Direct Instruction

Teacher: Jasmine Fernandez Subject: 12th Grade

Standards:

● 11‐12.RL.3: Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).
Objectives (Explicit):

● SWBAT discuss familial relationships (which includes love, jealousy, sibling rivalry, etc.) and
deservingness in order to evaluate the scene in which King Lear determines his daughters’
inheritances.
Evidence of Mastery (Measurable):

Students will demonstrate mastery by completing a mix of verbal and written assessments, which will be graded based on
level of completion and coherence of ideas.

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

● SWBAT interpret quotes in order to complete an informal writing assessment.

● SWBAT apply textual evidence and their own opinions in order to collaboratively create a behavior-
over-time graph.
● SWBAT judge how King Lear’s decision will affect the course of the play in order to participate in a
debate.
Key vocabulary: Materials/Technology Resources to be Used:

● Deserving - qualified for or having a claim to reward, ● Computer access

assistance, etc., because of one's actions, qualities, or ● Projector and projector screen
situation ● Google Slides - presentation including
● Jealousy - hostility toward a rival or one believed to enjoy objective of the day, quotes, and questions for
an advantage writing
● Behavior-over-time graph - a tool that is used to focus on ● Copies of King Lear
tracking patterns of change over time ● Paper
● Timer
● Erasers
● Writing utensils
● Whiteboard/work stations
● “Lear and Cordelia” video -
https://az.pbslearningmedia.org/resource/shak1
5.ela.lit.cordelia/lear-and-cordelia-
shakespeare-uncovered/#.Wna746inFPY

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

As a class, we will briefly review plot elements for Act I, Scene I of King Lear. I will then introduce the objective of the day
and use Google Slides to introduce some interesting quotes and questions pertaining to major topics like familial
relationships and deservingness; students will view this information and talk with a neighbor for no more than two minutes
about: a) how they think these quotes and questions relate to King Lear, b) their personal reactions/insight.
Ins Teacher Will:
tru
cti 1) Review plot elements of Act I, Scene I covered
on so far with basic refresher questions.
al a) Who are the characters?
Inp b) What significant event has occurred?
ut 2) Go over Google Slides presentation, making sure
to cover the objective of the day and have
students analyze the quotes and questions of
interest both with their peers and individually.
a) Grouping Strategy - Think, Pair, Share -
Have students pair up to discuss their
thoughts/reactions for no more than two
minutes.
b) Have students separate after briefly
discussing. They still take out a sheet of
paper and write these thoughts down for
no more than ten minutes.
3) Allow time for volunteers to briefly share what
they wrote about if they would like.
Gu Teacher Will:
ide
d 1) Segue into discussion activity by briefly asking
Pra students what they thought about the play so far.
cti a) Have students also prep for Check for
ce Understanding by making a handprint on
the back of their writing assignment.
2) Facilitate whole group discussion/debate by
reading students questions/scenarios on note
cards, careful to gauge responses and make
adjustments as needed.
a) Check for Understanding: Handprint -
Have students write one thing they
learned/found interesting per finger to
demonstrate that they are listening to
their peers and understanding what is
being said.
3) After discussion, briefly model how to make
behavior-over-time graphs.
Ind Teacher Will:
epe
nd 1) Divide students into groups and have them
ent gather whiteboards/workstations, erasers, and
Pra markers.
cti 2) Have students work on behavior-over-time
ce graphs.
a) Instruct students to use different colored
markers so it will be clear who
Student Will:
1) Participate by answering basic refresher
questions.
2) Pay attention as Teacher goes over Google
Slides presentation.
a) Grouping Strategy - Think, Pair, Share
- Pair up with a neighbor to discuss
thoughts/reactions for no more than
two minutes.
b) Begin individual writing assignment at
the Teacher’s direction. They will
write for no more than ten minutes.
3) Volunteer to briefly share what they wrote
about (optional).
Student Will:
1) Convey their impressions as they draw
handprints on the back of their writing
assignment in preparation for upcoming Check
for Understanding.
2) Engage in whole group discussion/debate.
a) Check for Understanding: Handprint -
Students will write one thing they
learned/found interesting per finger to
demonstrate that they are listening to
their peers and understanding what is
being said.
3) After discussion, pay attention to how the
teacher sets up the behavior-over-time graph.
Student Will:
1) Gather whiteboards/workstations, erasers, and
markers.
2) Work on behavior-over-time graphs.
a) Use different colored markers so it
will be clear who participates and who
does not. Do not erase boards at the
end of class, as the teacher will check
 participates and who does not. Remind their work.
them not to erase boards at the end of b) (Optional) Listen to “Lear and
class, as their work will be checked. Cordelia” video playing in the
b) Monitor behavior during the graphing background.
process and answer clarification
questions if necessary.
c) (Optional) Play “Lear and Cordelia”
video in the background as students
work.
Co-Teaching Strategy/Differentiation

Students will be paired/grouped to best support all learners (stronger students with those who need more
help/guidance; students who are more apt to stay on task with those who are more easily distracted).

Help students who have trouble dividing responsibilities by assigning each person a task.

Closing/Student Reflection/Real-life connections:

● Closing/Student Reflection: Each group will give a brief overview on the graphs they made and offer predictions as
to what they think will happen next based on the course of the story.
○ Snowstorm - The teacher will pass out a small sheet of paper to each student; each paper will be randomly
marked with an idea discussed in the opening Google Slides (i.e. sibling rivalry, deservingness, toxic family
structure, etc.). Students will write down about 2-3 sentences about what they learned about that topic, their
own analysis of it, etc. before crumpling their sheet of paper and throwing it in the air. Students will then go
around the room, pick up someone else’s paper, smooth it out, and read its contents.
■ Inform students to initial their papers so the teacher can track participation. All assignments will be
left on the desks to be collected/checked by the teacher at the end of the class period.