Direct Instruction Lesson Plan

Direct Instruction Lesson Plan
Teachers: Subject:
Lydia Angulo Spanish 3-4 Honors
Common Core State Standards:
Participate in conversations on familiar topics by using a series of sentences
Understand the main idea in presentations, and overheard conversations on a variety of topics
Understand the main idea of texts related to everyday life, personal interests and studies
Objective (Explicit):
Students will be able to analyze structure of affirmative and negative words
Determine the meaning of words and phrases in the sentences listed in the handout
Compare and contrast negative words that from English and Spanish
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 work on the activities from the handout to practice indefinite and negative words
Students will compare the negative words to that of English and write practice sentences
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?
Teacher will have students work on the diario, where they would need to work on indefinite and negative words
Key vocabulary: (alguien, algo, algn, alguna, Materials: power point and handout
siempre, tambin, todava, o, pero, sino, nadie, nada,
ni, ningn, no, nunca, jams, tampoco, todava)
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?
Teacher will review answers on the Diario as well as the handout and go over the exercises to make sure they
comprehended the new grammar learned.
Instructional Input
Teacher Will: Student Will:

How will you model/explain/demonstrate all What will students be doing to actively capture and
knowledge/skills required of the objective? process the new material?
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?
Is there enough detail in this section so that
another person could teach it?
Teacher will give examples of activities they have been Students will work individually on the activities on the handout
working on using power point and writing examples.
Teacher will also write on the board what they need to do As their exit ticket, they would need to write down what they
and if someone has a questions, will address the whole learn in this lesson and how they can apply it in their lives.
class in case there are questions with activities.
1
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One teach One assist
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
Teacher will have an additional exercise on indefinite and negative words for practice to make sure student have
enough work from bell to bell.

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?
Guided Practice
Is there enough detail in this section so that

another person could facilitate this practice?
By practicing vocabulary and working in pairs on
the diario, give them an opportunity to practice
words they would in every day social
conversations.
Mentor teacher could go around the room to check for understanding and help students if they have questions.
How can you utilize grouping strategies?
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?
Independent Practice
could facilitate the practice? How are you supporting students giving feedback to one
another?
If one student has a question, it is probably that By working independently on the diario and as a group
every body will have questions too, so I would we will review answers.
repeat the instructions or work on the problem as a Students will also work independenly on the worksheet
group to make sure they are in the same page. and they will share their answers with their neighbor
Closing/Student Reflection/Real-life connections:
2
How will students summarize and state the significance of what they learned?
Why will students be engaged?
Teacher will ask students how they can use this new words on their social lives and give an example.

Direct Instruction Lesson Plan

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Direct Instruction Lesson Plan

Teacher Will: Student Will:

Teacher Will: Student Will:

Is there enough detail in this section so that

Closing/Student Reflection/Real-life connections:

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