DataWorks Education Solution: All students successfully taught grade-level work every day.
EXPLICIT DIRECT INSTRUCTION LESSON PLAN TEMPLATE
Grade Level: IDAB
Discipline: T-APPLE
Content Standard: N/A
(Underline the part of the content standard that is being addressed in the lesson.)
Routine 1: PRESENTATION
LEARNING OBJECTIVES
Must be written in terms of a situation and a behavior objective. Defines what the student will be able to do after instruction. When stating the
learning objective, teachers are making a commitment to teach it so the students will learn to do it successfully independently.
O Learning Objective taught to students in language they understand.
O Cognitive strategy included to help students remember.
Describe the Independent Work:
Lesson’s Learning Objectives:
Content Objective as stated to the students:

We can model checking for understanding using T-APPLE.
Language Objective as stated to the students:

We can orally implement T-APPLE to check for our students’ understanding of the content.
Check for Understanding (CFU): Popsicle Sticks, Go Kinetic, Numbers Head Together, Think Time, Paraphrase, Playing Cards, White Boards
O Teacher verified that students know what they will learn.
What are we going to do today?
What are we going to model?
Routine 2: ACTIVATE PRIOR KNOWLEDGE
O Preview: Students’ prior knowledge activated. It was universal and engaged most students in the class. It was directly related to the new content.
O Or Review: Directly pertinent sub-skill taught.
O Students told connection of Preview/Review to new content to be taught.
O Cognitive strategy included to help students remember.
When observing lessons, in what ways are teachers checking for understanding?
1. Take some ‘I’ time, and write as many ideas as you can
2. Mix, Pair & Share
3. When the music begins stand and walk around the room.
4. When the music stops, freeze and pair with the nearest person
5. Share your ideas
6. Repeat the pattern with a new partner and a new topic
CFU: Popsicle Sticks, Go Kinetic, Numbers Head Together, Think Time, Paraphrase, Playing Cards, White Boards
O Teacher verified that students understood the Preview or sub-skill Review.
O Teacher verified that students understood Preview or Review connection to new content.
Debrief: What were some common themes you heard around this topic?
PICK VOLUNTEERS
Routine 3: CONCEPT DEVELOPMENT: EXPLAIN (What it is. Why it is important. How it is done.)
EXPLAIN (What it is.)
O “What it is” (the big idea, new concept or skill) clearly explained during the lesson. (i.e., Persuasive Essay: You are trying to convince someone.)
What? Checking for Understanding using T-APPLE. The teacher continually verifying that students are learning what is being taught while it is
being taught. The teacher explicitly verifying that students are learning while they are learning, not after the lesson is over.
CFU: Popsicle Sticks, Go Kinetic, Numbers Head Together, Think Time, Paraphrase, Playing Cards, White Boards
O Teacher verified that students understood “what it is” (the big idea, new concept, or skill).
© 2004 Silvia Ybarra and John Hollingsworth
Note: This rubric is designed to be used with DataWorks EDI trained teachers only.
DataWorks Educational Research (559) 834-2449 staff@dataworks-ed.com (version 4 revised 04-01-04 jh)
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DataWorks Education Solution: All students successfully taught grade-level work every day.
1.
2.
3.
Look LEAN and WHISPER to your partner the definition of T-APPLE.
In your own words, restate the definition of Checking for Understanding using T-APPLE.
Using Number Heads Together, All 2s stand and share the definition of T-APPLE.
Routine 5: EXPLAIN (Why it is important to learn.)
O “Why it is important” clearly explained during the lesson.
Why?
1. Primary formative assessment in real time,
2. Make instructional decisions during the lesson
3. Generates a high success rate because you speed up, slow down, and re-teach in direct response to the students’ ability to respond to
the CFU questions.
4. Allows you to confirm that all students know how to do the independent work
5. Students are more engaged and pay more attention
Strategy: Focus Reading
1.
2.
3.
Look through the T-APPLE cards page #1, 2 & 3.
First read is to become familiar with the text
Second read is to mark the text using these symbols:
I know this
√ I use this
? I am curious about this
Strategy: Line up
1.Pair up the participants
Participants will line up by birthdays
Strategy: Focus Reading Partners Share
1.Designate one partner to be speaker 1 and the other speaker 2
2. Go back to cards 1, 2 & 3 and share out one checkmark idea and one question idea with your partner.
CFU: Popsicle Sticks, Go Kinetic, Numbers Head Together, Think Time, Paraphrase, Playing Cards, White Boards
O Teacher verified that students know why the new concept or skill is important.
What are other reasons why it is important to CFU using T-APPLE?
Complete sentence frame using white boards
“It is important to me to CFU using T-APPLE because ______________________.”
Routine 4: SKILL DEVELOPMENT:
EXPLAIN (How it is done.)
O “How it is done” clearly explained step-by-step (procedural knowledge).
O “How it is done” organizational strategy clearly explained (declarative knowledge).
O All possible variations were explicitly taught.
© 2004 Silvia Ybarra and John Hollingsworth
Note: This rubric is designed to be used with DataWorks EDI trained teachers only.
DataWorks Educational Research (559) 834-2449 staff@dataworks-ed.com (version 4 revised 04-01-04 jh)
Document1
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DataWorks Education Solution: All students successfully taught grade-level work every day.
How? T-APPLE
Teach First
Ask a question
Pause, Pair-Share
Pick a non-Volunteer
Listen to the Response
Effective Feedback
Strategy: “Say Something”
1. Partners read silently and simultaneously to a designated stopping point.
2. When each partner is ready, STOP and say something about what you just read.
3. Say something may be a question, a brief summary, a key point an interesting idea or a personal connection.)
Continue until reading is complete.
4. Facilitators will assign pairs a number that correlates the reading of T-APPLE.
1= Teach first (Pg. 4)
2= Ask (Pg. 5)
3= Pause (Pg. 6)
4= Pick a non-volunteer and listen (Pg. 7)
5= Listen (Pg. 8)
6= Effective Feedback (Echo & Elaborate, pg. 9) Role-play
7= Effective Feedback (Explain pg. 10) Role-play
8= Check for Understanding (Pg. 11)
9= What does T-APPLE help reinforce? (Pg. 12)
Jigsaw Teaching:
1. Craft mini lesson with partner (chart paper) Beth and Rebecca will model the process of creating a mini
lesson using the concept of T-APPLE.
2. Teach section to whole group
Facilitators model strategy.
Beth and Rebecca will stop and model effective feedback after each group has a chance to present their mini-lesson
CFU: Popsicle Sticks, Go Kinetic, Numbers Head Together, Think Time, Paraphrase, Playing Cards, White Boards
O Teacher verified that students understood “how it is done.”
PAG/PAU
What are you about to do?
Step 1: Read text silently
Step 2: Say Something
Step 3: Craft mini lesson with partner (Chart Paper)
Step 4: Teach section to whole group
MODEL (teacher’s first-person inner thoughts) Shows the strategic steps that an expert follows to solve a problem. “This is how I do it. . .”
O Teacher was strategically talking to self, explaining to the class how an expert would behave in solving the problem.
O “What it is” (the big idea, new concept, or skill) clearly reinforced during modeling.
O “Why it is important” reinforced during modeling.
O “How it is done” reinforced during modeling.
O Teacher modeled using cognitive strategies to help remember.
Facilitators will model the mini-lesson using the concept of T-APPLE.
© 2004 Silvia Ybarra and John Hollingsworth
Note: This rubric is designed to be used with DataWorks EDI trained teachers only.
DataWorks Educational Research (559) 834-2449 staff@dataworks-ed.com (version 4 revised 04-01-04 jh)
Document1
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DataWorks Education Solution: All students successfully taught grade-level work every day.
CFU: Popsicle Sticks, Go Kinetic, Numbers Head Together, Think Time, Paraphrase, Playing Cards
O Teacher verified that students understood thought processes for concept or skill.
O Teacher verified that students understood “what it is” (new concept or skill).
O Teacher verified that students know why the concept or skill is important.
O Teacher verified that students understood “how it is done.”
T- Why should we teach first and then ask as question?
T- What do we measure if we ask a question before teaching?
A- What type of question should students be asked?
P-Name several reasons for pausing?
P- Name two ways to elicit students’ responses.
P- What is the rationale behind selecting a non-volunteer to respond to questions?
L-Why is listening important?
E-What are the main differences between ECHO, ELABORATE & EXPLAIN?
Routine 6: GUIDED PRACTICE
Teacher worked problems step-by-step along with students at the same time.
O Initially, teacher did a highly structured step-by-step practice.
O Teacher slowly released the students to do more work on their own (semi-independent practice).
O All the different variations included in the independent practice were addressed.
Facilitators will count off participants by 5s to form groups.
1. Participants will form groups of 5.
2. Number off each person 1-5.
3. Facilitators will do the teach: Why come to Holiday Valley for a weekend? There are 58 trails open during the day with 13 lifts.
The most popular run is Mardi Gras. It is the longer run measuring 1 mile in distance. It is a well used hill excellent for most
skilled levels. If you are looking for a more challenging terrain, try the short and sweet diamonds (firecracker, champagne and
shadows). For beginners, the best hills are Tannenbaun, Spruce and of course, school Haus. Holiday valley is known as the
Aspen of the East. Come and spend a weekend!
4.
Facilitator will T-APPLE: What might be some reasons for visiting Holiday Valley? Why would all skilled level snow
enthusiast visit Holiday Valley?
5. Group members will ask the question
6. Facilitator will model PAUSE and group members will honor the pause
7. Group members will pick non-volunteers
8. Listen
9. Effective Feedback (Listen carefully)
10. Make a decision depending on the response
11. Offer an ECHO, ELABORATE or EXPLAIN
CFU: Popsicle Sticks, Go Kinetic, Numbers Head Together, Think Time, Paraphrase, Playing Cards
O Teacher verified that students know “what it is” (the big idea, concept, or skill).
O Teacher verified that students know why the new concept or skill is important.
O Teacher verified that students know “how it is done.”
O Teacher verified that students were correct at each step.
Why is it important to continually CFU?
What are the benefits of T-APPLE?
What is a key feature of T-APPLE?
Routine 8: FORMATIVE ASSESSMENT
INDEPENDENT PRACTICE or CLOSURE
ASKS THE STUDENTS TO DO WORK BY THEMSELVES (80% SHOULD BE ABLE TO DO IT CORRECTLY). STUDENTS SHOULD
THOROUGHLY KNOW HOW TO DO THE WORK BEFORE EVER BEING GIVEN INDEPENDENT WORK. NO MORE TEACHING.
 Create 7-11 speech
 Create 3 questions
 Teach your speech and T-APPLE
© 2004 Silvia Ybarra and John Hollingsworth
Note: This rubric is designed to be used with DataWorks EDI trained teachers only.
DataWorks Educational Research (559) 834-2449 staff@dataworks-ed.com (version 4 revised 04-01-04 jh)
Document1
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DataWorks Education Solution: All students successfully taught grade-level work every day.
Routine 7: CLOSURE
O Students proved to the teacher that they know “how” to do the work.
O Teacher verified that students can describe “what” (new concept or skill) they learned.
O Teacher verified that students can describe “why” they learned the lesson.
O Teacher identified students needing additional help.
What might be some reasons T-APPLE is essential for our students to reach the CCLS?
If you had to explain CFU using T-APPLE in one sentence, how would you describe the concept?
DAILY SUCCESS HOMEWORK: This will match exactly what the students have just been taught to do.
Turn-key Strategy:
Create an outline as to how you would share the concept of T-APPLE with your district.
PERIODIC REVIEW Practice periods should be close together at the beginning of learning. Once learning is at an independent level, the
practice sessions can be spaced farther and farther apart (e.g., 1, 2, 6, 15 days apart).
© 2004 Silvia Ybarra and John Hollingsworth
Note: This rubric is designed to be used with DataWorks EDI trained teachers only.
DataWorks Educational Research (559) 834-2449 staff@dataworks-ed.com (version 4 revised 04-01-04 jh)
Document1
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