Direct Instruction Lesson Plan Template

Teachers: Subject:
Zach Regan, Elizabeth Hefington, James Watkins, High School Science
Ryne, Ryan Swapp
Common Core State Standards:
 HS.L2U1.19
 HS.L4U3.18
Objective (Explicit):
 At the end of this lesson students will be able to identify interrelationships within an ecosystem by diagraming
their own example of a marine community.
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.
Mastery: Students are able to flow diagram more than 6 interrelationships.
Intermediate: Students flow diagram 4-5 interrelationships.
Novice: Students flow diagram 3 or less interrelationships.
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?
Understanding humans position in the earth’s ecosystem.

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?
We will start our lesson by opening with an activity, which we will create an ecosystem with the students.

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?
 How will you address misunderstandings or
common student errors?
 How will you check for understanding?

Instructional Input

How will you explain and model behavioral

expectations?
 Is there enough detail in this section so that
another person could teach it?
 We will state the objective at the beginning of  Student will pay attention to objective
class; “today we will start by creating an
ecosystem.”
 We will ask students to define what an  Students will define what an ecosystem is.
ecosystem is and define it.
 We will bring in materials.
 Together with students we will decide the order  Students will participate in creating an ecosystem.
that the materials go in.

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?

Teacher Will: 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?
 Begin by showing students how
ecosystems connect – I do
 
Guided Practice
 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?
 Students will participate throughout the class
sections by offering input and ideas.

Work with student to create a classroom
ecosystem – We do
 By performing the task of creating three
different ecosystems they are repeating
the task multiple times.
 The intro activity introduces the material of
what is expected in a traditional
ecosystem.
There are no wrong answers students must be
encouraged to think about what makes sense
in an ecosystem, if the subject doesn’t fit in the
ecosystem then they must establish a
ecosystem that it could be found in.
 During We Do have students work in groups to
make sure their submissions make sense.

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

extension?  How are students practicing in ways that align to

 How will you clearly state and model academic and
behavioral expectations?
 Did you provide enough detail so that another person
could facilitate the practice?
 Have students perform a task on their own
– You do
 The expectations will have been
established through the I do and we do
phases.
assessment?
 How are students using self-assessment to guide their own
learning?
 How are you supporting students giving feedback to one
another?
 Students will have time to compare their
answers with the peers at their table to receive
input and critiques.
 Students are practicing the material by
formulating as visual representation of an
ecosystem of their choosing.

2
 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?
 We will know how well students understood the material based on their completion on making their own
ecosystem diagram and using the mastery rubric.
 Students will be more likely to engage since this is a project since students will be e courage to work with
the students around them.

Overall, I’m very happy with how my lesson turned out. I had made sure to rehearse a couple of times to make
sure I would stay within the time limit while also attempting to cover all the species. Once I had students I
realized I did not account enough time for questions, so while I was able to answer I did not allow myself
enough time to break into it a lot. This left us short on time when it came to be drawing our ecosystems. Though
I do believe what we covered was understood and absorbed, I did not allow them the time they needed. The
game of sifting through different animals to find what matched their ecosystem seemed to offer a nice change of
pace, I could have engaged them more by offering more of an incentive for completing first. This would have
drive them to be more competitive as well as act with urgency. Having many of the slides be interactive also
lead to Israel and Mike paying attention the whole time without losing their attention to other groups.