Direct Instruction Lesson Plan Template- Abby

Teachers:
Abby Lalley

Subject:
Paper Sons

Common Core State Standards:

-PO 7. Analyze cause and effect relationships between and among individuals and/or historical events
-Examine the reasons why people emigrated from their homelands to settle in the United States during
the late 19th century.
-(ELP)LI-3: summarizing main ideas and supporting details from read-alouds (nonfiction and fiction) in
complete sentences.
Objective (Explicit):
Students will be able to evaluate the cause and effect of the main character Lee in the book Paper Son:
Lees Journey to America (Tales of Young Americans).
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.

The evidence of mastery will be determined from the exit ticket that will be assigned 10 points. Each
question will be assigned 2 points eacher, which will be 5 questions all together.
1. What was the name of the main character in the book?
2. Where was the main character from?
3. Where was the main character trying to go to?
4. What happens to the main character?
5. What are paper sons?
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 be able to sit quietly while each student reads a part of the book.
Students will be able to read out loud at a good level of volume.
Students will be able to answer questions from the book.
Students will be able to answer the questions on the exit ticket.

Key vocabulary:
Paper Sons: is a term used to refer to Chinese people
that were born in China who illegally immigrated to
the United States by purchasing fraudulent
documentations which stated that they were blood
relatives to Chinese Americans who had citizenships
in the United States.

Materials:
Paper Son: Lees Journey to America
(Tales of Young Americans) Book

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?

What are somethings you know about paper sons? I will ask this question to the class and have
students answer the question by raising their hands.
Instructional Input

Teacher Will:

Student Will:

How will you model/explain/demonstrate

all knowledge/skills required of the
objective?
What types of visuals will you use?
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?

What will students be doing to

actively capture and process the
new material?
How will students be engaged?

I will tell the students will be reading

a book out loud. All the students will
have to read some part of the book
out loud to the class. I will ask all
students to be respectful when other
students are reading.

Students will sit quietly

while other students are
reading. Students will have
to read parts of the book.

Co-Teaching Strategy/Differentiation Strategy

Which co-teaching approach will you use to maximize student achievement?
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

The students should not have differentiation in this section because

the teacher is just explaining what the students will be doing. The
students will just be given instruction.
Guided Practice

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?

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?

During the reading the students have

questions that I will instruct them to
answer by raising their hands:

Students will answer the

questions with their best
answer the can think of.
Students will be chose to
answer the question by
when they raise their hands.

Your coaching book. You must learn

How will you elicit student-tostudent interaction?

How are students practicing in
ways that align to independent
practice?

every detail. Youll be questioned in

Gum Sam PoPo touched Lees
cheek. Youll leave for America in
three week: Page 1
Question: What do you
think the coaching book is
used for?
How much did it cost? Page 2
Question: How much
money do you think it
would cost for the paper son
slot?
Our mountains are topped with wars
and our streets are paved with
bandits. Page 3
Question: Do you feel like
this is a safe place for a
boy/girl to live?
Well lose the money and Ill be
deported Page 5
Question: Do you think Lee
will be deported or be
accepted into America?
After the book is read:
Question: What happen to
Lee?
Co-Teaching Strategy/Differentiation Strategy
Which co-teaching approach will you use to maximize student achievement?
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?

Co-teachers will walk around the classroom and help students with
reading if they need it. Co-teachers will also ask students to be quiet,
if they are being too loud or distracting.
Differentiation- Students that are having a hard time reading the
section, will have a teacher help the student by pronouncing the
words with the student. After the student that is having difficulty
reading finished the section, the teacher will recap the section so no
students will be unsure about the reading.
Independent Practice

Teacher Will:

Student 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?
Did you provide enough detail so that
another person could facilitate the practice?

How will students

independently practice the
knowledge and skills required by
the objective?
How will students be engaged?
How are students practicing in
ways that align to assessment?
How are students using selfassessment to guide their own

learning?
How are you supporting
students giving feedback to one
another?

I will pass out the exit ticket to all

the students. I will tell the students
that their exit ticket should be their
own answer and no one else's. I will
tell the students that they have to
work on the exit ticket by themselves
and turn it in when they are done.

Students will have to

answer the questions on the
exit ticket and turn it in
when they are done.
1. What was the name
of the main
character in the
book?
2. Where was the
main character
from?
3. Where was the
main character
trying to go to?
4. What happens to
the main character?
5. What are paper
sons?
They will leave the class
after they are done with the
exit ticket and we discuss
the answers.

Co-Teaching Strategy/Differentiation Strategy

Which co-teaching approach will you use to maximize student achievement?
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

Co-teachers will walk around and help any students that raise their
hands. If students need differentiation they will be able to have some
extra time to answer the questions for the exit ticket in another
room.
Closing/Student Reflection/Real-life connections:
How will students summarize and state the significance of what they learned?
Why will students be engaged?

At the end of the lesson, the students will have to turn in their exit tickets. I will ask the students to
answers the questions from their exit ticket out loud, by raising their hands. I will tell the students that
they will learn more about paper sons in the next lesson.