Direct Instruction Lesson Plan Template

Teachers: Subject:
Satoe Ogawa Japanese

Common Core State Standards:

1. (PS) Present basic information on familiar topics using learned phrases and simple
sentences.
1. (PW) Write lists and practiced phrases on familiar topics.
3. (IL) Understand words, phrases, and simple sentences related to everyday life;
sometimes understand the main topic of what is heard.

Objective (Explicit):
SWBAT name at least 10 face/body parts and indicate where each feature is.

Evidence of Mastery (Measurable):

See the attached example of a portrait with 10 face/body part labels.

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

SWBAT illustrate their partners.

SWBAT label 10 face/body parts on the illustration.
SWBAT present and indicate the face/body using simple sentence structures they
previously learned.

Key vocabulary: Materials:

- Body Construction paper or regular paper
- Face Colored pencils
- Eyes
- Nose
- Mouth
- Eyebrows
- Hair
- Ears

Opening (state objectives, connect to previous learning, and make relevant to real life)

Begin by presenting the face/body parts review slideshow.

Quickly go over each of the vocabulary presented on the slides.
Teacher will then hand out paper for the students to draw each other's self-portraits.

Instruction Teacher Will: Student Will:

al Input 1. Teacher will illustrate the
objective of the following activity.
2. Teacher will present the students
an example of a portrait with 10
labels.
3. Put students into pairs
through assigned seats or at
random.
4. Pick each pair of students to
share their artwork and share
it to the class, while also
pointing out the face/body
parts.
1. Recall of their past studies
regarding the face/body parts in
Japanese.
2. Sit across from their partners
and begin drawing their partners
portraits.
3. Choose 10 face/body parts to
label on the self-portrait.
4. Share to the class what
face/body parts they labeled and
point where it is at.

Co-Teaching Strategy

Differentiation Strategy
Specify to only draw the face of the other student and focus on labeling the
facial features located on the face.
If students are having trouble remembering the content, certain groups can
take time to look over the book and study the materials given.
Additional Challenges: Students that know the vocabulary and know where it
is located can assist those students who are confused or lacking in
comprehension.

Guided Teacher Will: Student Will:

Practice
1. Assist choosing what face/body
parts are easy to locate and draw
on the self-portrait.
2. Demonstrate how the sentence
structures from past lessons can be
used to present the information to
the class.
3. Ask each pair to state a few
examples before the presentation.
4. Communicate with the students
and assist each pair.
1. Be able to differentiate the
different words for the face/body
parts.
2. Locate where the face/body
parts they chose are and the
vocabulary reviewed in class.
3. Build simple sentences to
present the information about
their portrait to the class.
4. Design the self-portrait and
create indications of where each
face/body parts are.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student
achievement?

Differentiation Strategy
Choose a face/body part and ask the student to look over past material to find
 the correct word for it. Once they find it, ask them to read it over again and
point to where that feature is located.
Additional Challenges: Students can label more than 10 face/body parts and
go more into detail by finding scientific names for the features.

Independen Teacher Will: Student Will:

t Practice

1. Give blank sheets of papers that
students will need to draw the
portraits and label the body
features.
2. Ask students to find 10 new
face/body part words for
homework and put the labels onto
their portrait that they drew in
class to turn in later.
1. Split into pairs to sketch each
others portraits and discuss how
they are going to present the
information to class.
2. Use the textbook/worksheets in
class to look back on sentence and
grammar structures learned in the
past.
3. Complete the portrait with
labels.
4. Write 10 new face/body features
onto the portrait.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student
achievement?

Differentiation Strategy
Students with poor eyesight will be given markers so that the labels will be
larger for them to see.
Students will be paired for interactive learning, to share how they are going
to present, and to assist all learners.
Students that have a difficult time explaining the features on their illustration
can just indicate the vocabulary term and point where the feature is at.
Additional Challenges: Students can create complex sentences and
descriptive detail when presenting their portrait of their partner to the class.

Closing/Student Reflection/Real-life connections:

Students will take a kahoot face/body part quiz to evaluate whether they remember the
vocabulary word and where it is located.
If there is extra time after turning their art in, ask students to write down 3 new face/body parts
they learned in Japanese and English, and hand it in as an exit ticket.