Direct Instruction Lesson Plan Template

Teachers: Subject:
Yajie Zhang English
Common Core State Standards:
 7.RL.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
 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.W.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.

Objective (Explicit):
 At the end of this lesson, the students should be able to define narrative poems and explain the different types
of narrative poem.
 At the end of the lesson, the students should be able to write simple narrative poems.
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 write their own narrative poems by the end of the class. (Rubric in 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?
 I will review the other types of poetry that were previously discussed in class and relate narrative poetry with the other
types of poetry.
 The students should be able to differentiate narrative poetry from other types of poetry and should be able to identify the
different types of poetry.
 The students should be able to write a short narrative poem.
Key vocabulary: narrative poem, epic, ballad, idyll Materials: Media player, projector, small pieces of
paper
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 capture the students’ interest by playing a recording of “Annabel Lee” by Edgar Allan Poe.
 I will ask the students how they think “Annabel Lee” is different from the other poems that we have discussed.
 I will discuss the definition of narrative poems and its similarities and differences with the other types of poems.
 I will discuss the different kinds of narrative poems and give examples.
 I will explain how narrative poems were important in passing down historical and literary information.
Teacher Will: Student Will:
 How will you model/explain/demonstrate all  What will students be doing to actively capture and
Instructional

knowledge/skills required of the objective? process the new material?

 
Input

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?

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

 The students will be writing their own narrative poem so they will
 I will use a projector to give the formal definition of narrative have to utilize their understanding of the different kinds of
poems. narrative poem and their creativity.
 I will give the class examples of the different kinds of  The students will be writing about random topics that are familiar
narrative poems and show how each kind is unique and relatable to them
 The students will be asked to draw topic written on a small
piece of paper from a jar and they will write about that topic
using any type of narrative poem
 The teachers will go around the class while the students are
writing and can give help when needed

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

 For this lesson, we will use the one teach, one assist approach since the first part of the lesson is mostly discussion.
When the students are writing the poems, both teachers can roam around the room and monitor the students’
progress.
Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

The students can write their poems depending on their level; they are free to choose if they want the more difficult kind of narrative
poem, like an epic, or the easier kind, like a ballad or idyll.
Teacher Will: Student Will:
 How will you ensure that all students have multiple  How will students practice all knowledge/skills required
opportunities to practice new content and skills? of the objective, with your support, such that they
 What types of questions can you ask students as continue to internalize the sub-objectives?
you are observing them practice?  How will students be engaged?
 How/when will you check for understanding?  How will you elicit student-to-student interaction?
 How will you provide guidance to all students as  How are students practicing in ways that align to
they practice? independent 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 an opportunity to choose  The students will be writing their own narrative poem so
the kind of poem that they want to write. they will have to utilize their understanding of the
Guided Practice

 The teachers can offer help while the students are different kinds of narrative poem and their creativity.
writing.  The students will be writing about random topics that are
 The students will be given enough time to write a familiar and relatable to them
short poem during the class.
 The poems will be submitted by the end of the
period and the teacher will mark them and provide
feedback.

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

For this lesson, we will use the one teach, one assist approach since the first part of the lesson is mostly discussion. When the
students are writing the poems, both teachers can roam around the room and monitor the students’ progress.

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?

The students can write their poems depending on their level; they are free to choose if they want the more difficult kind of narrative
poem, like an epic, or the easier kind, like a ballad or idyll. This will be an individual activity to test how the students how comprehended
poems.

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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 teachers can offer help while the students are  The students will be writing their own narrative poem so
Independent Practice

writing. they will have to utilize their understanding of the different

• The students will be given enough time to write a short
poem during the class.
• The poems will be submitted by the end of the period
and the teacher will mark them and provide feedback.
kinds of narrative poem and their creativity.
 The students will be writing about random topics that are
familiar and relatable to them
 The students will have a chance to improve their work
after the teacher has given feedback

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

For this lesson, we will use the one teach, one assist approach since the first part of the lesson is mostly discussion. When the
students are writing the poems, both teachers can roam around the room and monitor the students’ progress.

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

The students can write their poems depending on their level; they are free to choose if they want the more difficult kind of narrative
poem, like an epic, or the easier kind, like a ballad or idyll. This will be an individual activity to test how the students how comprehended
poems.

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 be able to demonstrate their understanding of narrative poems when they are able write their own
narrative poem. The topics that will be provided are easy and relatable for the students so that they will be inspired to
write.

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 Narrative Poem Rubric

Beginning Developing Poet Poet Laureate

Poet Poet Laureate Senior
1 2 Junior 4
3
Development of Lacks Theme Clear theme, Focused and
Ideas and central vague or too interesting engaging theme,
Content theme and many ideas and complementary
ideas and themes, content ideas and content
content not ideas and
developed or content need
simply listed more
development
Voice / Word Lacking Hints at More Strong voice, well-
Choice voice and voice, but moments of suited for
emotion or not voice than purpose; strong
tone for sustained; not; writer emotion; effective,
purpose, some word shows tone powerful word
words have choice and emotion; choice
no clear vague or word choice
purpose, disrupt shows
reader rhythm mastery of
struggles language
Organization Structure Structure Strong Creatively
shows lack detracts structure and organized around
of some from poetic style, meaning and
organization, content or appropriate purpose, follows
or is not seems style style that comple-
identifiable formulaic ments theme

Final Grade: _______

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