Direct Instruction Lesson Plan Template

Teacher: Adrienne Noyes Subject: Literature/Language Arts

 9-10.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
Objective (Explicit):

Essential Question: What is the relationship between saying “I love you” in dialogue and saying “I love
you” through characters’ actions?

Student will be able to identify scenes where character actions and textual evidence rather than dialogue
imply “I love you.”

Student will identify the relationship between characters saying “I love you” and demonstrating it through
the character’s actions.

Student will identify different actions and textual evidence that can express “I love you” with different
types of love (familial love, fraternal/brotherly/sisterly love and romantic love).

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.

 After direct instruction and dialogue with the students, students will complete a short quiz to
demonstrate their mastery of using textual evidence to identify how characters express “I love
you” without dialogue.

 Students will need to correctly answer 3 of 4 questions to have mastered the lesson.

 Sample quiz attached.

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?
 I will provide a short review of the importance of textual evidence to help students use prior
learning about textual evidence to master this lesson’s objectives.

 Skills and content needed to master this lesson objective is an understanding of textual evidence,
types of love and reading the text of Jane Austen’s Pride and Prejudice.

 The learning objective of identifying textual evidence through actions rather than dialogue is
relevant to students, their lives and the real world because students will be apply this skill in every
day written and verbal communication since much of communication is non-verbal and the ability
to understand gestures, intonation, and context is important in everyday life.

Key vocabulary: Textual Evidence, fraternal love, familial Materials: Text of Pride and Prejudice, Quiz,
love, romantic love Presentation board, smart phone and
speaker; highlighters, writing utensils and
lesson packet
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?
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  I will make sure my poster board is visible to all and accessible by me and, if using any technology,
to ensure that it is working probably and set up before the start of the lesson.

 I will have the students complete the “Today we will __________, So I can _________” lesson
objective statement in their packets where they will also complete notes with fill-in-the-blanks and
question-and-answer note taking during the lesson.

 I will have a song playing in the background during bellwork. The song, More Than Words by
Extreme is about saying “I love you” without words, directly connected to the lesson, this is to
capture student attention and enhance the bellwork by having students hear about the concept of
saying “I love you” without words as expressed in the song.

 I will then open the lesson by stating that there are many ways authors have characters express “I
love you” without words and using textual evidence, students can make inferences. This is to
focus student attention and to provide a smooth transition into the three types of love we will cover
in this lesson.

 I will ask students if they recall what textual evidence is and why it is important to a story for both
the characters and the audience.

 I will share examples using context clues to express “I love you” with characters in Pride and
Prejudice. Students will have pre-made note pages in which they can follow-along and complete
the lesson packet notes.

 I will demonstrate the importance of textual evidence in deciphering meaning in literature as well
as applying to everyday communication by having the students share examples from other
literature and everyday life.

Teacher Will: Student Will:

 How will you model/explain/demonstrate all  What will students be doing to actively capture
knowledge/skills required of the objective? 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?

 I will explain/demonstrate the knowledge and  Students will use pre-formatted

skills required of the objective by sharing and lesson packets I have prepared and
Instructional Input

identifying examples with the students distributed.

 I will use a poster board with key lesson
learnings with gradually revealed information
as we progress through the lesson.
 I will address misunderstandings or student
errors by asking students to explain their
examples and in doing so, validate or help
them analyze their answers against the
definition/lesson objective to see if they can
correct themselves; I will also give additional
examples for them to use.
 Students will be asked for examples
throughout the lesson (examples for
textual evidence of “I love you”
actions in and examples from Pride
and Prejudice, from other literature or
real life.
 Students will think/pair/share
examples.

 I will reinforce the objective of the lesson by

unpacking the standard with a “today I will
________, so I can ________” format and give
examples from Pride and Prejudice.
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  With my notes, the lesson packet and the
presentation board, another person could
teach this lesson even without specific
knowledge of Pride and Prejudice .

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

Not applicable; not co-teaching this lesson

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
 Based on my current knowledge of students in this class, I do not anticipate having to make
any accommodations or modifications. I will adjust the lesson for any applicable 504, IEP and
ELL students in the classroom by ensuring they are included in the discussions, taking notes
and checking with them as the lesson is delivered
 I do not anticipate any students who will need an additional challenge, but should I identify
any such students, I can ask them to provide examples from literature, plays or music
providing the textual evidence, type of love, and how the audience would identify the
statement of “I love you” through this evidence.

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?
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?

In the short time period, students will have guided Students will use the think/pair/share
practice in the think/pair/share portion of the lesson. strategy to think of an example of textual
I will listen, observe and validate with the students. evidence of “I love you” and share with a
neighboring student. Students will validate
each other’s examples by citing the textual
evidence or challenge the examples due to
lack of textual evidence.
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

Not applicable; not co-teaching this lesson

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 practice?  How will students independently practice the
 How will you provide opportunities for remediation and knowledge and skills required by the objective?
Independent

extension?  How will students be engaged?

Practice

 How will you clearly state and model academic and behavioral  How are students practicing in ways that align to
expectations? assessment?
 Did you provide enough detail so that another person could  How are students using self-assessment to guide
facilitate the practice?
their own learning?
 How are you supporting students giving feedback to
one another?
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 Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

Not applicable.

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?

 Students will complete the short mastery quiz to confirm their understanding of the lesson’s
objective.

 Students will summarize and state the significance of what they learned in a group re-cap
discussion after the mastery quiz.

 Students will be engaged with the intro music during bell work, the ability to talk during the
think/pair/share session and because we have already previously set classroom expectations that
they will actively participate in the discussion with examples and responses.

Citation for music played to open the lesson:

Wagener, M. (Producer), Cherone, G., Bettencort, N., Extreme, More than Words, March 23, 1991 Accessed
via YouTube, 20 Sept 2019 https://www.youtube.com/watch?v=UrIiLvg58SY

Sample 4-Question Mastery Quiz on next page.

Mastery Quiz Rubric:

Exemplary Proficient Approaching Proficient Unsatisfactory Total Points
Highlighted textual Highlighted textual Highlighted textual Highlighted textual
evidence in all 4 evidence in 3 evidence in 2 examples evidence in 1 or no
examples examples (2 points) examples
(4 points) (3 points) (1 or 0 points)
Described type of love Described type of love Described type of love in Described type of love
in all 4 examples in 3 examples 2 examples in 1 or no examples
(4 points) (3 points) (2 points) (1 or 0 points)
Described how used Described how used Described how used Described how used
context clues in all 4 context clues in 3 context clues in all context clues in all 1 or
examples examples 2examples no examples
(4 points) (3 points) (2 points) (1 - 0 points)
Exemplary = 12 points Proficient = 9 – 11 Approaching Proficient = Unsatisfactory = 0 – 5
points 6 – 8 points points

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 Pride and Prejudice Cite Textual Evidence for Three Types of Love

Name:____________________________________________________________Class Period:____________________

Instructions: Read each of the following passages from Jane Austen’s Pride and Prejudice and highlight the words that are textual evidence of love
and then below each passage write what type of love is described in the passage and how you used context clues to come to that conclusion. You
may use your book for additional context around each passage.

Question 1: Page 323: “She did not fear her father’s opposition, but he was going to be made unhappy, and that it would be through her means,
that she, his favorite child, should be distressing him by her choice, should be filling him with fears and regrets in disposing of her, was a wretched
reflection, and she sat in misery … “

Type of Love and how did you use context clues to come to that conclusion?

============================================================================================================

Question 2: Page 271: “Lydia was exceedingly fond of him. He was her dear Wickham on every occasion; no one was to be put in competition with
him. He did everything best in the world; and she was sure he would kill more birds on the first of September than anybody else in the country.”

Type of Love and how did you use context clues to come to that conclusion?

============================================================================================================

Question 3: Page 323: “Her father was walking about the room, looking grave and anxious. ‘Lizzy,’ he said, ‘what are you doing? Are you out of
your senses, to be accepting this man? Have not you always hated him?’”

“How earnestly did she then wish that her former opinions had been more reasonable, her expressions more moderate! It would have spared her
from the explanations and professions which it was exceedingly awkward to give; but they were not necessary, and she assured him, with some
confusion, of her attachment to Mr. Darcy.”

Type of Love and how did you use context clues to come to that conclusion?

============================================================================================================

Question 4: “Startled, Darcy looked up to see Bingley at the door. ‘What are you doing here? Did you knock?’ He turned to the butler. ‘Did you not
hear him knock?’ Darcy put up his hand. ‘I had not yet knocked. You are on your way out. But pray, do you have a moment to talk?’ ‘For you, my
friend, I will make time. I was just on my way to the Hursts. Please, come in.’ Darcy gave his friend a nod of thanks and entered, walking past
Bingley’s outstretched arm. ‘This sounds important, Darcy. I hope nothing is wrong.’ ‘Nothing is wrong, but I want to discuss something and hear
your thoughts on the subject.’ The two men walked to the sitting room and sat down. ‘Would you like something to eat?’ Darcy waved his hand.
‘Thank you, but no.’ He sat erect with his elbows resting on the arms of the chair, his hands tightly clasped as his friend eyed him expectantly. ‘I
was wondering whether you ought to return to Netherfield.’ Bingley reacted to his friend’s words with a quick jerk of his head. ‘I still have
possession of it for a few more months, but I did not feel that I should…’ Bingley took in a deep breath and his brows lowered as he glanced down.
‘I do not think I should return.’ Darcy unclasped his hands and dropped them to tap his fingers on his leg. Very softly, he asked, ‘Do you still love
her? Do you still love Miss Bennet?’ Bingley shook his head several times before he spoke. ‘Oh, I have tried to forget her. I have tried desperately,
but to no avail.’ He met Darcy’s eyes. ‘I am in earnest, good friend. I know your thoughts on the matter, but I do still love her.’”

Type of Love and how did you use context clues to come to that conclusion?

============================================================================================================

All references and quotations on the mastery quiz are cited as follows:

Austen, Jane. Pride and Prejudice. Bantam Dell, 2003. A Division of Random House, Inc. New York, New York. Original version published in 1813.