Direct Instruction Lesson Plan Template

Teachers:
Subject:
Alexis Baumgartner
7th and 8th Grade Drama History
Common Core State Standards:
Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text. (8.RI.1)
Determine a central idea of a text and analyze its development over the course of the text,
including its relationship to supporting ideas; provide an objective summary of the text.
(8.RI.2)
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other texts. (8.RI.4)
Objective (Explicit):
Students will be able to evaluate a text and use key elements as evidence to support a
claim.
Students will be able to describe key features of ancient Greek and Roman drama
productions.
Students will be able to define vocabulary terms and explain the relationships between the
terms.
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 have an Exit Ticket, in which they will be asked the following prompt:
A production company wants to showcase your last play (Storybook Script Activity). However,
the director wants to adhere to the style in which the Greeks would have produced/performed it,
and is asking for your permission. Do you agree with his choice? Defend and argue your claim
with textual evidence.
This will be graded via a rubric, and I expect that at least 80% of the class will receive a 3 to
show mastery.

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 define vocabulary terms.

Students will be able to identify and describe the elements of the I.C.E. chart.
Students will be able to explain how the I.C.E. chart applies to the argumentative
paragraph (Evidence of Mastery).
Students will be able to annotate informational text on Greek and Roman history of
Drama.
Students will be able to summarize key information from an informational text on Greek
and Roman history of Drama.
Students will be able to explain and teach key information related to the history of Greek
and Roman history of Drama to peers.
Students will be able to compare and contrast origins and elements of production in
ancient Greek Drama and ancient Roman Drama.
Key vocabulary:
Materials:
Dionysus,
Powerpoint/Prezi
City Dionysia,
Notecards
Skene,
Pencil
Theatron,
Pen
Orchestra,
Blank sheets of copy paper
Parodos,
Guided notes
Chiton,
Paper bags
Himation,
Colored paper
Chlamys,
Clicker/remote
Rhetorical,
Projector
Deus ex Machina,
Smartboard
Glaiatorial Contest,
Whiteboard
Naumachies,
Whiteboard marker
Claque
Copy of text
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

Teacher will ask students to look at the masks that were previously made, as well as the masks
that hang above the stage area. Teacher will then ask students is they know the origins of the
masks. If they do not know, teacher will inform them that they are traditionally Greek and
Roman in originstarting in the theatre. Ask why they thought masks were used. The answers
should be to show character traits or emotion. Ask how it relates to theatre today to show how
masks are still a relevant costume point, even today, as are many of the techniques and other
important elements.
Teacher Will:

Student 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?

Teacher will begin by reviewing the

objectives and call on a random
student to summarize the objective in
their own words based on the objective
listed on the board.
Teacher will then explain that she will
call on an individual at each table and
they will stand until one individual is
standing at each table and wait for
further instructions.
Teacher will call on a random student at
each table.
Teacher will instruct the students to
come up and grab packets for their
group members and then sit quietly and
wait for instructions.
Teacher will then ask for attention and
show one of the paper bags. Bringing
up an example of the packet on the
screen, the teacher will then model how
to use the paper bag and its contents.
Teacher will pick a notecard out of the
paper bag and demonstrate the finding
of information and writing the
information into the guided notes with
the citation.
Teacher will review the expectations of
the assignmentthat students will be
working in their group to unpack and
learn all about the key concepts that
will be contained in their paper bags,
will fill out and CITE the information,
and they will have 8 minutes to

What will students be doing to actively capture and

process the new material?
How will students be engaged?

Students will listen and, if called on, will

repeat the objective in their own words.
Students will stand one at a time, as called
on, and then come up to the front table and
take a packet for each of their group
members.
Students will write their name on the packet
and wait for instructions.
Students will watch the teacher display the
paper bag and explain its contents and how
to use it.
Students will watch the teacher pick a
notecard, go to the section, and note the
handwriting there. Students will be able
to emphasize the importance of a citation.
Students will write down the information
shown by the teacher, and put down the
citation.
Students will work as a team to fill out the
packet in the time that the Google
countdown provides, which will start when
all bags have been distributed.

complete the activity. Emphasize that

all members need to be masters of their
assigned content.
Teacher will start the google
countdown and pass out paper bags to
each group.
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
Will not apply to this lesson.

Differentiation Strategy

What accommodations/modifications will you include for specific students?

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

Guided Practice

Will be using a microphone during the lesson to accommodate a 504 that needs it. More intensive guided notes can be
provided to students who might need additional support. Students may be rearranged in their grouping to help support their
needs.

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?

Teacher will walk around during the

activity and ask prompting questions
and ensure engagement. Will answer
any questions or issues that come up.
Teacher will remind them of time
management and emphasize
collaboration and mastery of subject.
Teacher will stop the timer and
readdress the students.
They will be asked to pack up their
bags and place them in the center and
sit quietly for instruction.
Teacher will inform students that they
will be numbered off from 1 to 5 and
asked to listen carefully.
Once students are numbered off, the
teacher will instruct them to join at
tables with the same number (All ones,
move to this table).
Once they have moved, teacher will
regain attention.
Teacher will then explain that each
member of the table will be given
approximately 4 minutes to teach their
content to their classmates in turn and
model expectations.
Teacher will set up the google clock

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?

Students will be actively engaged with their

groups in finding the materials and key
items, using their own words to describe it
and citations.
Students will respectfully pack up their
bags and place it all in the center of their
table, waiting for instructions.
Students will count off and move to the
table that has been assigned to their
number.
Students will listen to directions, then be
asked to repeat if called on. They will be
able to identify how much time is left on
their clock.
Students will work with their group to teach
their section to the group members,
answering any questions posed to them.
Students will listen to the directions for the
T chart and take a few minutes to share
and collaborate.
Students will highlight 3 of the most
important aspects of each, then share one
of each (Greek and Roman) to be added to
the T chart.
Each group will add one element to the T
chart based on randomly calling on
students.
4

again and release the students to work.

While students work, the teacher will be
circulating the room and listening to
conversations and making sure groups
are on-task and progressing.
After each timer is up, teacher will
announce that the person is to share
moving in a clockwise pattern around
the table.
Once this is finished, teacher will
regain the attention of the class.
Teacher will then introduce the T
chart and explain expectations
students will be given time to come up
with important elements in their group
and will be asked to add one unique
element in each area to the chart
Teacher will ask tables to take 2
minutes to discuss what 3 elements are
most important to eachGreek and
Roman drama.
Teacher will call on random students to
share one element in each category
that their group discussed, adding each
to the T chart.

Co-Teaching Strategy

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

Does not apply to 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?

Independent Practice

Will be using a microphone during the lesson to accommodate a 504 that needs it. Students may be rearranged in their
grouping to help support their needs.

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?

Teacher will hand out notecards while

students are reflecting on the T chart
and answering if there was anything
important that they felt we were
missing, and why. Call on volunteers.
Teacher will then model the
expectations of the notecards

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?

While the teacher hands out notecards, she

will pose the question to ask what is
missing and if students feel key information
is missing, they will explain it and give a
reason why.
Students will listen to directions on the
notecard, writing down a proper header and
5

students will need to put their full

heading on the notecard (a slide will
remind them of what is needed).
Teacher will then also give the prompt
and offer further clarification on the
question. Teacher will emphasize the
importance of full sentences and ask
students to review the I.C.E. chart
requirementsIdea, Citation,
Explanation (read: Claim, Evidence,
Reasoning).
Teacher will ask students to take the
remainder of the class (minus 2
minutes) to respond thoroughly to the
prompt, silently. This will be their Exit
Ticket.

naming the important components of the

I.C.E. chartClaim, evidence, and
reasoning.
Students will then take a few minutes to
reflect on the Exit Ticket question and
respond. Once they are finished, they will
sit quietly.

Co-Teaching Strategy

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

Does not apply to this lesson.

Differentiation Strategy

What accommodations/modifications will you include for specific students?

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

Will be using a microphone during the lesson to accommodate a 504 that needs it. Students may be rearranged in their
grouping to help support their needs. Visuals will be shown to help accommodate struggling learners.

Closing/Student Reflection/Real-life connections:

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

Teacher will pause for a quick think/pair/share activity about two things that they learned in this lesson.
Students will be randomly called on to state one that they shared with their partner. The last two minutes,
the teacher will ask students to reflect on how this applies to modern drama, calling on volunteers to share
examples of how we might see some of these characteristics in drama, movies, and TV today. Teacher will
also ask why is this important and relevant to our studies of drama now?