Direct Instruction Lesson Plan Template

Teachers:
Marissa Madsen

Subject:
5th Grade SFA

Common Core State Standards:

5. RL.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on
specific details in the text (e.g., how characters interact).
Objective (Explicit):

SWBAT: Describe how mood affects setting and characters

Evidence of Mastery (Measurable):

Include a copy of the lesson assessment.

Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response.

Students will answer these questions in their notebooks

#1 How did todays setting affect the mood of the story?
#2 How did todays setting affect the mood of Sean?
#3 What is a mood that was not experienced in todays reading and why? Justify your answer with details.
The questions will be graded on a scale of 1-4
1= they have an answer
2=they have an answer and claim
3=they have an answer, claim, and quote
4=they have an answer, claim, quote, and explanation of the quote
Sub-objectives, SWBAT (Sequenced from basic to complex):

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?

SWBAT: read grade level text

SWBAT: Ask and answer in depth question about a story

Key vocabulary:

Heathen

Suspect

Tolerate

Stanches

Summit

Smidgen

Portable

Startled

Supervising

Sleeting

Materials:
Notebooks
Pencil
Copy of Until the Last Spike
powerpoint

Opening (state objectives, connect to previous learning, and make relevant to real life)

How will you activate student interest?

How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?

I Do

What do we know about setting? What are the different parts? Make a
list on the board and have students give examples of each.

Teacher Will:

Student Will:

How will you model/explain/demonstrate all

knowledge/skills required of the objective?
What types of visuals will you use?
How will you address misunderstandings or
common student errors?
How will you check for understanding?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could teach it?

How does setting effect the

What will students be doing to actively capture and

process the new material?
How will students be engaged?

Answer questions and participate in discussions.

mood? Discuss with the students

how in different parts of the
book the mood changes based on
the setting

Ex: At the beginning of the book

Sean is in Missouri as he moves
farther into the West how does
the setting change? How does

this affect the mood.

Can the mood change even when
the setting hasnt? Lets look at
the powerpoint. Look at the first
image of the beach what are
some words you would use to
describe the mood?

Now look at the second picture

of the beach would you use
those same words to describe
the mood as the first picture?
Why not? Did the setting

change? What did change?

Do this with the pictures of a
park.

As we read today we lets focus

on the mood and how it changes.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One teach-one observe

Differentiation Strategy

What accommodations/modifications will you include for specific students?

Do you anticipate any students who will need an additional challenge?
The use of visuals here is my differentiation.

Teacher Will:

We Do

Student Will:

How will you ensure that all students have multiple

opportunities to practice new content and skills?
What types of questions can you ask students as
you are observing them practice?
How/when will you check for understanding?
How will you provide guidance to all students as
they practice?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could facilitate this practice?

Read pages 50-55 stopping to model

how the setting is affecting the mood.
How the mood is affecting the
characters and how the mood is
changing throughout.
Co-Teaching Strategy

How will students practice all knowledge/skills required

of the objective, with your support, such that they
continue to internalize the sub-objectives?
How will students be engaged?
How will you elicit student-to-student interaction?
How are students practicing in ways that align to
independent practice?

Read along with the teacher.

Answer prompting questions.

Which co-teaching approach will you use to maximize student achievement?

One teach- one observe

Differentiation Strategy

What accommodations/modifications will you include for specific students?

Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?

Wait time, allowing some student-to-student discussion.

Teacher Will:

How will you plan to coach and correct during this

practice?
How will you provide opportunities for remediation and
extension?
How will you clearly state and model academic and
behavioral expectations?
Did you provide enough detail so that another person
could facilitate the practice?

You Do

Walk around as students read and

encourage them to stop and discuss
what they are reading.
Co-Teaching Strategy

Student Will:

How will students independently practice the knowledge and

skills required by the objective?
How will students be engaged?
How are students practicing in ways that align to
assessment?
How are students using self-assessment to guide their own
learning?
How are you supporting students giving feedback to one
another?

Read in your books pages 56-59

Answer the exit ticket questions in their
notebooks

Which co-teaching approach will you use to maximize student achievement?

One-teach one-assist
Differentiation Strategy

What accommodations/modifications will you include for specific students?

Do you anticipate any students who will need an additional challenge?

Some groups may not be have enough students to do this. If this happens the students will solve the problems by themselves.
Jesse will receive assistance from the teacher during the game.

The lower kids are only expected to answer the first question, if they finish early they may answer the other
two.
Closing/Student Reflection/Real-life connections:

How will students summarize and state the significance of what they learned?
Why will students be engaged?

Why is it that the setting can affect the moods of characters? When have you been a situation where the
setting affected your mood?