Direct Instruction Lesson Plan Template

Teachers: Allissa Valenzuela Subject: Math (HS Geometry)

Common Core State Standards:

G.G-MG.A.1 Use geometric shapes, their measures, and their properties to describe objects utilizing
real-world context.
G.G-MG.A.3 Apply geometric methods to solve design problems utilizing real-world context.
Objective (Explicit):
Upon completion of this lesson focused on area of a geometric shape, students will be able to determine
the area of multiple garden plots within a defined shape.

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.
Mastery: To apply the correct equation an area and determine the area of all the variety of gardens in
the plot.
Proficient: Applying the correct equation and determining the area of just one of the garden plots.
Novice: Knowing the garden has an area but not understanding the steps needed in order to solve for
the area of any garden plot.

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 to review how to find area of basic geometric shapes. (circle, square/rectangle, and triangle)
SWBAT to find area of composite shapes made up of basic geometric shapes.
SWBAT to find area of inner and outer geometric shapes.
SWBAT apply skills and concepts from this lesson to solve design problem in the real world.
Key vocabulary: Materials:
Area PowerPoint
Composite Shape Guided Student Notes
Inner Pizza Area Diagram
Outer Garden Area Diagrams
Length Calculator (if needed)
Width Teacher iPad or white board
Base
Height
Radius
Diameter
Dimensions

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?
Teacher will start by bringing a diagram of two pizzas to class, a square pizza and a round
pizza. They will have the dimensions labeled so I will ask the class how I would figure out which
pizza is bigger. Students will most likely know that finding area will let them know which pizza is
bigger based on past learning. Students will find area of pizzas and determine which one is
bigger on their own or with teacher help. Teacher will read the objective. Today, we are going to
look at how area is important to geometric shapes that we find in everyday life.
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 Teacher Will: Student Will:
 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?
 Teacher will present slides that review  Students will be actively listening and filling
area and that demonstrate how to find in formulas presented by teacher on guided
area of inner and outer shapes and notes document.
composite shapes.
 Teacher will use the visuals of the slide
deck and a white board or iPad to work
through problems.
Instructional Input

 Teacher will provide students with

formulas for the area of
rectangle/square, triangle, and circle on
slides and labeled diagrams will be on
the students’ guided notes.
 Check for understanding. Do you feel
like you understand the content we’ve
covered so far? Thumbs up = good
understanding, down = little to no
understanding or sideways =
understand some but not completely

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

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

Teacher Will: Student Will:

 How will you ensure that all students have multiple
opportunities to practice new content and skills?
 What types of questions can you ask students as
you are observing them practice?

Guided Practice
 How will students practice all knowledge/skills required
of the objective, with your support, such that they
continue to internalize the sub-objectives?
 How will students be engaged?

How/when will you check for understanding?
 How will you provide guidance to all students as
they practice?
 How will you explain and model behavioral
expectations?
 Is there enough detail in this section so that
another person could facilitate this practice?
 Teacher will ask for student help/input
on example problem with backyard that
includes a flower garden.
 Teacher will ask: What type of shape is
this? How would I find its area? Do I
 How will you elicit student-to-student interaction?
 How are students practicing in ways that align to
independent practice?
 Students will answer teacher questions
about the steps to solve the problem.
 Students will be actively listening,
answering questions, and following along
on their provided notes sheet.

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 add or subtract to find area of this  Students will solve part of the example in
shape? (composite/inner and outer) pairs.
 Teacher will check for understanding  Example problem the students will work
through answers to questions and will through with teacher and peer help requires
provide guidance on how to improve similar reasoning and problem-solving
incorrect answers. steps to individual practice problem.
 Teacher will assign part of the example
for students to work through in pairs.
 Teacher will explain their reasoning
while working through the example
problem.

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

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:
 How will you plan to coach and correct during this
practice?
 How will you provide opportunities for remediation and
extension?
 How will you clearly state and model academic and
behavioral expectations?
 Did you provide enough detail so that another person
could facilitate the practice?
 Teacher will provide backyard and
garden design diagram and questions
to students.
 Teacher will circulate through
classroom and ask students how they
Independent Practice
Student Will:
 How will students independently practice the knowledge and
skills required by the objective?
 How will students be engaged?
 How are students practicing in ways that align to
assessment?
 How are students using self-assessment to guide their own
learning?
 How are you supporting students giving feedback to one
another?
 Students will work through the questions
about the design of the garden and
backyard independently.
 Students will use notes from instructional
input and guided practice to remember the

are doing and answer questions. steps of solving the problem and to self-
 Remediation: Teacher will remind assess their understanding of applying
student of steps to find area of those steps to a problem on their own.
particular shape. Ex. Inner shape-  Students will be encouraged to check their
square, outer shape-circle. How would I answers with a peer once they have worked
find the area of the circle? through the problem on their own.
 Extension: Teacher will have extension
questions ready for student who finish
early. Ex. We have a golden retriever
and it is required that golden retrievers
have at least 1000 square feet of yard
space to run around in. Should the
garden be built smaller to give the dog
enough space?

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

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

Closing/Student Reflection/Real-life connections:

 How will students summarize and state the significance of what they learned?
 Why will students be engaged?

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 Afterwards teacher will bring back the pizza diagrams and tell students what fraction of the
pizzas have been eaten. Teacher will ask the students to find the new area of total pizza left.
Students should be able to use their knowledge of area of composite shapes to find the total
amount of pizza left in square inches.

Reflection:

Overall, I feel like my lesson went pretty well. I am really glad I used Pear Deck to present my slides
to the students in my class because it made it easier for them to see the slides and I was able to
interact with them through Pear Deck. I had a question they answered after the instructional input that
let me know how they were feeling about what we just covered, and no one was completely lost so I
knew that I was good to go on. There were a couple things I wish I would have done differently. I wish
I would’ve explained what students need to fill in in the guided notes I provided them, so I didn’t have
to mention in while I was already in the middle of the lesson. I also realized that pi was confusing
some of the students while taking the area of circles so it would have been good to spend a little more
time on area of circles and pi during the instructional input. During a full-length version of this lesson
with more students I would have used Pear Deck even more for students to input their answers to the
questions since it is harder to check up on if students are getting the right answers when working on
problems independently when it is a larger group. I also think I might have changed the independent
practice to have students design their own layout for a garden and find the area of each garden plot
instead of just having them find areas of an existing design. I think that getting to design in
themselves would get students even more excited about the practical applications of geometry and
area. The part of the lesson that struck me as the most memorable was when two students were
checking their answers with each other and they got the same thing and they high-fived each other. I
want to support my students to be collaborative and celebrate their successes like that all the time.