Direct Instruction Lesson Plan: Day 10 of Unit On College Admission Essays

Direct Instruction Lesson Plan:
Day 10 of Unit on College Admission Essays
Teachers: Shelby Hemley Subject: 12th grade English
(Common Core) State Standards:

11-12.RL.4 Determine the meaning(s) of words and phrases as they are used in a text, including figurative
and connotative meanings, while analyzing the impact of specific choices on meaning and tone.
11-12.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
• Objective (Explicit):
Students will be able to demonstrate understanding of descriptive writing.
• Evidence of Mastery (Measurable):
Students will write descriptively in 2-5 sentences to explain an object.
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:

- - Copies of readings
- Index cards
- Pen/pencil
- Projector
- Computer for me
- Small papers (sticky notes maybe) with
the object on it
- Some type of container for students to
pick papers out of (hat, bowl, basket, etc)
Opening (state objectives, connect to previous

learning, and make relevant to real life) - Open the lesson by doing a quick
□ How will you activate student interest? invitation to write:
□ How will you connect to past learning? o Read excerpt from “A
□ How will you present the objective in an engaging and Photograph Never Stands
student-friendly way?
Alone” NYT
□ How will you communicate its importance and make the
content relevant to your students?
- describe a photograph that stays in your
memory. What is it about this that makes
it especially memorable or meaningful?
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nal Input Instructio
Teacher Will: Student Will:
□ How will you model/explain/demonstrate all knowledge/skills □ What will students be doing to actively capture and
required of the objective? process the new material?
□ What types of visuals will you use? □ How will students be engaged?
- Deliver a mini lesson on writing descriptively via - Take notes during the lesson
google slides - Ask questions accordingly
- Ask students what they thought they knew
about this lesson and clarify/correct throughout
the lesson

Guided Practice
□ How will you ensure that all students have multiple □ How will students practice all knowledge/skills
opportunities to practice new content and skills? required of the objective, with your support, such that
□ What types of questions can you ask students as you are they continue to internalize the sub-objectives?
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 they □ How are students practicing in ways that align to
practice? 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?
- Have students read “Kew Gardens” by Virginia - Read text

Woolf - Discuss the story as a whole class
- Guide discussion on the story, language, and - Take notes accordingly
literary devices
- Write student responses on the board
Practice Independent

□ 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?
extension? □ How will students be engaged?
□ How will you clearly state and model academic and □ How are students practicing in ways that align to
behavioral expectations? assessment?
- Have students work alone - Pick a small paper from container with an
- Prepare activity for students object written on it
o MAKE SURE THEY KEEP THEIR - Write descriptively to explain the object
OBJECT A SECRET! written on the paper without explicitly
- Walk around and help as needed stating what it is
- Facilitate discussion and activity o For example, if the object on the
paper is a butterfly, I would write
about its colorful wings,
migration patterns, flower that it
rests on, things that it might be
eating, etc
- Put their description on the board, wait
until everyone has added theirs, then
walk around, read other students’ writing,
and write their guess under the
description
Closing/Student Reflection/Real-life connections:

□ How will students summarize and state the significance of what they learned?
□ Why will students be engaged?
We will talk about the activity and who was able to guess the most objects and how their writing helped
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people visualize what it is then discuss how this lesson will affect their writing going forward with the unit.
Co-Teaching Strategy
□ What co-teaching approach will you use to maximize student achievement in this lesson?
I could definitely see this lesson and unit being taught with another English teacher or special education teacher so that
students can get more individualized help if needed.
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Direct Instruction Lesson Plan:

Day 10 of Unit on College Admission Essays

Teachers: Shelby Hemley Subject: 12th grade English

(Common Core) State Standards:

• Evidence of Mastery (Measurable):

Students will write descriptively in 2-5 sentences to explain an object.

Sub-objectives, SWBAT (Sequenced from basic to complex):

Key vocabulary: Materials:

Opening (state objectives, connect to previous

Teacher Will: Student Will:

- Have students read “Kew Gardens” by Virginia - Read text

Teacher Will: Student Will:

Closing/Student Reflection/Real-life connections:

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