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Direct Instruction Lesson Plan Template

Lesson Title: Tying the knot


Name: Kelly OConnor
READINESS
I. Goal(s)/Objective(s)/Standard(s)
A. Goal(s) Students will begin to understand the different types of poetry.
B. Objective(s) Given a prompt, students will create poetry and preform it to the class.
C. Standard(s)
3.SL.2.2: Explore ideas under discussion by drawing on readings and other information.
3.W.1: Write routinely over a variety of time frames and for a range of discipline-specific
task, purposes, and audiences; apply reading standards to write in response to literature and
nonfiction texts.
Management: time, materials, space, behavior
Anticipatory Set: Time (5 minutes) Space (assigned seats) Materials (overhead
projector and poems)
Lesson Presentation: Time (15-20 minutes) Space (assigned seats) Materials
(Overhead/powerpoint, whiteboard, student journals)
Guided Practice: Time (7 minutes) Space (assigned seats) Materials (doc camera)
Closure: Time (5 minutes) Space (assigned seats) Materials (daily journal)
Independent Practice: Time (25 minutes) Space (desks/front of the room) Materials
(loose sheet of paper)
Management: I will use positive reinforcement. I will state my behavioral
expectations to the class prior to teaching the lesson. Students will earn candy if
there is no disruptive behavior throughout the entire lesson

II. Anticipatory Set


To begin the lesson I will ask students what they know about poetry and if they have ever written
or read poetry before. To introduce the new lesson for the day I will perform 3 different poems.
These poems will be shown on the overhead board so that students are able to visually see how
they are written and how I am delivering the text.
III. Purpose: Today we are going to explore the different types of poetry so that you can create
your own to share with the class.
INSTRUCTION (Direct)

Direct Instruction Lesson Plan Template

IV. Lesson Presentation

First we will briefly review the theme of the unit, Less is more, and how it was applied
to each lesson from this unit in a grand conversation.
On the board we will jot down notes from our grand conversation. Students will copy
these notes into their daily journal for future reference.
We will then talk about poetry and the different forms they take.
As a class we will review a power point I will create that includes different examples of
poetry.
I will provide guided notes from the power point slides for students to refer to.
I will remind students that at the end of this lesson they will be creating their own poem
using one of the formats.

V. Guided Practice

Together as a class we will create a class poem. This will be very open ended but still
following the lesson or big idea. I will be writing this poem on a doc camera that will be
projected onto the overhead board.

VI. Closure:
In your daily journal write down one fact that you learned about poetry from todays
power point presentation. This will be their exit ticket; to check for understanding I
will walk around the room and scan students answers to assess if they understand the
material being taught or not. If they are not I will go back and reteach the content.
VII. Independent Practice/Extending the Learning
Students are to create one poem that they can then share with the class that talks how the
ways in which less can be more.
Students will have time to create their poems in class. I will be walking around answering
questions and helping students when they get stuck.
VIII. Assessment
Formative: Throughout the lesson I will be walking around the classroom checking for
understanding. Through group discussion and individual work. Rough drafts of poems.
Summative: Students will present their poems to the class.
IX. Adaptations:
Special Needs Students: students who have problems with vision will be seated nearest to
the board.
Remediation For students who do not understand content I will meet in small groups
and reteach material.
Enrichment Students who master objectives in a faster rate are to create longer more
poems. Or more than one.
ESL Mario H. will sit by students whose first language is English.

Direct Instruction Lesson Plan Template

X. Technology Inclusion
Document camera. Power point presentation about poetry.
EVALUATION
Self-Answer Questions
1. How many students achieved the objective? For those that did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Did students have enough time in class to finish their poetry?
8. Were students able to follow along with the power point slides? Was the material
developmentally appropriate for third grade?
9. Did my behavior plan work? Or did I need to enforce strict rules with consequences?