Direct Instruction Lesson Plan Template

Essential Question: How do we approach the American Dream in the 1950s and what it means to
the community? What does the American Dream symbolize for the community today?
Teachers: Subject:
Taylor Webb English (9-10th Grade Level, 2nd Quarter)
Common Core State Standards:
• 9-10.RL.2 - Determine a theme or central idea of a text and analyze in detail its development over the course
of the text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
• Anchor Standard: Comprehend and Critique
• ISTE Standards: Creative communicator students publish or present content that customizes the message and
medium for their intended audiences
• Workplace Standard: 1B, Communicates with Diversity in mind.
Objective (Explicit): Following the lecture, student’s will be able to identify the theme of a text, compare
and contrast ideas in small groups, and write a 5-sentence discussion response.

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.
1. Poem, Poetry Workshop Worksheet, and Example Provided

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?
1. Previous learning will be basic annotation practice. Connections to previous lessons would have
been on literary elements.
2. This is an introduction lesson, but a continuation of our theme of the “American Dream”.
Key vocabulary: American Dream, aspirations Materials: Harlem by Langston Hughes, Poetry
Workshop Worksheet
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?
1. I will activate student interest by relating the text directly to each individual student’s own dreams.
2. I will connect to past learning by connecting the theme of the American Dream between tests and
guiding our discussions around our essential question. (Listed at top of page.)
3. I will present the objective in a student friendly way by explaining how we will be annotating and
digesting the text in the worksheet.
4. I will communicate how important it is by having and understanding the American Dream by
relating it to each student, their families, and communities, and what dreams ultimate motivate us
to each do and not do.

Teacher Will: Student Will:

Instructional Input

¨ 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
another person could teach it?

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 1. I will demonstrate as a class on how to read the 1. Students will follow the worksheet and participate in
poem, then annotate using the worksheet and its discussing new material.
instructions. 2. Students will examing their own goals and dreams and
2. A power point lecture following the worksheet. how it relates to their families and communities.
(Not in Mini-lesson)
3. I will address misunderstandings through
discussions as we do each question on the
worksheet. (Ideally groups of 4 with class
discussion occurring throughout.)
4. Collecting the worksheet and through class and
individual discussion.
5. I will model expected behavior by completing the
worksheet with the students.
6. I think this is a skeleton outline but enough to
understand what to do.

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?
1. We have the actual poem in front of us, a You-Tube video reading it to us, and then reading it again as a
group.
2. Students who need additional challenge may also do an extra credit assignment of writing their own “Harlem”
poem, using literary devices.

Teacher Will: Student Will:

¨ How will you ensure that all students have multiple
opportunities to practice new content and skills?
¨ What types of questions can you ask students as
you are observing them practice?
¨ How/when will you check for understanding?
¨ How will you provide guidance to all students as
they practice?
¨ How will you explain and model behavioral
expectations?
¨ Is there enough detail in this section so that
another person could facilitate this practice?
1. Listening skills – 1st Reading
Oral Skills – 2nd Reading
Individual reading skills – 3rd reading
Guided Practice
¨ How will students practice all knowledge/skills required
of the objective, with your support, such that they
continue to internalize the sub-objectives?
¨ How will students be engaged?
¨ How will you elicit student-to-student interaction?
¨ How are students practicing in ways that align to
independent practice?
1. Introduction to analyzing a poem
specifically, but we should have been
annotating different texts in class already.

2. Students will be reflecting on their own

2. “Why is that important? How do you
feel about that? How does that make
you feel? Is that pleasant or nasty?
What does this sound like? What does
it taste like? What does that remind you
of?” etc.
3. Walking around seeing how they are
analyzing the poem.
4. This is a workshop so we will be
practicing all together.
5. By following the worksheet and filling it
out as they fill it out as a class.
6. Basic outline with basic understanding
of poetry breakdowns
goals and dreams and comparing and
contrasting how they fit into the world
overall.
3. Students will share their findings about the
poem with their classmates through
individual and group work.
4. Students will have to write their own theme
of the work as an assessment at the end of
the lesson.

2
 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?
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?
could facilitate the practice?
¨ How are you supporting students giving feedback to one
another?
1. Coach and correct during. Graded after. 1. Students will independently fill out each
Independent Practice

2. Further poetry workshops and worksheet on their own.

individual review if not found to be 2. Students will be discussing and writing
adequate. down their own dreams.
3. This entire lesson will be modeled with 3. Students will be able to compare their own
the class as we do the worksheet. dreams and goals to that of poem and
4. Yes. examining the consequences of not
following their dreams.
4. Individual reflection
5. Students will give feedback as a group with
me guiding questions.
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?

Closing/Student Reflection/Real-life connections:

¨ How will students summarize and state the significance of what they learned?
¨ Why will students be engaged?
1. Students will write a 5 sentence thematic question regarding the text.
2. Students will be engaged because their dreams and goals reflect overall on their community and
who they are as individuals and how they react in that community.