Direct Instruction Lesson Plan Template

Teachers: Subject:
Alyssa Migler Mathematics
Common Core State Standards
8.EE.B.5 Understand the connections between proportional relationships, lines, and linear equations.
Graph proportional relationships interpreting the unit rate as the slope of the graph. Compare two different
proportional relationships represented in different ways. For example, compare a distance-time graph to a
distance-time equation to determine which of two moving objects has greater speed.
Workplace employability Standards
INITIATIVE AND SELF-DIRECTION: Exercises initiative and self-direction in the workplace.
5d. Generates innovative ideas, methods, or devices contributing to organizational resources and goals. Innovate
to improve productivity. Recommends improvements on processes, products, services. Uses technology to
increase productivity/profits
STE standards
3d. Knowledge constructor-Students critically curate a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
Students curate information from digital resources using a variety of tools and methods to create collections
of artifacts that demonstrate meaningful connections or conclusions.
Objective (Explicit):
 Following the lesson, students will be able to create a linear graph on Desmos using
their knowledge on unit rates and proportions and recognize the relationship between
two units on a graph with 80% accuracy.
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.

Attached at the bottom of template for quiz.

They need to get an 80% or above in order to continue on.

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?

I will do a warm-up exercise on unit rates and proportions so students can get a base knowledge before they start
recognizing variables and their relationships in order to build graphs.
Students need to understand unit rates and relationships of variables.
Graphs and figures appear in real-life and be able to find relationships between numbers and how they can
connect to creating the graph.
Key vocabulary: unit rates, proportions, relationship, Materials: notebook, laptop, Desmos,
linear, slope smartboard/whiteboard/projector
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?
Review unit rates and proportions.
Ex. discussion about how it compares two values
Show how to graph and explain relationship between the values

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 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
expectations?
 Is there enough detail in this section so that
another person could teach it?

First discussing the vocabulary and technology Students will develop their own definitions of that they
tools the students will use to learn the material. think they vocabulary definitions may be. They will
Start with the basics and have the students download Desmos and work collaboratively with the
develop their own definitions of these terms and teacher in learning how to create graphs and have time
then come together as a class and determine to experiment on their own and be creative with their
definitions. Open up the tool and practice tutorials graphs.
Instructional Input

of how to assess variables and create graphs.

Once created, discuss the importance of each
number and the relationship that is shown by the
graph. (Use modeling here)

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
One teach, One observe
One teacher has primary responsibility while the other gathers specific observational information on students or the lead
teacher. The key to this strategy is to focus the observation- where the teacher doing the observation Is observing specific
behaviors.
Team teaching
Well planned, team taught lessons, exhibit an invisible flow of instruction with no prescribed division of authority. Using a team-
teaching strategy, both teachers are actively involved in the lesson. From a student’s perspective, there is no clearly defined
leader- as both teachers share the instruction, are free to interject information and available to assist students and answer
questions.
Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

Repeating or clarifying any difficult concepts

Modeling the use of the materials and steps of the process
providing separate step by step problems on a separate activity for more practice for the students that cannot
grasp the material and for those who are excelling, they can work on a separate worksheet with more difficult
problems.
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?
Guided Practice

 How will you explain and model behavioral

expectations?
 Is there enough detail in this section so that
another person could facilitate this practice?

Put a table of numbers with the two comparable Having students go on Desmos to plot the points, make
values. the connections to determine equations and create
Before they start the exercise, I will do a couple lines. All the student’s will be doing these examples so
sample questions to make sure they understand they can ask each other for guidance. Once this
the material. We will do these exercises together exercise is over, students will have the opportunity to
so I will model these questions on the projector do them on their own so by having the guidance
with Desmos while they are doing them. through them, they can learn and branch off to
experiment on their own graphs with the knowledge
presented to them.
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 Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

One teach, one assist

An extension of One teach, one observe. One teacher has primary instructional responsibility while the other circulates to heck
for understanding, assists students with their work, or monitors behaviors.
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?

In placing them in groups, they each would have a different set of points to graph and then they go to each
group and explain how they attempted the problem and their explanation of why they chose their steps
during the process. Promoting students teaching students will help them gain more knowledge on the
subject.
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?

(have them take out phone or laptop and open Students will choose a set of linear points and graph
Independent Practice

Desmos) them, providing an explanation of their work.

Walk through the aisles and go up to each student Work on Desmos with the values to create a graph and
asking if they need any assistance. assign variables and what each of them mean.
Encourage peer teaching and for them to ask each
other for help (3 before me).

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
Parallel teaching
Each teacher instructs half the students/ The two teachers are addressing the same instructional material
and presenting the material using the same teaching strategy. The greatest benefit to this approach is the
reduced student to teacher ratio.
Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

I will provide extra practice worksheets and activity cards in which when done with the homework to assess
where the students are in their progression of learning.

Closing/Student Reflection/Real-life connections:

 How will students summarize and state the significance of what they learned?
 Why will students be engaged?

At the end of the lesson, I will have student’s take a Quizziz quiz (exit ticket) based off of the
information from the lesson. After viewing their responses, I will be able to assess how well the
students understood the information and what I would improve on with instructing the lesson. I
want students to write a reflection on the constructions they made and the relationships they
discovered from equation to graphing.

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Options of assessments (exit tickets/reflection opportunities)
https://quizizz.com/admin/quiz/57e942ebaeb1c7966844dfb1
https://quizizz.com/admin/quiz/59f92962e0de39100093c703
https://quizizz.com/admin/quiz/5c2e19cce44af7001a3e3f87
https://quizizz.com/admin/quiz/5a0ddc7240ba061200eae849