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A. C reate an original direct instruction lesson plan in…
A. C
reate an original direct instruction lesson plan in the content area and grade level of your choice using the supporting document “Direct Instruction Lesson Plan Template” and “WGU Lesson Planning Guide.” Complete each of the following to finalize your lesson plan:
Note: This lesson plan must be based on Kindergarten through 12th grade standards, not Pre-Kindergarten.
1. Identify all required general information for the lesson plan, including the lesson title, subject, grade/level/setting, and prerequisite skills for the lesson.
2. Align the relevant standards and objectives for the lesson by doing the following:
a. Identify the current state or national academic content standard(s) addressed by the lesson plan and include the associated alphanumeric code and full description for each standard.
b. Create lesson learning objective(s) that align to the state or academic standards identified in part A2a. Each learning objective should include the following required components:
? behavior
? condition
? measurable criterion
3. Discuss the necessary materials, resources, and technology for the lesson plan by doing the following:
a. List all materials and resources necessary for teachers and students to complete the lesson.
b. Identify the technologies integrated into the learning activities within the lesson, and explain how each technology supports student learning.
4. Discuss the language demands included in the lesson by doing the following:
a. Identify the language function(s) students will be able to engage in upon completion of the lesson.
b. Identify key vocabulary terms students must know in order to master the learning objectives for the lesson.
c. Identify relevant discourse or syntax used in the lesson.
d. Describe relevant language supports that will be used to help students apply the language of the discipline during the lesson.
5. Describe the activities and associated student actions in detail for each of the following steps:
? anticipatory set
? presentation procedures for new information and/or modeling
? guided practice
? independent student practice
? culminating or closing procedure/activity
6. Discuss how the lesson will differentiate instruction to meet the needs of all students by doing the following:
a. Explain how the differentiated instruction will be used in the lesson to meet the needs of students who are gifted and talented.
b. Explain how the differentiated instruction will be used in the lesson to meet the needs of students whose native language is not English.
c. Explain how the differentiated instruction will be used in the lesson to meet the needs of students with a mild to moderate learning disability.
7. Explain how to assess student progress toward reaching the lesson learning objectives by doing the following:
a. Describe the formative assessment used in the lesson and how it helps monitor student progress.
b. Describe the summative assessment and how it measures student achievement of the lesson learning objectives.
B. Explain how the lesson plan from part A could be modified to be a cross-disciplinary lesson. Include modifications to each of the following in your explanation:
? instruction
? skills
? content
1. Explain how the modified lesson from part B aligns to all relevant standards. Include the associated alphanumeric code and full description for each standard in your explanation.
2. Explain how your modifications to the plan’s instruction, skills, and content would increase the relevance of the lesson and impact student engagement and motivation in the lesson.
C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
D. Demonstrate professional communication in the content and presentation of your submission.
ADirect Instruction Lesson Plan Template
General Information
Lesson Title:
Subject(s):
Grade/Level/Setting:
Prerequisite Skills/Prior Knowledge:
What do your students already know or what do they need to know about the selected topic to successfully participate in the lesson?
Standards and Objectives
State/National Academic Standard(s):
Learning Objective(s):
Identify what students will accomplish by the end of the lesson; needs to align with the state or Common Core State Standards and needs to be measurable (condition, behavior, and criterion).
Materials Technology
What materials will the teacher and the students need in order to complete the lesson?
How will you use technology to enhance teaching and learning? (Optional: Use the SAMR model to explain the technology integration strategies you plan to use.)
Language Demands
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.
Language Function(s):
The content and language focus of the learning task represented by the active verbs within the learning outcomes. Common language functions include identifying main ideas and details; analyzing and interpreting characters or events; arguing a position or point of view; or predicting, recording, and evaluating data. Common language functions in math include predicting from models and data, recording multiple ways to solve problems, justifying conclusions, evaluating data and explaining how or why certain strategies work.
Vocabulary:
Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline.
Discourse and/or Syntax:
Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction. Syntax refers to the set of conventions for organizing symbols, words, and phrases together into structures (e.g., sentences, graphs, tables).
Planned Language Supports:
The scaffolds, representations, and pedagogical strategies teachers intentionally provide to help learners understand and use the concepts of language they need to learn within disciplines.
Instructional Strategies and Learning Tasks
Anticipatory Set:
Activity Description/Teacher Student Actions
Presentation Procedures for New Information and/or Modeling:
Activity Description/Teacher Student Actions
Guided Practice:
Activity Description/Teacher Student Actions
Independent Student Practice:
Activity Description/Teacher Student Actions
Culminating or Closing Procedure/Activity:
Activity Description/Teacher Student Actions
Differentiated Instruction
Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs.
Gifted and Talented:
EL:
Students with Other Special Needs:
Assessment
Formative
Describe how you will monitor, support, and extend student thinking.
Summative
(Quizzes, Tests, products)
https://web5.wgu.edu//aap/content/lp_direct_instruction_lesson%20_plan_guide.pdf
