Direct Instruction Lesson Plan Template

Teachers: Subject:
Yajie Zhang ENGLISH
Common Core State Standards:
 7.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience. (Grade‐specific expectations for writing types are defined in standards 1–3
above).
 7.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience
have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up
to and including grade 7.)
Objective (Explicit):
 Students will learn how to write the haiku.
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.
Distinguished (100): Poem follows 5-7-5 syllable Haiku pattern, format is very attractive and easy to read.
Proficient (75 Points): Poem follows 5-7-5 syllable Haiku pattern, format is attractive and easy to read.
Basic (50 Points): Poem follows 5-7-5 syllable Haiku pattern, Haiku format is easy to read.
Unsatisfactory (25 Points): Poem does not follow 5-7-5 syllable Haiku pattern, Haiku format is not attractive
or easy to read.

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?
Students will know about what the haiku is.
Students will be able to write a haiku by themselves.

Key vocabulary: haiku Materials: paper, pencil

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?
Because the haiku is a short form poem. Writing great haiku is also a great exercise in
concise, purposeful word choice, which often prompts rich vocabulary discussions, as
students debate author’s word choice and explore multiple meanings and nuance.
Ask students what some experience or knowledge they have with haiku, then show some
examples of haiku.

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?
Instructional Input

 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?
 Explain what haiku is.  Note taking.
 Introduce the form of a haiku.  Ask questions.

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  Give examples of haiku.  Try to write a haiku
 Ask students to explain what haiku is.

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
I have the presentation for students to follow what I am teaching, and what we are talking about.

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?

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?

How will you explain and model behavioral

expectations?
 Is there enough detail in this section so that
another person could facilitate this practice?
 Ask students if they have questions.  Take out their notes.
 Write a haiku together.  Discuss with groups.
 Show their work to me.  Write their haiku on the “fish” paper.
 Provide color pencils to students to create  Share their work to the whole class.
a “fish” paper with their haiku on it.
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?
When they are working, I will walk around in the classroom to see how their works, if there are some questions, I will ask that
student if there is a question or not.
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?
extension?  How are students practicing in ways that align to

Independent Practice

How will you clearly state and model academic and
behavioral expectations?
 Did you provide enough detail so that another person
could facilitate the practice?
 Give the strategy of a haiku on the board.
 Show an example on the board.
 Write a haiku together.
assessment?
 How are students using self-assessment to guide their own
learning?
 How are you supporting students giving feedback to one
another?
 Take out their notes.
 After writing a haiku, share with others.
 Other students and I will give feedbacks.

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
Students will be divided into groups, and discuss with their groups members.
Closing/Student Reflection/Real-life connections:
 How will students summarize and state the significance of what they learned?
 Why will students be engaged?
After taking this haiku class, students will find the interest of learning a poem. It will helps students to
change their opinion about thinking poem is a boring thing.