Direct Instruction

Teachers: Jasmine Fernandez Subject: ELA 12th Grade

Standards:

● 11‐12.RL.3 Analyze the impact of the author's choices regarding how to develop and
connect elements of a story or drama.
Objectives (Explicit):

● SWBAT analyze the Lus’ explosive encounter with Xing and his fiancee in order to participate in a
silent discussion about their dysfunctional relationship.
Evidence of Mastery (Measurable):

Students will demonstrate mastery by answering 5/9 possible silent discussion questions. Responses will be assessed based
on the following criteria: 1) at least four sentences in length (short paragraph), 2) use of textual evidence (i.e. paraphrases,
direct/indirect quotes), and 3) grade-level composition skills. (Mastery=80%)

Annotations will be scored based on completion.

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

● SWBAT annotate a text in order to critically engage with its main ideas, make connections, and generate
questions and reactions.
● SWBAT practice citing textual evidence in order to strengthen their viewpoints during a discussion.
Key vocabulary: Materials/Technology Resources to be Used:

● Silent Discussion - a discussion strategy that uses writing ● Silent Discussion directions
and silence as tools to help students explore a topic in ● Doc camera
depth ● Copies of excerpt from Ch. 8 of American
● Annotate - to add notes to a text or diagram giving Panda
explanation or comment ● Scrapbook paper with silent discussion
questions
● Writing utensils
● Erasers
● Timer
● Color cards

Opening (state objectives, connect to previous learning, and make relevant to real life)

I will introduce the objective of the day and then have students activate their prior knowledge by discussing the concept of
silent discussions. I will then go over the silent discussion guidelines and talk a bit about the excerpt they are about to read.
Compared to previous chapters, this excerpt (and chapter as a whole) is full of action and showcases one of the book’s
major conflicts. I will tell students that while the content of this chapter is likely to provoke them, they will have to practice
self-discipline and channel how to convey their thoughts and emotions into concise, detailed, powerful writing.

Ins Teacher Will: Student Will:

tru
cti 1) Pose questions: What do you think a silent 1) Answer questions: What do you think a silent
on discussion is? Have you ever participated in one? discussion is? Have you ever participated in
al What are the pros/cons to this method compared one? What are the pros/cons to this method
Inp to verbal discussion? compared to verbal discussion?
a) Grouping Strategy - Numbered Heads a) Grouping Strategy - Numbered Heads
ut b) Have volunteers share answers.
2) Place the silent discussion guidelines under the
doc camera. Have students read through it
quietly and take notes.
Co-Teaching Strategy/Differentiation:
Students who have difficulty seeing the projected content will be given a physical copy of the silent discussion
guidelines.
Gu Teacher Will:
ide
d 1) Hand out copies of the excerpt from Ch. 8 of
Pra American Panda.
cti 2) Read the first few sentences out loud with
ce students, modeling/reviewing how to add
meaningful annotations.
3) Have students annotate the next few sentences
individually, observing their progress.
a) Have a few volunteers share one thing
they thought was interesting, significant,
etc.
Check for Understanding: Every Pupil Response
Ask students true/false questions about the annotation
assignment and silent discussion guidelines; they will
respond with their color cards (yellow=true, pink=false).
Co-Teaching Strategy/Differentiation:
Partner lower performing students with higher performing students so that the latter can quietly assist them
throughout the annotation process.
Ind Teacher Will:
epe
nd 1) Set a timer for 7-10 minutes and have students
ent finish annotating the rest of the excerpt.
Pra 2) Instruct students to travel with their groups and
cti cycle counterclockwise through the questions
ce written on scrapbook paper placed around the
room.
a) Remind students to use the text and their
annotations to help them strengthen their
responses.
b) Remind students that although they are
traveling in groups, there should be no
talking, and each student is responsible
for their own response.
3) Set a timer for 5 minutes. After it goes off, have
students move on to the next question. Share that
the goal is to answer five questions by the end of
class.
b) Volunteer to share answers.
2) Actively listen and take notes on silent
discussion guidelines.
Student Will:
1) Follow along as the teacher reads the first few
sentences of the excerpt and adds meaningful
annotations.
2) Quietly annotate the next few sentences as
instructed individually, noting things that are
interesting, significant, etc.
a) Volunteer to share one finding.
Check for Understanding: Every Pupil Response
Respond to the teacher’s true/false questions about the
annotation assignment and silent discussion guidelines
using color cards (yellow=true, pink=false).
Student Will:
1) Finish annotating the rest of the excerpt
independently within the given time frame.
2) In groups, travel counterclockwise and cycle
through the questions written on scrapbook
paper placed around the room.
a) Remember to use the text and your
annotations to help strengthen your
responses.
b) Remember that although you are
traveling in groups, there should not
be any talking, and each student is
responsible for their own response.
3) Every 5 minutes, move on to the next question
with peers.
a) Goal = 5 questions answered by the
end of class.
 a) Monitor behavior and provide assistance
as needed.
Call students up one at a time for mini conferencing to
gain an understanding of their creative mini project idea.
Each mini conference should last no longer than 1.5
minutes.
When the teacher calls your name, pause in your
discussion and go up to share your creative mini
project idea. As each conference is short, you will be
able to return right away to finish your response.

Co-Teaching Strategy/Differentiation:

For students who struggle with timing and/or composition, allow them to stay at each question/station for up to an
additional minute. Reduce the number of questions they must answer to 4 in this case.

Closing/Student Reflection/Real-life connections:

● Three W’s: As a whole class, students will discuss what they learned today, what its relevance/significance was,
and where this new knowledge might take them.