Direct Instruction Lesson Plan Template

Grade Level/Subject: Kindergarten, Central Focus: making connections

Reading
Essential Standard/Common Core Objective:
RI.K.3 With prompting and support, describe the connection between Date submitted: Date taught:
two individuals, events, ideas, or pieces of information in a text.
Daily Lesson Objective:
Students will be able to identify what they learn from a nonfiction book and make connections to help them
understand a nonfiction book by reading Tools by Ann Morris as a group, answering questions with a partner,
discussing questions as a class, identifying a tool they use every day, and then drawing it on a piece of paper.
21st Century Skills: Academic Language Demand (Language Function and Vocabulary):
Students can use technology to look up Connections, tools, nonfiction text
different tools
Prior Knowledge: Students must know what a nonfiction text is, have some sort of an idea what a tool is, and
have some sort of interaction with a tool

Activity Description of Activities and Setting Time

Discuss how we have been talking about nonfictional texts in our
previous lessons. Ask the students what they remember about what they
learned previously. Talk about how they learned that nonfiction books
1. Focus and Review
are books about things that have really happened and are factual. Then
ask the students have they ever used a tool before. If so, what was the
tool? What are some things they think of when they hear the word tool?
2. Statement of Students will be able to make connections to help them understand
Objective nonfiction texts by reading Tools.
for Student
Teacher will read the story aloud and ask questions while reading.
3. Teacher Input
Students and teacher will discuss with each other the tools that they use
4. Guided Practice everyday and how that object or item is a tool. Students will look at
different tools on the smartboard and find tools around the classroom.
Students will go to their seats and come with a tool that they use
everyday. The student will draw on a blank sheet of paper the tool they
chose and a situation where they are using that specific tool. An
example would be a student drawing a picture of a hammer and they are
5. Independent Practice
nailing two pieces of wood together. Another example would be
drawing a spoon and it being used in a bowl of cereal. Once the
students finish with their drawings, they will turn it into the teacher to
check for understanding.
The students will hand in their sheet of paper to be graded on whether or not the
6. Assessment Methods name of the tool is on the sheet, there is a picture of the tool, the tool is being used
of in an appropriate situation, and there is creativity.
all objectives/skills: Students receive a star, which means mastery, on their paper if 4 out of 4 items are
correct
 Students receive a check, which means needs a little more practice, if 3 out of 4
items are correct
Students will receive a square, which means it needs to be retaught, if 2 or less
items are correct
Students will gather together on the carpet to discuss what we have
7. Closure learned during the lesson and the connections they made in their
drawings.
Student 1 - Star
Student 2 - Star
Student 3 - Star
Student 4 - Star
Student 5 - Star
Student 6 - Star
Student 7 - Star
8. Assessment Results of Student 8 - Star
all objectives/skills: Student 9 - Star
Student 10 - Star
Student 11 - Star
Student 12 - Star
Student 13 - Star
Student 14 - Star
Student 15 - Star
Student 16 - Star
Targeted Students Student/Small Group Modifications/Accommodations:
Modifications/Accommodations: Students who Students who were struggling to draw the image were
struggling drawing their tool, can come to me and given more time and could come ask the teacher for
discuss their tool they are wanting to draw and the advice or help on their pictures. They also had the choice
situation they would draw it in. to discuss a tool and it’s proper setting if they did not
want to draw it, (only one student choose to do that
instead of drawing it.)
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.)
Tools book, construction paper, pencils, colored pencils
References:
https://www.collaborativeclassroom.org/programs/making-meaning/
The teacher gave me a lesson to teach and she got it from this website and the textbook.
Reflection on lesson:
I thought the students did well with the lesson, they understood the information really well and seemed
interested in what we were learning about. I felt as though I started to stutter a little bit because I got nervous
since this was the first lesson, I taught the classroom. Also, I had written down a lot of questions to ask the
students as they participated in the read aloud, but I asked too many questions. It seemed to take away from the
text and the students were no longer reading the text along with me but just answering question after question.
The amount of questions I asked took away from the reading. I need to also make sure that there are no sidebar
conversations happening while a student is discussing to the class because I would focus on what the student is
telling me and would not realize that there are sidebar conversations going on while that student is sharing. I do
think that the students did enjoy drawing the tools and there was only one student who wanted to discuss
instead of drawing his tool which went well. He was able to articulate the tool and an appropriate situation in
which he would use his tool extremely well. I was also very focused on what the students were saying, and I
made sure that each student had the opportunity to share an answer to a question. They enjoyed answering the
questions and I would thank the student for being brave enough to share their thoughts with the class. I also
made sure that the students who were shy had an opportunity to share with me their thoughts, in case they were
too shy to share their thoughts in front of the entire class.