Direct Instruction Lesson Plan Template

Teachers: Subject:
Sana Abdulla English (Reading)
Science (Biology)
Taylor Mullen History (World History)
Johnathan Welch
Julidany Ortega
Common Core State Standards:
● 3c-students curate information from digital resources using a variety of tools and methods to create
collections of artifacts that demonstrate meaningful connections or conclusions.
AZ State Standards:
● Science Standard-Essential HS.L1U1.20 Ask questions and/or make predictions based on observations
and evidence to demonstrate how cellular organization, structure, and function allow organisms to
maintain homeostasis.
● English Standard-9-10.RL.5 Analyze how an author’s choices concerning how to structure a text, order
events within it, and manipulate time create such effects as mystery, tension, or surprise.
● History Standard- HS.SP1.1 Evaluate how events and developments were shaped by unique
circumstances of time and place as well as broader contexts.

Objective (Explicit):
Students will apply their comprehension of the material through the completion of a
one-pager and by assembling their monster, as a result of learning the basic components
of the novel.
Evidence of Mastery (Measurable):
¨ Include a copy of the lesson assessment.
¨ Provide exemplary student responses with the level of detail you expect to see.
¨ Assign value to each portion of the response.

The students will be assessed in the lesson by creating a monster that requires them to
apply what they’ve learned regarding different aspects of the text.
● We expect to see the students provide an explanation for each thing they
construct along with applying that explanation to a part or section of the
text Frankenstein.
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 use their skills and knowledge to illustrate their own idea of the monster
from the text and use that to explain how it relates to real life.
Key vocabulary: Materials:
Nature Events One Pager
Morality Characterization Paper and the reading material
(Frankenstein)
Literacy Romanticism
Powerpoint Presentation
Historical Pencil or Pen
Scientific Revolution
Mise En Scene
Gothic Literature

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?

-We will start off the lesson with the students using their prior knowledge of
Frankenstein to answer Bell Work questions and discuss them with a partner.
-This connects to past learnings because it helps students acknowledge how varying
subjects that are connected to one another and by practicing in it.
-It will also help students reflect on the novel and demonstrate what they retained from
the text.
Instructional Teacher Will: Student Will:
Input ¨ How will you ¨ What will students be doing to actively
model/explain/demonstrate all capture and process the new material?
knowledge/skills required of the ¨ How will students be engaged?
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?

To start off Bell work, the As the lesson and powerpoint

teacher will ask the students to are underway, the students will
answer questions and/or make be taking notes on specific parts
statements in regards to the of the components onto a one
Frankenstein novel. (seek what pager.
they already know) Comping
answers with a partner. To engage the students in the
lesson, they will first ask brief
The teacher will hand out a questions on Mentimeter, later
one-page worksheet for make a monster of their own
students to take notes and jot creation, and lastly answer
down ideas on. (constructing comprehension questions on
their monster as well) Kahoot, using what they
learned.
The teacher will give a (20-30
minute lecture) on the different
components of the text (i.e.
historical background, literacy
context, and biological
resources)

The teacher will use a

powerpoint presentation for
their lesson, including visuals,
quotes, brain busters, and
other content.

The teacher will give the

students a chance to draw their
version of the monster behind
the text.

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

For those who need accommodations, we will make sure they

have the necessary guided instructions to follow along throughout
the lesson.

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 their
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?
¨ How will you elicit student-to-student
interaction?
¨ How are students practicing in ways
that align with independent practice?

The teacher will ensure that the Students will practice all skills
students have multiple and knowledge by taking notes
opportunities by discussing and adding any information or
with their peers their specific main ideas to their one
explanation of why they chose pager, that they deem
to draw their monster a specific important to discuss.
way and how it can connect
back to the text. Students will use what they
learned from the History,
The teacher will direct/ model Biology, and Literature subjects
what the students will be to use as a tool to complete the
looking for throughout the one pager, illustrate their
lesson, and how it applies to monster, and finally answer text
different subject based questions regarding what they
components. learned from the lesson.
 The teacher will explain the
content and ask questions to
individual students to see
whether they understand the
text better or need if they need
more clarification on the topic.
Students will be using student-
to-student interaction to engage
more and use others perspective
of the text to better understand
the story of Frankenstein.

Co-Teaching Strategy
¨ Which co-teaching approach will you use to maximize student achievement?
N/A

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?

To utilize grouping strategies, we will allow the students to

organize themselves into groups according to whether they
believe the monster in Frankenstein is good or evil.
Independent Teacher Will: Student Will:
Practice ¨ How will you plan to coach and correct ¨ How will students independently practice the
during this practice? knowledge and skills required by the
¨ How will you provide opportunities for objective?
remediation and extension? ¨ How will students be engaged?
¨ How will you clearly state and model ¨ How are students practicing in ways that
academic and behavioral expectations? align to assessment?
¨ Did you provide enough detail so that
another person could facilitate the practice? ¨ How are students using self-assessment to
guide their own learning?

¨ How are you supporting students giving

feedback to one another?

Teacher will coach the students Students will independently

as they are filling out their one take notes, construct their own
pager assignment as well as the personal monsters, and also
written and learning process. observe the slides from the
lesson.
 The teacher will use Students will be engaging in
opportunities to expand activities and direct instructions
throughout the lesson and as a whole class.
before they create their
monster activity. Throughout the lesson, the
students will read the passages
The teacher will model of the novel and apply what
behavioral expectations for they read to the assessments in
students as they answer the end. This will help them
questions; which they may understand how to analyze a
raise their hands in doing so. text through the many different
components.
The teacher will provide
enough detail in order to Students will be given feedback
facilitate further instruction. on their work and knowledge of
the lesson/ assessments/ or even
written responses.
Co-Teaching Strategy
¨ Which co-teaching approach will you use to maximize student achievement?
N/A

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

Depending on student level, accommodations will be made, and

with that will be put into small groups or independent learning
activities for further help understanding the reading material.
Closing/Student Reflection/Real-life connections:
¨ How will students summarize and state the significance of what they learned?
¨ Why will students be engaged?

-Students will discuss what they learned from this lesson with their peers, and use the
one- pager to think about “How does this novel or the monster in general connect to
your real life experiences?”
-Students will use what they learned from the lecture and by creating their monster to
answer comprehension questions on Kahoot.