Direct Instruction Lesson Plan

Teachers: Herr Muzzy, Frau Johnson Subject: German 2

Common Core State Standards:

● IR.NH.1 - Understand familiar words, phrases, sentences, and sometimes the main idea within
short and simple texts related to everyday life.
● IL.NH.1 - Understand words, phrases, and simple sentences related to everyday life; sometimes
understand the main topic of what is heard.
Objective (Explicit):
● Students will be able to describe the patterns of the forms of müssen correctly.
● Students will be able to elaborate about questions using frequency words having to do with chores they
do at home in a conversation with a partner.
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 take a short quiz on their chromebooks about frequency words. If 80% of students
score 80% or better on the quiz, then further review will not be necessary. If they don’t demonstrate
mastery as previously defined, then the next lesson will have time for more review on frequency
words.
Quiz questions:
1. Ab und zu mache ich meine Hausarbeit. (Choose the correct translation).
2. Wie oft musst du den Rasen mähen? (Choose the correct translation).
3. Ich muss manchmal Staub saugen. (Choose the correct translation).
4. Mein Vater wäscht dreimal im Monat die Wäsche. (Choose the correct translation).
5. Muss er jeden Tag den Müll sortieren? (Choose the correct translation).
Students will complete a short exit ticket on google forms to determine if students have completed
the lessons objectives.
Exit ticket:
What are the forms of müssen?Beispiel: Ihr = müsst What happens to a second verb if it is added to
the sentence with müssen? Beispiel: Ich muss den Rasen mähen.
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?

This lesson will be made relevant to students, because the teacher will explain, “If you ever live in
Germany with a family, then you will need to know this vocabulary.”
Students will know how to form a sentence using müssen.
Key vocabulary: Müssen Materials: PowerPoint
Chromebooks
Flashcards
Whiteboard
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?
Lingvist - Students will spend 10 minutes practicing and learning vocabulary using the online
language site lingvist.com.
Lingvist is a tool used to enhance students vocabulary in the target language (German). It is a tool
that gives students the chance to read, hear, and write the vocabulary word, which means it hits 3 of
the 4 areas of a language.
Teacher Will: Student Will:
◻ How will you model/explain/demonstrate all ◻ What will students be doing to actively
knowledge/skills required of the objective? capture and 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?
Teacher will work through a review of Friday Students will work through the PowerPoint
using a PowerPoint of activity 1 on page 54. activity with the teacher by going in sequence
(question 1, then 2, 3, etc.).
Teacher will work through the PowerPoint
activity with students by going in sequence Students will participate in the TPR of chore
(question 1, then 2, 3, etc.). (4 Minutes). vocabulary.

Teacher will review chore vocabulary using TPR. Students will create a chart to take notes on a
(5 Minutes). listening activity. Students will listen and take
notes on what chores each of the 4 people do.
Teacher will explain the zuhören (listening)
activity. “Four people will be saying what chores
they do around the house. So, you need to create a
chart to write down what chores each person
does. Teacher will model this on the board and
then play the CD. Teacher will play the CD 2
times. After playing the CD, teacher will go over
the correct answers. (10 Minutes).
Co-Teaching Strategy
One teach one observe: Teacher candidate will lead the instruction. The mentor teacher will observe
student comprehension of directions and how well students are retaining the vocabulary during the TPR of
chores.

Differentiation Strategy
All students will receive the same instruction for this section, but students who need to see what is
expected of them will see the teacher model the listening activity chart on the whiteboard. Also, students
who learn better through “doing” will benefit from the TPR.

Teacher Will: Student Will:

◻ How will you ensure that all students have ◻ How will students practice all
multiple opportunities to practice new content knowledge/skills required of the objective,
and skills? with your support, such that they continue
◻ What types of questions can you ask students to internalize the sub-objectives?
as you are observing them practice? ◻ How will students be engaged?
◻ How/when will you check for understanding? ◻ How will you elicit student-to-student
◻ How will you provide guidance to all students interaction?
as they practice? ◻ How are students practicing in ways that
◻ How will you explain and model behavioral align to independent practice?
expectations?
◻ Is there enough detail in this section so that
another person could facilitate this practice?
Teacher will practice chore vocabulary using Students will answer teachers questions.
Flashcards. Teacher candidate will write down Students will state the sentence that is formed
the forms of müssen without the pronouns. TC on the whiteboard using the flashcards and the
will hold flashcards up that have the pronouns verb.
and the mentor teacher will hold up Flashcards
that represent the chore vocabulary. TC will ask
“What does “ich” go to?” and TC will call on 5
students to read sentences that are formed with
the flashcards the teachers are holding. (7
Minutes)

Co-Teaching Strategy
One teach one assist: The teacher candidate will lead the activity and the mentor teacher will assist, by
holding up flashcards with the TC.

Differentiation Strategy
Students who are visual learners will be able to see the flashcards for the vocabulary and they will
make connections between the images and the vocabulary.
Teacher Will:
◻ How will you plan to coach and correct during
this practice?
◻ How will you provide opportunities for
remediation and extension?
◻ How will you clearly state and model academic
and behavioral expectations?
◻ Did you provide enough detail so that another
person could facilitate the practice?
Teachers will review frequency words. Teachers
will take turns writing on the board while the
other speaks. Each teacher will interject as
necessary. Teachers will review in der woche, im
monat, am tag, oft, nie, manchmal, jeden tag, and
ab und zu. Teachers will use these words in
sentences. (10 Minutes).
Student Will:
◻ How will students independently practice the
knowledge and skills required by the
objective?
◻ How will students be engaged?
◻ How are students practicing in ways that align
to assessment?
◻ How are students using self-assessment to
guide their own learning?
◻ How are you supporting students giving
feedback to one another?
Students will get out a piece of paper and take
notes on frequency words.
Students will take a short quiz on frequency
words.

Teachers will give students a 5 question quiz on

frequency words. (5 Minutes).
Co-Teaching Strategy
Team Teach: The teacher candidate and mentor teacher will be in front of the class teaching frequency
words. One teacher will write and one will speak, and both will interject when the other forgets something.

Differentiation Strategy
No modifications or differentiation.

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 go into google classroom and complete the exit ticket, which will determine the success
of the lessons objectives. (4 Minutes).
Exit ticket:
What are the forms of müssen?Beispiel: Ihr = müsst What happens to a second verb if it is added to
the sentence with müssen? Beispiel: Ich muss den Rasen mähen.