Direct Instruction Lesson Plan Template

Teachers: Subject:
Jessica Williams 7th Grade Language Arts

Common Core Standards

7.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.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information,
using strategies such as definition, classification, comparison/contrast, and cause/effect; include
formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information
and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and
concepts.
d. Use precise language and domain‐specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or
explanation presented.

7.RI.2
Determine two or more central ideas in a text and analyze their development over the course of the
text; provide an objective summary of the text.

ISTE Standards
1d Students choose the appropriate platforms and tools for meeting the desired objectives of their
creation or communication.

College Access Standards

3.3 Learning strategies (e.g., self-regulated learning, goal setting) and cognitive strategies (e.g., problem
formulation, research interpretation, communication, precision and accuracy).

Anchor Standards
Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a
section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.

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Objective (Explicit):
 Students will be able to read Oni the Great Bird and then explain their perspective of how Oni’s
actions made him brave like a superhero.
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.
In a 5-paragraph essay please answer one of the following questions as they apply to Oni and the Great
Bird. Be as creative as you can be but please show textual evidence and refer back to the story to show
connection your thought process.
1. Did Oni’s ability to kill Anondo come from the magic in his boots or was the magic inside Oni?
2. What makes someone a hero? Would you have been as heroic as Oni in standing up to Anondo?

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?
** Independent ??s 1. Why was Oni banished from the Village at the beginning of the story? 2. Let’s make
a timeline of events leading up to Oni leaving the Village (I think that these questions start getting the
students in the mindset that Oni was setting himself up or set up to be a hero in the beginning of the story
if you look back at textual evidence, set the stage for students to look back and see at the end of the story.
Guided ??s 1. Line 60 of the story says, “It must be a very great bird,” what is the meaning of great in this
context? 2. Find all of the lines that describe Oni’s appearance to create an illustration of Oni. 3. Based on
the illustrations and descriptions you created, how would you have expected a fight between Oni and
Anondo to have ended?
Guided ??s 1. How would you have handled Anondo the Great Bird, would you have been as brave as Oni?
2. Was Oni able to defeat Anondo because of his magical boots or because of the desire in his heart to see
the village free of the great bird? 3. What makes a great hero? 4. Is there a difference between a
superhero and a hero? What was Oni?

Key vocabulary: Materials:

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?

Good morning! Today we are going to continue our discussion of Oni and the Great Bird. We
will be filling out the motif map (graphic organizer) in our packets about what made Oni a
superhero in the story.
Let’s start by talking with your table groups about what you think a hero is. Where have you
seen heroes before? In movies? In the news?
*After 8-10 minutes turn group to whole class discussion. Fill out the graphic organizers about
what made Oni a superhero. Gathering ideas for the class to write their essays of how the story
of Oni and stories like it transcend time and cultures and still apply today.
Teacher Will: Student Will:
Instructional Input

 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?
 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?

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Ask a student to read the objective which is written on the Students reads objective
board: How did Oni’s actions to save the village from
Anondo the Great Bird make him a hero?

Ask students how they would have handled Anondo the
Great Bird, would they have been as brave?
Students talk with elbow partners for 5-7 minutes about their
thoughts and feelings before opening up to group discussion.
Students will volunteer their stories of how they would have
handled Anondo.

What is the meaning of great in this instance? What are Students will look up and volunteer definitions to the word
other ways to use the word great? great, we will write on the board and students can log in their
notes.

Let’s record our learning. Make sure that you have written
in your notes important points that we discussed that you Call on different students to compare different meanings of
want to add to your essay. ASK: Why is bravery an great in the context of Anondo and Oni and also what different
important characteristic to have? students believe about bravery.

Teacher will model additional note writing and examples

and add meanings to serve for students who are still
struggling with ideas and definitions.

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

Who We Teach: Students will have 4 choices of how to present their work, show
their understanding of the story Oni and the Great Bird. Pick one from list: 1.
Narrate your own version of a story where you are the hero versus some sort of
creature like Oni and Anondo. You can pick the time period, culture planet,
creature, how heroic you choose to be! 2. Create a storyboard map of Oni the
Great Bird, on a large piece of paper or poster board. Visually provide all the
information from the story (setting, characters, rising action, climax, conflict,
conclusion, etc.) 3. Conduct research on the history of storytelling or fables.
Write a report detailing the timeline through history and how important they are
to cultures. 4. Design the front page of the newspaper of Oni’s village, write at
least 4 newsworthy headline stories and/or advertisements related to the story of
Oni and the Great Bird. Where We Teach: In the Mesa School District there is a
policy of NO DUE DATES, so that students don’t have the pressure of finishing
their work by a certain time. Teachers at Carson Junior High school instead
assign SUGGESTED DUE DATES. Giving students work which they are given
choice and creative freedom on allows them to take more interest and ownership
of their work, also making their interest higher in turning the work in by that
suggested due date. Unfortunately, there isn’t a huge amount of parent
involvement with our students and there is also a language barrier when we try
to reach out and let the parents know that students are missing assignments.
The Menu approach again helps with this problem. What We Teach: To help
students understand the heroic figure in a story, vocabulary words such as great
and how they can have double meanings, the complete map of a story, the origin
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 of where storytelling and fables come from and why they are important to
different cultures and how to derive important pieces from a story to create
advertisements and news articles. How We Teach: Incorporate lots of group/in
class work time so that students are able to feed off of each other in class,
remembering that most of these students don’t have a support network at home
nor do they have access to a computer or workspace to work at home.
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?
Read Oni and the Great Bird aloud
Remind students to keep the idea of Oni being
a hero in their minds. Students have a copy of the text, and are able to
read along, and highlight with the teacher.
While we are reading the story, keep in mind
1. What Oni looked like, the weapons he
Guided Practice

carried, his physical appearance.

2. What Anondo the Great Bird looked
like, draw a quick sketch.

At the end of the story, return to the questions
above.
Teacher should model discussion protocol as
there will be lots of discussion in lesson:
-Sharing ideas
-Responding to someone else’s idea
-Asking questions based on something that
you heard and didn’t understand
Students will raise their hands and share passages
that they highlighted from the text that support
their thoughts on the guiding questions.
Students raise hands with appropriate responses
-I agree with what _____ said because...
-What ____ said reminds me of..
-Adding to what ____ said earlier...

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  How will students independently practice the knowledge and
practice? skills required by the objective?
Independent

 How will you provide opportunities for remediation and  How will students be engaged?
Practice

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?

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 Transition students to writing hooks for their
shared stories about whether they would be as
heroic as Oni when dealing with Anondo.
Close the day by reminding students they will
be writing introductions for their creative
writing essays about how heroic they would be
in Oni’s place.
Students will write 2-3 sentences hooks to share
with their elbow partners to spark their creativity
before going home and writing 1-page papers on
the topic.
Allow students 5-10 minutes to consider their
stance on what makes someone a hero in
preparation for homework assignment.

End of lesson assessment will be class

discussion on sharing ideas and pieces written
from hooks.
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?

Closing/Student Reflection/Real-life connections:

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