Direct Instruction Lesson Plan Template

Teachers: Ms. Annie

Subject: Math-Missing addend

Common Core State Standards:

1.OA.C.5 Understand addition with an unknown addend problem
Objective (Explicit):

SWBAT solve one step word and number problems with the unknown being the first number
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.

100% of students will receive at least an 80% on the exit ticket.

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?

SWBAT add and subtract

SWBAT find the missing part to a part, part, whole number problem.
Key vocabulary: Missing addend

Materials: Whiteboards for showdown, pencil, sage

and scribe, exit ticket
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?

Instructional Input

I will begin with a do-now problem on the panaboard, which will be an addition problem from the
previous days, this will get their mind switched over from the subject of SFA to math. They
usually have 5 or so minutes to do this. I will then do showdown, which is on their white boards,
each student has a white board and they copy the problem and then solve it. When I say 3, 2,
1SHOWDOWN, they all hold up their boards and then say the answer out loud. Showdown is
a series of around 10, or so problems of review of a mix of things we have learned from
previous days. When showdown is over, I will have them put back their boards and markers in
their math folder and show me active listening (quiet, looking up front at me, not fidgeting with
anything) I will then have Marely bring the students to the carpet to begin the model for that day.
Teacher Will:

How will you model/explain/demonstrate all

knowledge/skills required of the objective?
What types of visuals will you use?
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 have the students sitting crisscross

applesauce on the carpet. I will model

Student Will:

What will students be doing to actively capture and

process the new material?
How will students be engaged?

SW sit on the carpet quietly watching the

model and participating in the class
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addition word and number problems with

discussion about why we do the problem a
the missing addend being the first number. certain way. The students will also ask any
I will write out the problem and then I will
questions they may have.
do the entire problem on the board while
asking the students for their input while we
are doing the problem as a class.
Co-Teaching Strategy

Which co-teaching approach will you use to maximize student achievement?

One teach, one observe

Differentiation Strategy

What accommodations/modifications will you include for specific students?

Do you anticipate any students who will need an additional challenge?

Guided Practice

I will have the kids who have a harder time seeing or having good behavior on the
carpet sit in the front next to me.
Teacher 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?

After I am done modeling problems, I will

write a number problem on the board and
have Elizabeth come up to the board and
be my scribe and we will model a number
problem so the students know what is
expected of them during sage and scribe.
After that, I will have the students scoot
over to the panaboard using their common
sense. They will watch as me and
Emmanuel do a word problem on sage
and scribe as a demonstration. This way
they will know what is expected of them
during both word and number problems.

Student Will:

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?

SW sit quietly and watch the demonstrations

so they know what is expected of them while
they are doing sage and scribe with their
partners. They will also ask questions to clear
up any confusion they may have. I may have
a student be flipping the slides for me under
the panaboard to go to the next problem.

Co-Teaching Strategy

Which co-teaching approach will you use to maximize student achievement?

One teach, one observe

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?

Independent Practice

Students will be working with their shoulder partners. They are paired up in their seats as
one kid who is higher and one kid who is lower so they can help each other and teach
each other when they get confused or need some extra help on a problem. This is a great
seating chart because each group balances each other out pretty well. Our intern Madison
will be sitting in between Brandon and Andrea as extra help, which is another
differentiation strategy.
Teacher 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?

I will pass out sage and scribe. After the

sage and scribe, Arian and Jazmine will
go pick up all the sage and scribes and
put them in the pink basket. After that, I
will pass out the exit tickets and the
students will begin. This is individualized
work to see how well they understood this
lesson. The exit ticket is differentiated
(see below in differentiation strategy
section) it will include word and number
problems for some students, just number
problems for another set of students and
then just number problems with help to
starting to problem to another set of
students. There should be no talking. If
they have a question, they will raise their
hand. The teacher will remind the students
of this before the exit tickets are given.

Student Will:

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?

Students will do the sage and scribe

worksheet with their partners. After all of the
exit tickets are collected by Arian and Jazmine
and put in the pink basket. Santiago will say
Privacy Folders up and the entire class will
repeat it and then the students will put up
their privacy folders. Students will quietly
begin the exit tickets and will raise their hand
if they have any questions.

Co-Teaching Strategy

Which co-teaching approach will you use to maximize student achievement?

One teach, one observe

Differentiation Strategy

What accommodations/modifications will you include for specific students?

Do you anticipate any students who will need an additional challenge?

I will be passing out three different exit tickets to certain students. The main exit ticket will
just have word or number problems on it where the students have to draw the graphic
organizer and that will include part-part-whole, the second exit ticket which will be for
eleven students and will include the graphic organizer just for number problems which is
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part-part-whole for four problems. Two of the problems will have the whole and one part
already written down, the next two problems will have just the whole filled in and they have
to fill in both parts and then the last six problems will just have the problem and the graphic
organizer with nothing filled in and they have to fill it all in and then on the third
differentiated exit ticket which will be for one student, there will be the graphic organizer on
all the problems with the whole and one part filled in for every problem and the one student
will only have to fill in the last part to find the answer.

Closing/Student Reflection/Real-life connections:

How will students summarize and state the significance of what they learned?
Why will students be engaged?

When it is time to turn in the exit tickets, Santiago will say Privacy folders down, the class will
echo it and then do it. I will ask the students to pass the exit tickets to number 1s and then
have Arian and Jazmine come by and pick them up and set them on my back desk. I will end
the lesson by telling the students they did a wonderful job today.