Direct Instruction Lesson Siana Berg

Direct Instruction Lesson Plan Template
Teachers: Subject:
Siana Berg 7th grade science
Common Core State Standards:
 7th Grade Life Science Standard: Construct an explanation for how some plant cells convert
light energy into food energy.
Objective (Explicit):
 Students will construct the process of photosynthesis by creating and labeling a diagram.
Evidence of Mastery (Measurable): (how will I know they learned the info?)
 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.
They will be able to label 3 of 5 parts of the diagram correctly.
Key vocabulary: Materials: Paper, pencils.

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?
Ask students to take deep breath. Ask about what they just breathed in. How does it
relate to plants? EQ: How do plants help you live?
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
Instructional Input
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?
Listen and take notes if needed. I will ask questions to keep
A basic explanation over photosynthesis. I will use paper them engaged.
and pencils to draw out the process of photosynthesis.
Brief explanation over the types of plants that require
sunlight (green).

 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?
Guided Practice
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?
Draw a plant. Ask the different parts of the Give the different parts of photosynthesis.
photosynthetic process required for growth.
(CO2, light, water, gives off air and sugar).
1
 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
Independent Practice
 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?
Re draw a plant. Ask them to label the different Draw a garden and consider some things needed to
parts of the plant. Explain this is the exit ticket. have the plants grow. They may ask their peers but
Have them discuss things to consider when make their own list. Consider how photosynthesis
creating a garden. Make sure each person has plays into growth and how they would need to
their own list. consider that in growing a garden. Label the major
parts of photosynthesis.
Closing/Student Reflection/Real-life connections:

 How will students summarize and state the significance of what they learned?
 Why will students be engaged?
Make sure the diagrams are done. Consider why having plants around is a good idea. Connect to the
cutting down of forests. Re-ask EQ: how do plants help us live?

Direct Instruction Lesson Siana Berg

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Direct Instruction Lesson Plan Template

They will be able to label 3 of 5 parts of the diagram correctly.

Key vocabulary: Materials: Paper, pencils.

Teacher Will: Student Will:

common student errors?

Teacher Will: Student Will:

you are observing them practice?  How will students be engaged?

Closing/Student Reflection/Real-life connections:

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