DIRECT INSTRUCTION LESSON PLAN TEMPLATE

Teachers: Swisher and Kikkert Subject: 10th Pre-AP English

Common Core State Standards:

9-10.RI.6: Determine an author’s POV in a text and analyze how an author uses rhetoric to advance that POV.
9-10.SL.3: Evaluate a speaker’s POV, reasoning, use of evidence, and use of rhetoric, identifying any
fallacious reasoning, exaggerated, or distorted evidence.
Objective (Explicit): SW identify EPL (ethos, pathos, and logos) in passages and commercials and use them
to write a scene.
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
Collecting a summative assessment they have completed with their elbow partner.

Sub-Objectives, SWBAT (Sequenced from basic to complex) Formative Assessments:

SW help answer questions about examples with
How will you review past learning and make connections to previous
lessons? commercials.
TW check for understanding by asking students to
What skills and content are needed to ultimately master this lesson
objective? justify their answers and repeat the defining
characteristics of EPL before transitioning to a new
How is this objective relative to students, their lives, and/or the real
world? practice.
TW ask students if they’ve heard of ethos, pathos, and logos before.
TW ask students to think of a time where they’ve had to persuade someone of something.
TW complete assignments with an elbow partner, group mates, and teacher and turn in for credit.
Key vocabulary: ethos, pathos, logos, rhetorical, Materials: Chrome book, Smart TV, paper, writing
persuade utensils
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?
TW engage students by asking them to share examples of times they’ve had to persuade their parents for
something or to do something.
How will you model/explain/demonstrate all knowledge/skills What will students be doing to actively capture and process the new
required of the objective? 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?
Teacher Will: Student Will:
TW share a Prezi PP with students introducing SW take notes on the vocab during the presentation.
the key vocab words. This may be a review for SW may also ask questions for clarification and
Instructional Input

some students. Each word will have an example answer the guiding questions the teacher asks. If they
followed with it. TW also tie these new words shared their example previously, they may answer
back into the opener where students had to use how ethos, pathos, and logos applied to that situation.
pathos, ethos, and logos to persuade their parents
of something. TW ask guiding questions to see if
the students can see how these would be applied
within their everyday talk or previous examples
they shared.
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
Circling the room to make sure students are on task and taking notes.

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
None in this class, but would provide a note outline for
students who need one.
 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?
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?

Teacher Will: Student Will:

TW cue commercials within the Prezi that SW actively participate with the teacher and
demonstrated ethos, pathos, and logos. TW classmates to dissect commercials that demonstrate
dissect these commercials with students. TW EPL. SW may have to look back at their notes to
make sure that students are answering the answer the teacher’s questions. SW ask their shoulder
questions as they are led into them to check for partners for help if they are stuck on a question asked
understanding. TW practice classroom by the teacher.
management by making sure everyone is
participating/raising their hands.
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
Guided Practice

When students are discussing or answering questions, circling the room to make sure it’s a relevant topic.
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?
None in this class, but would provide common examples of EPL on their guided note sheet if need be.
How will you plan to coach and correct during this practice? How will students independently practice the knowledge and skills
How will you provide opportunities for remediation and extension? required by the objective?
How will you clearly state and model academic and behavioral How will students be engaged?
expectations? How are students practicing in ways that align to assessment?
Did you provide enough detail so that another person could How are students using self-assessment to guide their own learning?
facilitate the practice? How are you supporting students giving feedback to one another?

Teacher Will: Student Will:

TW instruct students they will now be completing SW be required to complete a Disney dialogue scene
a Disney scene dialogue using either ethos, with their elbow partner. SW have autonomy when
pathos, and logos with their elbow partner. TW choosing what movie, character, and rhetorical
pass out rubric and put up the directions on the strategy to use. SW highlight in green one simple
Smart Board. TW instruct students that it has to sentence, in blue a compound sentence, and in orange
be a minimum of 7 sentences, and use the their complex sentence. SW follow the directions and
storyline to create an exaggerated dialogue using rubric and staple the rubric when done and turn it in.
either EPL addressed to another character. For
example, if Aladdin and pathos was chosen, he
dialogue would be Jasmin persuading her dad to
let her marry who she chooses through emotion
(pathos). TW sometimes circle room for
assistance and sometimes be at desk.
Independent Practice

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
Co-teacher will circle the room to make sure students are on task and assist them with questions.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
None in this class, but teacher will allow students to
take this home to finish if they don’ finish within the
class period.
Closing/Student Reflection/Real-life connections:
How will students summarize and state the significance of what they learned?
Why will students be engaged?
TW review the definitions of EPL with students and ask them to provide examples/characteristics of each. TW
ask students to “thumbs up, thumbs middle, or thumbs down” to check for understanding.

Mentor Teacher Feedback:

1. “Recognized that some students were answering over and over and started calling on students who hadn’t
 volunteered.”
2. “Walked around while students were working to make sure students stayed on task and answered any
questions they had.”
3. “Makes sure students are paying attention and engaged while she’s speaking.”
4. “Explained things differently when students didn’t understand the first time.”