Direct Instruction Lesson Plan Template

Teachers: Subject:

Devin McManimon, Michael Ruiz, Lanae Schulz Energy in Waves

Common Core State Standards:

● A2.F-IF.C.9 Compare properties of two functions each represented in a different way (algebraically,
graphically, numerically in tables, or by verbal descriptions.). Functions include linear, quadratic,
exponential, polynomial, logarithmic, rational, sine, cosine, tangent, square root, cube root and
piecewise-defined functions.
● A2.F-TF.B.5 Create and interpret sine, cosine and tangent functions that model periodic
phenomena with specified amplitude, frequency, and midline. Commented [1]: Before lesson to-do:
~logon to computer, projector on
~Pull up presentation
Objective (Explicit): ~Have random-name caller handy
~Logon to Desmos, pull up graphs
● SWBAT distinguish between sine and cosine waves by matching graphs to functions. ~Logon to Quizizz, pull up Quiz
~add quizizz # to Presentation
~Make sure everyone is on-board w/ plan
Evidence of Mastery (Measurable): Commented [2]: I am okay with the plan
[ ]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 match graphs to functions correctly 80% of the time to demonstrate proficiency.

Mastery = 90% score on Quizizz

Proficient = 80%

Emerging/Novice = <70%

Quizizz questions (lesson assessment) in PDF found at https://drive.google.com/file/d/1-ynFrLZGH-

2yv7OjhScprQjs_DFeFpnq/view?usp=sharing

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?

SWBAT identify sine waves using previous trigonometry knowledge and intercepts.

SWBAT identify cosine waves using previous trigonometry knowledge and intercepts.

Past concepts: functions, intercepts

Key vocabulary: sine, cosine, period, amplitude Materials: Presentation, Cell Phones
and/or Laptop, Sine and Cosine
Worksheet, pens or pencils, teacher
system to call on random students

Presentation:
https://docs.google.com/presentation/d/
1MQvSWuEmZwv8FszouDQ6oXNMAwk9
voLzCCFadORfbYI/edit?usp=sharing

Worksheet and Answer Key:

https://drive.google.com/file/d/1UzW89
onvsqSYDumZ2zxNqIjv39f_jQaU/view?us
p=sharing
https://drive.google.com/file/d/1FOxOc9
713yqe9acr2xbNfuCBIYnccG2v/view?usp
=sharing

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?

[2-3 min]

Students will recall previous learning on wave functions by utilizing an interactive wave
software.
Interactive wave: https://phet.colorado.edu/sims/html/wave-on-a-string/latest/wave-
on-a-string_en.html

Students will be instructed to set the software to “Oscillate,” set “Damping” to “none”, and
click “No End.” Students will be encouraged to adjust Frequency and Amplitude and note
how increasing/decreasing these affects the wave.
Instructional Teacher Will: Student Will:
Input [ ]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?

[4-5 min] Students will be seated at desks

and be actively listening during
Teacher will lead class discussion of
the discussion. Students will
how adjusting frequency and
answer questions when called
amplitude affected the wave. TW call
upon and defend their answers.
on 2 random students, one to explain
how adjusting frequency changes the
wave, and one to explain how
adjusting amplitude affected the
wave. If necessary, TW call on
additional students to explain why
they disagree with an incorrect
explanation.

TW pass out the Sine and Cosine

worksheets. Teacher will show
graphs of sine and cosine and explain SW observe the graphs and
the similarities and differences, comment on graph structure and
emphasizing the starting point, changes when called upon.
amplitude, and frequency.
● Sin starts and ends at 0
● Cosine starts and ends at 1
● Both have amplitudes of 1
● Both have a period of 2pi

TW utilize Desmos graphs with

sliders to show how changing
amplitude and frequency affect
graphs. (Teacher Lanae will sign in
and pull up graph.)
 https://www.desmos.com/calculato
r

TW show graph and functions on the

projector. TW ensure students
understand the following and write
them on the board:
● y=a cos(bx)+c
● y=a sin(bx)+c
● Amplitude “a” changes height
● Frequency “b” makes curves
more frequent
● “c” makes graph move up and SW write down these bullet
down points in the “Watch me do it”
● Still starts at same points, but portion of the Sines and Cosines
can move up or down worksheet.

TW instruct students to write these

on their Sine and Cosine worksheets.

Guided Teacher Will: Student Will:

Practice
[ ]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 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/when will you check for understanding? [ ]How will you elicit student-to-student
interaction?
[ ]How will you provide guidance to all students as
they practice? [ ]How are students practicing in ways that
align to 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?
 [3 min] SW follow with guided
instruction on worksheet, SW
TW guide Students through the
help each other solve problems
“Let’s do it together!” portion of the
and discuss strategy for each
Sines and Cosines Worksheet.
problem.
TW explain how to arrive at the
correct answers for each problem.

Worksheet and answer key:

https://drive.google.com/file/d/1Uz
W89onvsqSYDumZ2zxNqIjv39f_jQaU
/view?usp=sharing

https://drive.google.com/file/d/1FO
xOc9713yqe9acr2xbNfuCBIYnccG2v
/view?usp=sharing

Independent Teacher Will: Student Will:

Practice [ ]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?
[ ]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?

[5-6 min] SW work independently on the

worksheets provided. At the end
TW give students 5 minutes to
of the allotted time SW be ready
complete the rest of the worksheet
to defend their answers when
independently. When time is up or
called upon. Group discussion if
all students have finished, TW go
anyone disagrees.
over the answers by calling on
random students to defend their
answers. If the student is incorrect,
the TW ask the class if anyone
disagrees with their answer, and ask
someone to explain why they
disagree. TW make sure the original
 student understands the correct
answer.

Closing/Student Reflection/Real-life connections:

[ ]How will students summarize and state the significance of what they learned?

[ ]Why will students be engaged?

[5 min]

TW go to quizizz.com, login, and pull up the Sine and Cosine game.

TW ask students to go to quizizz.com/join on their devices to join the class game. TW put
the join code on the board, and will wait for all students’ names to appear. Then TW
begin the game and monitor who is struggling.

When the game is finished, TW give prizes to the top performers.

TW ask students why they think it is important to recognize sine and cosines graph, and
will direct the discussion to close.

Example: if your cutting down a tree and need to know where it will fall use sin for the
height from your location. Use cos if you know the height of the tree or landmark but want
to know how far you are from it. If you were going to tether the top of the tree to the
ground at an x angle with rope and need to know how much rope to use tan.

Other examples: Physics, Air Traffic Control, Ocean Navigation/Deep Sea Diving, Sound
Waves, Light Waves...