Direct Instruction Lesson Plan Template

Teachers: Miriam Muñoz Subject: Secondary Education/Spanish

Common Core State Standards:

Communities (COM)
 Use the target language to participate in the community and in the globalized world, for enjoyment, enrichment,
and advancement.
Comparisons (COMP)
 Use the language to investigate, explain, and reflect on the nature of language and the concept of culture
through comparisons of the target language and cultures studied to one’s own
Connections (CON)
 Build, reinforce, and expand knowledge of other content areas and evaluate information and diverse
perspectives while using the target language to develop critical thinking and creative problem solving.
 Identify and use familiar vocabulary and phrases in the target language supported by resources (e.g., maps,
graphs, visuals, audio, digital media) to reinforce prior knowledge and make connections to new knowledge of
familiar topics in other content areas (e.g., geography, history, arts, math, science).
 Investigate and describe similarities and differences in practices, products, and perspectives used across
cultures (e.g., holidays, family life, historical and contemporary figures) to understand one’s own and others’
ways of thinking.
 Present information about self and other familiar topics using a variety of words, phrases, and practiced
expressions.
 Recognize and understand some characters, words, and phrases.
 Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter,
teaching and learning, and technology to facilitate experiences that advance student learning, creativity and
innovation in both face-to-face and virtual environments.
Objective (Explicit):
 Students will introduce themselves to class and mention a number that relates to them-either favorite number
or the number they avoid, and explain why.
 Students will be grouped and talk about lucky and unlucky numbers based on their own cultures.
 Students will connect written number text with numerical numbers by matching the word with the number on a
crossword puzzle.
 Students will use the examples given of a crossword puzzle to create their own numerical crossword puzzle.
 Students will participate in scavenger hunt in the library and find the numerical section of the library, and
translate the numbers to Spanish.
 Students will summarize their learning in class by submitting an exit ticket of what they learned in class that
day.
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.

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?
Students will already have practiced the numbers in Spanish both written, and verbal.

Key vocabulary: Materials:

1
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?
As the students walk into the classroom they will see a horseshoe style desk set-up with four
desk on the middle. Students are instructed to leave the middle section empty, and find another
seat. This will catch the students’ interest on what the next instructions will be, and what the
middle section is being reserved for. The board will have the review of last class’ materials
covered such as the numerical numbers connected to the written numbers. The students will be
divided into groups of four or max 5 students. They will talk among themselves on an important
number that relates to them, favorite number, or even a number they avoid. They will explain in
their groups as to why they chose that number, and what it means. Once the time is up, one by
one, each group will sit on the middle section, and introduce the classmate based on what they
share. Students will engage in the activity knowing they will present another classmate to the
class. This is important because the students would have to actively participate in order to give
the brief introduction. This is also important because it will help bring the classmates together
as they learn from each other through class presentations.

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?
 Is there enough detail in this section so that
Instructional Input

another person could teach it?

The instructor will review the numerical numbers and text

numbers so students remember the previous lesson which
help them finish the assignment.

Question:
 What are the numbers in Spanish 1-10?
 What number is “dos”?

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

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
Guided Practice

 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?

2
 The Instructor will read out the words in class,
and students will say outload to what number it
belongs.

Questions
 In your own words, what number is the most difficult to pronounce?
 Compare and contrast the numbers in Spanish and English?

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?
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?
Independent Practice

could facilitate the practice?

 How are you supporting students giving feedback to one
another?

Students work in groups, as the Instructor

walks around to determine who needs extra
help, and may pair students differently based
on their prior knowledge, and content learned.

Question
 Examine the vocabulary of the numbers, and add any accents that may be needed-if any. How does this relate to your
learning?

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

Closing/Student Reflection/Real-life connections:

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