Direct Instruction Lesson Plan Template: Jack Crawford English

Direct Instruction Lesson Plan Template
Teachers: Subject:
Jack Crawford English
AZ State Standards:
Standard: Analyze the unique roles and importance of a thesis statement in a compare/contrast
essay.
Learning Objective:
Learning Objective: Students should recognize that their thesis statement is the foundation of
their essay and that how to properly form one is important in completing a proper, organized
essay for now and future classes.
Evidence of Mastery (Measurable):
¨ How will you assess if your student achieved mastery of the lesson objective?
¨ Determine the type of demonstration/activity the student will use to demonstrate mastery of the objective.
¨ What is the condition and degree, the setting or situation in which the student will be able to express the depth and extent of
learning?
¨ What is an exemplar student responses with the level of detail you expect to see?
 Mastery will be checked by having students peer review each other’s essays, allowing them to
recognize and find the thesis, and to identify if they essay’s statement is not a correct thesis
 Students can practice writing thesis statements by practicing writing multiple thesis statements for
different topics, allowing them to see how they incorporate in all kinds of writings.
 Condition: thesis statement, degree: writing a thesis situation: compare contrast essay
 Expect to see a statement that clearly shows understanding of how to form a thesis
Key Academic Vocabulary: (Consider Bloom’s Materials Needed:
Verbs) Pen/pencil
Paper
Analyze Or computer/tablet
Opening Activity
¨ How will you activate student interest?
¨ How will you connect and uncover prior knowledge?
¨ How will you present the lesson objective in an engaging and student-friendly way?
 Activate student interest by letting them choose a comfortable topic for creativity
and to ease into learning the content.
 Connect and uncover prior knowledge by helping creation of thesis after writing
about a topic, so they know the info they need to include in it.
 Power point, being excited about the topic, stressing the importance of theis
statement for future education.
Instructional Input “I do”

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 and connect to their prior
¨ What types of visuals will you use? knowledge?
¨ How will you address misunderstandings or ¨ How will students be engaged?
1
common student errors that may be uncovered
within prior knowledge?
¨ How will you explain and model behavioral
expectations?
¨ Is there enough detail in this section so that
another person could teach it?
Students will:
 I Will write out examples and walk students  Come up with many topics/ ideas on what they want to
through step by step. (Form a question, answer it, write about
combine)  Watch teacher examples, and work with other students
 Visuals include those pertaining to the topic, as to help with suggestions/comments
well as visual thesis examples and even example  Write pieces of text that can be easily used to form a
texts thesis out of
 Address misunderstandings by example, and  Students will be engaged based on the fact that the
having other students who do understand show topic of their choice is based on their interests!
and help explain so the student knows that they
are capable
 Behavioral expectations will be displayed by
explaining the simplicity behind the lesson so
students feel more comfortable being engaged
 For the last bullet, yes as long as the other
person knows how to create a thesis (most likely
if you have to teach this you will know how to
form it)
Guided Practice “We do”

¨ How will you provide guidance to all students as
they practice? ¨ How will students be engaged?
¨ 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?
with your support? ¨ How will you elicit student-to-student interaction?
¨ How will you utilize the support of peers within this ¨ How are students practicing in ways that align to
practice? independent practice?
¨ Is there enough detail in this section so that
another person could facilitate this practice?
 Opportunity to work with peers and connect
 Come around the room and check interests
progress, ask them question based on  Practice of writing multiple statements
their topic to spark thinking  Peer review and comments, allowing those
 Letting students practice with multiple to present possible statements by volunteer
topics of their choice to master the  Teaching this in a way so they understand
practice how to practice, so they can take it home
 Peer reviews and comments with them to better themselves.
 yes
Independent Practice “You do”

¨ How will you plan to coach and correct during this ¨ How will students be engaged?
practice? ¨ How will students independently practice the knowledge and
¨ How will you provide opportunities for remediation and skills required by the objective?
extension? ¨ How are students practicing in ways that align to
¨ How will you clearly state and model academic and assessment of collection of evidence of mastery?
behavioral expectations within the collection of ¨ How are students using self-assessment to guide their own
evidence of mastery? learning?
¨ Did you provide enough detail so that another person ¨ How are you supporting students giving feedback to one
could facilitate the practice? another?
 Peer work, creativity reign, social
 I plan to , instead of correcting them, interaction
2
asking them question to approach/think  Once skill is learned, can be practiced on
in a different directions (correct if thousands of different topics and subjects
desperately needed)  Students will ask themselves If they have
 Once students learn it in the class, they the three components needed to form the
can easily practice outside the thesis
classroom  Peer reviews: allowing for different ways of
 I will state and model expectations thinking and opinions, no wrong answers to
through my own examples and my be given only suggestions and positive
presentation when teaching the steps comments to spark creativity and learning.
 Yes
Closing Activity:
¨ How will students reflect on learning?
¨ Summarizing and stating the significance of what they learned.
¨ Acknowledge the new information that was added/developed within their schema.
 We can reflect on learning as a group by going over every detail of their

statements, and addressing all possible flags of what not to do in a thesis
 Reiterating how this will be extremely useful in future classes all the way through
college.
 Taking the fact that they have previous writing skills and helping them better it by
focusing on how to master only a specific sentence ( a small piece of info) that will
largely impact their writing just with one single sentence.

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Direct Instruction Lesson Plan Template

Evidence of Mastery (Measurable):

Instructional Input “I do”

Guided Practice “We do”

Independent Practice “You do”

 We can reflect on learning as a group by going over every detail of their

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