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Direct Instruction Lesson Plan Template

Grade Level/Subject: 5th Literature

Central Focus: Close Reading and Critical Thinking of Paired
Essential Standard/Common Core Objective:
CCSS.ELA-LITERACY.RI.5.3- Explain the relationships or
Date submitted: 03/13/2015
interactions between two or more individuals, events, ideas,
Date taught: 03/16/2015
or concepts in a historical, scientific, or technical text based
on specific information in the text.
Daily Lesson Objective: Students will be able to explain the relationship and interaction between
two events in a set of paired texts and meet todays objective by answering at least 5 out of 7
blanks correctly on a worksheet.
21st Century Skills: Leaning and
Academic Language Demand (Language Function and
innovation skills: students will use
critical thinking to think about the
Analyze- Students will analyze two texts and answer
events and how they are similar
critical thinking questions about the contents of each text
and different.
then compare the two texts.
Vocabulary- influenced, immigrants, encounter
Prior Knowledge: Students will need to know what immigrants are and have an understanding
that immigrants brought food and other traditions with them when they came to The United

1. Focus and Review

2. Statement of
for Student
3. Teacher Input

Description of Activities and Setting

The teacher will discuss with students how immigrants that
came to America brought with them their culture, traditions,
food, and other things. This is important to the lesson as the
students will learn about how the hamburger and the taco
came to be in The United States. The teacher will ask
students, What are some popular foods that came to The
United States from other countries? Expect students to
answer, Sausage from Germany, Pizza from Italy, etc.
Today we are going to read two stories in our Storyworks
magazine and explore the similarities and differences
between how the hamburger and the taco came to The United
Teacher will lead students to read the articles out loud as a
class. After reading the teacher will model how to answer
question one on the worksheet Think About it!. The first
question is Why do you think the article opens with stories of
three different people who claim credit for inventing the
hamburger? Model on the board for students how to first
restate the question in their answer. Write on the board, I
think the article opens with stories of three different people
who claim credit for inventing the hamburger because Tell
the students that you would answer the question by finishing





the sentence with, it shows us that the history of the

hamburger in The United States is very unknown.

Students will work in pairs to answer questions 2-6 on the

worksheet Think About it! and practice restating the
question in their answer and using specific details from the
text to explain their answers. Teacher will work with groups
4. Guided Practice
and confer with students about their answers. Teacher will
work with students individually on restating the question in
their answers and will also help students in remembering to
locate information in the text as they answer questions.
Students will work independently to fill in the blanks on the
worksheet Writing a Summary. Here students will have to
5. Independent
exercise their knowledge of finding information in the text.
Students will have to remember what happened in each
individual story and then will have to compare how the
articles are similar to one another.
I will assess the worksheet Writing a Summary and check for
6. Assessment
understanding of the two stories and especially for understanding on
Methods of
how the two texts are similar to one another. Students will have to
answer 5 out of 7 blanks correctly in order to meet todays daily lesson
After collecting all worksheets the teacher will ask students to
turn and talk with a partner about one similarity they found
7. Closure
between the two texts. The teacher will ask the class to come
back together and give a few examples of the similarities they
discussed with their partners.
8. Assessment
Students for the majority seemed to understand that the major similarity
Results of
between the paired texts was about how different foods came to The
United States. 17/20 students met todays objective of answering 5 out
of 7 blanks correctly.
Targeted Students
Student/Small Group
Visually impaired students will be seated at
During guided practice the teacher will meet and
the front of the classroom in order to see
confer with groups and if it is evident that the
the board more clearly. Struggling readers
group is having a difficult time with the questions
will be assisted as they complete their
the teacher will give another example to students.
independent practice in order to aid them in Before independent practice, the teacher will
locating answers in the text and reading
decide if there were any struggling students
during guided practice and pull them and work in
a small group with them to answer the Writing a
Summary worksheet.

Class set (20) of Storyworks magazine January 2015 edition, volume 22 No. 4
Think About it! Worksheet (20)
Writing a Summary Worksheet (20)
References: CT, Mrs. Norwood
Reflection on lesson: I worked with my CT to plan this lesson, and I kind of wish I would have
been able to do more with the students than just worksheets, but I think I made the most of
implanting this lesson and incorporating more class discussions. If I were to teach this lesson
again I dont think I would use the Writing a Summary worksheet. While students did well on
the worksheet, I feel like it would have been more beneficial to create a bubble graph to
compare and contrast the two texts as there was only one question on the worksheet that asked
about the similarities between the two texts.