Direct Instruction Lesson Plan Template

Teachers: Subject:
Yajie Zhang English
Common Core State Standards:
 7.W.3 - Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well‐structured event sequences.
 7.SL.4 - Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent
descriptions, appropriate vocabulary, facts, details, and examples; use appropriate eye contact, adequate
volume, and clear pronunciation.
Objective (Explicit):
 At the end of the class, the students should have more empathy for homeless people.
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.
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 discuss the daily struggles of homeless people.
 The students should be able to empathize with homeless people.
Key vocabulary: Diary, migrant, abuse Materials: Projector, video player
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’ attention by showing a short video which features how homeless people spend
their day.
 The class will be asked to imagine and write about what they think happens in the lives of homeless
people.
 The class will realize that they are lucky to have a home and that homeless people do everything they can
to survive.
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
Instructional Input

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?

 After playing the video, the students will be asked to  The students will have to use their creativity in writing the
write a fictional diary entry for a homeless person – fictional diary entry.
there will be three scenarios to choose from.  They would have to imagine how what happens to homeless
 The teacher will go around the room to monitor the people every day and how they feel.
students’ progress and to offer help when needed.
 The teacher will randomly call on some students to
share their entry.

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  The teacher will collect all diary entries at the end of
class.
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

The co-teaching approach that we will use is team teaching. The two teachers can facilitate the class at the same time during
the discussion part and the activity part.

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

The purpose of the activity is to invoke empathy for homeless people among the students so no special modifications is planned.

Teacher Will: Student Will:

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

 The teachers will go around the class while the fictional diary entry.
students are writing and will offer help if needed. • They would have to imagine how what happens to
 The teacher will randomly call on some students to homeless people every day and how they feel.
share their entry and provide feedback.
 The teacher will collect all diary entries at the end of
class.

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

The co-teaching approach that we will use is team teaching. The two teachers can facilitate the class at the same time during
the discussion part and the activity part.
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 purpose of the activity is to invoke empathy for homeless people among the students so no special modifications is planned.
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?

 The teachers will go around the class while the
students are writing and will offer help if needed.
 The teacher will randomly call on some students to
share their entry and provide feedback.
 The teacher will collect all diary entries at the end of
class.
• The students will have to use their creativity in writing the
fictional diary entry.
• They would have to imagine how what happens to
homeless people every day and how they feel.

2
 Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

The co-teaching approach that we will use is team teaching. The two teachers can facilitate the class at the same time during
the discussion part and the activity part.

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

The purpose of the activity is to invoke empathy for homeless people among the students so no special modifications is planned.
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 empathize with homeless people when they start to imagine what it feels like to be homeless.

Rubric:
Content Diary entry have Diary entry focus Diary entry are Diary entry include
appropriate on content only; missing details and only random
details details may be lack clarity or details.
and show variety repeated or focus.
and clarity missing.
Clarity Student writes Student writes Student does not Student does not
clearly; the sufficiently well always communicate
message of each that the reader is communicate clearly. Some
entry is clear. able to thoughts clearly. entries cannot be
understand the Some entries are understood.
message of each difficult to
entry. understand.
Mechanics No errors in Only minor errors Serious errors in Serious errors in
spelling, in spelling, spelling, spelling,
punctuation, or punctuation, or punctuation, and punctuation, and
sentence sentence sentence sentence structure
structure. structure. structure; errors frequently
occasionally interfere with
interfere with meaning.
meaning.