MODELS OF INSTRUCTION
Lesson Design and Delivery
5STEP LESSON PLAN 
Madeline
HunterÕs
ELEMENTS OF EFFECTIVE
INSTRUCTION

Data WorksÕ EXPLICIT DIRECT INSTRUCTION 
Anticipatory Set: a. T. focuses students b. T. states objectives c. T. establishes purpose of the lesson d. T. establishes transfer Instruction: ¤
Explain concepts ¤
State definitions ¤
Provide examples ¤
Model b.
Check for
Understanding ¤
Pose key questions ¤
Ask students to
explain concepts, definitions, attributes in their own words ¤
Have students discriminate
between examples and nonexamples ¤
Encourage students
generate their own examples ¤
Use participation Guided Practice: a. Initiate practice activities under direct teacher
supervision b. Elicit overt responses from students that
demonstrate behavior in objectives c. Check for understanding d. Provide specific knowledge of results e. Provide close monitoring Closure: a. Make final assessment to determine if students have
met objective b. Have each student perform behavior Independent Practice: a. Have students continue to practice on their own b. Provide knowledge of results 
Objectives: a. T. defines what students should be able to do,
understand, know Standards: a. T. informs students of the standards of performance Anticipatory Set: a. T. focuses students attention on the lesson. b. T. creates framework for whatÕs to be presented Teaching/Presentation: a. Input: provide info for students to gain knowledge
or skill b. Modeling: show examples of what is expected and how
itÕs done c. Check for Understanding: determine that students
know/understand before proceeding Guided Practice: a. T. works with students as they do it together b. T. supervises students as they do it and provides
praise, prompting or help Closure: a. T. cues students to important points of lesson b. T. reviews and clarifies key points and connects to
a coherent whole Independent Practice: a. Students practice for reinforcement b. T. provides different contexts to apply
skill/concept 
Presentation: a. Learning objective: include concept and skill b. Preview/Review: activate prior knowledge/connect to
new content to be taught Concept Development: a. Explain: what it is, why itÕs important, how itÕs
done b. Skill Development: teach how to do the skill Š
steps, graphic organizers, mnemonics c. Model: share firstperson inner thoughts d. Demonstrate: e. Check for Understanding Guided Practice
a. T. works problem stepbystep along w/students at
the same time b. T. slowly releases student to do more work on their
own (semiindependent) c. Check for Understanding that students were correct
at each step Closure: a. Students prove that they know how to do the work b. T. verifies that students can describe the what and
why of the work c. T. identifies students needing additional help Assessment and
Evaluation/Independent Practice: a. Students practice what they have learned b. Students do work by themselves with 80% accuracy c. T. provides effective, timely feedback 