Direct Instruction Lesson Plan Template

Teachers: Subject:
Yajie Zhang English
Common Core State Standards:
 7.RL.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
 7.RL.2 - Determine a theme or central idea of a text and analyze its development over the course of the text;
provide an objective summary of the text.
 7.RL.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including rhymes
and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story
or drama.
 7.RL.6 - Analyze how an author develops and contrasts the points of view of different characters or narrators in
a text.
Objective (Explicit):
 At the end of this activity, the students should be able to identify the similarities and differences between song
lyrics and poetry.
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 write their own lyrics poem. (Rubric is on the last page)

Sub-objectives, SWBAT (Sequenced from basic to complex):

 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relevant to students, their lives, and/or the real world?
 I will review the previous lesson on poetry and connect it to lyric poetry.
 The students should be able to identify imagery, similes, and metaphors and interpret its meaning.
 Students will be able to relate more to lyric poetry since it is more mainstream than traditional poetry. They will realize
that they listen to lyric poetry every day and will appreciate it more.
Key vocabulary: Lyric, tone, mood Materials: Speakers, printouts of lyrics of popular
songs, colored pens
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?
 I will capture the students’ interest by playing “Somewhere Over the Rainbow by Israel Kamakawiwo’ole in class.
 I will ask the class to listen to the lyrics of the poem closely and take note if any part of the song is poetic.
 I will discuss the similarities and differences between lyric poetry and traditional poetry.
 I will explain how music artists use lyric poetry to express themselves and build a career.
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?
Instructional Input

 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
expectations?
 Is there enough detail in this section so that
another person could teach it?
 The class will be divided into several small groups and  The students will be analyzing songs that are familiar to them so
each group will be given a copy a popular song with lyric they will be able to relate more to it.
poetry.  The students will study the lyrics of the song and discuss their
ideas with their peers.
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  The group will have to identify the poetic elements of the  After the discussion, the students will present their analysis to the
song assigned to them, interpret its meaning, and analyze whole class.
the feeling or tone of the song.
 Each group will be given a different song to allow for more
discussion.
 After the discussion, each group will report its analysis and
the teachers will provide feedback on the analysis.

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

Parallel teaching can be used as a co-teaching approach during the discussion. Since the students will be divided into small
groups, the two teachers can divide the class in two and simultaneously assess the progress of the discussion. This method
would allow the teachers more opportunity to respond to the students’ questions. Then, during the reporting part, team teaching
approach can be used - both teachers can also provide feedback after the reporting.

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

The songs will be assigned depending on who are in the groups. Groups with advanced students will be given more challenging songs
while easier songs will be given to the groups with lower achieving students.

Teacher Will: Student 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?
 The class will be given multiple songs to analyze so
they will encounter several examples of lyric poetry
from their group and the other groups.
 The students will be asked why they think a verse or
stanza is poetic, to identify its poetic elements, to
Guided Practice
 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?
 The students will identify the different elements of the lyric
poem, explain its meaning, and read the mood or tone of
the lyrics.
 The students will hear how their classmates analyzed the
song assigned to them so they will be exposed to different

explain what the author meant, and identify the mood examples of song/lyric analysis.
or tone of the lyric.  The students can also comment or ask questions about
 The students can ask questions to the teachers during the analysis of the other group.
the discussion if they want and the teachers can offer
suggestions to guide the in the right direction.
 The teachers and the class will ask questions to the
group after they report.

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

Parallel teaching can be used as a co-teaching approach during the discussion. Since the students will be divided into small
groups, the two teachers can divide the class in two and simultaneously assess the progress of the discussion. This method
would allow the teachers more opportunity to respond to the students’ questions. Then, during the reporting part, team teaching
approach can be used - both teachers can also provide feedback after the reporting.

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
 How can you utilize grouping strategies?

The songs will be assigned depending on who are in the groups. Groups with advanced students will be given more challenging songs
while easier songs will be given to the groups with lower achieving students.

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 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
 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?
Independent Practice

 The teacher will give suggestions during the  The students will have a hand-on experience in
discussion part and will give feedback on the final analyzing the lyric poem
output during the reporting part.  The students can also comment or ask questions about
the analysis of the other groups.

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

Parallel teaching can be used as a co-teaching approach during the discussion. Since the students will be divided into small
groups, the two teachers can divide the class in two and simultaneously assess the progress of the discussion. This method
would allow the teachers more opportunity to respond to the students’ questions. Then, during the reporting part, team teaching
approach can be used - both teachers can also provide feedback after the reporting.

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

The songs will be assigned depending on who are in the groups. Groups with advanced students will be given more challenging songs
while easier songs will be given to the groups with lower achieving students.

Closing/Student Reflection/Real-life connections:

 How will students summarize and state the significance of what they learned?
 Why will students be engaged?

 The students will summarize and state what they learned about lyric poetry at end of each group’s report. One
representative from each group will state what the group has learned and its significance.
 The students will be engaged because they will be discussing something that is very familiar to them and they will discuss
their ideas with their peers.

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 Mastery

4 3 2 1
Comprehension Description of Description of Description of May miss
lyrics accurately lyrics incorporates lyrics incorporates elements of lyrics
incorporates examples, gives some examples; or lack accurate
specific examples, overview of poem may miss insight. Few
gives elements of poem examples used, or
comprehensive or lack accurate examples do not
picture of poem insight. support point
Analysis Student is able to Student identifies Student misses Student misses
identify, with subject of poem, some elements or several elements
accuracy and in speaker, and plot makes incorrect or makes
detail, subject of identification identifications
poem, noting with no support in
identity of poem
speaker, conflict,
plot
Interpretation Forms a creative Forms a Student identifies Student finds it
hypothesis about somewhat the literal meaning difficult to
the symbolic or reasonable of the work and/or interpret the
metaphorical hypothesis about can relate how the meaning or mood
meaning of the the symbolic or work makes of the work
poem and is able metaphorical him/her feel
to support this meaning and is personally
with evidence able to support
from the text this with evidence
from the work