Direct Instruction Lesson Plan Template 

Teachers: Subject:
Maria Smalley Tenth Grade World Literature
Common Core State Standards:
● Content: Initiate and participate effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and
issues, building on others' ideas and expressing their own clearly and persuasively.
(9-10.SL.1)
● Anchor: Prepare for and participate effectively in a range of conversations and collaborations
with diverse partners, building on others' ideas and expressing their own clearly and
persuasively (Speaking and Listening 1)
● Anchor: Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text (Reading 1)
Objective (Explicit):
● Through a four corners activity, SWBAT respectfully defend their opinions on essential statements based on
the themes from ​Julius Caesar​ using evidence from ​Julius Caesar​, real world events, and personal
experiences.

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 completion of a questionnaire by the individual's partner (also teacher observation while
walking around the class and listening to the group’s chosen presenter):
1. Did your partner approach every discussion respectfully? ​Yes​​/No (1 point)
How? Answer using traits from the board.
2. When arguing their point, did your partner use evidence to support his/her claims?
Yes​​/No (1 point)
3. If yes, how many times did your partner use evidence to support his/her claim, and which
type of evidence did your partner use?

Number of times evidence was used Type of evidence used

Must use evidence on three separate One must be from ​Julius Caesar (​ 2 points)
occasions (3 points)

One must be a real world event (1 point)

One must be a personal experience (1 point)

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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?

SWBAT identify the main themes of ​Julius Caesar

SWBAT generalize the main themes of ​Julius Caesar​ and connect them to the essential statements
SWBAT formulate their own opinions on the relative truthfulness of the essential statements
SWBAT defend their opinions using evidence from ​Julius Caesar,​ real world events, and personal experiences
Key vocabulary: ​Themes, essential truth Materials: ​Essential truth handout, questionnaire
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?

(15 minutes)
Today, we are going to do a 4 corners activity, analyze some of the themes in ​Julius Caesar,
see how these themes connect to our modern day experiences, and defend some of our own
opinions using different kinds of evidence. Now, all of you picked up an Essential Statements
handout on your way into class. This is your bellwork today. Your first task is to write three to
four sentences describing a time in your life when a friend betrayed you. After you finish that, I
want you all to look at the six essential truth statements in the table underneath. These are
variations of six of the ​Julius Caesar​ themes that you all identified last week. Next to each
statement are four options: A for agree, SA for strongly agree, D for disagree, and SD for
strongly disagree. Circle the option that aligns most closely to your opinion. Then, underneath
explain why you made that choice using evidence from ​Julius Caesar​, your life, or real-world
events. These do NOT have to be full sentences, just enough to help you remember what
evidence you’re using. You should use at least one example from each category of evidence.
For example, use personal experience for numbers one and two, ​Julius Caesar​ for number
three, and real-world examples for numbers four and five. As long as you have one example
from each of the three types of evidence, you’ll be fine. Any questions about what I’m expecting
you to do? (wait fifteen seconds) Alright, you have ten minutes (wait ten minutes). Okay, let’s
hear a couple of examples of times when a friend has betrayed you. As you listen, I want all of
you to think about how this relates to ​Julius Caesar a​ nd the theme of betrayal (Have a few
students share their betrayal stories. Ask each student questions: Can you explain why Brutus
betrayed Caesar? How about Cassius? Can you compare your own betrayal to that of Caesar’s
“friends”? Can you justify your friend’s betrayal? Was your friend acting more like Brutus or
Cassius? Did your friend betray you because s/he thought s/he was doing what was right or for
personal gain?).

In Teacher Will: Student Will:

s ◻ How will you model/explain/demonstrate all ◻ What will students be doing to actively capture and
t knowledge/skills required of the objective? process the new material?
r ◻ What types of visuals will you use? ◻ How will students be engaged?
u ◻ How will you address misunderstandings or
c common student errors?
t ◻ How will you check for understanding?
i ◻ How will you explain and model behavioral
o expectations?

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n ◻ Is there enough detail in this section so that another
a person could teach it?
l
I (15 minutes)
n Thank you all for sharing. I want you to continue to
p think about how ​Julius Caesar​ and the themes
u found within it still apply to today’s modern world.
As usual, students raise their hands, offering to read
t Today, we are going to do a 4 corners activity.
the objective on the board.
Would someone like to tell me why we are doing a 4
corners activity?
Students will raise their hands and provide their own
Now would someone like to define the term
definitions of “respectfully defend.” Teacher will guide
“respectfully defend” for me? I want a simple
students to a basic definition: Backing up your own
definition. How would you describe “respectfully
opinion and treating those who disagree with you the
defend” to a kindergartener? (Call on multiple
way you would like to be treated.
students for definitions and write the key points on
the board)
Students will raise their hands and provide traits that
Okay, so we have a basic idea of what “respectfully
they believe correspond with someone who is
defend” means. Now that we have a definition, let’s
respectfully defending his/er own opinion. Students will
decide what traits someone who is respectfully
respond to any further questions that the teacher might
defending their position has?(Possible questions to
have. Teacher will guide students to a list of traits (and
keep students thinking: How is this person acting?
will hopefully be pleasantly surprised by traits the
How does this person communicate with others?
students think of the s/he had not thought of
What kinds of things does s/he say? When
him/erself): Polite, evidence based argument, calm,
someone disagrees with this individual how does
appreciate differences in opinion, honest, positive,
s/he respond?)
don’t give in quickly but can also admit when others
have a stronger argument, don’t take over
conversations, wait their turn, bring others into the
conversation, open-minded, etc.

We are focusing on respect today and how to show

Students will listen to instructions.
respect to your peers when discussing matters
where you all have different opinions. Just because
we disagree with someone, it doesn’t mean that
they don’t have valid points or a solid argument. In
fact, if we are respectful and we listen with an
open-mind, we might even find that we agree with
them. That is why it is important in this activity to
remember that it is more than okay to change your
opinion. Changing your opinion isn’t a bad thing at
all. It means that you heard both sides of an
argument and found that another side had a
stronger argument. Now for today’s activity, here’s
how it’s going to work. We are going to look at the
Essential Truth statements one at a time. You are
going to look at what you chose for your statement:
Agree, Disagree, Strongly Agree, or Strongly
Disagree. Then, you will turn to your partner and the
two of you will have to reach an agreement as to
where your partnership lands. You will have one
minute to decide which of the four options the two of
you are closest to. Within that minute each member
will have thirty seconds to respectfully defend their

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choice to their partner. After the minute, the
partnership will go to the corner of the room marked
with the letter(s) of their choice: A (gesturing), SA
(gesturing), D (gesturing), or SD (gesturing). Then,
your group will have two minutes to share your
reasons and evidence for your choice. Your group
is also responsible for choosing a representative to
speak for your group in the whole class setting.
When you’re two minutes are up, your
representative will have between thirty seconds and
a minute, depending on how many groups we have,
to give your groups argument and evidence to the
class. Then, I will give everyone the chance to
change sides. I will then write the number of people
in each group on the board for that question while
everyone goes back to their seats and gets started Students will ask questions if they are confused and
on the next question. Any questions? (wait about need clarification.
fifteen seconds)
Students will listen to instruction and follow along on
Now everyone, turn over your Essential Truth guide. the back of their Essential Truth Handout.
On the back their is a questionnaire. You will be
using this to keep track of the number and type of
evidence that your partner uses.You should be
completing questions two and three as we go. Your
partner’s evidence can be from any time that they
discuss. This means that you can write down their
evidence when they are just talking with you, when
they are discussing with your corner group, or if
they choose to represent their group to the class.
This means that they might speak three times in the
first question. They might even manage to give all
three types of evidence in the first question. I will
give you time at the end of class to complete the
first question. As you go look at the traits on the
board that describe a respectful defender. Is your
partner illustrating these traits? Okay, does
Students will ask any questions that they might have
everyone understand the questionnaire and what
about the upcoming activity.
you are doing? (wait fifteen seconds) Remember to
fill out two and three as you go. In the beginning, I
will go from group to group to ask questions and
move things along. Later, however, I am going to let
you all run the 4 corners activity. I will act as the
time keeper and just make sure that you all are on
task. Alright, let’s get started​.

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?
Some student may not feel comfortable sharing their ideas out loud. These students will have the option of
using a polling technology tool such as Poll Everywhere in order to post their ideas without having to
speak in front of the class. For especially quiet classes, the teacher might decide to use a Poll

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 Everywhere slide for these sections instead of writing them on the Smart Board. In order to do this,
however, students must have access to their cell phones or a Chrome cart. This might also take more
time away from the actual 4 corners activity.
Teacher 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?
(10 minutes)
Number One: It is okay to betray a friend in some
circumstances. You have one minute (thirty
seconds each to decide within your partnerships
where you both stand together. Ready, set, go (start
timer on the projector)! Go from group to group to
G see if any are struggling. Ask probing questions to
u deepen thinking and/or help groups reach a
i consensus: If you both already agree/disagree, then
d why do you not strongly agree/disagree? Can you
e define “some circumstances”? In which
d circumstances is it okay to betray a friend? What
P kind of evidence are you using? Can you
r respectfully critique your partner’s position? Are
a their holes in his/er argument or evidence? How can
c s/he make their argument stronger?
t
i
c Students will move to their corner group in their
e After the minute is up, have students move to their
corner. Note if there are any corners that are not
taken. Give students two minutes to discuss within
their corner groups. Travel between groups and ask
probing questions: What are the main points in your
argument? What evidence most strongly supports
these points? What separates you from the other
groups (If you are in the agree corner, then why are
you not in the strongly agree corner?)? Who are
you choosing as your spokesperson? What do you
want him/er to present as your argument? What do
you want him/er to present as evidence?
After the two minutes are up (provide thirty and
fifteen second warnings), ask each representative
to provide the summary argument for their group
with supporting evidence, reminding them of how
much time they have before they start. Remind
students that part of a respectful defense is listening
to others with an open-mind.
Student Will:
◻ 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 share their opinions and listen to the
opinion of their partner. If they already agree, then they
will focus on strengthening their argument. If they do
not agree, then they will defend their own opinion and
listen to the opinion of their partner. One partner might
decide that s/he agree with her/is partner or they might
decide to meet in the middle (one strongly agree and
one disagree might meet in the middle on agree).
Students will respond to teacher’s question and
perhaps even begin to construct questions of their own
to pose to their partner. Students will note their
partner’s use of evidence (both number and type).
partnership. Students will discuss in their groups,
deciding their main argumentative points and the
evidence they want to use to support their argument.
Students will respond to teacher questions and
continue to note their partner’s responses. Students will
collaboratively decide on a representative and decide
which evidence s/he will use and which main points
s/he will present.
Students will present the arguments for their groups
within the time allotted. Students will listen to the
representative from other groups. Students will
continue to note their partner’s progress on their
questionnaire.
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After each group has given their presentation give Students will change groups if they hear an argument
students time to move to a different group if they that they believe is stronger than their groups
have changed their minds. Students do not have to argument. Students will return to their seats and begin
stay with their partners at this point. This is a discussing the next statement with their partner.
completely individual choice. Then count the
students and write the number of each group on the
board for that question. Have students go back to
their seats and read the next essential truth
statement for them. Repeat the process. Focus on
these thought provoking questions for each
statement to help students deepen their knowledge
and the connections between Shakespeare and the
present day:

Statement One: It is okay to betray a friend in some Students will respond to teacher questions and model
circumstances. this questioning technique within their own partnership
and group.
Can you define “some circumstances”? What does
that phrase mean to you? Can you give examples
of “some circumstances” in your life/ the real world/
Julius Caesar​ where this was true or untrue? Can
you compare and contrast Brutus’ and Cassius’
betrayal of Caesar? Do you think that both of them
are as guilty as the other? Antony lies to Brutus and
riles up the citizens at Caesar’s funeral. Is this a
betrayal? Is this a circumstance where a betrayal is
acceptable?

Statement Two: Our lives are largely controlled by

fate.

Recall Cassius’ statement to Brutus: “The fault dear

Brutus is not in our stars but in ourselves that we
are underlings”? What does Cassius mean? Do you
think that this statement is true? Is the tragedy that
happens in ​Julius Caesar​ due to fate or to the
characters themselves? Examine a time in your
own life when something went wrong. Was it
because of something that you did or was it simply
fate? Do we still have ultimate control of our fates or
is it really out of our hands?

Statement Three: The public good is more

important than personal loyalties.

Give examples from real world events when

personal loyalties were given priority over the public
good. What was the end result? Who decides what
the public good is? Given the opportunity who
would you be more likely to offer help to: your family
or strangers? Why? What if it was only one member
of your family versus thousands of strangers? Does
that change your answer? Why?

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Statement Four: It is better to stand by your beliefs
than to compromise your values for peace.

Recall what we talked about at the beginning of

class today. Notice what we are doing in class right
now. Can you relate our activity right now to this
essential truth statement? Are you standing by your
beliefs in ignorance or because you believe them to
be true even after listening with an open mind to
other opinions? Does compromising your beliefs for
peace make you weak or strong? Why?

Statement Five: Your personal life should always

stay private.

Define personal life. Are these the things that

happen when you are not at school or not in public?
Are these the private thoughts that you have or your
home life? Can you explain how personal and
public collide in ​Julius Caesar​? What happens?
What are the costs? What are the benefits? How
about politicians or celebrities? What happens when
personal life enters the public space? Is this fair?

Statement Six: Words are the most powerful

weapons a person can possess.

Recall Antony’s funeral speech. The citizens all

started out on Brutus’ side, but then Antony
convinced them to go against Brutus. Does this
prove that words are a powerful tool? Give
examples of other powerful speeches that have
changed the world: Martin Luther King Jr.’s “I Have
a Dream” speech or Abraham Lincoln’s “Gettysburg
Address.” Do you think that this proves that words
are the most powerful weapon that a person can
possess? Why or why not? What weapons might be
more powerful?

Focus on these questions to deepen understanding

of respectful argumentation and cooperative group
work:

Define the key terms in the statement according to

you. Does your partner agree with your definitions?
Why or why not? Can the two of you reach an
agreement? Give examples to support your opinion.
Use different types of evidence and prove that they
apply in different types of situations. Can you
predict what the other side might say? Can you
strengthen your argument using that information?
Can you examine the opposing side’s argument?
What are their main points? How are they
differentiating themselves from your side? Can you
modify your argument to include the opinions of
your partner or corner team? Can you include
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 valuable information and evidence that can
strengthen your argument? Can you respectfully
critique the opposing side’s argument? Are there
holes in their argument or evidence? What are
they? Do these holes illustrate a strength in your
argument?

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?

Some students are less vocal than others. I can choose which students will partner up. This will allow me to
help students stay in the zone of proximal development, choosing partners that will challenge each other to
think differently about a topic and/or more deeply about a topic. This will also allow me to pair more and less
vocal students together. One might be able to get the other to open up with more questions. The way that the
activity is set up is also a form of differentiation. Even if students do not feel comfortable speaking in a group
or class setting, they have the chance to defend their opinions in a one-on-one setting with their partner.
There is also a specific time set aside for each partner so that neither is silenced by an overbearing
counterpart.

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
◻ How will you clearly state and model academic and assessment?
In
behavioral expectations? ◻ How are students using self-assessment to guide their own
d
◻ Did you provide enough detail so that another person learning?
e
could facilitate the practice? ◻ How are you supporting students giving feedback to one
p
another?
e
n
(10 minutes)
d
After the first two or three statements, the teacher
e
will remove him/herself from the groups and allow
n
them to run themselves.
t
The teacher will say: Alright, everyone, now it’s up
P
to you to run the activity. I will be right here if
r
anyone needs help, but I want you all to try and use
a
your skills as “respectful defenders” to work
c
together cooperatively in your partnerships, groups,
t
and class. I will be walking around making sure
i
everyone is still on task and I will still let you know
c
how much time you have left. Any questions (waits Students will ask any questions that s/he might have.
e
fifteen seconds)? Alright, the class is yours.
Students will work together to reach an agreement in
The teacher will act as a timekeeper and will use their partnership. Then, they will join their corner
this time to walk around the groups and note when groups and work together to define and refine their
students are “respectfully defending” and when they arguments, focusing on how they differentiate from
are not. The teacher will use the same other groups and which pieces of evidence to use.
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 questionnaire and class created trait list that the They will also decide on their group representative.
students have to evaluate the students. Each representative will then speak for their group
while the other groups listen respectfully. Students will
continue to note their partner’s progress on their
questionnaire.
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?

It is at this point that the teacher will be able to dedicate special attention to partnerships that are struggling. At
this point, the goal is that the students are able to communicate respectfully with one another without as much
teacher intervention. This allows the teacher time to work with partnerships that might have trouble
communicating respectfully or that are having trouble reaching a deeper level of understanding and
connection with the Essential Truth statements. The teacher can offer support and additional questions to
these partnerships to assist them in reaching that deeper level of understanding.

Closing/Student Reflection/Real-life connections:

◻ How will students summarize and state the significance of what they learned?
◻ Why will students be engaged?

(7 minutes)
When there are seven minutes left in class the teacher will stop the 4 corners activity regardless of where the
students are in the activity. The teacher will say: I would like all of you to return to your seats. I want you to keep in
mind how these themes relate to us today. Our future project is going to focus on how Shakespeare’s work can
relate to our world today so I want you to remember how you were able to use personal experience and modern real
world events to illustrate some of Shakespeare’s themes. I also want you to remember how to respectfully engage
with others because this is important not only for our future project but also for life in general. You will often have to
work with others and doing so in a respectful way will create a much more cooperative and successful environment.
Now, I want everyone to look at question number one on your questionnaires. When deciding whether or not your
partner approached every discussion respectfully I want you to focus on our list on the board. If they illustrated the
traits on the board then they deserve a “Y” or a “Yes.” Then underneath you can write a sentence about one time
when they illustrated this trait. If, however, they were not illustrating these traits, then they deserve an “N” or a “no.”
Underneath, you will write a sentence explaining a time when they did not illustrate these traits. Make sure that all
three parts of your questionnaire are done before you leave class. Please remain seated until the bell rings and turn
in your questionnaires as you walk out. Thank you all for a wonderful class. Please let me know if you have any
questions (class has five minutes to complete the questionnaire before bell rings and they exit).