Direct Instruction

Teachers: Jasmine Fernandez Subject: ELA 12th Grade

Standards:

● 11‐12.W.4 Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade‐ specific expectations
for writing types are defined in standards 1–3 above.)
Objectives (Explicit):

● SWBAT write a mix of short pieces addressing multiple audiences (i.e. self, teacher, author) in order to
convey authentic sentiments pertaining to the themes of youth and identity found in American Panda.
Evidence of Mastery (Measurable):

Students will demonstrate mastery by completing at least two dumplings and submitting copies of their fillings. Each page
of “filling” should be filled with statements conveying secrets and other emotional statements; this personal content will not
affect scoring. Students will be assessed solely on their mastery of conventions, grammar, and language usage.
(Mastery=90%)

In ¾+ of a page, students will write Gloria Chao, the author of American Panda, about their thoughts on the novel. Students
will be assessed on the organization and length of their writing, appropriateness of content/tone, mastery of conventions,
grammar, and language usage. (Mastery=85%)

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

● SWBAT describe their thoughts on American Panda in order to complete a letter to the author.
● SWBAT use different types of diction, styles, formats, etc. in order to address certain writing tasks and
audiences.
● SWBAT apply the dumpling motif in American Panda to their own lives in order to write about their own
secrets, emotions, etc.
Key vocabulary: Materials/Technology Resources to be Used:

● Motif - any recurring element that has symbolic ● Ivory felt circles (4” diameter)
significance in a story ● Sticky notes/small stationery
● Pleat - a fold of definite, even width made by doubling ● Fabric glue
cloth or the like upon itself and pressing or stitching in ● Doc camera
place ● Visual guide for dumpling making
● Authenticity - trueness to one’s own personality, spirit, or ● American Panda excerpts
character ● Paper
● Technology (i.e. laptops, chromebooks)
● Erasers
● Writing utensils
● Timer

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

I will introduce the objective of the day and then have students review special excerpts from the text and answer related
questions. Having already completed the novel and taken their unit assessment the previous day, these ideas should be fresh
in mind. I will next segue into the lesson by using the answers students provide to make connections to concepts like
withholding secrets and emotions, being true to one’s self, etc.
Ins Teacher Will: Student Will:
tru
cti 1) Place excerpts referencing dumplings from 1) Read excerpts silently. After reading, discuss
on American Panda under the doc cam. Pose the thoughts/answers with a neighbor.
al questions: a) Grouping Strategy - Think, Pair, Share
Inp a) Explain the dumpling motif in this book. 2) Volunteer answers to share with the whole
ut b) Have you, too, ever felt ready to burst group..
with secrets and emotions? 3) Quietly examine the visual guide for dumpling
2) Have students read to themselves silently first. making to get an idea of what the day’s first
After reading, have them discuss their main activity will entail. Hold all questions
thoughts/answers with a neighbor. until the live demonstration as instructed.
a) Grouping Strategy - Think, Pair, Share
b) Take volunteers to share answers with
the whole group.
3) Place the visual guide for dumpling making
under the doc camera. Have students read
through it quietly just to get an idea of the
activity. Instruct them to hold all questions until
the live demonstration.
Co-Teaching Strategy/Differentiation:

Students who have difficulty seeing the projected content will be given physical copies of the excerpts and visual
guide.

Gu Teacher Will: Student Will:

ide
d 1) Model how to create felt dumplings with 1) Follow the teacher’s example to create first felt
Pra physical materials. dumpling, asking for help/clarification and
cti a) On an ivory felt circle (4” diameter), pausing/proceeding as needed.
ce apply fabric glue about 1” shy of Check for Understanding: Hand Signals
halfway around the circle.
b) Fold the circle in half and start making Students will rate their understanding of each step with
pleats to mimic the wrappers of real their fingers (1=Lost, 5=OK).
dumplings, putting a bit of fabric glue on
each pleat and pressing them well to
make sure they stay intact. Leave about
1” open for stuffing.
c) Using a sticky note/small piece of
stationery, fill the page with example
secrets and emotional statements (e.g. “I
want to increase my self-love by…”).
d) Crumple the paper as small as you can.
Insert crumpled paper into the dumpling
opening. Put some glue in the opening,
make one last pleat, and glue it shut.
i) Inform students that before
crumpling their pieces of paper,
they must take pictures of their
writing to upload to Google
Classroom (AKA: their
 “dumpling fillings”) for
assessment.
ii) Inform students that each
dumpling should be able fit up to
3-4 crumpled sticky notes/small
stationery pieces.
Check for Understanding: Hand Signals

Have students rate their understanding of each step with

their fingers (1=Lost, 5=OK).

Co-Teaching Strategy/Differentiation:

Students who have difficulty putting together the felt dumplings and/or struggle with the time management/pacing
of this craft and writing activity may be given pre-made dumpling “wrappers.” They will just be responsible for
writing, filling, and sealing them.

Ind Teacher Will: Student Will:

epe
nd 1) Set a timer for about 7-8 minutes and have
ent students complete at least one more dumpling
Pra following the steps listed above.
cti 2) Transition into writer’s workshop. Have students
ce aim to finish as much of their letter to the author
from the other day as possible in class so that
they can receive teacher and peer feedback and
have no homework.
a) Monitor behavior and provide assistance
as needed.
Co-Teaching Strategy/Differentiation:
1) Create at least one more dumpling following
the steps listed above within the given time
frame.
2) Take out materials for writer’s workshop. Aim
to finish as much of your letter to the author
from the other day as possible in class so you
can receive teacher and peer feedback and
have no homework.

For the writer’s workshop, arrange students in groups of diverse ability levels to best support all learners.

Closing/Student Reflection/Real-life connections:

● Students will be asked to explain the importance of writing with honesty and authenticity, both to themselves and
others, and to share the connections they have made between Mei’s experiences in American Panda and their own
real-life experiences.