Direct Instruction Lesson Plan Template

Teachers: Subject:
Callie Hoffman Sixth grade english
Common Core State Standards:
6.SL.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by
reasons and evidence from claims that are not.

Objective (Explicit):
 Students will know the difference between a supported and unsupported claim
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 determine which sources provided are credible and non-credible and explain how they
know the difference.
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 be able to identify credible and non-credible sources by finding claims in the text that are
supported by evidence.
Key vocabulary: credible, non-credible Materials: different sources both credible and
non-credible, exit ticket, speech videos and print
outs,
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?

 Watch a short speech (credible) about a hot topic and ask if the claims made by the speaker are
supported well.
 Watch another short speech (non-credible) and ask if the claims made by the speaker are supported
well.
 Begin discussion on the importance of supporting claims

Teacher Will: Student Will:

Instructional Input

 How will you  What will students be doing to actively

model/explain/demonstrate all capture and process the new material?
knowledge/skills required of the  How will students be engaged?
objective?
 What types of visuals will you use?
 How will you address
misunderstandings or common student
1
 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?

 Show different examples of  Take notes on credible and non

credible and non-credible credible sources
sources
 Guide students to understand
how each sources supports their
claim
 Help students understand the
difference between supported
and unsupported claims and
how that relates to credibility
 Define what a credible and non-
credible source is and what they
can look like

Co-Teaching Strategy

Differentiation Strategy
 Guided notes on credible/non-credible sources
 Provide printed version of speeches so students can follow along as they listen

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?
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

 How/when will you check for interaction?

understanding?  How are students practicing in ways that
 How will you provide guidance to all align to independent practice?
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?

 Show different examples of credible  Actively participate in class

and non-credible sources discussion
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  Guide students to understand how each  Arrive at a conclusion to which
sources supports their claim sources are credible or not
 Help students understand the
difference between supported and
unsupported claims and how that
relates to credibility
 Lead discussion on which sources we
are looking at are credible and non-
credible


Co-Teaching Strategy

Differentiation Strategy
 Use Pear Deck in the class discussion so all students have equal opportunity for input

Teacher Will: Student 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?
Independent Practice
 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?

 Pass out two sources, one credible and
one not.
 Give students instructions that they
must determine which is credible and
explain why
 Determine which source is credible and
explain why based off of their knowledge
 Fill out worksheet about the sources as a
way to show their knowledge of the
content covered

Co-Teaching Strategy


Differentiation Strategy
 Provide worksheet (exit ticket) for students to fill out about the sources that will act as a
guide to what they are supposed to do

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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 able to use this knowledge as a way to find their own sources in the future