Direct Instruction

Teachers: Jasmine Fernandez Subject: ELA 12th Grade

Standards:

● 11‐12.W.6 Use technology, including the internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new
arguments or information.
Objectives (Explicit):

● SWBAT create a believable conversation between Mei and at least one other character using the
technology of their choice in order to practice inference making and visual literacy.
Evidence of Mastery (Measurable):

Using the technology of their choice, students will create one fake conversation between Mei and at least one other
character. While the finished product should aim to be canon compliant/believable, students will receive points for
participation. (Mastery=100%)

Sub-objectives, SWBAT (Sequenced from basic to complex):

● SWBAT recall Mei’s relationship with other characters in order to create a believable conversation
between her and at least one other character.
● SWBAT analyze how the use of a screenshotted text enhances the story in order to explore the concept of
visual literacy.
Key vocabulary: Materials/Technology Resources to be Used:

● Believable - convincing or realistic ● Technology (e.g. computer, projector, laptops,

● Visual Literacy - the ability to decode, interpret, create, smartphones)
question, challenge and evaluate texts that communicate ● Pear Deck access
with visual images as well as, or rather than, words ● Google Slides presentation on Ch. 15
summary/excerpt and character bios
● Writing utensils
● Note cards

Opening (state objectives, connect to previous learning, and make relevant to real life)

I will give an overview of American Panda to the class so that they have some familiarity with the book (pretending to
connect to previous learning). I will go through a summary of Ch. 15— in the original/unadapted form of this lesson,
students would be reading this chapter in class and answering guiding questions— and place emphasis on the ending, when
Mei and her crush, Darren, communicate via text. I will then segue into the objective of the day and continue with the
lecture and activity.

Ins Teacher Will: Student Will:

tru
cti 1) Give overview on American Panda to catch up 1) Actively listen to overview to get an idea of
on class. the plot for American Panda.
al 2) Provide access code to Pear Deck presentation. 2) Join Pear Deck presentation using the provided
Inp 3) Use presentation to lecture on character access code. Follow along as the teacher
ut bios/relationships, encouraging students to take lectures on character bios/relationships.
notes as needed. a) Take notes as needed.
4) Have students discuss the characters they find 3) Discuss which characters you find most
 most interesting and narrow down who they want interesting and narrow down who you want to
to write about. write about.
a) Grouping Strategy - Think Pair Share a) Grouping Strategy - Think Pair Share

Co-Teaching Strategy/Differentiation:

Provide extra time for notetaking between lecture/interactive activity time.

Gu Teacher Will: Student Will:

ide
d 1) Demonstrate how to answer Pear Deck 1) Answer Pear Deck interactive questions when
Pra interactive questions. prompted.
cti 2) Model possible ways to create the fake 2) Consider possible ways to create the fake
ce conversation assignment. conversation assignment and explore the
Check for Understanding: Every Pupil Response sample mediums.
Check for Understanding: Every Pupil Response
Have students complete the CFUs embedded in the Pear
Deck presentation. Complete the CFUs embedded in the Pear Deck
presentation.

Co-Teaching Strategy/Differentiation:

Allow students who do not feel as confident with technology to visualize their response through pictures (e.g.
drawing text bubbles, social media post boxes, etc.).

Ind Teacher Will: Student Will:

epe
nd 1) Set a timer for 8-10 minutes and have students 1) Using the technology of your choice, create a
ent create their fake conversation between Mei and fake conversation between Mei and at least
Pra at least one other character. one other character.
cti a) Monitor behavior. 2) Volunteer to share and/or offer feedback.
ce 2) Have students share their fake conversations,
giving feedback on such things as aesthetics,
believability, etc.

Co-Teaching Strategy/Differentiation:

One teach, one observe

Closing/Student Reflection/Real-life connections:

● Daily Dozen/Ticket Out the Door: Student chooses two questions from a generic list to respond to about the day’s
lesson. Write responses on a note card and turn in before you leave.
1. The thing that made the most sense to me today was…

2. One thing that I just don’t understand is…

3. When someone asks me what I did in math today, I can say…

4. One thing I would like more information about is…

5. I need more examples of…

6. I enjoyed…

7. The most important concept that we discussed today was…

8. Today’s class would have been better if we had…

9. I was confused by…

10. The thing we did in class today that best fit my learning style was…

11. The one thing the teacher did today that best fit my learning style was…

12. The one thing the teacher did today that did not work well for me was…