Direct Instruction Lesson Plan Template

Teachers: Subject:
Math A: Tasia Geotas, Alyssa Migler, Savannah, Rebekah Dancing Through Time: Introduction to Slope

Common Core State Standards:

8.EE.B.5 (ISTE Standard: 3C; Workplace Standard: 5D)
Objective (Explicit):
By the end of the lesson, students will be able to create a linear graph and recognize the relationship between two units on a graph using
knowledge of unit rates with 80% accuracy.
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.
[see pages 4-5 of this document for evidence of mastery]

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?
• We’ll begin with a warm-up that review unit rates and proportions. After discussing the warm-up, students should take away how
proportions are a means of comparing two quantities in terms of one of them and how unit rates establish a proportion that applies to
varying quantities of the same units.
• To master this lesson objective, students need to master an understanding of slope and slope-intercept form, as well as how to construct
lines based on this information.
• This objective is relevant in many aspects of the real world, including understanding trends, prices, etc.
Key vocabulary: slope, slope-intercept form Materials: graphing calculator, device that connects to internet
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?
• First, the warm-up will review past learning on unit rates and proportions.
• I will activate student interest by having a student (maybe a dancer in the class) take a few steps and then do some sort of leap in the
air. We’ll estimate the distance this student jumps in the air with a ruler, and then count the number of steps they took. Then, we can
assume that this is the unit rate for how many steps a dancer must run to leap a certain distance and discuss what a few examples of
heights given steps might be.
• I’ll mention that this is sort our objective for the day and write the objectives on the board. I’ll also mention that this idea of slope will
be relevant in the future for many academic concepts and many real-world things, include tracking prices, stock trends, speed, etc.
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
Instructional Input

expectations?
¨ Is there enough detail in this section so that
another person could teach it?
I’ll briefly mention the skills required for the objective and Students will be following along on their Desmos webpage and on
employ them myself in an example problem. I’ll use visuals of their calculators, as well as taking notes on formulas and definitions,
graphs, tables of values, and equations to explain what slope and any ideas or processes they feel necessary. They’ll be engaged
looks like in different forms. Common misunderstandings will be because it’s a very hands-on lesson and excites interest with an
considered ahead of time and addressed as a class discussion introduction that involves student movement and data based on them
so we can talk through difficult concepts. I’ll check for specifically.
understanding by having students answer questions about an
example situation on Desmos. I’ll explain that students are
expected to be on task and participating in the discussion, and I
will do the same. This should be a detailed enough outline that
another person could teach it in my place.
Co-Teaching Strategy
¨ Which co-teaching approach will you use to maximize student achievement?

1
 Differentiation Strategy
¨ What accommodations/modifications will you include for specific students?
¨ Do you anticipate any students who will need an additional challenge?

For students who need special accommodations or modifications, I’ll create a worksheet with a summary of the formulas,
definitions, and the processes we used as a class that all students will have access to on the class website. I’ll also create
challenge or bonus questions on homework assignments and encourage any students who perform in an above average manner to
try them.
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?
Students will be using the Desmos website to construct an Students will practice the knowledge and skills required of the
Guided Practice

equation and graph for a situation as a class. This allows them objective by following along and actively participating in the Desmos
to practice new content in multiple forms (graphs, equations, activity, internalizing it because it focuses on an interesting context,
table of values). I’ll be asking students how to perform is hands-on, and is continually being discussed to ensure
processes, but also focusing on what values represent in the understanding. The interesting context and hands-on aspects of the
situation. I’ll check for understanding by asking students for lesson engage students, while the discussion aspect encourages on
answers and explanations and provide guidance by correcting task and productive student-to-student interaction. This task is similar
any mistakes and leading them through the example problem. I to the task that will be asked about in the independent practice, so
will model my behavioral expectations of being on task and students are prepared to construct the graphs and equations on their
respectful in discussions, which I’ll also make clear at the start own.
of the activity. There is enough detail in this section so that
another person could facilitate this practice.
Co-Teaching Strategy
¨ Which co-teaching approach will you use to maximize student achievement?
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?
Students who need accommodations/modifications can work with students who do not (especially if the need concerns technology), so
that all students are engaged. Students who need an additional challenge might be encouraged to be this partner, or be selected to
answer deeper questions during the discussion. I can use grouping strategies by having the class do certain parts of the activity as
groups, and then come together as a class and discuss.
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
Independent Practice

¨ Did you provide enough detail so that another person

could facilitate the practice?
At this time, I’ll be walking around and asking students/groups
to explain what they’re doing to me. Through this, I can track
any common misunderstandings and help talk students through
them. Students who are having trouble and students who are
exceling can partner up. The student who is excelling has to
explain in depth the concept, thus offering an extension of the
concept, while the student who is struggling has an opportunity
for one-one-one remediation. I’ll also offer a lunch hour for
further help. I’ll inform the class that they are expected to be on
task and respectful in their discussions, and I will model this as I
walk around. I have provided enough detail that another person
could facilitate this practice.
Co-Teaching Strategy
¨ Which co-teaching approach will you use to maximize student achievement?
learning?
¨ How are you supporting students giving feedback to one
another?
Students will be employing their knowledge and skills on slope to
create graphs and formulas on their own, thus proving that they are
able to analyze data to determine a slope, equation, and graph and
interpret this data. This is what the assessment will ask students to
perform, so they’ll be prepared. Because they’ll be using the Desmos
website online, they’ll be excited and engaged. Students will be
allowed to discuss with one another, so they can help each other fill
any gaps and feel motivated to double check their work and compare
to others.

2
 Differentiation Strategy
¨ What accommodations/modifications will you include for specific students?
¨ Do you anticipate any students who will need an additional challenge?

Depending on the situation, students who need modifications/accommodations can be buddied up with someone who does not, so the
group can work together to still receive the full value of the lesson. Students who need an additional challenge can be encourage to be
this partner, or if they’re done early with their work, try explaining how they could work backwards from their graph to find a slope, table
of values, and formula.
Closing/Student Reflection/Real-life connections:
¨ How will students summarize and state the significance of what they learned?
¨ Why will students be engaged?

As an exit ticket, students will write down a summary of what slope is and how we can use it to predict values. They’ll also give one example of
a real life situation where they could use slope—this engages them because it could be something they love, like the distance a baseball travels
in terms of the time since it was first thrown!

3
 Evidence of Mastery – 25 points

Note: exemplary student responses are written in red, and point values are written in blue.

1. Complete parts a-c.

a. Use the table of values to determine the slope of the relationship. (5 points)

x y
0 5
3 3
6 1
9 -1

Slope = (change in y)/(change in x) = (3-5)/(3-0) = -2/3.

b. Construct an equation for the relationship, using the slope you just determined. (5
points)

Using the point (0,5) and the slope -2/3, we can use the slope-intercept formula to
create our equation: y=(-2/3)x + 5.

c. Graph the equation, including at least two pairs of points. (5 points)

2. Use the graph below to determine the slope of the function and what that means in context.
(10 points)

4
We can use two points to find the slope, say (0,160) and (4,0). Slope = (change in y/change in x) =
(0-160)/(4-0) = -160/4 = -40. In context, this means that for every hour that passes, the number of
miles that Josh is from his house decreases by 40 miles.