Direct Instruction Lesson Plan Template

Teachers: Alicia Ingersoll Subject: 8th Grade English Language Arts

Common Core State Standards:

 Determine a theme or central idea of a text and analyze its development over the course of a text including its
relationship to the characters, setting, and plot. Provide an objective summary to the text.
Objective (Explicit):
 Trace the theme of a loss of innocence in the characters throughout the novel, “To Kill a Mockingbird”.
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 be able to make a character map.

Students will be able to notice changes in characters due to life experiences.
Students will be able to notice the characters loss of innocence.
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 the vocabulary used; characters, setting, plot.
Students will be able to analyze text within the book.
Students will be able to relate themselves to the characters life changes on an adolescent level.
Key vocabulary: Character, setting, plot, character Materials: Novel, “To Kill a Mockingbird”,
map Notebook, Pencil
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?
Opening- Begin with asking students “When do we stop being a child?”.
Follow up question, “What has happened to you growing up that has changed you?”
Students should be able to understand what a character is and how to analyze
characters throughout a novel.
Communicate importance and relevance by asking questions related to student’s
experience as well as correlate topic and standard within questions.
Instructional Input

Teacher Will: Student Will:

¨ How will you model/explain/demonstrate all ¨ What will students be doing to actively capture and
knowledge/skills required of the objective? 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?
Student will engage in discussion and answer questions that
Teacher will go over prior understanding of the role of correlate to their own life.
characters. Students will take notes on the modeled character map and ask
Teacher will ask students questions about changes they any questions about information they are not sure on.
went through while growing up to make content relevant. Students will actively capture new content.
Teacher will model an example of a character map and
check for understanding.
Teacher will explain any misunderstandings students have.

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

N/A

Differentiation Strategy
¨ What accommodations/modifications will you include for specific students?
¨ Do you anticipate any students who will need an additional challenge?

Students who move at slower paces will be given an already made character map on a piece of paper to ensure they
are able to understand content.

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?
¨ 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?

Teacher will monitor students as they discuss Student will talk to classmates at their tables about
Guided Practice

with their peers’ different instances when a
loss of innocence and character changes are
presented in the novel.
Teacher will walk around and engage in
discussion with students as they discuss.
Teacher will ask guided questions.
Teacher will provide guidance.
different instances when the characters change
throughout the story.
Students will actively engage in discussion and
present new ideas.
Students will practice their knowledge skills.

Co-Teaching Strategy
¨ Which co-teaching approach will you use to maximize student achievement?
N/A

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?
N/A
Independent Practice

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?
¨ 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?

Teacher will model what kind of character map
is expected of the students.
Teacher will coach and correct students as
they complete their independent character
maps.
Teacher will walk around the room and actively
Students will independently practice knowledge by
working on their character maps.
Students will express their understanding of
character development and a loss of innocence by
creating a character map.
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 make sure students are understanding the
concept and staying on track.
Co-Teaching Strategy
¨ Which co-teaching approach will you use to maximize student achievement?
N/A
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 reflect on what they have learned by comparing and contrasting
themselves to one of the characters in the book to show relevance.
Students will compare and contrast evidence, aware of character transformations.
Students will connect previous knowledge of characters with new content, character
development.
Students will understand how characters change and develop, as they do themselves.