Direct Instruction Lesson Plan Template

Teachers: Subject:
Andrea Lomeli Math
Lisa Lerma
Common Core State Standards:
 7.G.B.4 Understand and use the formulas for the area and circumference of a circle to solve
problems; give an informal derivation of the relationship between the circumference and
area of a circle.
Objective (Explicit):
 SWBAT apply the formulas of area and circumference of a circle to solve word problems correctly with 80%
proficiency
Evidence of Mastery (Measurable):
 Include a copy of the lesson assessment.
 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response.
TSW label the different parts of the circle with the corresponding formula as their exit ticket.

Sub-objectives, SWBAT (Sequenced from basic to complex):

 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relevant to students, their lives, and/or the real world?
SWBAT define properties and characteristics of circle
SWBAT analyze the difference between area and perimeter
SWBAT solve practice problems involving area and circumference
Key vocabulary: Materials:
Circle Notebooks
Area Smartboard
Circumfrence Graphic organizer
Pi
Radius
Diameter
Opening (state objectives, connect to previous learning, and make relevant to real life)
 How will you activate student interest?
 How will you connect to past learning?
 How will you present the objective in an engaging and student-friendly way?
 How will you communicate its importance and make the content relevant to your students?
How many of you have seen or baked a pie before? When you guys think of eating the pie, do
you prefer to eat just the edges, or the entire top? Those two things have different names in
math when relating it to a circle. One is the circumference and the other is the area. Today we
will learn how to calculate those two things.

Teacher Will: Student Will:

Instructional Input

 How will you model/explain/demonstrate all  What will students be doing to actively capture and
knowledge/skills required of the objective? process the new material?
 What types of visuals will you use?  How will students be engaged?
 How will you address misunderstandings or
common student errors?
 How will you check for understanding?
 How will you explain and model behavioral
expectations?
 Is there enough detail in this section so that
another person could teach it?

1
  TW pass out graphic organizer. TW  SW fill in graphic organizer following
fill in steps with students teacher direction
 TW define key vocabulary
 TW provide visuals and formulas
 TW demonstrate how to apply
formulas
 TW check for understanding
through questions

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
One teach, one assist. One teacher will provide direction the other teacher will walk around
to make sure students are filling in graphic organizer.

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
Teacher will draw examples on Smartboard with different color to show difference
between area and circumference.
Teacher Will: Student Will:
 How will you ensure that all students have multiple  How will students practice all knowledge/skills required
opportunities to practice new content and skills? of the objective, with your support, such that they
 What types of questions can you ask students as continue to internalize the sub-objectives?
you are observing them practice?  How will students be engaged?
 How/when will you check for understanding?  How will you elicit student-to-student interaction?
 How will you provide guidance to all students as  How are students practicing in ways that align to
they practice? independent practice?
 How will you explain and model behavioral
expectations?
 Is there enough detail in this section so that
another person could facilitate this practice?
 SW fill in graphic organizer following
 TW provide visuals and formulas teacher direction
Guided Practice

 TW demonstrate how to apply  SW solve problems along with teacher

formulas
 TW provide word problems to work
together
 TW check for understanding
through questions

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
One teach, one assist. One teacher will provide direction the other teacher will walk around
to make sure students are filling in graphic organizer and solving problems.
Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
 How can you utilize grouping strategies?
Teacher will draw examples on Smartboard with different color to show difference between
area and circumference.

2
 Teacher Will: Student Will:
 How will you plan to coach and correct during this  How will students independently practice the knowledge and
practice? skills required by the objective?
 How will you provide opportunities for remediation and  How will students be engaged?
extension?  How are students practicing in ways that align to
 How will you clearly state and model academic and assessment?
behavioral expectations?  How are students using self-assessment to guide their own
 Did you provide enough detail so that another person
learning?
could facilitate the practice?

Independent Practice

How are you supporting students giving feedback to one

another?
SW solve word problems provided
TW give the students word problems to
solve

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
One Teach, one assist. Both teachers will walk around answering questions.
Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

TW provide a modified diagram for ELL students and pair them with more proficient
English speaking students.
Closing/Student Reflection/Real-life connections:
 How will students summarize and state the significance of what they learned?
 Why will students be engaged?
As we can see there is a difference between finding the circumference of a circle, when we go
around it and the area, when we fill in the inside. Now that you have learned how to apply each
formula I will hand you an exit ticket to complete.

TTW pass out exit ticket and students will complete.