I will check in-between each step for
understanding and I won’t move on until the
students understand the concept.
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
Independent Practice
behavioral expectations?
 Did you provide enough detail so that another person
could facilitate the practice?
You do: As the teacher, I will then turn over
the lesson to the students so that they can
practice this process themselves. At this point
I have done it myself, we did it as a class, and
now they will do it themselves. I will provide
the article that the students will use, and they
will be responsible for writing a full paragraph
are highlighting the quote that I selected. They
are also writing down the paragraph as a
reference in case they need to refer back to it
when they have to do the assignment on their
own. They will highlight each portion of the
example paragraph (topic sentence, quote, and
analysis) in different colors so that they know
which part is which.
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
independent practice?
We do: As the students, they will take on more
responsibility during this part of the lesson. They
will help me in formulating a claim on an article
that we all read together. As a class, they will all
have to decide on a unanimous stance based off
the article and will have to work with the teacher
to be able to form a claim. Once they have their
claim, they will go through the article and come
up with a quote that they think could be used as
evidence. After that, they will take it a step
further and try to find the counter argument
without my help. Once they think they’ve found
it, we will discuss as a class what they found and
come up with a counter argument to use in the
analysis part of the paragraph.
Student Will:
 How will students independently practice the knowledge and
skills required by the objective?
 How will students be engaged?
 How are students practicing in ways that align to
assessment?
 How are students using self-assessment to guide their own
learning?
 How are you supporting students giving feedback to one
another?
You do: As the student, they will be responsible
for writing a full paragraph that includes
everything we talked about in the lesson. Using an
article that the teacher gives the, the students will
write on paragraph for homework and turn it in
next class period. They will have to take all the
information given in the lesson to demonstrate
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on their own. I will assign this portion to the
students as homework, so that I can grade it
to check for mastery. If the student receives a
score of 3 or higher on the rubric, they have
mastered this objective. If most of the
students score below a 3, then I will go over
the lesson again with the students.
mastery of the objective. If the student is still
confused, they will be able to tell the teacher
exactly what part of the process confuses them.
When submitted for grading, if the student
doesn’t receive a score of 3, they will have to
revise their paragraph with feedback from the
teacher.