Direct Instruction Lesson Plan Template

Teachers:
Helena Moore

Subject:
Math

Common Core State Standards: (core content connectors by common core standards)
1.NO.1b3 Compare 2 sets and identify the set that is either greater than or less than the other set.
Objective (Explicit):

SWBAT identify from two sets of block towers which is more when asked by moving the more card in front of
the tower.
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 master the objective by correctly identify which tower is more, 5 times in a row.
Exemplar student responses will be identifying the number in the tower and determining which number is more
by using the materials.

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?

Can look at me when asked to

Can follow directions without being prompted more than twice
Can build towers without assistance
Can point to the correct object or number when asked
Can Identify which tower should go with which numbered truck
Can build a tower that matches a specific truck number
Can count the trucks in the right order
Can count to answer how many
Can distinguish demonstrate what more looks like when looking at the more mat

Key vocabulary:
More
Less

Materials:
Connecting blocks
Mats with numbered trucks 1-10
Mat with more or less representation
Numbered trucks 1-10 without Mats
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?

As the students approach the table I will welcome them by name and instruct them to not
touch the materials on the tables yet. After the students sit down I will ask them to raise
their hands four times if they are ready to doblank, in order to get ready them ready for
my station.
Raise your hand if you are ready to learn.
Raise your hand if you are ready to learn about more? (this will be how I will present
the objective to students)
1

Raise your hand if you are ready to follow directions.

Raise your hand if you are ready to have fun.
Teacher Will:

Instructional Input

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?

Introduce students to the station

Instruct students to not touch the materials yet and I
will tell them when they can
To remind students how to use the materials, I will
demonstrate some behaviors that are not acceptable
(throwing, putting things in our mouth, not paying
attention, raising our hands)
Ask students if they remember the materials on
the table
If they say yes I will ask them what did we do with
these materials
I will then have students count the trucks all together
as I point to them
After counting I will tell students to make certain
towers
As students complete towers I will have them make
another until all the towers for the trucks are made
So that students interact with each other I will have
students help each other count ensuring that they
have the correct number of cubes in their towers
Once all the towers are made I will have students
hand me the towers by asking for a specific number
Once they give me all the towers I will get rid of the
mats

What will students be doing to actively capture and

process the new material?
How will students be engaged?

Students will come to the table and wont touch the

materials yet
Students will watch me as I demonstrate unacceptable
behavior and say what is and is not okay
Students will say if they remember the materials/show how
to use them briefly
Count the truck number when it is pointed to
Make a specific tower when instructed to
Continue until all towers are made
Help classmates make towers by counting with them
Hand specific towers to me when asked

Co-Teaching Strategy

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

Station teaching: by using station teaching I will be able to make the lessons more individualized

Differentiation Strategy

What accommodations/modifications will you include for specific students?

Do you anticipate any students who will need an additional challenge?
As an overall strategy I will use my behavior cards that are on my lanyard
As another overall strategy I will use pennies to reward positive behavior
To also ensure that students know what I think is okay and not okay I will use strong facial ques so they can better
differentiate
Group one: With this group I will try to limit my talking/instructions as much as possible so they do not get over stimulated by
noise. I will simply show them what I want them to do because they work best with visual ques.
Instead of asking Do you remember these? (materials) I will just hand the blocks to them and How do we use them?
Group two: This group should be able to work with all of the verbal and physical ques
Group three: This group I will also limit my talking/instructions but not as much as the first.
I will also be only working with numbers 1-5 instead of 1-10 like the other groups
I will have David sit in the middle so that way he is more involved in the activity and does not get distracted as easily
Group four: This group should be able to work with all of the verbal and physical ques.
Tareese may need more exaggerated praises to ensure he stays on track and does not do things wrong on purpose

Teacher Will:

Guided Practice

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?

I will just simply demonstrate what I want

students to do next while I try to keep
talking to a minimum.
I will place two towers in front of me (ones
that the students made)
I will then put them close together so that
the difference is made obvious
I will then point to the one that has more
and say more
I will finally place the more mat in front of
the one that I pointed to with more
Depending on students attention I will do
the demonstration again
After the demonstration I will place two
towers in front and place them close
together like before
I will then ask students Which is more?
After students point to a tower I will place
the mat in front of the tower with more
If students point to the incorrect one I will
put my face close to them and point to the
one they pointed to and shake my head,
and say no. (I will exaggerate this motion)
I will do the process of students picking the
tower with more and me placing the mat in
front a few times

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?

Look at teacher during demonstration

Keep attention on teacher
Answer which tower is more by pointing to it
Continue until the teacher says stop

Co-Teaching Strategy

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

I will continue to use station teaching

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?

I will continue to use the same differentiation strategies

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?

Independent Practice

After demonstrating for my students what

I want them to do with the more mat I will
place two towers in front of students
I will push them close together
Instruct my students to wait so that they
can wait to use the mat
I will hand the more mat to the student I
want to answer and they will mimic the
behavior I was just demonstrating
I will ask that student Which has more?
If a student gets it wrong I will ask the
other student which is more
If the second student gets it wrong I will
then show them the correct answer
I will have students continue this behavior
until they have both answered at least 5 in
a row correct
If students do not get at least 5 in a row
correct (even if the other does) I will
continue to have students answer this
way
If all students at the table master the
objective I will then bring out the single
numbered trucks
I will place two towers out in front then ask
them to count each tower
After they count each tower I will place the
number that they counted in front of each
tower
I will then ask Which is more? (like
before)
If students are able to answer 5 in a row
correct then they have excelled this
objective
Co-Teaching Strategy

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?

Wait to touch the towers and say which is

more until teacher says
Will take the more mat when it is handed to
them
Will use the mat in the same manner in order
to answer which tower has more
If their classmate gets it wrong then they will
try to help their classmate get it right
If no one answers it correctly then they will
watch the teacher answer then try again
Answer until teacher says stop (5 in a row)
Wait for the teacher to bring out more
materials (If everyone has mastered the
objective)
Count the cubes in the towers when instructed
Determine which tower has more after
counting each tower

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

I will continue to use station teaching

Differentiation Strategy

What accommodations/modifications will you include for specific students?

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

I will continue to use the same differentiation strategies as before

Closing/Student Reflection/Real-life connections:

4

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

At the end I will then hold out my hands which will have pennies in each, I will ask
Which is more?
If students answer correctly then they will get the hand with the pennies that have more
If they dont answer correctly they will get the hand that has less pennies