Teaching Lesson Plan (Direct Instruction)

Teachers: Gabby Sorkine

Subject; Academic Support

Standard:

NA-T.5-8.1 Script Writing by Planning and Recording Improvisations Based on Personal Experience and
Heritage, Imagination, Literature, and History.
NL-ENG.K-12.4 Communication Skills
NL-ENG.K-12.5 Communication Strategies
NL-ENG.K-12.6 Applying Knowledge
Objective (Explicit): SWBAT explain a monologue.
Evidence of Mastery (Measurable): 100% of students will be able to write a
monologue with 80 % accuracy.
Sub-objectives, SWBAT (Sequenced from basic to complex):
SWBAT speak in front of the class
SWBAT keep track of time
SWBAT brainstorm ideas
Key vocabulary: Monologue- in literature and Materials: Smart Board, Power point, You
drama, an extended speech by one person. The term Tube,
has several closely related meanings. A dramatic
monologue is any speech of some duration addressed
by a character to a second person
Opening (state objectives, connect to previous learning, and make relevant to real
life)
Teacher will ask students to write down what they think Monologue is on a note card and shuffle
them up then pass them back out. Students will then share what they have on their note card.
Inst Teacher Will: Teacher will instruct
Student Will: Students will sit quietly on
ructi students to go to the carpet.
the carpet and listen to instruction.
onal Teacher will go over the definition of Students will watch/listen video examples
Inpu a monologue. Teacher will provide
on monologues.
t
examples of monologues.
Co-Teaching Strategy- one teach one observe
Differentiation Strategies- Laurel will sit up front close to the screen to ensure
she is able to see due to her visual impairment.

Guid
ed
Prac
tice

Inde
pen
dent
Prac
tice

Teacher Will: Teacher will model

Student Will: Students will listen to
expectations. Teacher will randomly instruction quietly. Students will pick an
choose partners for students.
object from the bag. Students will find an
Teacher will explain directions to
area in the room with their partner.
students, (You will be in groups of Students will talk about this object for one
two and choose a piece of paper
minute before switching partners.
with a subject on it, students will
find a spot in the room alone and
have one minute to talk about their Possible student responses:
chosen object. Once the minute is
up students will change papers with Devin- Can we pick our partners?
their partner and rotate to the next Answer-No, I will be picking our partners.
partner closest to them. This will
allow for students to have multiple Liam- Can we keep these papers?
opportunities with different peers
Answer- Yes you may.
and objects.) Students will be able
to either provide information on the
topic or talk as if they are the
product.
Co-Teaching Strategy one teach one observe
Differentiation Strategies- Font on papers will be in black coloring and large
clear font- Laurel has a visual impairment and needs materials in a larger
format.
Nolan has a hard time staying on task and following directions when told and
may have to sit down and write his out independently if he cannot handle
working with a partner.
Teacher Will: Teacher will instruct
Student Will: Students will work
students that they are to work
independently. Students will turn their
independently. Teacher will pass out paper over when they are complete.
papers to students.
Possible student responses:
Liam: What do we do when we are done?
Answer- Turn your paper over when
finished.
Nolan: Can we work with a partner?
Answer- no, independently.
Co-Teaching Strategy one teach one observe

Differentiation Strategies-Nolan may have to sit alone for independent work

because he has a hard time following instructions when asked to work quietly.
Laurel will have large paper made for her independent work because she has a
visual impairment.
Closing/Student Reflection/Real-life connections: Teacher will ask students once again
what a monologue is and how they would change their original responses. Teacher
will ask students of any monologue examples they have seen.