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Direct Instruction Lesson Plan Template

Grade Level/Subject: 3rd grade/


Central Focus: Learning to understand the text well enough
Reading
to point out who the sidekick is in a mystery book and why
they are the sidekick based on what they do in the story.
Essential Standard/Common Core Objective:
3.RL.2: Recount stories, including fables, folktales, and

myths from the diverse cultures; determine the central


message, lesson, or moral and explain how it is
conveyed through key details in the text.
3.RL.3: Describe the characters in a story (e.g., their
traits, motivations, or feelings) and explain how their
actions contribute to the sequence of events.

Date taught: 3/18/15

Daily Lesson Objective:


Performance: Students will be able to point out who the sidekick is in a story (specifically a
mystery book) and explain why and what that person does to make them a sidekick in the story.
Conditions: The teacher will use two novels to teach the lesson, and the students will use the
books that they have been reading with their book clubs during independent practice.
Criteria: The students must all participate during the turn and talk opportunities and while they
are meeting in their book clubs. If they are actively participating in the conversation then the
teacher will know if they understand the concept.
21st Century Skills:
Academic Language Demand (Language Function and
Working in groups, critical thinking, Vocabulary):
make judgments and decisions
Explain: Explain who the sidekick is in a story and what
they do to help the main character and to be the sidekick.
Prior Knowledge: Knowing what to do during turn and talk, concept of what a mystery book is,
already read enough of their book club books to have a conversation with their book club

**When my teacher taught reading she only did mini-lessons, so I taught a


mini-lesson as well. I tried to incorporate all the different steps of a direct
lesson, but I just made it shorter so that the teaching part fit in about 15
minutes.
Activity

1. Focus and Review

Description of Activities and Setting

Time

Over the past two weeks that Ive been here Ive seen
you learn a lot about mystery books. Ive watched you
learn about suspects and clues; and Ive listened to some
really good discussions about your books that youre
reading in your book clubs. Today, we are going to be
learning another important part of chapter books; were
going to be looking at sidekicks. Sidekicks are important
characters in the story that are always with the main
character and usually help the main character solve the
mystery.

2 mins.

2. Statement of
Objective
for Student

3. Teacher Input

4. Guided Practice

5. Independent
Practice

Good mystery readers notice what the sidekick


contributes to the story by looking at how he/she
influences the actions of the main detective throughout
the story.
When were reading our story we need to figure out who
our sidekick is. Who is Cam Jansens sidekick? (Let
students answer.) While Im reading I am going to think
about how he influences the main detective, Cam. Eric
influences Cam in the story, Cam Jansen and the Mystery
of the Dinosaur Bones. (Turn to page 4) On page four he
has her click, what is Cam doing when she is clicking?
5 mins.
(Let students answer). Right, we know that when Cam
clicks it is a setup for a clue that will be important later
in the story. On page 20 Eric helps Cam collect an
important clue, and on page 23 Eric asks Cam an
important question. We can tell that Eric is the sidekick
in the story because he helps her find clues and asks
important questions.
Now I have another Cam Jansen book, Cam Jansen and
the Mystery at the Haunted House, who will the sidekick
be in this story? Now Im going to read a part of this
story, while Im reading I want you to think about how
Eric is influencing or helping the main character. Give a
brief background of the story and then read pages 25-28.
5 mins.
Now I want you to turn and talk with your partner and
share what influences Eric has on Cam. (Give students a
minute or two to share.) I heard some great things!
(Share some things that were said.) You are using the
sidekick in our story to notice how they influence the
main detective.
When you read more than one book in a series notice
who the sidekick is in the series. Once you identify the
sidekick think about how that character influences the
main character/detective. When we notice that these
things happen in a series of books then we may be able
10 mins
to predict what will happen in the story. When you are in
your book clubs today talk about who the sidekick is in
your story, and how they influence the detective. Let
students get in their book clubs and discuss the side kick
in their book.

6. Assessment
Methods of
all
objectives/skills:

7. Closure

Formative Assessment: Throughout the lesson students will have


the opportunity to turn and talk with a neighbor and answer
questions in front of the class. During independent practice the
teacher will walk around to the groups to make sure that students
understand who the side kick is in their story and that they
understand the concept of sidekicks.
Ask students What is a sidekick? What do they do in a
2 mins.
story? Who is the side kick in all of the Cam Jansen
novels?

This lesson was graded on participation points because only formative


assessments were given. Students received up to five points for
8. Assessment
participating during the mini lesson and while they were in their book
Results of
clubs. All students received participation points because they all
all
participated in the conversation at some point, whether it was answering
objectives/skills:
a question during the lesson or having a part in the conversation in their
book club.
Targeted Students
Student/Small Group
Modifications/Accommodations:
Modifications/Accommodations:
Students are grouped in their book clubs by Since students are grouped in their book clubs by
their reading level, so their books will be on their reading ability, while students are meeting to
their level and they will have good
discuss their books the teacher will pay special
conversation.
attention to the lower level reading groups to
make sure they understand and comprehend their
sidekicks.
Materials/Technology:
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to implement the lesson at
the end of the lesson plan.)

Books: Cam Jansen and the Mystery of the Dinosaur Bones, Cam Jansen and the Mystery at the
Haunted House
References:
Reflection on lesson:
This was the first reading and mini lesson that I have ever done, so I feel like my lesson had
some good parts and some parts that I could do better on. Fortunately, my teacher gave me two
mystery books that the students were somewhat familiar with and some notes on the objectives,
which really helped me plan my lesson. I think that showing the students two mystery books that
were very similar helped them understand who the sidekick was in that series of books and that
in a series of books many of the characters are the same. Students were very engaged in the
lesson and participated a lot with turning and talking and answering my questions. I thought the
independent practice also went well because students understood and knew who the sidekick
was in their stories, which showed me that my lesson taught them about who a sidekick was.
One thing that I wish I did differently during this lesson would be slow down and take my
time. Since it was my first lesson I was very nervous and talked quickly. The lesson went a lot
quicker than I expected because I rushed through it and did not pay attention to the clock and
what time it was. Another thing that I would do differently is write my lesson plan differently.

When I wrote it I was very specific and planned out exactly what I was going to say, this did not
work well for me during the lesson though because during certain parts I read straight from the
lesson plan because I did not remember exactly what I was supposed to say. Next time I write a
lesson plan I will make it a little more general so I feel like it is more of a plan and less like a
script.