Direct Instruction Lesson Plan Template

Teachers: Subject:
Mrs. Bauer Math 7th grade
Common Core State Standards:
 8.EE.B.5 Graph proportional relationships interpreting the unit rate as the slope of the graph.
Compare two different proportional relationships represented in different ways. For example,
compare a distance-time graph to a distance-time equation to determine which of two moving
objects has greater speed. (Content Standard)
 5.D Generates innovative ideas, methods, or devices contributing to organizational resources and
goals. (Workplace Employability standards)

Objective (Explicit):
 The students will be able to create a linear graph using knowledge of the unit rate of change and recognize the
relationship between 2 units on a graph with 80% accuracy.
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.
Worksheet is attached

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?
Bell work will have 4 problems that has to do with what we have previously done in order to get here.

Key vocabulary: Liner equation, Unit rate of change, Materials: Pencil, paper, computer/ phone, and
slope, Y- intercept Desmos
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?
We will go over the objective, bell work, and go over real world scenarios that require unit rate
of change and linear equations.

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?
 What types of visuals will you use?  How will students be engaged?
Instructional Input

 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 hand out the work sheet with the vocabulary that we Students will be discussing the terms and what they think they
will be going over, along with the problems to solve. We mean and then they will be writing the definitions onto their
will go over each definition. After the definitions I will go papers. They will be following as we go through the problems.
over the first two problems.

1
 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?
I have worksheets that have the vocabulary and the definitions written on them.

Teacher Will: Student Will:

 How will you ensure that all students have multiple  How will students practice all knowledge/skills required
opportunities to practice new content and skills? of the objective, with your support, such that they
 What types of questions can you ask students as continue to internalize the sub-objectives?
you are observing them practice?  How will students be engaged?
 How/when will you check for understanding?  How will you elicit student-to-student interaction?
 How will you provide guidance to all students as  How are students practicing in ways that align to
they practice? independent practice?
 How will you explain and model behavioral
expectations?
 Is there enough detail in this section so that
another person could facilitate this practice?
Guided Practice

We will be going over the next two problems The students will be following a long while answering
together using Desmos. I will be asking the and solving the problems together using Desmos.
students questions on how to do the problems and
why they did what they did.

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?

Teacher Will: Student 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
Independent Practice
 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?

could facilitate the practice?

I will be circulating the room.
Answering any questions.
Checking in on students and their work.
If I see a common mistake, I will go over the
mistake as a class to resolve the issue or
confusion.
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
 How are you supporting students giving feedback to one
another?
The students will be working independently on the last
two problems. If they have questions, they will get a
chance to ask a question or for clarification. After 7
minutes of independent work they can work with a
partner to finish up.

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

2
Closing/Student Reflection/Real-life connections:
 How will students summarize and state the significance of what they learned?
 Why will students be engaged?
On the back of their bell work they will solve a simple problemed that has to do with this unit, they will also write
something they learned today or something that was review to them.