Direct Instruction Lesson Plan Template 

Teachers: Subject:
Zac Truman 9/10th Grade English
Common Core State Standards:
● 9-10.RL.7: Analyze the representation of a subject or a key scene in two different artistic mediums,
including what is emphasized or absent in each treatment.

Objective (Explicit):
● S ​ tudents will demonstrate their understanding of perceived gender roles by comparing their idea of
the gender roles against the artistic mediums provided by the teacher.

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 need to identify at least two female gender roles associated with their personal beliefs of what
those are and compare and contrast to two roles displayed with the mediums that I present to them.

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?

Key vocabulary: Materials:

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?

In Teacher Will: Student Will​:

s ◻ How will you model/explain/demonstrate all ◻ What will students be doing to actively capture and
t knowledge/skills required of the objective? process the new material?
r ◻ What types of visuals will you use? ◻ How will students be engaged?
u ◻ How will you address misunderstandings or
c common student errors?
t ◻ How will you check for understanding?
i ◻ How will you explain and model behavioral
o expectations?
n ◻ Is there enough detail in this section so that another
a person could teach it?
l
I As the teacher I will give the students a brief writing prompt Students will be doing a combination of writing, listening, and
of, “Explain what the female gender looks like to you?”. I discussing the topic of defying gender roles and how they are
n can give an example of my answer to the question so the perceived.
p
1
 u students can mold their answers in case they are unsure of
what is expected. I will then play a video of a reading of a
t
short story, the content of which being centered around a
females “duties”. Afterword, we w

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?

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?
G ◻ How will you explain and model behavioral
u expectations?
i ◻ Is there enough detail in this section so that another
d person could facilitate this practice?
e
d By providing multiple modes of learning Combining group and individual assignment allows
P (Writing, listening, discussing), students are students to be engaged and given the opportunity
r able to have multiple opportunities to engage. for individual thinking and processing.
a Checks for understanding will be conducted
c before and after each mode of learning and by
t providing examples they will see model
i behavior.
c
e
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?

In Teacher Will: Student Will:

d ◻ How will you plan to coach and correct during this ◻ How will students independently practice the knowledge and
e practice? skills required by the objective?
p ◻ How will you provide opportunities for remediation and ◻ How will students be engaged?
e extension? ◻ How are students practicing in ways that align to
n ◻ How will you clearly state and model academic and assessment?
d behavioral expectations? ◻ How are students using self-assessment to guide their own
e ◻ Did you provide enough detail so that another person learning?
n could facilitate the practice? ◻ How are you supporting students giving feedback to one
t another?
P
r

2
 a
c
t
i
c
Co-Teaching Strategy
e
◻ 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?

After reflecting on their initial thoughts about female gender roles and analyzing the gender roles presented
in the reading provided, as well as after engaging in a group discussion, they will be able to compare and
contrast on how the views of these presented gender roles differ or align. They will then provide two
examples that they identified either match or differ from the example I provided wich will prove their
comprehension.