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Direct Instruction Lesson Plan Revised

Teachers:

Subject:

Courtney Wiatt

 

Elizabeth Weis

English—The Power of Perseverance

Shelly Smith

Common Core State Standards:

 

CCSS.ELA-Literacy.W.11-12.3.D Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Objective (Explicit):

 

Students will be able to demonstrate their understanding of the word “perseverance” through the creation of a short, reflective narrative that utilizes specific word choice and sensory language.

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-Students will be able to construct a short personal narrative that portrays a time in their lives where they persevered. Students will use sensory language and precise words to portray the scene clearly for the reader.

Proficient-Students will be able to produce a personal narrative of a time when they persevered, displaying basic knowledge demonstrating they understand the word “perseverance”. Students will explain the setting and key events within their narrative.

Novice-Student is able to define the word “perseverance” and provide examples within a text.

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?

Student will be able to not only know but apply what perseverance means in the real world. When reading texts, students will need basic analysis skills, but will be guided through the process of reading an excerpt from a short poem and understanding how the word choice describes a tough situation and how the speaker got through. Students will need to know basic conventions and sentence structures to write the narrative, and will learn to use descriptive and figurative language to craft a moving piece of writing connected to the theme of perseverance.

Key vocabulary: Perseverance, vivid imagery, precise word choice

Materials: Laptop or tablet with Internet access

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 itsimportanceand make the content relevant to your students?

Using Mentimenter, ask students what words and phrases made them think of perseverance. Give little direction. Create a word cloud to show the results. Discuss common themes throughout, and then talk about word choice.

Instructional

Teacher Will:

Student Will:

Input

¨

model/explain/demonstrate all knowledge/skills required of the objective?

¨ What types of visuals will you use?

How will you

What will students be doing to actively capture and process the new material?

¨

¨

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?

 

- Move into a presentation with google slides and Nearpod on

 

- Students recalled synonyms for perseverance when I showed them the definition. They reflected on the word cloud.

the power of word choice. First, explain the dictionary definition of the word

perseverance. Then, show synonyms for the word.

- Present a couple sentences with synonyms of the same word “fancy” in the sentence. Ask the students which one sounds better. Explain what it means to have a denotation and connotation of a word.

- Present sentences with the synonyms for perseverance we identified earlier and ask students which was better based on the denotation and connotation discussed.

- Students identified which sentences were “better” based on the synonym included in them.

- Students voted on Nearpod which synonym for “perseverance” fit better in the sentence stem provided. The answer was dedication. Most students answered correctly.

- Students helped identify the five senses and how they could create interesting word choice in a descriptive paragraph.

 

-

Finally, discuss a “word cloud rainbow” with varying synonym degrees in each color. Give an example of a sentence with descriptive imagery in it.

 

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?

Guided

Teacher Will:

Student Will:

Practice

¨

How will you ensure that all students

¨

How will students practice all

have multiple opportunities to practice new content and skills?

knowledge/skills required of the objective, with your support, such that they continue to internalize the sub-objectives?

What types of questions can you ask students as you are observing them practice?

¨

¨

How will students be engaged?

¨

How/when will you check for understanding?

¨

How will you elicit student-to-student interaction?

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

¨

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?

- Hand the students each a cupcake. Ask them to describe the cupcake using five senses and specific word choice on the computer without telling me what the object is. Facilitate answers by calling out ones I like and giving suggestions. I talked more about word choice.

- Show them examples of people that persevered and

- Students received a cupcake and on a collaboration board through Nearpod typed out their descriptions without using the word cupcake

- Students ‘liked’ words that others posted and discussed which words most effectively described the cupcake

- Students identified famous people who have persevered and shared. Some explained why

 

facilitate discussion by asking people to say someone famous that persevered and then describe that person

they picked the person. When prompted, they described the famous person and their actions using descriptive terms.

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?

Independent

Teacher Will:

Student Will:

How will you plan to coach and correct during this practice?

¨

¨

How will you provide opportunities for remediation and extension?

¨

practice the knowledge and skills required by the objective?

How will students independently

Practice

¨

How will students be engaged?

How will you clearly state and model academic and behavioral expectations?

¨

¨

Did you provide enough detail so

How are students practicing in ways that align to assessment?

¨

¨

How are students using

that another person could facilitate the practice?

self-assessment to guide their own learning?

How are you supporting students giving feedback to one another?

¨

- Post an example of descriptive paragraph on Padlet for students to view and ask if

- Students read the descriptive paragraph on Padlet and shared

they like the one with or without descriptive imagery better

- Prompt students to write 3-5 sentences on a Padlet about a time they persevered. They are to highlight the descriptive imagery used which I stated. Ask them to share and as they are typing, read out sentences I liked and I monitored for understanding.

why they liked the more descriptive one better.

- Students wrote 3-5 sentences individually on Padlet about a time he or she persevered and highlighted the descriptive language he or she used

- Students were encouraged to favorite one another’s sentences that they thought were descriptive

 

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?

Closing/Student Reflection/Real-life connections:

¨ How will students summarize and state the significance of what they learned?

¨ Why will students be engaged?

As a class, we reviewed sentences posted on Padlet. I called on a few willing students to share their sentences and told them why I liked the imagery used. I explained again the importance of perseverance, and explained why word choice and specific/descriptive imagery is important to any piece of writing.