Direct Instruction Lesson Plan

Subject: 9th Grade Language Arts

ong and thorough textual evidence to support analysis of what the text says explicitly as well as infere
e how complex characters develop over the course of a text, interact with other characters, and advan
te effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with dive
hers ideas and expressing their own clearly and persuasively.
findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the lin
tyle are appropriate to purpose audience and task.

tten and verbal claims based on their independent and collaborative research by creating a dating pro
entifying key elements within To Kill a Mockingbird that help shape her Character.

be able to identify direct and indirect characterization. Students will also be able to find sufficient textu

om basic to complex):

itimacy and relevance to claim.

deas to determine whether or not claims are justified.

Materials/Technology Resources to be Used

hat is used step by step in literature to highlight and

in a story.

udience what the personality of the character is.

ess by which the personality of a character is revealed

ns, appearance, etc.

Computer/ Projector

Internet Access (YouTube and Google Docs

Poster Board (Teacher Provided)
Markers/Crayons
Pencil and Loose Leaf Paper
Student Copy of To Kill A Mockingbird

previous learning, and make relevant to real life)

ten minutes to write a one paragraph reflection on how they present themselves on their online profile
viewers, and how they present their information (do they bluntly tell their viewers who they are or do

eflection, students will be given five to seven minutes to discuss what they wrote with their tablemates

ts have been given time to reflect and discuss, students

projector and open their ears to the teacher.

aracterization, the instructor will show students a video

POV.

Student Will: Students will watch the provi

will be expected to write down five things
what they see or hear in the video.

ing the video, the instructor will ask them to write down
out KidPOV based on what they see or hear in the video.

/watch?v=Nudded9WiSo

erentiation: While students are watching the video, the Teacher and Co-Teacher will walk around the ro
main nonexistent.

nts have watched the video, the instructor will lead the
ut KidPOV by asking students what they wrote down.

eas they will be asked to support their claims by using

Evidence may include something that was said, an
g they noticed about his surroundings.

Student Will: Participate by raising their ha

down. As student begin to share, they will
using evidence from the video.

ed instructor will explain the difference between Direct

tion. Instructor should then explain how authors often
r characters by embedding detail within text.

erentiation: Due to the large class size, instructor and co-teacher should walk around the room during
oring classroom behavior.

planation of characterization, students will be asked to

Scout Finch.

ups of four to create a poster profile of Scout. This profile

awn picture of Scout, a characteristic or quality, a value or
eling or emotion that she has.
students will be shown an example of the expectations

Student Will: Groups will be expected to se

section of the profile. Together they will be
ideas to create the most pleasing presenta

Each student should make claims related t

claim, the student must find appropriate te
to support their ideas. The Direct quote mu
posted on their profile.

erentiation: Teacher and Co-Teacher should take time visiting each table assisting students while findin
tudents with lower cognitive abilities, the instructor will provide them with a list of page numbers wher
ms. For students with higher cognitive abilities, instructor will ask that they provide three examples of

onnections: Groups will be given three minutes each to share their posters with the class, explaining th
will be asked to write down something the presenting group did well (on their poster) and something th
ket.