DIRECT INSTRUCTION LESSON PLAN
Construct a Direct Instruction lesson plan in selected content areas to include mathematics, language arts, social studies
and science. Students will have the opportunity to revise this first plan for full points. (Lesson plan is worth 8%; Revised
Lesson plan is worth 12%)
20% of Total Grade This lesson plan will be submitted and graded in TK20.
Note: Key Assignments must be submitted in TK20. You must earn 70% or better on the identified student learning
outcomes of this assignment to pass this course and continue in this Teacher Education program.
Title of lesson plan
1. Sunshine State Standard (http://www.floridastandards.org/Standards/FLStandardSearch.aspx)
Sunshine State Standard and benchmark should be clearly listed with number and description.
2. Objective
Objective includes general and special condition or conditions for performance, generalized behavior outcome
and evaluation criterion. Demonstrates expressed relationship to specific content. Objective should include
(ABCC) audience, condition, behavior, and criterion. It should pass the stranger test. Lesson should have
(SMART) specific learning, measurable verb, be attainable in one lesson, related to the assessment, and be
transferable to another teacher’s lesson.
3. Objective Rationale
Objective Rationale should clearly indicate the importance of learning the content and the behavior. Rationale
should indicate how students can use information in daily life or how it is important to specific future learning
activities in the curriculum.
4. Prior Knowledge
Prior knowledge should indicate what the student needs to know in order to participate in the learning activity.
A good source of information about what students might already know is the Sunshine State Standards and
benchmarks for grade levels lower than that being taught. Use them as a guide for describing what you think
students should already know.
5. Materials
Provide a materials list for the activity for students and teacher (two list). Include all ancillaries as well as
student required manipulatives. Identify how many of each supply you need. (1 per student, 1 per group of 5, 1
per teacher, 1 per class, etc.)
6. Behavior Expectations
Provide a statement of behavior expectations. The behavior expectations should give students a “heads up” on
what to expect, how to treat equipment, and how to behave towards each other during a lesson.
7. Motivation/Advanced Organizer
Motivation should generate interest or motivate children to learn by given them a good reason for learning the
skill. Provide relevance to child’s life if possible.
8. Lesson Body Part 1 – Presentation (I do)
The presentation should provide heavy support in order to help students understand the concept or skill and
include ESOL modifications. This is the part of the lesson where you will provide information for your students
about the topic. It should be scripted detail of exactly what you plan to say and do in order teach the lesson.
 Ex. If you are teaching students how to read a map legend, you would show the students a map, point out
the legend, compass rose and other aspects of the map. You would then focus on the legend-explaining
each of the symbols and what they mean, relating them to the actual map.
 Ex. If you were teaching students how to add two digit numbers with regrouping, you would then
demonstrate this with several examples, explaining as you worked through the steps.
This is the “teaching.” This is the meat of the lesson. Without this section of the lesson, all you will basically have
is an activity. (Remember our discussion of activities and lessons? The presentation section of a DI lesson is one
of the items that make a lesson a lesson and not an activity.) This will be the longest section of the plan. You
need to think through what you will be teaching and how you will be teaching.
You will be teaching while using supportive materials and/or visuals to help students to comprehend the
concept. You might use pictures, books, math manipulatives, science equipment such as beakers, bottles, test
tubes or anything else that will help your students to grasp the concept/skill. You will be modeling or
demonstrating the skill or concept as you explain using several examples. One example is not enough for anyone
to understand a concept. One phrase I like to use is "Three time's the charm!" This means you should have at
least 3 examples for the concept or skill prepared for the lesson. If you were teaching a lesson on addition of 2
digit numbers with regrouping, a minimum of 3 teaching examples should be included within the lesson.
As you work through your explanation, you need to “check for understanding (CFU)” by asking questions. It is
important to include higher level questions within every lesson plan. Your lesson should be grade level
appropriate.
9. Lesson Body Part 2 – Guided Practice (We do)
Now that you have provided students the knowledge they need for a skill or concept, you need to provide
practice with your help (a partial scaffold on the building). One way to do this is to ask for volunteers to help you
solve some problems at the board or on the overhead. Under your watchful eye, students will repeat the
process you just demonstrated. Include ESOL modifications and adaptations. Ask questions (CFU) as the
students work-both of the student who is working as well as those at their seats. This helps keep all students
involved in the lesson, even if they are not at the board or overhead. You should repeat this step several times
until you are sure the students understand the concept or skill. Remember, "Three time's the charm." You
should have a minimum of three repetitions. From our examples:
 Provide a new map with a different legend. Have student volunteers come forward and explain different
aspects of the legend and point out on the map where some of the items are. Ask questions-What does that
mean? How do you know? Where are the rivers? How did you know that? etc
 Have several students come up (one at a time) and work some new problems with two digit numbers and
regrouping. Have other students explain the steps and “help” the student volunteer. Ask questions-What is
the first step we need to do? What next? Why did you do that? Why do we regroup? Etc.
You must already have decided on the problems you will be using for guided practice. This is no time "to wing
it." If you are teaching a math lesson-have all of the problems that you want students to solve before you begin
the lesson. If you are teaching how to find the distances between cities on a map, have the cities and distances
determined before you begin the lesson.
Write out the questions you will be asking. You will react to what your students are doing and saying, BUT, you
need a place to start. Having the questions ready gives you that place to start. You should include higher and
lower level questions. Make sure that your guided practice supports your objective.
10. Lesson Body Part 3 – Supervised Practice (You do)
Now you will give students a chance to apply their knowledge independently. Make sure that students are
doing work that supports the objective. Include ESOL modifications and adaptations. Depending on what you
are teaching, you will give students the materials they need to work on their own. As they are working, you will
be walking around the classroom monitoring their progress. You may offer help as needed. Give students
enough work so you feel confident they can demonstrate their understanding, but don’t give so much work that
it is overwhelming to them. How would you feel if a teacher handed you a worksheet with 50 long division
problems? Ugh is right!!!
11. Closing
Closing "shuts" down the lesson and signals to the students this lesson is finished. It allows both you and the
students a last minute review of what was learned. No new information should be included at this point, but
rather a recap of the lesson. From our previous examples:


Students, we have just learned about the map legend. What are some things you learned? What is a
legend? Why do we use it? What would happen if we didn’t have a legend on a map? Tomorrow we
are going to look at how to use a map to find the shortest route between two cities.
What did you just learn how to do? You just learned how to add with regrouping. What are the
steps? What’s the rule for regrouping? In math tomorrow, I am going to show you how to add 3 and
4 digit numbers.
Notice there are some questions in the closing. This is the last time you can check for understanding (CFU) in this
lesson. You can also simply state what the students have learned, but be specific. Remember, being general
doesn't do anyone any good. You can link to future lessons if it's appropriate. As you can see, closing is very fast.
Just as the motivation opens the lesson and gets the children ready to learn, closing closes the lesson and allows
the students to transition. Closing should summarize the lesson and include questions.
12. Extended Individual Practice
The extended practice should provide the student an additional opportunity to practice the skill outcome
desired by the objective. In this section you should provide details of the assignment. If you are having the
students do a worksheet, fill out a chart, etc. then it should be described here and attached to your lesson.
 Students, we have just learned about the map legend. What are some things you learned? What is a
legend? Why do we use it? What would happen if we didn’t have a legend on a map? Tomorrow we
are going to look at how to use a map to find the shortest route between two cities. For homework,
you will draw a map to your house from school. Make a legend for your map. Include at least three
landmarks other than your house and the school.
Remember not to get carried away with homework!!! Extended practice should support the objective and
should be included in detail in the lesson. Please don’t reference text book assignments or drill and kill
worksheets.
13. Evaluation/Assessment
This part of the lesson plan explains how you will determine if your students have met your objective. If your
objective states "Given 5 long division problems with triple digits in the divisor, students will solve 4 of the 5
problems." then your evaluation or assessment must match this. The criterion from a lesson relates directly to
the evaluation or the assessment. Once students have completed this, you would then grade the problems to
determine if your students have met your objective.
Evaluation or Assessment is not homework! You cannot use homework as an assessment-do you really know
who completed the problems? Assessment may not happen until the next day or the next week or the end of
the chapter. You use the supervised practice and perhaps the extended practice to determine if the students
have learned. You use the assessment for a grade.
Your assessment tool should match your objective and should be included with the lesson plan. If it is a quiz
then you should list the questions on the quiz or state that it is a quiz and attach a copy of the quiz.
Key Assignment Rubric Template: EDE4200 Curriculum & Planning I
Program SLO:
1.3 Content: Draw upon human development/learning theories and concepts as the foundation for instructional planning for elementary children;
NCATE Standard: 1b. Pedagogical Content Knowledge.
Conceptual Framework Outcome(s): Critical Thinker
Competency Rubric
Evaluation of the Course Student Learning Outcome (SLO) listed below is determined based on performance on the corresponding Assignment Grading Rubric as follows:
100-90% = Exceeds Expectations, 89-70% = Meets Expectations, 69% & below = Does Not Meet Expectations
FEAPS
Subject Area
ESOL Performance
Reading Endorsement
Exceeds
Meets
Does not
Competencies
Standards
Competencies
Expectations Expectations
Meet
(Elementary)
Expectations
8.2,
10.1, 10.4, 10.10
Course
SLO
47.4.1, 60.5.2,
60.18.2
6.6
NA
1. Students will produce behavioral
objectives (learning outcomes),
based on the Sunshine State
Standards, plan and construct
direct instruction lessons based on
desired learning outcomes (written
behavioral objectives).
Assignment Grading Rubric
Performance Descriptors
Criteria
Exceptional
Proficient
Limited
Sunshine State Standard should be identified both with the
benchmark and description and it should match the objective.
3 points
SSS present and
matches the objective
Objective includes (ABCC) audience, behavior, condition and criterion.
Objective should have (SMART) specific learning, measurable verb, be
attainable in one lesson, related to the assessment, and be
10 points
All four parts (ABCC)
included and meets
SMART
2.0 points
SSS related to topic
but do not match
the objective
7 points
Missing one
component of
ABCC and SMART
1.0
SSS are not
related to the
topic
2.0
Missing two
components of
ABCC and SMART
Needs Improvement
0 points
SSS is missing
0 points
Objective is missing
transferable to another teacher’s lesson. FEAP 10.1
Objective passes stranger test
Objective rationale states why lesson is being taught, relates to real
life skills
Prior Knowledge is appropriate for lesson
Materials- list for teacher and students
Behavior Expectations identified and identifies the relationship to
physical, social, and emotional well-being of student.
60.18.2
Motivation
Lesson Body Part I - Scripted detail so an outsider would understand
exactly how to teach the lesson. Subject matter knowledge should be
accurate and included in the instruction.
FEAP 8.2, FEAP 10.4
Lesson Body Part I - includes 3 repetitions of instruction
10 points
Objective clearly
states the learning
and easily understood
by any educator
2 points
Lists educational
reason for learning;
lists how lesson
relates to real life
3 points
Lists all prior
knowledge needed to
comprehend the
lesson
1 point
Lists materials needed
to complete the
lesson for both
teacher and student
1 point
Behavioral
expectations
thoroughly explained
and connected to
well-being of student.
8 points
Objective states the
learning but is not
easily understood
by any educator
1 point
Lists either
educational reason
or how lesson
relates to real life
2.0 points
Some prior
knowledge is listed
but missing other
needed knowledge
.5 points
Some materials
listed but missing
some teacher’s or
students’ materials
.5 points
Behavioral
expectations
explained but not
connected to wellbeing of student.
4 points
Objective states
the activity
0 points
Objective is missing
.5
Present but not
related to topic
O points
Objective rationale is missing
1.0 point
Prior knowledge
listed but not
related to topic
0 points
Missing prior knowledge
.25 points
Behavior
expectations
inappropriate for
student level
0 points
Behavior expectations missing
5 points
Interests students;
relates to real life
application and
provides reason to
learn skill
3.5 points
Missing one:
interests students,
relates to real life
application and
provides reason to
learn skill
0 points
Motivation is missing
20 points
Step by step detail
includes all necessary
steps to complete the
skill; logical
progression; accurate
and detailed content
14 points
Step by step detail
missing some steps
to complete the
skill; limited
progression; mostly
accurate content
1 point
Missing two:
interests
students, relates
to real life
application and
provides reason
to learn skill
7 points
Not enough
detail; missing
steps; no
progression;
somewhat
accurate content
5 points
Presentation contains
at least 3 repetitions
3.5 points
Presentation
contains at least 2
1 point
Presentation
contains 1
0 points
Lesson body is missing
.25 points
Materials listed
but not related to
topic
0 points
Missing materials
0 points
Script is missing or content inaccurate
of instruction
repetitions of
instruction
3.5 points
Skill level is either
too difficult/too
easy for grade level
or language
inappropriate
example of
instruction
1 point
Skill is too
difficult/too easy
for grade level
and language
inappropriate
1 point
GP contains 1
example of
instruction and
relates to
objective.
3 points
GP has limited
questions (1-2)
0 points
GP is missing and does not relate to objective.
Lesson Body Part I - instruction is grade level appropriate
5 points
Skill level appropriate;
Language appropriate
Lesson Body Part II - Guided Practice (GP): Includes three repetitions
of instruction and relates to objective.
5 points
GP contains at least 3
repetitions of
instruction and
relates to objective.
3.5 points
GP contains at least
2 repetitions of
instruction and
relates to objective.
Lesson Body Part II - Guided practice-engaging students through
questions
FEAP 10.10, 60.5.2
10 points
GP has higher and
lower level questions
written into plan
7 points
GP has only lower
level questions
written into plan
Lesson Body Part III - Supervised Practice (SP)-meets objective
5 points
SP provides
appropriate skill
practice that meets
the objective and
mirrors the
presentation/guided
practice
3.5 points
Missing one: SP
provides
appropriate skill
practice that meets
the objective or
mirrors the
presentation/guide
d practice
1 point
SP doesn’t match
objective and
doesn’t mirror
presentation/gui
ded practice
0 points
GP is missing
ESOL (ESOL) adaptations and modifications – identifies adaptations or
modification of materials based on level of language proficiency and
prior knowledge with various proficiency levels in Lesson Body Part I,
II, and III.
47.4.1, ESOL 6.6
5 points
ESOL included in
Lesson Body (I, II, and
III) based on various
proficiency levels
3 points
Relates to objective
and specifically
identified
5 points
2.5 points
Missing one: relates
to objective or
identified
3.5 points
1 point
ESOL included in
one of three
lesson body parts
based on various
proficiency levels
1 point doesn’t
summarize the
lesson and
doesn’t include
questions about
the learning
1 point
Doesn’t relate to
objective and not
identified
1 point
0 points
ESOL not included based on various proficiency
levels.
2 points
Summarizes the
lesson and includes
questions about the
learning
3.5 points
ESOL included in at
least two of three
lesson body parts
based on various
proficiency levels
1. 5 point
Missing one:
summarizes lesson;
questions about the
learning
Closure
Extended Practice
Assessment
0 points
Lesson body is missing
0 points
GP is missing
0 points
Lesson closure is missing
0 points
Extended is practice missing
0 points
Assessment tool
matches objective
and is included
Missing one:
assessment tool
matches objective
or is included
Assessment
doesn’t match
objective; not
included
Assessment is missing