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Direct Instruction Lesson Plan Template

Teachers: Subject:
Danielle Heffner 8th grade English Language Arts
 Team members: Addeliese Watts, Kaylin
Stewart

Common Core State Standards:


 Content Standard: 8.R1.9 Analyze a case in which two or more texts provide conflicting information on the
same topic and identify where the texts disagree on matters of fact or interpretation.
 ISTE Technology Student Standards: Empowered learner, knowledge constructor, computational thinker.
 ISTE Technology Teacher Standard: Citizen, collaborator, designer, facilitator.
Objective (Explicit):
 Students will be able to compare and contrast 4 characteristics of famous pirates using two sources.
Evidence of Mastery (Measurable):
 Students will be able to produce a Venn diagram using 2 sources selected by the instructor as a means to
demonstrate the differing portrayals of famous pirates.
o Assessment of mastery will take place during the “independent practice” portion of the lesson.
o See template that will be used for assessment of mastery below:

 Evidence of Mastery valuation:


o Master: Student utilizes 2 sources in their Venn diagram and identifies more than 4 characteristics in
each section.
o Proficient: Student utilizes 2 sources in their Venn diagram and identifies 4 characteristics in each
section.
o Novice: Student utilizes 2 sources in their Venn diagram and identifies less than 4 characteristics in
each section.

Key vocabulary: Sources, characteristics, compare, Materials: 3 different colored pens/pencils, Venn
contrast, analyze. diagram template, laptop or phone, highlighters,
additional paper for notes.
Opening (state objectives, connect to previous learning, and make relevant to real life)
o Opening activity: Instructor will pose the following question to students: “what characteristics make an
individual a pirate?” Each student will be required to identify one characteristic (2-3 minutes).
o Utilizing the topic of pirates is a method of engaging students in a lesson aimed at making students
proficient in analyzing the content of numerous sources.
o An informal discussion serves a quick and easy method of introducing students to the topic of the
lesson.

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o In hearing their peers responses, students will be presented with perceptions that differentiate from
their own. This will serve as an introduction into the following lesson focused on conflicting information.
o The instructor will transition into the following lesson by telling students something along the lines of:
“See how different your responses were? Maybe some of your perceptions were formed off of famous
movies while others formed perceptions based on books or articles.”

Teacher Will: Student Will:


o This lesson will be guided utilizing the platform o In order to actively process the material, students
Nearpod (5 minutes). will be responsive to questions posed by the
o This portion of lesson will be lecture-based. instructor throughout the instructional input.
o Embedded in the Nearpod will be a video clip o Using an access code provided by the instructor,
from Pirates of the Caribbean portraying students will follow along with the presentation and
pirates. On the following slide, a few quotes interact with embedded media on their personal
from reliable articles discussing pirates will be technological devices.
highlighted. o Nearpod
o The instructor will explain to students the o Engagement will be insured through the use of
process of drawing inferences when analyzing varying interactive media embedded in the
a source. presentation.
o This is necessary as some
characteristics are explicitly stated
while others are implicitly
demonstrated.
o Ex: a pirate who jumps off of their ship
and into the ocean to save another
crew member could be inferred to be
“heroic.”
o The instructor will state the necessity of
students physically highlighting information
that signifies a characteristic within a text and
Instructional Input

writing down actions/quotations found in a


video source.
o The instructor will explain the necessity of
providing supporting evidence when a claim
about a characteristic is being made.
o Although students will be jotting down
short descriptions of pirates within
their “Evidence of Mastery” Venn
diagrams, they must base these
claims off of what characteristics are
represented in a given source.
o Embedding a portion of text within the
presentation that has particular sentences
highlighted will allow students to visualize what
annotative reading looks like.
o Common student errors will be addressed by
connecting this section of the lesson back to
the “Opening Activity.’
o The instructor will ask a given student
to explain why they believe pirates
possess the previously stated
characteristic.
o If the student does not relate their
answer to an actual source, the
instructor will use the example as a
way to explain to students the
difference between an evidence-based
answer versus one based on personal
opinion.
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o Throughout the process of presenting the two
different sources, the instructor will take breaks
to pose questions to students as a means to
gauge their understanding.
o Ex: “Why is highlighting a written
source important?”
o Ex: “Imagine you need to write a
research paper about pirates next
week. Why is it important to know how
to compare and contrast the
perspectives portrayed in differing
sources?”

Teacher Will: Student Will:


o As guided practice, the instructor will work o As guided practice, the students will work together
together with students to annotate a written with the instructor to annotate a written source and
source and identify characteristics that can be identify characteristics that can be inferred from the
inferred from the source (3 minutes). source (3 minutes).
o This collaboration will happen within o This collaboration will happen within the
the Nearpod presentation. Nearpod presentation.
o The instructor will call on each student at least o Engagement is ensured as students will be actively
once to ensure all students have an collaborating with their peers and the instructor
opportunity to practice skills in identifying within the Nearpod presentation.
characteristics implicit within a source. o Questions will be embedded within the
Guided Practice

o The instructor will provide feedback to presentation to ensure students are


students based on their answers and actively following along, in addition to
identify at which point incorrect those questions verbally posed by the
reasoning occurred, if necessary. instructor.
o After the guided practice activity is complete,
students will possess the following skills to ensure
their success in independent practice:
o How to identify implicitly expressed
characteristics
o How to link a claim with aligning textual
support

Teacher Will: Student Will:


o This section of the lesson will be used to allow o This section of the lesson will be used to allow
students to complete their Venn diagrams (7 students to complete their Venn diagrams (5
minutes). minutes).
o The instructor will explicitly state the o See “Levels of Mastery” valuation above.
Independent Practice

requirements of the assignment and provide o Students are expected to adhere to the procedural
students with the 2 sources they will analyze to expectations set forth by the instructor in addition
complete the assignment. to producing a completed Venn diagram.
o See “Levels of Mastery” valuation o Such as highlighting while reading, taking
above. notes while watching the video clip, etc.
o The instructor will monitor student progress o Students will be provided with different colored
and redirect students if necessary. writing utensils to complete their diagrams as a
o Ex: Redirect students is they are not means to enhance learning through increased
highlighting within the written source. visual clarity.
o Ex: Refocus students who may be o Halfway through the activity, students will need to
ignoring the presented sources and explain to the group one characteristic they have
gathered from the sources and articulate how they
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are arbitrarily filling in the diagram made the inference. Their peers will then have to
based on prior knowledge. decide if they believe there is adequate support for
o If the instructor observes students struggling to the claim being made.
complete the activity, the students will be o Ex: A student may respond with “pirates
placed in pairs halfway through the activity as are greedy because Captain Jack Sparrow
a means to utilize cooperative learning to was seen hoarding treasure in the video
bolster understanding and guide behavior. clip.”

Closing/Student Reflection/Real-life connections:


o Kahoot quiz (2-3 minutes).
o A short 5-question quiz on the platform Kahoot will permit students to reflect on the key points of the
lesson in a fun, simple, and engaging matter.
o Modern students are typically excited to have the opportunity to utilize their technological devices for
any given activity.
o Students already possess prior knowledge of how to use Kahoot, which will minimize barriers to
engagement related to confusion over process.
o The competitive aspect Kahoot provides is an easy way to bolster student engagement, given that a
leaderboard is projected after each round on the board/instructor’s laptop.

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