Direct Instruction Lesson Plan Template

Teachers: Melody Bearman, Shawn Lindberg, Ashley Subject:

Westwood The Art of Flopping

Common Core State Standards:

 9-10.RL.6 and 9-10.W.1
Objective (Explicit):
 Students will be able to define "flopping" within a literary trope, regarding characters who "swoon" in literary
works.
 ISTE-T standards: Designer, Leader, Facilitator, Collaborator, Learner
 ISTE-S standards: Empowered Learner, Creative Communicator, Digital Citizen, Knowledge Constructor
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.
Mastery - Can define "flopping" and explain the relation in has with the literary trope of "swooning" by providing a
definition and two or more examples from literature. One example given during discussion (5 points), the second
through written interpretation AND a selection from the following: a drawing, an acted scene, or a digital Gif
example (10 points). Total of 15 points.
Proficient - Can define "flopping" and explain the relation in has with the literary trope of "swooning.” May struggle
to provide a definition and one example (requires review and assistance). Total of 10 points.
Novice - Cannot adequately define "flopping" or its literary equivalent "swooning" (requires significant assistance to
complete) and cannot point to support from the text. Total of 5 points.
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 asked to discuss “flopping” as they understand it, then recall evidence of the literary trope of
swooning from any temporary literature they are familiar with.
Skills required: reasoning for making connections from past to present; analyzing to extract meaning from texts
introduced in lesson; creating a representation through art, reenactment, or related digital Gif.
Objective is relevant to students who will recognize the literary trope of swooning as a commonly used rhetorical
device in past and current literature, as well as current entertainment mediums such as film adaptations.
Key vocabulary: Swoon, Trope, Interpretation, Materials: Excerpts from Literature selected by
Demonstrate teacher, colored pencils, teacher computer for
presentation, student devices for Peardeck interaction.
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?
Beginning with a question about student understanding of “flopping” before showing a short video clip of athletes
dramatically flopping on the soccer field will activate interest. This should be relevant/recognizable to most
students as a current real-world situation. The video is simply a launching point from where the subject of
swooning will be connected and discussed in relation to literature. Humor in the video and subsequent images of
swooning should engage students to seek more understanding of the objective. Real-life and current media
examples are being used to communicate the importance of identifying this literary trope now, not just in literature
from the past.
Teacher Will: Student Will:
Instructional

 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?
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

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 expectations?
 Is there enough detail in this section so that
another person could teach it?

I will explain the details of this lesson by using a slide Students will view and participate in the lesson through
presentation, which includes visuals and necessary interactive responses in Peardeck. They will be asked to
definitions. I will check for understanding using Peardeck provide an example of literary swooning to demonstrate their
to facilitate responses from students. At this point I can understanding as the lesson progresses.
check for understanding, to determine if review is
needed. I will stay on task and answer any questions
students have, to model appropriate behavior. Another
person teaching this lesson could simply use the same
slide presentation for instruction. A literary example will
be provided to explain what students will be expected to
do.
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?

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?
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?

 Is there enough detail in this section so that

another person could facilitate this practice?
I will provide a second literary example and engage
student involvement by asking, “What does this mean?”
and have them help with their interpretation of Romeo’s
lines (provided on the appropriate slide). We will go line
by line through the quote and make sure there is
understanding along the way. Together we will discuss
the “swooning” that takes place in the text.
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
Students will be asked to assist in completing the
interpretation of the provided literary example as part of a
teacher-led group discussion. They will view the text provided
on the slide and be assigned lines to verbally interpret for the
class, in preparation to do so as partners in the next step of
the lesson.

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?
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?
Independent

 How will you provide opportunities for remediation and  How will students be engaged?
Practice

extension?  How are students practicing in ways that align to

 How will you clearly state and model academic and assessment?
behavioral expectations?  How are students using self-assessment to guide their own
 Did you provide enough detail so that another person
learning?
could facilitate the practice?
 How are you supporting students giving feedback to one
another?

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 I will explain the assignment and allow students to
partner up, if desired. Each partnership will be allowed to
select a text of their choosing from the 8 options
provided them. I will provide support and answer
questions as they work through the assignment of
reading and interpreting the piece of literature (What
does it mean?). I will visit each partnership to make sure
they understand all steps of the assignment.
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
Working with a partner or individually, students will be asked
to use their knowledge of swooning to determine where it
applies to the text entry they have selected. They will read
and interpret the passage into modern terminology, for more
applicable understanding and engagement. They will model
their understanding of the learning objective when they are
able to create a representation of the literary piece, through a
drawing, reenactment, or digital Gif. This piece will lead to the
closing activity.

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

Closing/Student Reflection/Real-life connections:

 How will students summarize and state the significance of what they learned?
 Why will students be engaged?
Each partnership will share with the class their modern interpretation of their selected literary passage, explain where the
literary trope of swooning takes place, then display their art work, reenact their scene, or share the digital Gif they selected to
represent said scene. Students will stay on task as they are required to “perform” their understanding and will hopefully stay
engaged as other students take turns to share theirs.

Lesson Plan Reflection

The most memorable part of this lesson was how differently each pair of students chose and
interpreted their pieces of literature during the Independent Practice. Their differing preferences were also
apparent in how they decided to represent their understanding and mastery of the objective. Of the three pairs
in my class, they each chose a different option from: drawing, reenacting, or showing a gif of swooning. This
reinforced to me the importance of differentiation in lesson planning, since each student will internalize and
process information in a unique way. I especially like the “Menu” approach to lesson planning for this very
reason.
If I were to teach “The Art of Flopping” again, I would have allowed more time at the end for the
students to demonstrate their mastery to the rest of the class. With this demonstration to be the Closing
Activity, perhaps I would provide shorter passages of literature for the Independent Practice, to allow more time
for sharing at the end. It also would have been nice to have the audio available on my “Stop the Flop” video, so
for a future lesson, I would explore more options for that. Because I was having difficulties with Pear Deck
during the planning stages of the lesson, I ended up not using it. However, in the future this could be a helpful
addition to the lesson.
Overall, I was pleased with how the lesson went, considering I had very cooperative students. I was
surprised at how quickly the time passed. I learned how important time management is, in order to provide a
complete and meaningful lesson.