Direct Instruction Lesson Plan Template

Teachers: Subject:
Yajie Zhang English
Common Core State Standards:
 7.RL.2 - Determine a theme or central idea of a text and analyze its development over the course of the text;
provide an objective summary of the text.
 7.RL.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including rhymes
and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story
or drama.
 7.RL.5 - Analyze the structure of a text, including how a drama or poem’s form or structure contributes to its
meaning.
Objective (Explicit):
 Upon completion of the lesson, the students will be able to define poetry and explain why it needs to be
studied.
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.
Students will analyze the poem, and after class, they will hand in their work to teacher, teachers will give
feedback to them. (Rubric on the last page.)

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 compare and contrast poems from previously studied types of literature

Students will be able to determine the figurative meaning and central idea of the text are important to
understand poem.
 The students will also be able to express themselves through poems
Key vocabulary: Imagery, metaphor, stanza structure, Materials: “I'm Nobody! Who are you?” by Emily
rhyme scheme Dickinson; colored pens

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?
 I will ask the class about poems they know and what they know about poems.
 I will relate the previously studied types of literature with poems.
 I will capture their interest by playing a recording of “I'm Nobody! Who are you?” by Emily Dickinson and offer
trivia.
 I will emphasize on poem’s role in expressing your thoughts and creativity.

Teacher Will: Student Will:

Instructional Input

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

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  The students will be divided into groups and each group  The students will have hands-on experience in analyzing a poem
will be given a copy of the poem which is printed in sheets and will be able to discuss their ideas with their peers
of paper  The students will also report their analysis after 20 minutes of
 Each group will be asked to analyze the text, identify the discussion with their group mates
figurative language, and explain what they think the song
means
 After 20 minutes of discussion, each group will report their
analysis
 The teacher will provide feedback, offer suggestions for
the things that the students miss, and discuss the poem

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

I will use the team teaching approach. For this lesson, both teachers will go around and listen while the groups are discussing
and offer some suggestions to nudge the students in the right direction. Both teachers can also provide feedback after the
reporting.

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

There is no right or wrong answer in the analysis and the teachers will listen to how the students interpret the poem but the teachers will
also discuss how they interpret the poem.
There are some students that will require an additional challenge. The groupings will be designed to include advance and students who
need more attention so that the groups will be balanced.

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?
 The students will be given multiple exercises and
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?
• The students will have hands-on experience in analyzing a poem

assignments in the next few weeks to make sure that they
practice analyzing and writing poems.
 The students will be asked to analyze poems in class and
will be required to write their own poems.
 The poems of the students will be marked and returned to
them so that they will know what to improve on.
and will be able to discuss their ideas with their peers. The students
will be able to formulate their ideas independently.
• The students will also report their analysis after 20 minutes of
discussion with their group mates

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

I will use the team teaching approach. For this lesson, both teachers will go around and listen while the groups are discussing
and offer some suggestions to nudge the students in the right direction. Both teachers can also provide feedback after the
reporting.

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?

There is a presentation to engage students.

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 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?
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?

 The teacher will give feedback to the students after they

Independent Practice

 The students will have hands-on experience in analyzing a poem

report. and will be able to discuss their ideas with their peers.
 The students will be able to formulate their ideas independently.
 The students will also report their analysis after 20 minutes of
discussion with their group mates
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

I will use the team teaching approach. For this lesson, both teachers will go around and listen while the groups are discussing
and offer some suggestions to nudge the students in the right direction. Both teachers can also provide feedback after the
reporting.

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

There is no right or wrong answer in the analysis and the teachers will listen to how the students interpret the poem but the teachers will
also discuss how the generally accepted interpretation of the poem. Yes, there are some students that will require an additional
challenge. The groupings will be designed to include advance and students who need more attention so that the groups will be
balanced.

Closing/Student Reflection/Real-life connections:

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

 The students will summarize and state what they learned at end of each group’s report. One representative from each
group will state what the group has learned and its significance.
 The students will be engaged because they will listen to their peers.

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 Mastery

Category 4 3 2 1
Comprehension Student clearly Student seems to Student Student has
understands the understand most understands some trouble
poem and of the poem and parts of the poem understanding
accurately accurately and accurately most parts of the
answers questions answers most answers some story or answers
related to the questions related question related are incomplete.
story. to the poem. to the poem.
Analysis Insightfully Accurately Describes some Has trouble
describes several describes a couple dominant identifying the
dominant of dominant elements and dominant
elements and elements and poetic devices elements and
poetic devices poetic devices used by the poet, poetic devices
used by the poet used by the poet but has difficulty used in the poem.
and thoughtfully and accurately describing how
relates how they relates how these these relate to the
are used by the are used by the meaning or feeling
poet to reinforce poet to reinforce of the poem.
the theme, the theme,
meaning, mood, meaning, mood,
or feeling of the or feeling of the
poem. poem.
Interpretation Forms a creative Forms a Student identifies Student finds it
hypothesis about somewhat the literal meaning difficult to
the symbolic or reasonable of the work and/or interpret the
metaphorical hypothesis about can relate how the meaning or mood
meaning of the the symbolic or work makes of the work.
poem and is able metaphorical him/her feel
to support this meaning and is personally
with evidence able to support
from the text. this with evidence
from the work.