Direct Instruction

Teacher: Jasmine Fernandez Subject: 8th Grade ELA (Block Scheduling)

Standards:

● 8.W.1: Write arguments to support claims with clear reasons and relevant evidence. a.
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically. b. Support claim(s) with logical
reasoning and relevant evidence, using accurate, credible sources and demonstrating
an understanding of the topic or text. c. Use words, phrases, and clauses to create
cohesion and clarify the relationships among claim(s), counterclaims, reasons, and
evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or
section that follows from and supports the argument presented.
Objectives (Explicit):

● Students will be able to develop a logical argument for or against the use of technology in classrooms
in order to write a five-paragraph argumentative essay on educational innovation.
Evidence of Mastery (Measurable):

In a five-paragraph argumentative essay, write about how technology in the classroom is beneficial or harmful to learning.
Synthesize using at least three of the five provided sources and at least two in-text citations per source.

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

● SWBAT describe the components of a five-paragraph essay (introduction, three body paragraphs, and
conclusion) in order to demonstrate understanding of how to write one themselves.
● SWBAT annotate resources for an essay in order to gather textual support that strengthens their
argument.
● SWBAT create a thesis in order to provide a guide for how their body paragraphs should come together
cohesively.
Key vocabulary: Materials/Technology Resources to be Used:

● Argumentative essay - written work that expresses a ● Doc camera

claim and supports it with evidence ● PowerPoint on components of good writing
● Five-paragraph essay - written work comprised of an and argumentative
introduction, three body paragraphs, and a conclusion ● Sample essays
● Annotate - to add notes, comments, highlights, etc. that ● Prompt and synthesis materials (5 sources)
make information easier to process ● Paper
● Synthesize - to make a whole out of a combination of ● Writing utensils
parts ● Whiteboard
● Thesis - a premise to be maintained or proved ● Video on educational innovation
● In-text citation - a reference to the work of others in an
academic text meant to provide support/evidence
Opening (state objectives, connect to previous learning, and make relevant to real life)

I will find a short video on how technology has changed in schools in the the last few decades. After watching the video, I
will ask students to talk with their tablemates for no more than five minutes about: a) the technology they have
encountered/used in schools up to that point, b) that technology’s positive/negative impact on their learning/performance. I
will then segue into the day’s lesson by stating objectives then the actual assignment.
Ins Teacher Will:
tru
cti 1) Explain educational innovation essay
on assignment.
al 2) Review components of good writing and
Inp argumentative essays via PowerPoint.
ut
Gu Teacher Will:
ide
d 1) Show sample essays covering a similar prompt
Pra on the doc cam.
cti 2) Point out a few aspects of logic, organization,
ce use of textual evidence, etc. in each sample.
Encourage student input.
3) Grouping Strategy - Think, Pair, Share - Put
students in pairs to discuss what they thought the
good/bad qualities of the sample argumentative
essays were.
4) Check for Understanding: Give One, Get One -
Have students respond to the following questions
in short responses on a piece of paper:
a) What are some things (do’s and don’ts)
to keep in mind when writing an essay
within a limited period of time?
b) How might you elevate your own writing
style for the upcoming assignment?
After they are finished, have them go around the
room for a few minutes to share/exchange ideas
with their peers. Observe/facilitate. Have
students return to their seats when finished.
Ind Teacher Will:
epe
nd 1) Hand out prompts and research. Also hand out
ent paper and writing utensils to students who might
Pra not have any.
cti 2) Have students write their essays for 50 minutes.
ce a) Teacher will monitor behavior during the
writing process and answer clarification
questions about the prompt and
resources (e.g. rephrasing, defining
unknown words) if necessary.
Student Will:
1) Actively listen as the teacher reviews the
components of good writing and
argumentative essays via PowerPoint.
2) Ask for clarification on upcoming in-class
essay.
Student Will:
1) View excerpts from sample essays covering a
similar prompt on the doc cam.
2) Evaluate the logic, organization, use of textual
evidence, etc. in each sample with teacher
assistance/feedback.
3) Think, Pair, Share - In pairs, briefly discuss the
good/bad qualities of the sample
argumentative essays.
4) Check for Understanding: Give One, Get One:
Respond to the following questions in short
responses on a piece of paper:
a) What are some things (do’s and
don’ts) to keep in mind when writing
an essay within a limited period of
time?
b) How might you elevate your own
writing style for the upcoming
assignment?
Students will go around the room for a few
minutes to share/exchange ideas with their
peers under teacher supervision. They will
return to their seats at the end of the activity.
Student Will:
1) Take out paper and writing utensil(s). Ask
peers or teacher for supplies if none are on
hand.
2) Read prompt and annotate provided research
sources.
3) Develop a logical argument for or against the
use of technology in classrooms.
Brainstorm/plan for entire paper.
4) Begin writing a five-paragraph essay based on
their argument.
a) Students may ask clarification
questions about the prompt and
resources.
 Co-Teaching Strategy/Differentiation

I will provide tools that are useful for brainstorming (i.e. templates for outlines and graphic organizers) to the
students who struggle to organize their thoughts when writing, especially under time restraints/pressure, in order to
help them better plan out their essay assignment. These materials will be handed out alongside the prompts and
synthesis materials (beginning of Independent Practice).

Closing/Student Reflection/Real-life connections:

3-2-1/Exit Pass: On the backs of their essays, students will list three things they learned, two things they still have questions
about, and one thing they want the teacher to know. Their responses should be centered around educational innovation
and/or essay writing. As an extension of sorts, they will also just write a one-sentence reflection on what they think they did
well/could improve on for future essays/etc.

After completing these two activities, students will leave their essays, the prompts, and the sources on the teacher’s desk
before leaving.