Direct Instruction Lesson Plan Template

Teachers: Subject:
Daniel Carty, Rikki Garcia 8th Grade English
Common Core State Standards:
 8.W.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
 8.W.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
Objective (Explicit):
 Develop an in-depth understanding of Direct Objects and their function in English language, as well as the
ability to identify and use them in English.
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.

 A worksheet where the students must identify direct objects in common and complicated sentences.
 The back of the worksheet where the students will write their poems.
 For lower-intensity students, the front side will have simpler sentences and the back side will ask for
sentences, not poems.
 For higher-intensity students, the front side will ask the students to write a cohesive paragraph where each
sentence contains a direct object. The back will beckon them to write a limerick with two direct objects.
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?
 Get the kids to identify and give examples of direct objects in sentences in front of the class.
 Break down sentences into parts of speech and identify the direct object in the components.
 Complete a worksheet that demonstrates mastery of the subject.
 Write a poem that displays mastery of direct objects and creative flair.
Key vocabulary: Direct Object, Grammar, Parts of Materials: Whiteboard, worksheet.
Speech, Noun, Verb
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?
 I will open by asking the students to write down on an index card what they believe a direct object is. Then
I will choose my favorite worst answers and explain why they are wrong.
*The foremost concern here is maintaining a safe environment for the students. Done poorly, choosing the ‘best worst answer’
could embarrass certain students. Proper, responsible execution of this idea should promote camaraderie between the students
and myself, as well as lead into an exceptionally-boring lesson with a fun and personalized activity.*
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?
Instructional Input

 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?
 Choose a correct definition of a direct object and  Write their ideas on notecards
use it as the working definition for the rest of the  Develop a deeper understanding of the nature of direct
class. objects through the elaboration.

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  Explain direct objects and their function in the
English language (one of the base components of
English, what the noun and verb refer to.)

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

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

Using metaphor will help a wider selection of students express their opinions on the matter, and reading the metaphors
may help some understand the concept more fully.
Students will have the option to take a handout that contains all my planned examples for guided practice. This will allow
for slower and faster students to work at their own pace, as well as provide differentiated access to the content for ELD
students.
Universal Design for Learning Strategies
 Multiple means of representation
 Multiple means of engagement
 Multiple means of expression

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?
 On their notecards, have the kids write
Guided 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?
 Write metaphors for direct objects.

down metaphors for direct objects.  One-by-one attempt to label the parts of
Read the good ones aloud to reinforce speech on the board (subject, verb, direct
the idea. object.)
 Break sentences down into parts of
speech without labeling the parts.
 Take sentences from the kids’
notecards and have the students break
them down.

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

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?
Universal Design for Learning
 Multiple means of representation
 Multiple means of engagement
 Multiple means of expression
The different means of assessment provide a range from simple sentences to complicated poetry
structures to hopefully reach every student adequately. If there is a specific student who has a hard
time writing or reading, during the time where the other students are working independently, I will
have them write down their description of a direct object and write an example for credit.

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 Teacher Will: Student Will:
 How will you plan to coach and correct during this  How will students independently practice the knowledge and
practice? skills required by the objective?
 How will you provide opportunities for remediation and  How will students be engaged?
extension?  How are students practicing in ways that align to
 How will you clearly state and model academic and assessment?
behavioral expectations?  How are students using self-assessment to guide their own
 Did you provide enough detail so that another person
learning?
could facilitate the practice?
 How are you supporting students giving feedback to one
another?
 Give them a worksheet to complete.  Write sentences, poems, and limericks.
Independent Practice

 Ask them to complete the back side in  Workshop their peers’ work and brainstorm
groups of no fewer than 4 and no more to make better work.
than 6 and to peer review the work.  Conspire together to achieve the maximum
 Good love poems will earn extra points amount of extra credit points.
for the whole group. Lower-intensity
students who wrote good explanations
and examples will also get extra points.
 Extra points are awarded at my
discretion, from 1-5.

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

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

Universal Design for Learning

 Multiple means of representation
 Multiple means of engagement
 Multiple means of expression

Closing/Student Reflection/Real-life connections:

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

 The class will vote by raising of hands for the poem that best follows the instructions. There may be two or
three.
 Groups of the winners will receive extra credit from 1-5 at my discretion.
 At closing, restate lesson objective, which was ‘Develop an in-depth understanding of Direct Objects and
their function in English language, as well as the ability to identify and use them in English.’ and define
‘direct object.’ Ask the students if they think we achieved the objective, and hopefully they agree. If they
don’t, the next lesson will begin with a brief review of direct objects.