Direct Instruction Lesson Plan Template

Topic: Interactive Story Grade Level: 4th BYU-I Student Name:
Lesson Type: Performance Level: Group Size:
#___1____in a series New Material Isolated Below On Above Whole Small Individual
Re-teaching Review
CCSS: RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text
Curricular objective/s: Students will be able to correctly describe 2 characteristics of the characters, setting, or event of the story written as a
class.

Curricular assessment: Write in their journal the 2 characteristics of the character, setting, or event.
Language objective: Discuss with a partner sitting across from them the characters in the story, the setting, and the plot for 2 minutes.

Language assessment: The teacher will walk from group to group and listen to the discussions of the students.
Vocabulary terms and definitions:
Setting- the place or type of surroundings where something is positioned or where an event takes place
Plot-describes the events that make up a story or the main part of the story
Character-Any person, animal or figure represented in a literary work
Narrative-anything told or recounted in the form of a casual linked set of events, whether it’s true or fictitious.

Materials:
Whiteboard, expo markers, James and the Giant Peach book, paper and pencils
Accommodations: None
Management
Behavioral Expectations: Students should raise Transitions: Tip toe back to seats as a mouse, count Fast Finishers:
their hands if they have a comment or question, down Read their own book and find the characters, plot,
listen when the story is being told, participate in and setting.
the making of the story
Attention Signal (Regain Student Focus): 1, 2, 3 Material Management: Have one student from Grouping: Groups based on color of shirt.
eyes on me…1, 2 eyes on you each table get paper, have the student that gets a
prop put it back in its correct spot.
Time Sequence of Lesson Materials
10 Orientation (Anticipatory Set, Attention Grabber, Gain Attention, Hook): Have Jenga pieces with the parts of The Three Little Pigs Labeled Jenga
minutes story labeled on them (i.e., plot, characters, setting) and examples of each part of the story such as; the brick house, the straw pieces, sticks
house, the stick house for the setting, names of different characters (big bad wolf, pig 1, pig 2, pig 3), and the main ideas of the with student
plot (building the houses, blowing houses down, brick house stands strong). Pick one student at a time and have them choose a names
block, then use it to start building our story tower. These represent the building blocks of a story.
2 Accessing Prior Knowledge: What are the three foundational pieces for a story? (plot, setting, characters) When the
minutes three little pigs built their houses was this part of the setting, plot, or characters? Why?

15 Input & Modeling (Sequential step-by-step instruction):
minutes 1. Tell the students to pay attention to the building blocks of the story we are about to read. James and the
2. Have them look at the cover of the book and guess what the story will be about. Giant Peach
3. Read “James and the Giant Peach” book
4. When James is introduced, ask the students what part of the story he is and what we know about him.
5. Continue reading the story
6. When James enters the peach, ask the students if there is more than 1 setting, or if the settings change.
7. Continue reading the story
8. At the end of the story have a child volunteer to retell the main events of the story, then ask what the main events are
called.

2 Check for understanding: Have the students describe in their own words what a plot, character, and setting are to the partner
minutes on their left.

20 Guided practice: Whiteboard,
minutes 1. Tell the students they will be making up their own story as a class including the characters, setting, and plot. markers, props
2. Put three categories on the whiteboard, one for character, setting and plot from
3. Pick a student’s name from the sticks and ask if they want to give us a character, setting, or a plot. classroom,
4. When student gives one of the pieces of information, put it in the corresponding category on the board.
name sticks
5. Repeat process until we have all the characters, settings, and plot
6. Continuing picking sticks to choose who will act out the story as the characters.
7. Have the students use materials in the classroom as a prop
8. Have them act out the story created as a class.

3 Closure/Summary: Video
minutes
10 Independent practice: Have the students write their own one paragraph story that includes 2 characters, a setting and a plot. Paper, pencil
minutes Have them highlight each part of the story. Then share their story with a group of 4 wearing the same color as them.

To be collected: Collect each student’s paragraph highlighted with the characters, setting, and plot.

Reflection:

Topic: The main theme of the lesson.
CCSS: Common Core State Standards.
Objective: (SWBAT) audience, behavior, conditions, and degree.
Assessment: How to determine if the objective has been met—the evidence.
Accommodations: What will you do to give every student a chance at success? Especially those with special needs or IEPs? Will some students be given adaptations to complete the assignment? Maybe they will be allowed to perform the assessment orally instead of in writing. Maybe a certain
student needs to complete fewer problems than the regular assignment. Some students might need directions to be read to them, or have an audio recording. This will depend upon the individual needs of the specific students you are teaching.
Orientation: AKA-Anticipatory set, Gain Attention, Introduction—This should focus students’ attention on what you are about to teach. It doesn’t need to be complicated or lengthy, but should directly relate to the input and modeling portion of the lesson, and should engage their curiosity,
establish a question to be answered, and/or peak their interest.
Accessing Prior Knowledge: How will you determine what students already know about the material in this lesson? How will you help students connect that prior knowledge to the new material in this lesson?
Input & Modeling: The teacher directly instructs and models the principle being taught. AKA-“I DO” or “TELL/SHOW”
Check for Understanding: The teacher informally (formative) assesses the students’ understanding of the new concept, and adjusts input accordingly. This allows you to evaluate whether they are ready to take on responsibility themselves or not yet.
Guided Practice: The teacher works with the whole group to practice the new concept. AKA-“WE DO” or “HELP”
Closure: Review what has been learned. Students should be able to articulate how to perform the new objective. The objective should always be reviewed here.
Independent Practice: Students will perform the objective on their own (or sometimes with a partner or in a group). Independent practice should always be the same skill modeled by the teacher, and practiced with guidance. AKA-“YOU DO” or “MONITOR”
Reflection: Teacher reflects on lesson: What went well? What needs to be changed if this lesson were taught again in the future? Were management strategies effective? Why or why not? Was the objective met? Does anything need to be retaught or reviewed?