Running head: DIRECT INSTRUCTION LESSON PLAN
Kat Scarbrough
Direct Instruction Lesson Plan
University of Montevallo
1
DIRECT INSTRUCTION LESSON PLAN
Direct Instruction Lesson Plan
COS
Standards:
AL.ALEX. 2006. VA. 6-8.1 Create works of art utilizing a variety of traditional and
nontraditional media and techniques.
AL.ALEX. 2006. VA. 6-8.7 Describe historical and cultural influences on works of art.
Details
Concurrent Skills/Competency Focus:
Knowledge of the elements of art and principles of design
Instructional Objectives & Assessments:
TSW apply knowledge of the elements of art and principles of design.
TSW produce an original two-dimensional work of art that illustrates knowledge of radial
balance and unity.
Formative assessment will be conducted throughout the project through questioning and
discussion. Summative assessment will be conducted after the project is completed. The project
will be graded by how well the students implemented the principles of radial balance, unity, and
pattern. Neatness and craftsmanship will also be considered.
INSTRUCTIONAL PROCEDURES:
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DIRECT INSTRUCTION LESSON PLAN
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Phase I. Daily Review
TTW briefly review the elements of art and principles of design the students have previously
practiced. TTW ask students to identify and discuss these. TTW narrow the focus to the principle
of balance and review symmetrical and asymmetrical balance. TTW also specifically review
unity and pattern. TTW question students to ensure they understand the concepts.
Phase II. Structuring and Presenting Information
SET: TTW present students with pictures (see attached) of objects that exhibit radial symmetry
and question students about the symmetry and how many lines of symmetry.
Next, TTW present students with a PowerPoint (see attached) that reviews types of balance and
introduces Mandalas. TTW state and explain lesson objectives. TTW check for student
understanding of objectives. TTW inform students that they will first be guided through drawing
it with pencil, and then they will design their own unique pattern. After students have drawn their
pattern, they will color it in with watercolors.
Phase III. Guided Practice
TTW model for students how they are to draw a circle in pencil using a compass on a sheet of
provided paper. TTW allow students time to draw the circle and check that they are all the
correct size. Next, TTW model how to use a straight edge to create four lines of symmetry,
dividing the circle into eight even sections. TTW circulate to ensure that all students have done
so correctly.
Phase IV. Feedback and Correctives
DIRECT INSTRUCTION LESSON PLAN
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When all students have drawn the divided circles correctly, TTW instruct them to begin drawing
their designs within the circle. TTW remind students to use repetition of design elements and to
work inward out. TTW allow students to do small practice sketches of their design if they feel
the need to. TTW closely monitor students’ designs to ensure they understand the concept and
are executing it correctly. TTW circulate and give individual feedback to students on the
development of their designs.
Phase V. Independent Practice
TTW allow students time to finish drawing designs in pencil. When the pencil designs are
complete, the students can start coloring in with either watercolor paint or watercolor pencils.
TTW continue to circulate and give individual feedback as needed. After the design is colored in
completely, the student can outline using a sharpie if they desire. When the teacher has approved
that the design has been colored and outlined sufficiently, the student can cut out the mandala
and glue it to a piece of black construction paper.
Closure: TTW review radial symmetry, unity, and pattern. TTW also review what is expected of
the finished projects.
Weekly and Monthly Reviews
The same concepts will be reviewed and built upon in future projects.
Materials and Resources
Pictures of radial symmetry https://encryptedtbn3.gstatic.com/images?q=tbn:ANd9GcRdG37nekU8leQfUdVFDEo5VbvF1y1K5wVheQyo2P
RsrN7dqzTi, https://encrypted-
DIRECT INSTRUCTION LESSON PLAN
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tbn1.gstatic.com/images?q=tbn:ANd9GcT80jE8ViDGrFga9R220TYuWa5e_RSRSuBN5vIAXR
pAQF5m-9RCVw
PowerPoint (self-generated)
Mandala
Presentation.pptx
Paper
Pencil
Watercolor paints
Watercolor pencils
Paintbrushes
Sharpies
Compasses
Stencils
Scissors
Glue
Construction Paper
Accommodations
Teacher will accommodate special needs students based on their IEPs.
Technology Integration
DIRECT INSTRUCTION LESSON PLAN
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PowerPoint software
Computer
Projector
Name: Kat Scarbrough
Direct Instruction Lesson Plan
Falls Below Expectations
(1 pt.)
Term: Spring 2013
Meets Some Expectations (3 pts)
Meets Expectations (4 pts)
Score
Course of Study
and Concurrent
Skills
(1x)
Lesson Plan does not address
COS.
Competency focus/Concurrent
skills are not listed and/or these
are not relevant.
Lesson Plan may address COS, but
does so incompletely OR standards
for technology use are not present if
lesson plan includes technology.
One relevant concurrent skill focus
is listed.
Lesson Plan correctly addresses
all COS, including technology
standards, if necessary.
Two relevant competency
focus/concurrent skills are listed.
4
Objectives and
Assessment
(2½ x )
Lesson Plan does not indicate
appropriate objective(s) and
matching assessment(s).
Appropriate assessments are not
present within lesson.
Lesson Plan indicates the
appropriate objective(s) but does
not match appropriate
assessment(s) and/or the objectives
are not numbered. All assessments
are identified within the lesson but
may not be appropriately labeled.
Lesson Plan indicates and
numbers appropriate objective(s)
which match the assessment(s).
All assessments are identified
and labeled correctly throughout
the lesson.
8
Model
Identification
and Model
Development
(1 ½ x)
The model is not identified
and/or the model does not fit the
content of the lesson.
LP does not correctly number or
label the procedural steps of
intended model.
The correct model for the lesson
plan is identified, but it may not fit
content of the lesson or there are
problems with protocol.
LP correctly numbers and labels
some of procedural steps of the
intended model.
The correct model for the lesson
plan is identified and fits the
content of the lesson.
Lesson Plan correctly numbers
and labels all of the procedural
steps of the assigned/indicated
model.
2
Set and Closure
(2x)
Lesson Plan does not have
appropriate set and closure.
Lesson Plan has either an
appropriate set or closure, or the set
and closure are not identified
properly.
Lesson Plan has an appropriate
set and closure and both are
identified within the lesson
correctly.
6
Materials and
Resources
(1½ x)
Lesson Plan does not indicate
appropriate materials and
resources
Lesson Plan indicates some, but not
all, necessary materials and
resources or the materials; however,
resources are not labeled correctly
within the lesson plan.
Lesson Plan indicates all
appropriate materials and
resources, and the resources are
labeled correctly within the
lesson plan.
3
Accommodations Lesson Plan lacks appropriate
Lesson Plan attempts to provide
(1x)
accommodations for EL, special accommodations for EL, special
education, and diverse
populations.
Technology
Integration
(1x)
Lesson Plan does not
demonstrate appropriate use of
technology, including tools &
rationale for technology used,
OR No technology use is
present within the lesson but the
lesson would definitely benefit
Lesson Plan provides appropriate 4
accommodations for EL, special
education, and diverse populations, education, & diverse populations,
but these items are inadequate or
and it includes the IEP statement
incomplete, or IEP statement is
within the accommodations
missing from the accommodations section.
section.
Lesson Plan demonstrates
appropriate use of technology but
insufficient information about the
tools or rationale is present OR No
technology use is present within the
lesson but the lesson might be
enhanced from its use.
Lesson Plan demonstrates the
appropriate use of technology
with sufficient information about
tools used and rationale
OR
No technology is needed within
the lesson
4
DIRECT INSTRUCTION LESSON PLAN
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from use.
GrammarSpelling Punctuation (2x)
Lesson Plan has multiple
grammatical, spelling, or
punctuation errors.
Lesson Plan has a few minor
grammatical, spelling, or
punctuation errors.
Lesson plan has no grammatical,
spelling, or punctuation errors.
7
38/50
Comments:
So far, your lesson plan follows the Direct Instruction protocol fairly well except for leaving out
two steps. Look at my notes throughout, especially in creating a more effective “Set Induction.”
Move your assessment statements to the Objectives section of your lesson plan. I also need for
you to submit the PowerPoint presentation. You can revise and resubmit for the possibility of
increased points. Good work so far!