Direct Instruction Lesson Plan Template

I
Teachers: Subject:
Stephanie Bang, Brittany Seidelman, Jesus Espinoza English
Standards:
AZ ELA Standards:
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are
made, how they are introduced and developed, and the connections that are drawn between them. (9-10.RI.3)
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 (e.g., how the language
evokes a sense of time and place; how it sets a formal or informal tone). (9-10.RL.4)
AZ ELA Anchor Standard:
(College and Career Readiness Anchor Standards for Reading)
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone.
ISTE Standard:
3. Model digital age work and learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global
and digital society.
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies
and situations
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and
use information resources to support research and learning
Workplace Employability Standard:
1.A Masters core communication skills for the workplace.
● Delivers content accurately
● Persuades others
● Uses communication style appropriate to audience and situation
● Listens actively

Objective (Explicit):
SWBAT explain symbolism and how it functions, as well as identify symbols and write a story based on those
symbols.
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.
In order to demonstrate mastery, with the final assessment the student will show an understanding of symbolism
by writing a piece that is accurate to the symbol provided to them by their peer, if not the writing piece must at least
be justifiable and explained by the student. The main idea is not to assess their understanding of specific symbols,
but more importantly to assess their understanding of how symbolism functions and what it can add to writing.
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?
SWBAT

● demonstrate their understanding of symbolism through providing accurate examples of symbolism in text,
with justification.
● read a text and identify the symbolism within it by visually marking the symbols.
● identify the meaning of a symbol and write an excerpt accurately depicting that meaning.
Key vocabulary: Materials:
● Presentation on Symbolism
● Symbolism/symbol ● Flashcards with a Symbol on them (10-12 per
group)
1
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?
(Total time: 5 minutes)

Game: Pictionary

● Teachers will write words on index cards that symbolize something.

● Teachers will draw a card randomly and refrain from looking at what is on the card.
● Students will look at the card and draw a picture to give the teachers a hint, but they are not allowed
to actually draw what is written on the index card.
● Students will explain what they drew to help us (the teachers) guess what might be written on the
card.
● Teachers will use the students’ explanations and examples to segue into how the picture the student
drew relates to and is a form of symbolism.

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
I expectations?
n ◻ Is there enough detail in this section so that
s another person could teach it?
t
r
u ● Teacher will explain purpose of ● Students will take notes on symbolism if they
c introduction activity and use it as a method choose to.
t of transition into presentation on
i Symbolism.
o ● First slide(s) will provide students with a
n basic definition of Symbolism.
a ● Next slide(s) will discuss what the purpose
l of symbolism in literature/media is.
I ○ Ask students what they believe ● Students will share what they believe
n symbols can do in a work before the purpose of symbols in a work.
p showing slide if time allows.
u ● Next slide(s) will provide some examples
t of symbolism in popular
books/movies/media.
● Next slide will provide some more
examples and also non-examples of ● Students will share what they think
symbolism. makes something a symbol and what
○ Ask students what makes those doesn’t qualify as a symbol.
non-examples not symbolism.
● Transition into Guided Practice.

2
 Co-Teaching Strategy
◻ Which co-teaching approach will you use to maximize student achievement?

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

● Guided Notes: If needed, some students will be provided with guided notes or an outline of the
presentation, so taking notes is easier.
● Cueing Important Points: Visual cues will be indicated prior to beginning the presentation so
students know what the key points they should memorize/record are.

Teacher Will: Student Will:

◻ How will you ensure that all students have multiple
opportunities to practice new content and skills?
◻ What types of questions can you ask students as
you are observing them practice?
◻ How/when will you check for understanding?
◻ How will you provide guidance to all students as
they practice?
◻ How will you explain and model behavioral
expectations?
◻ Is there enough detail in this section so that
another person could facilitate this practice?
◻ How will students practice all knowledge/skills required
of the objective, with your support, such that they
continue to internalize the sub-objectives?
◻ How will students be engaged?
◻ How will you elicit student-to-student interaction?
◻ How are students practicing in ways that align to
independent practice?

G ● Teacher will hand out students a sheet

u with two/three passages from “The
i Chrysanthemums” by John Steinbeck, and
d [poem] by [author].
e ● Teacher will ask students to first read ● Students will read the passages and mark
d Steinbeck passages. objects they believe are a symbol in
● Teacher will ask students to highlight/mark Steinbeck’s “The Chrysanthemums.”
P what they think some symbols may be. ● Students will share what they think a possible
r ● Teacher will ask one student what they symbol in the passage is and why with the
a marked, and ask them to explain why. group.
c ● Teacher will verify if that is a valid example
t or not. ● Students will repeat same process as above
i ● Move onto [poem]. but this time with the poem that uses
c ● Have students repeat the same marking symbolism.
e process on the poem, indicating what they
think some symbols are.

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

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?

● Coach for Success: If students are unaware or struggling to find symbols in the passages/poem,

3
 the teacher ask questions that can lead the students to discovering the symbols.
○ e.g. “Is there anything in this passage that represents Elisa’s personality?” or “Does the
bucket possibly represent anything in this passage?”
● Provide Materials at Varied Readability Levels: If students are still struggling to identify symbolism
in the Steinbeck passages and the poems, provide them with simpler text that still incorporates
symbolism instead.
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?

● Teacher will have students each choose ● Students will each choose an index card with a
one index card that includes a noun/possible symbol on it and will not share
noun/possible symbol on it (apple, winter, what is on that card with anyone else yet.
blue, etc.) at random. Tell them to not
show it to anyone else.
I ● Explain that they have all been given a
n symbol. It is up to them to decide what
d exactly that symbol represents.
e ● Tell students to write down what the ● Students will write down some meaning for the
p symbol on the card represents in one to symbol on that card in 1-2 sentences.
e two sentences. State that they are not
n writing a story, but just a possible meaning e.g. Student gets card w/ “apple” on it. Student
d for that symbol. Allow 2-3 minutes for writes 1-2 sentences on how an apple could
e this. symbolize love/evil/intelligence/etc.
n ● Tell student to swap card and paper with
t their written meaning with another student. ● Students will swap their symbol + meaning with
P ● Tell students to write a quick story that another student. Now, students will have to
r incorporates that symbol. Allow 4-5 write a quick story that incorporates that
a minutes for this. symbol + meaning in it.
c ● If time allows, have students share their
t stories with the other student who wrote e.g. Student receives “apple” card that says
i the symbol’s meaning apples represent evil. Student writes a quick
c story on how an apple appears whenever a
e character goes through some tragic event.

● If time allows, student who wrote story will

share it with student who wrote the original
meaning for the symbol.

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

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

● Different Modes of Expressing Learning: If students do not want to or are not good at writing a
story, allow them to explore other forms of writing like a poem, a small script, or possibly even do a
drawing of that symbol and its meaning.
● Allow Working With Peers: If 2-3 students in the group are struggling to come up with a story for a

4
 symbol, group them together, have them randomly select one of the symbol w/ meaning cards, and
then have them work together on a story or some representation, preferably written, that incorporates
the symbol and its meaning
Closing/Student Reflection/Real-life connections:
◻ How will students summarize and state the significance of what they learned?
◻ Why will students be engaged?

● Students will briefly discuss what symbolism is, and the teacher will ask if they can give their own
definitions of it. Students will also discuss how they feel about incorporating symbols in their own works.
● Teacher can also ask if the students are now aware of different symbols that appear in the students’ own
content areas.