UH COE Lesson Plan Template (Direct Instruction)

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Name of Teacher Candidate Kevin Luong

Lesson Overview
Grade Level 7
Estimated Time Needed 60 minutes
Students will apply their knowledge of text structures and elements by
analyzing “Martian Metropolis.” They will utilize the KWL chart as a tool to
measure their understanding of text structures and elements. When
students get into “Martian Metropolis,” they will carefully analyze the text
Lesson Description
for text structures and elements and fill out a chart. Furthermore, they will
use text evidence and identify the author’s purpose to support their
answers. Towards the end of the lesson, students will fill out an exit ticket
to demonstrate what they have learned.
The student is expected to analyze characteristics and structural elements
of informational text, including:
Content Area Standards
7.8.D.ii – features such as references or acknowledgements
7.8.D.iii – organizational patterns that support multiple topics, categories,
and sub-categories
Technology Standards None
The students will analyze text structures and elements of an informational
Objectives
text using a chart and text evidence.

Resources/Materials/Tools
• Text Structures: classification, advantages/disadvantages,
Terms/Vocabulary cause/effect
• Text Elements: headings, numbers/statistics
Projector: used to display annotation and analysis of text
Technology Resources structures/elements of “Martian Metropolis” during modeling and guided
practice, as well as the quick write
• HMH’s Into Literature – students will read “Martian Metropolis” in this
textbook for annotation and analyzing text structures/elements
• KWL Chart – used to gauge student’s understanding of text
structures/elements
• Text Structures/Elements Chart – students will use this chart to fill out
text structures/elements they find in the text, as well as text
Other Resources evidence/author’s purpose to support their findings
• HMH Assessment Questions (different day) – used to assess
student’s understanding of the text
• Exit Ticket – students will fill out an exit ticket to demonstrate what
they have learned during the lesson
• Reading Notebook – students will use their reading notebook to
answer the quick write and exit ticket

Lesson Procedures
UH COE Lesson Plan Template (Direct Instruction)
A step-by-step description of the
scope and sequence of lesson
activities, with estimated time on
task noted in parentheses for each
step. In other words, completely Describe how each stage of
Cite specifically what
describe the flow of the lesson-the the lesson will be managed,
resources for this activity
content to be presented, and the including role of teacher and
will be used, and describe
This template is built on strategies to be used. Include actual learners (who is doing what
in detail how they will be
words you will use and questions at each point), location
the traditional “Madeline you will ask students. Consider items (e.g., classroom, computer
used.
Hunter” lesson structure. Note who will be using the
such as: parts of the lesson that lab, outside), and any
tool and in what ways. Note
might be difficult, and how you will special considerations, such
any safety considerations
know whether you can go on; how to as for differentiated
needed.
ensure that students completely instruction.
understand directions before
releasing them to work
independently; and what students
will do if they finish their work early.
The teacher will project
the following quick write
prompt: “what is Mars
like?” The teacher will
tell students to take out
their reading notebook
Students will do a quick write
to answer the quick
on the following question:
write for a few minutes.
“what is Mars like?” They will Projector – the
They will be walking
take a few minutes to answer teacher will project
around to make sure
this question in their reading the following quick
students are on task.
notebook. This prompt is write prompt: “what is
Afterward, the teacher
Focus/Anticipatory Set related to the reading Mars like?”
will choose a few
(motivational hook) because “Martian Metropolis”
students to share their
talks about Mars. After Reading Notebook –
answers with the class.
students are done, the used by the students
teacher will ask a few to answer the quick
Students will take out
students to share their write
their reading notebooks
answers with the class (4
to answer the quick
minutes).
write for a few minutes.
Afterward they will
share their answers by
raising their hands or
have the teacher call
on them.
The students will write down The teacher will tell Projector – used by
what they know about text students to fill out the the teacher to display
Content-input structures and elements by first column in the KWL the reading and chart
(Could include content filling out the first column of chart and to keep the during annotation
outline, presentation, the KWL chart. They will then pre-written questions in and identification of
questioning, modeling, keep the pre-written mind during the lesson. text
examples) questions in the second They will walk around structures/elements
column in mind as they go the classroom to make
through the lesson (4 sure students are on KWL Chart – used by
UH COE Lesson Plan Template (Direct Instruction)
minutes). task. Afterward, the students to write
teacher will model down what they know
The teacher will model annotation and about text
annotation and identification identification of text structures/elements
of text structures/elements in structures/elements in
the first chunk of “Martian the first chunk of “Martian Metropolis”
Metropolis.” Furthermore, the “Martian Metropolis.” – the reading the
teacher will model their Additionally, the teacher and students
reasoning by identifying text teacher will provide will use for
evidence and the author’s support for their annotation and
purpose for each text answers by writing identification of text
structure/element they find. down text evidence and structures/elements
Students will follow the the author’s purpose.
teacher along during this All of this will be done Text Structure Chart
modeling process. All of this on the text structure – the teacher and
will be done on the text chart. students will use this
structure chart (7 minutes). chart to fill out text
The students will fill out structures/elements
the first column in the and text evidence
KWL chart. They will
also keep the pre-
written questions in the
second column in mind
during the lesson.
Afterward, students will
follow the teacher along
during the modeling
stage by copying what
the teacher writes down
in the text structure
chart.
The teacher will tell the Projector – used by
students to help with the teacher to display
filling out the text the reading and chart
structure chart by during annotation
annotating and and identification of
identifying text text
Both the teacher and structures/elements in structures/elements
Guided Practice students will work together to the next chunk of the
(identify students who annotate and identify text reading. As the teacher “Martian Metropolis”
failed to master lesson structures/elements in the annotates and – the reading the
objectives.) next chunk of the reading (7 analyzes the text, they teacher and students
minutes). will ask students for will use for
their input in regard to annotation and
finding text identification of text
structures/elements, as structures/elements
well as citing text
evidence and author’s Text Structure Chart
purpose. – the teacher and
UH COE Lesson Plan Template (Direct Instruction)
students will use this
The students will follow chart to fill out text
the teacher along as structures/elements
they fill the text and text evidence
structure chart by
annotating and
identifying text
structures/elements in
the next chunk.
Students will share with
the teacher which text
structures/elements
they find, as well as
text evidence and
author’s purpose to
support their answers.
The students will work
with a partner (or by
themselves) on
annotating and
identifying text
structures/elements for
the remainder of the
reading. They will also Projector – used by the
support their findings teacher to display the
with text evidence and reading and chart during
author’s purpose. This annotation and
will be written on the identification of text
text structure chart. structures/elements

Students will work with a “Martian Metropolis” –

The teacher will tell the reading the teacher
partner (or by themselves) on
Independent Practice students to work with a and students will use for
annotating and identifying
(reteaching and partner (or by annotation and
text structures/elements for
enrichment) themselves) to identification of text
the rest of the reading (32
annotate and identify structures/elements
minutes).
the text
structures/elements for Text Structure Chart
the remainder of the – the students will
reading. The teacher use this chart to fill
will walk around the out text
classroom to ensure structures/elements
that students are on and text evidence
task. They will also help
students who are
struggling with the
assignment. The
teacher will keep the
text structure chart from
the modeling and
UH COE Lesson Plan Template (Direct Instruction)
guided practice stages
projected.
The students will use
the back of their quick
write to answer the
following questions for
their exit ticket:
• What did you
learn?
• Why is it
important to
know the text
structure in an
Students will answer the informational
following questions for their text?
exit ticket on the back of their
quick write: Students will also fill
out the third column of
• What did you learn?
the KWL chart in Projector – used by the
• Why is it important to
response to the pre- teacher to display the exit
know the text
written questions on the ticket questions
structure in an
second column.
informational text? Quick Write Sheet –
When the bell rings, students will write down
Furthermore, students will fill their responses to the
students will staple
out the third column of the exit ticket questions on
Closure their KWL chart, text the back of this sheet
KWL chart in response to the
structure chart, and
pre-written questions on the
quick write/exit ticket KWL Chart – used by
second column.
sheet together and students to write down
place their work into their answers on the third
When the bell rings, students
their class period’s tray. column in response to
will staple their KWL chart, the pre-written questions
text structure chart, and quick on the second column
The teacher will project
write/exit ticket sheet
the exit ticket questions
together and place their work
and tell students to
into their class period’s tray.
write their answers on
the back of their quick
(6 minutes)
write. They will also tell
students to fill out the
third column of the
KWL chart in response
to the pre-written
questions on the
second column. The
teacher will walk
around the classroom
to ensure that students
are on task. When the
bell rings, the teacher
UH COE Lesson Plan Template (Direct Instruction)
will instruct students to
staple their KWL chart,
text structure chart, and
quick write/exit ticket
sheet together and
place their work into
their class period’s tray.

Plans for Differentiated Instruction/Accommodations

This class does not have any special education students. However, if there
were students with special needs, the following accommodations can help
them.

Students with visual impairments can be given a version of “Martian Metropolis”

Special Education
in a larger font size, as well as an audio recording to guide them along during
Students
the reading. The teacher can give special education students more face-to-face
instruction and guidance so that they will be on the right track. Special
education students can continue working on the text structure chart at home or
after school if they need more time. The teacher can have a specialist to work
with special education students.
This class does not have any ELLs. However, if there were ELLs, the following
accommodations can help them.

ELLs can be grouped with individuals who are fluent in both their native
English Language language and English so that they can collaborate on filling out the text
Learners structure chart. The teacher can print out copies of “Martian Metropolis” in the
native languages of the ELLs. Furthermore, the teacher can print out copies of
the exit ticket questions and KWL chart with the pre-written questions in the
native languages of ELLs. The teacher can call for specialists proficient in the
native languages of ELLs to help guide them along.
This class does not have any gifted and talented students. However, if there
were GT students, the following strategies can benefit them.

On the back of the text structures chart, GT students can write down one
Gifted and Talented
example for each text structure and element that pertains to a real-world
connection and explain why. Another assignment GT students can work on is
creating an infographic. The infographic will have information on the text
structures and elements students go over in class.
Other:

Potential Challenges/Plan B
Students who are struggling to fill out the text structure chart should work with the teacher face-to-face. The
teacher must pinpoint the issues they are dealing with, such as lack of understanding of text structures or
elements. If necessary, students can stay after school to work on their text structure chart or complete the
assignment at home.

Assessment
• KWL Chart – used to gauge student’s understanding of text structures/elements
UH COE Lesson Plan Template (Direct Instruction)
• Text Structures/Elements Chart – students will use this chart to fill out text structures/elements they
find in the text, as well as text evidence/author’s purpose to support their findings
• HMH Assessment Questions (different day) – used to assess student’s understanding of the text
• Exit Ticket – students will fill out an exit ticket to demonstrate what they have learned during the
lesson

Notes and Credits

There are many lesson plan ideas available, from other teachers, curriculum guides, and online. You are
free to use whatever information you find to inspire your lesson planning, provided:
1. You properly cite your sources;
2. You fit the information into this required lesson format, meaning you will need to add additional
information to complete the lesson; and
3. You modify the lesson to fit your objectives and student needs (You will almost never teach any
lesson as is – even those found in your teacher’s guides. You will always know best what the
individual learners in your classroom will respond to.)