Direct Instruction Lesson Plan Template

Teachers:
Alyssa Sherry

Subject:
Sustainability
-Process of a product ( The Lorax )

Common Core State Standards:

Science:
PO 3. Formulate predictions in the realm of science based on observed cause and
effect relationships.
PO 1. Describe how natural events and human activities have positive and negative
impacts on environments (e.g., fire, floods, pollution, dams).
Social Studies:
Science Strand 3 Concept 1 Describe how natural events and human activities
impact environments.
English Language Arts
Objective (Explicit):
SWBAT create a picture map of the process of a product (a thneed)
SWBAT make connections between human action and its affect on the environment
SWBAT comprehend the storyline and content of The Lorax and connect it to the assigned task
SWBAT understands that our environment and our actions are connected with systems thinking
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 create and turn in a picture map

Students (in small groups) will present their work in front of the class
Students will participate in a whole class discussion
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 listen to The Lorax video

SWBAT discuss the video in small groups and whole group
SWBAT draw pictures or write on their picture map
SWBAT collaborate with their group-mates in order to come up with a detailed picture map
Key vocabulary:
Materials:
Environment
Butcher Paper
Habitat
Markers (variety of colors)
Air Pollution
The Lorax By Dr. Seuss, 1970s video production
Water Pollution
Deforestation
Sustainability
1

Production
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?

Instructional Input

The lesson will begin with the reading and watching of Dr. Seuss The Lorax. This book
centered on environmentalism is a great way to introduce sustainability in a fun,
engaging, and lighthearted way.
Teacher Will:

How will you model/explain/demonstrate all

knowledge/skills required of the 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?

Student Will:

What will students be doing to actively capture and

process the new material?
How will students be engaged?

Teacher will play The Lorax video (about 20 minutes) for

the class

Students will watch the video, paying close attention to cause

and effect.

Teacher will ask students what they thought of the

environment in the beginning of the film

Students will respond to teacher prompted questions.

Teacher will ask students what the thought as time went

on: What changed in the environment? Why do you think
that? How does that make you feel?

Students will share their thoughts on the change of the

environment in the video.

Teacher will instruct students to turn and talk to their tablemates and discuss what they saw (observations)

Students will talk with their table-mates, sharing their thoughts

and ideas.

Teacher will then ask: What did you notice about the
truffula tree forest throughout the story?

Students will respond to teacher prompted questions.

Teacher will say: The land in which the truffula trees grew,
the barbaloots lived, and the swommee swans flew is
called their environment. What is our environment?

Students will respond with things like: Air, some trees, pools,
houses, schools, food in grocery stores, etc.

Teacher will respond to student answers and help with

small classroom discussion

Students will continue to have a class discussion

Teacher will ask, what do you think caused the change in

the environment?

Students will share their thoughts/predictions

Teacher will facilitate discussion

Students will continue discussion

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?

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?

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?

Teacher will introduce picture mapping:

Drawing pictures to represent a process from
beginning to end, including what goes into and
comes out of the process.

Students will listen to instruction and description

of picture mapping.

Teacher will collaborate with students to draw

a concept map on the board of all of the
elements that go into making a thneed as well
as what the outcomes are.

Students will call out what they saw in the video of

what thneeds were made of, how they were
produced, and what they caused.

Teacher will had out chart paper and markers

to table groups.

Students will work in groups to draw their detailed

picture map

After students finish mapping, teacher will ask

each table group to share their map.
After each presentation, teacher will ask
students to give positive feedback and suggest
other ideas. Students will share what they
noticed about each groups presentation

Students will present their maps and share their

ideas with the class.

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?

Teacher Will:

Independent Practice

How will you plan to coach and correct during this

practice?
How will you provide opportunities for remediation and
extension?
How will you clearly state and model academic and
behavioral expectations?
Did you provide enough detail so that another person
could facilitate the practice?

Student Will:

How will students independently practice the knowledge and

skills required by the objective?
How will students be engaged?
How are students practicing in ways that align to
assessment?
How are students using self-assessment to guide their own
learning?
How are you supporting students giving feedback to one
another?

Teacher will say: did you notice in the movie

and in our classmates posters that there were
three main elements of our environment that
were affected by the production of thneeds?
-Trees
-Water
-Air

Students will listen to teacher instruction.

Teacher will explain deforestation at greater

length

Students will listen to instructional content and ask

questions if needed.

Teacher will explain water pollution at greater

length
Teacher will explain air pollution at greater
length

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?

Closing/Student Reflection/Real-life connections:

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

In closing, teacher will explain that deforestation, air pollution and water pollution will be
the main focus of coming activities in the following days and that they will be looking at
how deforestation, air pollution, and water pollution affect our own earth.