Direct Instruction Lesson Plan Homework

Direct Instruction Lesson Plan

Teachers: Subject:
Frida Avila English – 7th grade
Common Core State Standards:
 7.W.1 – Write arguments to support claims with clear reasons and relevant evidence
Objective (Explicit):
 Students will be able to understand the steps to support their claims with relevant evidence so they can effectively
advocate for their position in a persuasive essay.
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 need to include at least 3 claims with supporting evidence to back up those claims.

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?
 Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence
logically.
 Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text
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?
 A topic that is not only important, but relevant to students will be introduced.
 Students will learn how this topic is beneficial or hurtful to them, which will make them
interested.
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
expectations?
Instructional Input
 Is there enough detail in this section so that

another person could teach it?
“I Do” “You”
Teacher will: Present ways to find evidence Teacher will: Present a topic that will need 3
such as online articles, journals, etc. supporting evidences to back up the claim
Student will: Identify how these can help with Student will: Individually search through different
their claims articles to find evidence
1
 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?
“We Do” “Y’all”
Teacher will: Come up with another topic and Teacher will: Place students into groups so they
give only one supporting evidence so that the can work together
students find the other two
\\Guided Practice
Student will: Work in groups and find a strong

I do; you help: evidence they all agree on, then present their piece
to the class
Student will: Find evidence that will support
the claim
You do; I help:
Student will: Be able to independently find

evidence before asking for help

 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?
“You Do” “We”
Teacher will: Give the students a topic with no Teacher will: Ask the students to give the evidence
evidence so that they can find all three on their they found and have them explain why they think
own it will support the claim
2
Student will: Work independently to find the Student will: Agree or disagree with their
supporting evidence using their resources classmate’s evidences and explain to them/ the rest
of the class why they agree/disagree
Closing/Student Reflection/Real-life connections:

 How will students summarize and state the significance of what they learned?
 Why will students be engaged?
 Students will be engaged from listening to their peer’s evidences and having a say in whether they
agree with them or not. It will allow them to show their knowledge about the topic and proving
why they are right or wrong.

Direct Instruction Lesson Plan Homework

Uploaded by

Copyright:

Available Formats

Direct Instruction Lesson Plan Homework

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Direct Instruction Lesson Plan Homework

Uploaded by

Copyright:

Available Formats

Direct Instruction Lesson Plan

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

Teacher Will: Student Will:

 Is there enough detail in this section so that

Student will: Work in groups and find a strong

You do; I help:

Student will: Be able to independently find

Teacher Will: Student Will:

Closing/Student Reflection/Real-life connections:

You might also like