Direct Instruction Lesson Plan Template
Direct Instruction Lesson Plan Template
Direct Instruction Lesson Plan Template
Teachers: Subject:
Paige Haagen English (Language Arts) Grade 9
Symbolism in Major works
Common Core State Standards:
9-10.RL.2 - Determine a theme or central idea of a text and analyze
in detail its development over the course of the text, including how
it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
9-10 RL 4- Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative meanings;
analyze the cumulative impact of specific word choices on meaning
and tone.
9-10 RL 10- By the end of the year, proficiently and independently
read and comprehend literature, including stories, drama, and
poetry, in a text complexity range determined by qualitative and
quantitative measures appropriate to grade 9.
ISTE Teacher 1-a -Promote, support, and model creative and
innovative thinking and inventiveness
ISTE Students 6b- create original works or responsibly
repurpose or remix digital resources into new creations.
Workplace- the students will learn critical thinking and to grant
meaning to previously meaningless aspects of life.
CCSS.ELA-LITERACY.CCRA.L.5-
Demonstrate understanding of figurative
language, word relationships, and nuances in word meanings.
Objective (Explicit):
Students will identify what color archetypes that perpetuate through literature symbolically represent in
order to gain another perspective while reading classic works through drawing and presenting a given
symbol to research.
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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?
The students will become engaged in discussion on the symbolic representations of colors in
literature by first relating this to their personal life. When the students arrive to the classroom, I
will ask them to pull out a piece of paper, and free write on the topic I have written on the board.
This topic would be: What color symbolically represents you? Why? I would allow them about 5
minutes to write, then have them discuss how they answered the question with a couple of
people who are sitting around them. After 1 minute of discussion, I would open up the
discussion to the entire class, first explaining which color I believe symbolically represents me,
then picking on random people to share which color they picked and why. To begin the lesson
presentation, I would mention several texts that they are familiar with (from class or popular pop
culture novels) and reference parts of those texts that are relevant to symbolism of colors in
text. By employing an activity that relates literature to reality, the students will find personal
interest in the lesson that is going to follow.
How could this be applied to colors? The student will also participate by answering the
Why would this be effective to readers? leading questions about the archetypes, and how
this can be effective to writing. This will assess
After asking students these leading questions, their critical thinking skills. They were already
a true definition of archetype will be presented exposed to the idea of symbolism in the opener.
to the students. Next, the teacher will present
students with a majority of short examples of The students will participate in active discussion
uses of color archetypes including lines of on the quotes presented to them, and brainstorm
poetry, short sentences, and short excerpts together what the color archetype might mean in
from novels. the context of the quotes. This will
What does this quote mean? What is There will be an emphasis on what they mean
happening in the text? What is the color AND how it can be applied to the overall meaning
archetype? How does this enhance the text? of text.
Questioning
What is an archetype?
How could this be applied to color?
Why would this be effective to readers?
What does this quote mean?
What is happening in the text?
What is the color archetype displayed in this quote?
What does it mean literally?
What does it mean figuratively?
How does this enhance the text?
Group Questions:
How does the color make you feel?
What do you think of when you see the color?
Why/how could this color represent emotion?
What emotion/theme do you think it could represent based on your previous knowledge?
What does your color archetype mean?
What are some things that your color archetype represents?
Can you create a sentence that accurately uses your color archetype?
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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?
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
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all time. They also will be encouraged to utilize highlighters and different color pens when
discussing different colors so they can remember what definition goes with what color.
Students who are advanced learners will be asked questions throughout class discussion and
group work that will challenge their critical thinking skills at a higher level than the rest of the
students. They may also be encouraged to find more quotes or examples that show their color
archetype in action through text.
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 teacher will assign the last 20 minutes of The students, in groups, will apply their learned
class for groups to create a poster that knowledge of their color archetype and create a
accurately represents their color archetype. poster that will prove to the teacher that it has
This will include: been learned, as well as share all the color
Their color written in bold letters in the archetypes to the rest of the class when the
middle of the poster IN their color posters are hung
One quote from literature with the color
archetype The students will use technology to look up a
Several words/phrases defining the quote from literature that references their
symbolic meaning scattered assigned color archetype and add it to the poster.
Independent Practice
The teacher will walk around the classroom The student will express their creativity and
and engage students in discussion based on understanding by forming their own sentence,
their color archetype. phrase, or poem with their given color archetype.
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
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Differentiation Strategy
Struggling students will be given addition time to complete their poster. They will be able to complete them at
home over one to several days depending on the student. If the student has trouble with time management,
this will be helpful to them. The extra time will allow them to execute the assignment fully, so they will learn
more and be more proud of their work. The teacher will not take off point for the work being a little late, as
long it is in before the extended deadline set. Also, the students will be monitored throughout class to make
sure that they are working during the entirety of the 20 min given to complete the simple poster. My inputting
several short reminders to stay focused may help when the students are distracted.
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Who we teach: I was placed with a teacher that primarily teaches honors and AP English classes. Although I was
convinced that this meant that there was no differentiation, I was convinced otherwise when I asked my teaching mentor
about it. Although a majority of the students have no trouble with learning and applying that learning, there are some
students that have to work extra hard in the class. In one of his classes, he has three students that struggle with ADD or
ADHD, so he has to rope in the attention of students that have a hard time focusing. Other than that, with Honors and AP
students, several of the students are always begging to be constantly be challenged by the teacher. They are high
achieving students all the time.
Where we teach: I am at Boulder Creek High School at Anthem, Arizona, which is a pretty wealthy upper-middle class
suburb in Arizona. In a small city of 21,700 people, around 89% of all people are white Americans, with the only close
race following is Hispanic or Latino at 9%. The median income of family who live there is $85,893, and there is a very low
poverty rate of 2.88% (Data USA). Given all of this information, it is clear that a majority of the students who go to this
school are pretty well off. Several of the students choose to work, but not for their family income.
What we teach: This lesson teaches students how to analyze literary work through the lens of color archetypes. I hope to
broaden their viewpoint of literature by allowing them to think critically, and apply the color archetypes to famous literary
works. My goal would be for students to understand all twelve of the color archetypes to be quizzed on them at a later
date.
How we teach: This lesson is designed for a majority of different students to use their strengths to succeed. It begins with
a short lecture that facilitates discussion based on texts that the students already know. Then it allows students to talk to
their fellow classmates in attempt to discover the color archetype they were given based on critical thinking. Because the
groups were given by the teacher, they will be placed with students that have different learning strengths. They will
challenge each other as well as help each other. Also, the final activity (the poster) allow creative students who think
visually to execute their strengths. In addition to that, students who think more analytically to respond to the quotes for
understanding. Also, by challenging the students to formulate their own sentence using the archetype, they will express
their understanding through application.