Direct Instruction Lesson Plan Template

Grade Level/Subject: 4th

Central Focus: Comprehension- Plot

Essential Standard/Common Core Objective:

4.RL.1. Refer to details and examples in a text when explaining what

the text says explicitly and when drawing inferences from the text.
4.RL.3. Describe in depth a character, setting, or event in a story or
drama, drawing on specific details in the text (e.g., a character's
thoughts, words, or actions).

Date submitted:

Date taught: 10/27/14

Daily Lesson Objective: After doing a mini lesson on plot and inferring the climax, students will read a short story and
correctly fill out a worksheet with four rising actions and a prediction of the climax.
21st Century Skills:
Communicate Clearly: Articulate thoughts
and ideas effectively using oral, written and
nonverbal communication skills in a variety
of forms and contexts.
Produce Results: Manage time and projects
effectively.

Academic Language Demand (Language Function and Vocabulary): They

will need to know what plot means, climax and rising actions. The
day after we will work on falling actions and resolution.

Prior Knowledge: RL.3.1 Students should be able to answer questions to demonstrate understanding of a text, referring
explicitly to the text, as the basis for the answers.
Activity
1. Focus and Review

2. Statement of Objective
for Student

3. Teacher Input

4. Guided Practice

5. Independent Practice

Description of Activities and Setting

Have you ever watched a great movie and then wanted to tell a friend about
it? What did you tell the friend about? (characters, setting, main events, prompt for all responses) Could we do this with a book also? Which parts do
you think are the most important parts of a story?
Today were going to learn how to predict the climax of a story using rising
actions. After we practice, youll be able to predict the climax of a story on
your own. Learning how to pick out rising actions and climax are the first
part of learning how to find the parts of a plot. Good readers can tell you the
events of a book which is the plot.
Read A Bad Case of Stripes by David Shannon
Stop after the page when the old women comes to see Camilla
I will identify and analyze the rising actions
And problem in the story
Ask: How did I make a prediction about the climax of the story?
Students -read story, thought about the problem and the rising actions
to make a reasonable prediction about the climax.
WE use rising actions identified in the story to make a prediction
about the climax
We will discuss the validity of our predictions based on the rising
actions in the story.
Note: Do not finish reading book until lesson 3.
YOU (students) read the passage Hide and Seek
Write four rising actions
Make prediction about the climax of the story using the rising actions
to support your prediction

Time
3min

1min

20min

10mins

30mins

6. Assessment Methods of
all objectives/skills:

7. Closure

Criteria for Evaluating Students Products

Full Mastery The worksheet has 4 correct rising actions that support their prediction
Partial Mastery The worksheet has at least 1 correct rising actions that support their
prediction
No Mastery (reteaching needed) They prediction of the climax does not make sense and
is not backed up.
What is climax?
3mins
What parts of the story can we use to back up our prediction of the
climax?

8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations:

Student/Small Group Modifications/Accommodations:

Struggling students: An example chart that we filled
out together.
Advanced students: Students will be challenged to
come up with more rising actions.

Materials/Technology:
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/SmartBoard slides, etc.) needed to implement the lesson at the end of the lesson plan.)

A Bad Case of Stripes, Smartboard (ex. chart of direct teaching), 20 copies of Hide and Seek and worksheet
References: http://www.readworks.org/lessons/grade4/plot/lesson-2

Reflection on lesson: