Direct Instruction Lesson Plan:

Day 5 of Unit on College Admission Essays

Teachers: Shelby Hemley Subject: 12th grade English

(Common Core) State Standards:

11-12.RL.3 Analyze the impact of the author's choices regarding how to develop and connect elements of a
story or drama.
11-12.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well‐
chosen details, and well‐structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance,
establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a
smooth progression of experiences or events.
b. Use narrative techniques to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent
whole and particular tone and outcome.
d. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over
the course of the narrative.
11-12.SL.1 Initiate and participate effectively in a range of collaborative discussions (one‐on‐ one, in groups,
and teacher‐led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas
and expressing their own clearly and persuasively.
a. Come to discussions prepared having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well‐ reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision‐making, set clear goals and
deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence;
ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all
sides of an issue; resolve contradictions when possible; and determine what additional information or
research is required to deepen the investigation or complete the task.

• Objective (Explicit):
Students will be able to differentiate between a narrative and anecdote.

• Evidence of Mastery (Measurable):

Students will contribute to at least 2 prompts on the class popplet and write one statement regarding a quote
or part from the text they like or thought was crucial to the story.

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 review parts of a narrative: plot, climax, resolution, etc.

- SWBAT distinguish the characteristics of narratives by collaborating with their peers using model
texts.

Key vocabulary: Materials:

- Narrative - Copies of readings

1
 - Anecdote
- Plot
- Rising action
- Climax
- Falling action
- Resolution
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?
nal Input Instructio
Teacher Will:
□ How will you model/explain/demonstrate all knowledge/skills
required of the objective?
□ What types of visuals will you use?
- Use google slides for mini lesson on narrative
vs anecdotes
- Discuss misunderstandings about the two and
explain the differences
Teacher Will:
Guided Practice
□ 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?
- Put students in pairs/groups (no more than 4)
- Facilitate and guide discussion
- “how does this apply to our final project?”
- Make sure that all students are participating
instead of one doing the work
ent Independ
Teacher Will:
□ How will you plan to coach and correct during this practice?
□ How will you provide opportunities for remediation and
extension?
- Walk around the room as students read and
answer questions
2
- Pen
- Pencil
- Open the lesson by doing a quick
invitation to write
o “A moment I’ll never forget from
my childhood is …”
- Ask students what they already know
about a plot, anecdote, and narrative.
Student Will:
□ What will students be doing to actively capture and
process the new material?
□ How will students be engaged?
- Fill out guided notes based on the lesson
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?
- Review their invitation to write. How was
this a narrative or anecdote? If not, what
could make it one?
- Read each other’s’ and discuss
Student Will:
□ How will students independently practice the
knowledge and skills required by the objective?
□ How will students be engaged?
- Read “Death of a Moth” by Annie Dillard
and “My Secret Pepsi Plot” on NYT in
 small groups
- Add to popplet or board with quote or
part from the text they like, or thought
was crucial to the story
- Answer these questions as an exit ticket:
o Which was a narrative? Why?
o Which was an anecdote? Why?

Co-Teaching Strategy
□ What co-teaching approach will you use to maximize student achievement in this lesson?

Differentiation Strategy
□ What accommodations/modifications will you provide for specific students in this lesson?
□ How will you support students that need an additional challenge?