UVU Lesson Plan Direct Instruction

 Direct Instruction 

Step 1: Review Previously Learned Material

1. What are the steps of Backwards Design? 

2. What could those steps look like within a lesson plan? 

3. What do you already know about lesson plans? 

Backwards Design the steps are to 

1. Identify desired results. 

2. Determine acceptable evidence. 

3. Plan learning experiences and instruction. 

In a lesson plan it would be: 

1. Learning Objective. 

2. Assessments. 

3. Instruction and Activities for the lesson. 

Step 2: State Objectives for the Lesson

Indicator: Students will use the UVU Lesson Plan template to compose and aligned lesson plan in their content area using a particular model of instruction that includes multiple instances of formative assessment and differentiation for individual students. 

Short version: Compose an aligned lesson plan. 

Step 3: 

Section I and II

1. Start with the standards (copy and paste)

2. Central focus (borrow from edTPA, should be the same for 3-5 consecutive lessons)

3. Write your objective (verb + content)

4. Explore how the lesson aligns to the unit summative assessment. 

This is Backwards Design #1: Identify Desired Results

Step 4: Guided practice, assess performance,and provide corrective feedback. 

We did this already with the cognitive alignment tables. 

Section III

Academic language is part of section III and has 3 parts. 

1. Language Function what you expect your students to do with language during your lesson. Typically one verb, often same verb as learning objective. 

2. Language Demand what you expect students to do with language in your class. 

1. Vocabulary should include general academic and content specific vocab

2. Syntax OR discourse: Syntax how language is used in relation to other language. Discourse: Has to do with broad rules for using language 

3. Language support: What you the teacher are going to do to teach students the vocabulary and syntax for the lesson. Ex: 

1. I will provide instruction both written and verbally. 

2. I will define key words in context as I go. 

3. I will ask students to follow along, practice, and check their work with mine. 

4. I will use PowerPoint and visuals to facilitate understanding. 

https://uvu.app.box.com/v/secondaryedTPA Choose Academic language. 

https://uvu.app.box.com/v/secondaryedTPA/file/342581277156 

Present new material

Section IV: determine your preassessment, formative assessments and final formative assessment. Keep objective and assessment verbs aligned. 

This is Backwards Design step 2: Determine acceptable evidence

Skip to Section VII: Plan out your instruction including the steps to whichever model of instruction you are using. Plan learning experiences and instruction. Go to lesson plan cheat sheet.

Section VI: Differentiation and accommodation.  Use the modify ____ for _____ by…

Section V: Fill in! 

Blank lesson plan template doesn't really work well since it's in Microsoft word.

Can also try this one

 BLANK UVU Lesson Planning Guide

 

Name(s): EDSC 4550	Lesson length:
Grade Level: College Juniors	Subject: Curriculum

 

I. Standards
Utah State Core Curriculum Strand(s) and Standard(s):	InTASC Core Teaching Standards: Standard 2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Utah Core Literacy or Math Standard (secondary only):	CCSS.ELA-LITERACY.RST.11-12.1. Participate effectively in collaborative discussions with diverse partners, building on other’s ideas and expressing their own clearly and persuasively (a-d). CCSS.ELA-LITERACY.RST.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone. CCSS.ELA-LITERACY.RST.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative perspectives are addressed, and organization, development, substance, and style are appropriate to purpose, audience, and task.
Summative (Unit) Assessment:	This lesson will prepare students to prepare lesson plans for their group presentation, their lesson plan submissions, the final unit plan, and their edTPA/student teaching experience.
Central Focus:	Students will generate ideas of how to differentiate and build classroom community, while simultaneously learning a new student-centered model of instruction.

 

II. Intended Learning Outcomes
Learning Objective/Target/Indicator: (Know and Do)	Develop an understanding of Relational Equity and how it applies to teaching.

 

III. Academic Language
Language Function:
Language Demand
	Vocabulary:
	Syntax:
	Discourse:
	Mathematical Precision (math only):
Language Support:

 

IV. Assessment of Student Progress
Pre-assessment:
Formative assessments:
Final formative assessment:

 

V. Preparation
Students’ prior knowledge, skills and assets:
Student preparation (if applicable):
Teacher preparation:
Technology integration (as applicable):

 

VI. Addressing Learners’ Needs
Differentiation/Individualization:
Support for ELLs:
Accommodations/Modifications for IEPs/504s:

 

VII. Instructional Procedures (including models of instruction, strategies, assessments, differentiation, transitions, etc.)

GUIDED PRACTICE UVU Lesson Planning Guide

 

Name(s): EDSC 4550	Lesson length:
Grade Level: College Juniors	Subject: Curriculum

 

I. Standards
Utah State Core Curriculum Strand(s) and Standard(s):	InTASC Core Teaching Standards: Standard 2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Utah Core Literacy or Math Standard (secondary only):	CCSS.ELA-LITERACY.RST.11-12.1. Participate effectively in collaborative discussions with diverse partners, building on other’s ideas and expressing their own clearly and persuasively (a-d). CCSS.ELA-LITERACY.RST.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone. CCSS.ELA-LITERACY.RST.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative perspectives are addressed, and organization, development, substance, and style are appropriate to purpose, audience, and task.
Summative (Unit) Assessment:	This lesson will prepare students to prepare lesson plans for their group presentation, their lesson plan submissions, the final unit plan, and their edTPA/student teaching experience.
Central Focus:	Students will generate ideas of how to differentiate and build classroom community, while simultaneously learning a new student-centered model of instruction.

 

II. Intended Learning Outcomes
Learning Objective/Target/Indicator: (Know and Do)	Develop an understanding of Relational Equity and how it applies to teaching.

 

III. Academic Language
Language Function:
Language Demand
	Vocabulary:
	Syntax:
	Discourse:
	Mathematical Precision (math only):
Language Support:

 

IV. Assessment of Student Progress
Pre-assessment:
Formative assessments:
Final formative assessment:

 

V. Preparation
Students’ prior knowledge, skills and assets:
Student preparation (if applicable):
Teacher preparation:
Technology integration (as applicable):

 

VI. Addressing Learners’ Needs
Differentiation/Individualization:
Support for ELLs:
Accommodations/Modifications for IEPs/504s:

 

VII. Instructional Procedures (including models of instruction, strategies, assessments, differentiation, transitions, etc.)

 

 Lesson planning lesson plan

UVU Lesson Planning Guide

Name(s): Trevor Warburton	Lesson length: 50 minutes
Grade Level: College Juniors	Subject: Curriculum & Instruction

I. Standards
Utah State Core Curriculum Strand(s) and Standard(s):	INTASC Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Utah Core Literacy or Math Standard (secondary only):	CCSS.ELA-LITERACY.RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context.
Summative (Unit) Assessment:	This assignment will prepare students to write their lesson plans for their group presentation, their lesson plan submissions, the final unit plan, and their edTPA/student teaching experience.
Central Focus:	How to write a lesson plan that includes differentiation and assessment using the UVU Lesson Plan template.

II. Intended Learning Outcomes
Learning Objective/Target/Indicator: (Know and Do)	Students will use the UVU Lesson Plan template to compose an aligned lesson plan in their content area using a particular model of instruction that includes multiple instances of formative assessment and differentiation for individual students.

III. Academic Language
Language Function:	Blank for now. We will discuss how to fill this section in later. For your first lesson plan assignment you are not required to complete this section.
Language Demand
	Vocabulary:
Syntax:

Discourse:
Mathematical Precision (math only):
Language Support:

IV. Assessment of Student Progress
Pre-assessment:	§What are the steps of Backwards Design? §What could those steps look like within a lesson plan? §What do you already know about lesson plans?
Formative assessments:	Listen to conversations and provide feedback and correction on information. Ask them what would go in the instructional procedures section. How would we organize it? (use the steps of the model) Where might we need to differentiate? For whom? For what? Which aspects? Where do we write that? (in the instructional procedures) What accommodations might we need to provide for students with special needs?
Final formative assessment:	In their presentation groups, students will compose an aligned lesson plan using a particular model of instruction, including multiple instances of formative assessment and differentiation. (Informal formative assessments identified in Instructional Procedures.)

V. Preparation
Students’ prior knowledge, skills and assets:	Knowledge of scope, focus, sequence, alignment, backward design, assessment types, and differentiation. Familiarity with core curriculum. This class works well in small groups and participates in class discussions.
Student preparation (if applicable):	Students will have reviewed the Direct Instruction model cheat sheet and may have watched an instructional video. They should also have signed up for a day/model of instruction to teach and, hopefully, reviewed the model.
Teacher preparation:	Copies of blank lesson plan template Copies of lesson plan tips sheet

Clarifying (factual) question stems on board: Where does __ go? What does __ mean? Probing (conceptual) question stems on board: Why is this . . .? How do I . . .? What if . . .? In what cases do I . . .?
Technology integration (as applicable):	Classroom computer, projector, and document camera

VI. Addressing Learners’ Needs
Differentiation/Individualization:	Differentiate environment for interest by having students sit with their MOI group. Differentiate process for profile by providing hard copy and projecting sample lesson plan. Differentiate process for readiness by providing direct instruction model with guided practice for students with little to no prior procedural experience. Differentiate content for readiness by allowing students to engage in curriculum compacting. Differentiate process for profile by allowing students may work alone with headphones. Differentiate content for profile by providing electronic copies of all materials on Canvas.
Support for ELLs:	Written and oral instructions. Guided practice w/ supporting hard copy materials. Small group work. Question stems on board.
Accommodations/Modifications for IEPs/504s:	For privacy reasons, I am not including these here.

VII. Instructional Procedures (including models of instruction, strategies, assessments, differentiation, transitions, etc.)
Model of Instruction	Direct Instruction
Differentiation (prior to instruction)	Differentiate environment for interest by having students sit with their MOI group. Differentiate process for profile by providing hard copy and projecting sample lesson plan. Differentiate process for readiness by providing direct instruction model with guided practice for students with little to no prior procedural experience.
Step 1: Review previously learned material & Pre-assessment	Use pre-assessment questions listed above. Listen to conversations and provide feedback and correction on information.

Step 2: State objectives for the lesson.	Direct students to the daily learning target on PPT. Explain that this is a procedural lesson. Explain that the Direct Instruction model works well for procedural knowledge, but may not always be the best model for procedural knowledge. Explain that students will use the skill they develop today to write lesson plans for their group presentation, the three lesson plan assignments, and the final unit plan, as well as their edTPA and student teaching lesson plans.
Step 3: Present new material (I do).	Pass out the blank lesson plan template. Invite students to make notes in the margins on the template about what goes in each section as we walk through the template. They may highlight sections for which they need clarification. Tell them that I will be showing them a lesson plan I wrote for today’s class and that they should ask clarifying (factual) and probing (conceptual) questions about it as we go through it, as needed. Pass out the lesson plan tips sheet. Introduce each section and have them read what is in that section and what the tips sheet says should be in that section. Respond to student questions. Move back and forth between steps 3 and 4 to break material up into manageable chunks.
Differentiation	Differentiate content for readiness: Students who demonstrate mastery of the lesson plan template or who have learned the template in the prior course may choose to engage in curriculum compacting by skipping the remainder of the day’s instruction (putting on headphones and moving to a corner) and working instead on one of their lesson plans.
Step 4: Guide practice, assess performance, and provide corrective feedback (we do).	Tell students to fill in sections of the lesson plan together as we go. Remind students of the academic controversy we did last Wednesday. This lesson focused on conceptual knowledge. What model of instruction that we have learned about thus far should we use to teach this? ( Academic Controversy) Why? Why wouldn’t Direct Instruction be a good idea? Brainstorm summative, formative, and pre-assessments. Brainstorm prior knowledge and skills. Skip teacher prep, language, and student prep for now, as we haven’t crafted the plan yet! Ask them what would go in the instructional procedures section. How would we organize it? (use the steps of the model) Where might we need to differentiate? For whom? For what? Which aspects? Where do we write that? (in the instructional procedures) What accommodations might we need to provide for students with special needs?

Go back to teacher prep, and student prep.
Differentiation	Differentiate content for readiness: Students or groups who now feel mastery of the lesson plan template may choose to engage in curriculum compacting by skipping the remainder of the day’s instruction (putting on headphones, moving to a corner) and working instead on one of their lesson plans.
Step 5: Assign independent practice, assess performance, and provide corrective feedback (you do).	Each group now needs to write the lesson plan for their group presentation. This should be left on a chair at the back of the room before class on the day of their presentation, just as you would for a principal observation. You will also be writing three lesson plans in pairs, one of which should be completed with someone outside of your content area and represent a cross-disciplinary approach. Each of these lessons will use a different model of instruction. Finally, you will be creating a unit plan of approximately 5 lessons at the end of the semester. If you plan well, you will be able to use a couple of the lesson plans you’ve written previously in that unit.
Step 6: Review periodically, offering corrective feedback.	You will be writing several lesson plans throughout the semester, on which I will give you feedback. Additionally, each day as groups present their lessons using the models of instruction, you will be asked to align 2-3 daily learning targets to that model as an exit slip. You will also critique your peers’ presentations, which should inform your own practice. Take student questions.
Closure	Direct students to Canvas, where they will review cheat sheets and videos in preparation for next class session.