Direct Instruction Lesson Plan Template

Teachers: Subject:

Heather Mullan 8th grade Mathematics

AZ State Standards:
· 8.F.A.3 Interpret the equation y = mx + b as defining a function whose graph is a straight line;
give
examples of functions that are not linear.

Learning Objective:
· The student will be able to identify the unique roles of the equation y = mx + b when defining a
function,distinguishing if it is a linear or nonlinear function both algebraically and graphically by
correctly breaking downthe points on the line from the given graph and concluding whether it’s
linear or not.

Evidence of Mastery (Measurable):

¨ How will you assess if your student achieved mastery of the lesson objective?

¨ Determine the type of demonstration/activity the student will use to demonstrate mastery of the objective.

¨ What is the condition and degree, the setting or situation in which the student will be able to express the depth and
extent of learning?

¨ What is an exemplar student responses with the level of detail you expect to see?

· I will use a small quiz that will double as an exit ticket. The quiz will most likely not be
graded for points but rather as a gauge for me to see where each student is with the
material. It will be an individual quiz.
· The students will be given similar questions to the work they did in class. They will be
given equations to graph and lines on a graph to write the equation for. That would give it an
algebraic application as well as a graphical application.
· Students will be quizzed individually. They will be determining whether the equation is
linear or nonlinear by graphing it. They will also be forming equations based off of a linear
graph.
· An exemplar student’s response would be correctly identifying linear and nonlinear
equations through the use of scrap work and graphs. They must show work to get credit.
 They will also need to be able to correctly identify the parts of the equation by turning a line
graph into the equation y=mx+b.

Key Academic Vocabulary: (Consider Bloom’s Materials Needed:

Verbs)
· Graph paper
· Identify- Students will be able to identify the
parts of the equation y=mx+b. · Pencils

· Define- Students will be able to define a · Rulers

linear and nonlinear function by using the
equation y=mx+b. · Projector

· Demonstrate- Students will be able to

demonstrate a linear function by using a graph.

Opening Activity

¨ How will you activate student interest?

¨ How will you connect and uncover prior knowledge?

¨ How will you present the lesson objective in an engaging and student-friendly way?
· To get students engaged, I will ask them to discuss with the people around them
where we see lines in our everyday life. I may help them out with things like throwing a
football or a plane taking off. While those are not perfect examples because they are
only segments, it gets them thinking.

· Using the football example, I will ask how tall they think the average quarterback is
and how high they think the average lob pass goes.

· I will create a graph with the students representing the linear function of a football
pass. The y-intercept being the height of the player throwing the ball and showing them
how to find m by taking the height of the pass. After we have the graph, I will show
them how to form the equation. I will also make it a point to explain to them that this
graph only works if the ball keeps going forever because if it comes down, it is no
longer a linear function but rather a quadratic function.

Instructional Input “I do”

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 and connect to their prior
knowledge?
¨ What types of visuals will you use?
¨ How will students be engaged?
¨ How will you address misunderstandings or
common student errors that may be uncovered within
prior knowledge?

¨ How will you explain and model behavioral

expectations?

¨ Is there enough detail in this section so that another

person could teach it?

· I will have my lesson printed off so I can have
them projected onto the board. I will write the
additional notes on them during the lesson, showing
my work for each problem. I will write those notes
on the board so students can get involved and
volunteer to write. I will then go back later and write
those note directly on the paper for absent students
to review.
· I will use resources such as Desmos to show
students lines on a graph. I will mainly focus on
going step by step with them initially by drawing the
graphs, lines, and showing work for equations.
· Students will be actively taking notes during the
lesson. They will be seated individually for the initial
lesson. I plan on establishing classroom norms at the
beginning of the year and showing them how to
properly take Cornell notes for a math class. This
should help them to know what they need to write
down and listen at the same time.
· Students will be involved in the lesson. I will ask
many questions in which they should raise their
hands to answer. I will also have examples on the
board that we will solve together where a student’s
volunteers to write it out on the board.
· To address misunderstandings, I will ask them
additional questions to try and get them to notice
their mistake on their own. If they can not get there
on their own, I will politely explain to them why that
is not correct. I want them to find the mistakes on
their own because that helps with problem solving.

· To explain and model behavior, I will provide

examples for each type of problem they will be
assigned, whether that be homework, tests, or
classwork.

· Yes, I believe there is enough detail in this

section.

Guided Practice “We do”

Teacher Will: Student Will:

¨ How will you provide guidance to all students as

they practice?
¨ How will students be engaged?
¨ How will you ensure that all students have multiple
opportunities to practice new content and skills with
your support? ¨ How will students practice all knowledge/skills
required of the objective, with your support?
¨ How will you utilize the support of peers within this
practice? ¨ How will you elicit student-to-student interaction?

¨ Is there enough detail in this section so that another ¨ How are students practicing in ways that align to
person could facilitate this practice? independent practice?

· I will be putting students in small groups and
giving instructions before groups are formed. I will
be walking around the room to answer any
questions students may have and ask them
questions to check if they understand what they are
doing.
· They have multiple opportunities to show their
skills by being involved in the class lesson, working
collaboratively with their group, trying on the end of
class quiz, and doing the homework. They should be
asking any questions they have along the way so I
can answer them.
· Students will be engaged by participating in
group discussion to work through a list of problems.
· Students will be in groups. They will work
through problems together while I walk around the
room answering any questions they have. I will also
ask them questions to test their knowledge on what
they are working on.
· Students will be working together so that will
promote student-to-student interaction. They will be
able to discuss in their groups or ask another group
for help if needed.

· Students will be in groups of 3-4 working
together on a worksheet. If no one in the group
knows how to do a problem, they can ask the group
next to them or ask me. If the whole class struggles
on one problem, I will solve it on the board with their
help.
· Students will be given a small quiz at the end of
class to test their knowledge of what they learned in
class that day. It will be used as a knowledge check
so I can see where everyone is in the material.
 · Yes, there is enough detail in this section.
Independent Practice “You do”
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 within the collection
of evidence of mastery?
¨ Did you provide enough detail so that another
person could facilitate the practice?
· I will be walking around the room answering
questions students may have. I will be asking each
group how they are doing and ask them further
questions about what they are doing. I will have a
list of thought-provoking questions already with me
to ask each group.
· If students need further help, they can ask
fellow classmates or myself for help. I will be open
to give further instruction at lunch or after school for
students who may need it.
· I will go over their learning outcomes with them
before the start of the lesson. I will also explain to
them that we will be using graphs, equations, and
definitions to accomplish the days lesson.
· Yes, I provided enough detail.
Closing Activity:
¨ How will students reflect on learning?
¨ Summarizing and stating the significance of what they learned.
¨ Acknowledge the new information that was added/developed within their schema.
Student Will:
¨ How will students be engaged?
¨ How will students independently practice the
knowledge and skills required by the objective?
¨ How are students practicing in ways that align
to assessment of collection of evidence of
mastery?
¨ How are students using self-assessment to
guide their own learning?
¨ How are you supporting students giving
feedback to one another?
· Students will be in groups discussing the topic
and working through problems and taking a short
individual quiz to test their knowledge.
· Students will have a short quiz at the end of
class to show me what they know about what they
just learned in class and will also have a homework
assignment to work further.
· Students will be quizzed on what a linear
function is, how to determine of a function is linear or
nonlinear, how to graph the equation, and how to
write an equation from a given graph.
· Students will be able to ask their group
questions during group work, ask my questions
during the lesson, and will get feedback the next day
on how they did on the quiz. Homework will allow
them to take their time to work through problems and
check answers.
· Students will be able to answer other student
questions by asking their group or other groups for
help. I love students learning from students. It
promotes teamwork and professionalism.
· Students will reflect on learning by completing a short quiz at the end of class to reflect on
linear and nonlinear functions and being able to graph both examples.

· Students will be able to express to me the extent of what they learned in class by giving real
life examples of where they would use linear and nonlinear functions.