Model of Teaching: Direct Instruction

Student Teacher Name:​_Samantha Lee_ Date of Lesson: 11/04/19​__

Grade Level(s): 3rd Subject Area(s): ELA - Literacy Duration: 40 minutes

Content Standard(s): ​CCSS.ELA-LITERACY.RI.3.2

Determine the main idea of a text; recount the key details and explain how they support the
main idea.
Learning Objective​: Students will identify the key details of the text using an informational article and demonstrate this
understanding by creating a chart.

Materials: Spotify- Happier by Marshmellow song, Youtube- Black Panther movie trailor, Benchmark Advancement
book, article, projector, markers, pencils, pens, reading response journal, technology

Student Readiness Levels and Prior Learning:

Student Interests and Assets: Youtube, Black Panther, Hip-hop, Happier song

Central Focus & Essential Language Function Additional Language Language Supports
Literacy Strategy Demands

LESSON PLAN SYNTAX

Teacher/Student Script Student Engagement

Note the following:
Script what you will say, ask, and do. ● Differentiation & Grouping
Include anticipated student responses and actions. ● Explicit Language Instruction
● Technology Integration

Anticipatory Set Projector is ready to go showing a cell phone The students will identify key details
underneath the camera. Students are already of an article through direct instruction
interested because it is a phone. with quesitons and partner work.

T: “What do we see boys and girls?”

S: “Your cell phone!”

T: “Yes you do! I am going to show you something

from an App called spotify.”

Students wait patiently as the teacher sets up,

teacher chooses Happier by Marshmellow on playlist.
The teacher begins playing the song.

All of the students are smiling and laughing.

© 2018 Adapted by Jennifer Miyake-Trapp

T: “You can sing along if you would like or you can
just sit there and listen.”

Listens to song.

T: “Who liked that song?”

“How was I able to play that song to show our class?”

S: “You were able to play it through your phone to

show us.”

T: “Yes, I was able to download an App, find that

song on that App and play it for you all. Now I am
going to show you something else.”

Teacher shows the trailer of Black Panther and

students watch.

T: “Was that easy for me to find and watch?”

S: “Yes you just went to Youtube and found it right

away.”

T: “How long do you think it took me?”

S: “We sat here for maybe 20 seconds when you

looked it up and then played it for us.”

T: “That’s exactly right! It took me almost 30 seconds

to take my phone out of my pocket wherever I came,
click on Youtube and type in ‘Black Panther Trailor’
and I clicked on the first one. We are all able to do
that whether it’s on your cell phone or your parents
cell phone. Do you think your grandparents could do
that when they were kids?”

S: “Yes they could look at whatever they wanted just

like us.”

T: “Actually they couldn’t do that. If you ever ask your

grandparents if they had a cell phone before they
were 30 years old, they will say no. That is because
cell phones didn’t exist back then.”

Students are quiet.

T: “Technology has come a long way since it first

began. Even when I was your age I wasn’t able to
take out my cell phone and search the internet, it was
just for calling. Not even texting!”

The teacher will project the informational article,

Advancements in Technology which will display on
the white board so the class can see.

© 2018 Adapted by Jennifer Miyake-Trapp

 T: “What kind of technology do we see on our
booklets?”

S: “iPhone, an old dial phone, a giant box with an

antenna, something big that looks like a phone”

T: “Correct! Good job, we see an iPhone in the top

right circle, we see a box looking device which may
be a phone since it’s held to his ear, and the bottom
left circle with the dial is called a rotary phone. Why
does it look like a web connecting to the big circle?”

S: “Maybe all of those phones connect to the phone

the man is holding in his hand!” Or “it is all
technology”

T: “Great predictions. The big circle is where the

phone started and the little circles are all
advancements in technology that we have had since
then. Let’s turn to page 4”

Perceived Objective Before reading the text, the teacher will have
and Rationale students preview the genre and the text.

T: “Using what we know from the cover page of the

article, the title, and pictures, discuss with your
partner what you will read about in this section and
what the genre is”

Students will discuss with their partners for 1-2

minutes.

T: “What kind of predictions can we make about this

text?”

S: “I think that it is real because the technology we

saw was real and there is a picture of an old man on
the page that looks real”

T: “Yes, all of the pictures we see are real. What

genre would our article be if the pictures are all real
things that we have seen in real life before?”

S: “Nonfiction because it is not fake. I also think it’s

nonfiction because the title is the name of a real
person”

T: “Perfect! That is all correct. Today we are going to

read ‘Alexander Graham Bell: “It Talks!”’ We are
going to look for the most important key details in the
text that led to the development of the telephone. By
the end of the lesson, you will know how the phone
was developed”

Input and Modeling Students will take out their reading response journals
as well and turn to the next clean page. They will

© 2018 Adapted by Jennifer Miyake-Trapp

 copy down the chart shown on the whiteboard
through the projector before we begin to read. It is a
T-chart diagram showing the paragraph numbers on
the left side and key details on the right side.
Example is provided in the materials.

T: “Who wants to be our first volunteer to read

beginning with paragraph one?”

Teacher chooses students sitting quietly while raising

their hand to read and answer questions.

S: Student reads paragraph one.

T: “Good job. Does anyone see important key details

in the first paragraph?”

S: “Alexander Graham Bell invented the telephone

sounds important because his name is in the title and
he is a creator”

Checking for T: “Great detail! So we are going to underline where

Understanding it states, ‘Alexander Graham Bell invented this
important communication tool’ and on the left side in
our notes section, we will write that he invented the
phone. Does someone have another important detail
in the first paragraph?”

S: “He learned how sound traveled through sound

waves and vibrations”

T: “That’s a good guess and yes that is important, but

is it one of the most important details in the first
paragraph? Why not?”

S: “No not the most important. There are other more

important details like that his mother was deaf.”

T: “Okay so we are going to leave that alone for now

since it’s not the most important detail. Alexander
Graham Bell’s mother is deaf, why would that be
most important?”

S: “Because he wanted to learn about sound since

his mother was deaf.”

T: “Good connection, so where else should we

underline in paragraph one?”

S: “Where it says, ‘His mother was deaf; this made

Bell want to learn all about sound”

Guided Practice T: “In our T-charts, we are going to write in one on

© 2018 Adapted by Jennifer Miyake-Trapp

 the left side under paragraph and we are going to
write our two key details that we underlined in the
first paragraph.

Teacher will fill in the T-chart for paragraph one with

the key detailed that were underlined. Students will
write down what is displayed on the projector as we
are currently completing it together. After enough
time has passed and pencils stop moving, proceed.

T: “Perfect. Who wants to read paragraph 2?”

Teacher continues the discussion after each

paragraph. Helps students annotate the text finding
key details in each paragraph and filling out their
T-charts.

Independent Practice After the first three paragraphs are annotated and
written down together…

T: “Now you will work with a partner to complete the

rest of the article being paragraphs 4, 5, and 6. You
will read and annotate the article and we will come
back together as a class to fill in our T-charts. I will
be walking around to help. Please raise your hand if
you have any questions.”

Closure Puts the T-chart projected on the white board so

students are able to write on the white board but
looks as if they are filling in the T-chart that is
projected onto the white board.

T: “Can I have one student write what them and their

partner came up with on the board for each
paragraph?”

Teacher picks three students to write on the board.

One for paragraph 4, another for paragraph 5, and
the last one for paragraph 6.

(Class discusses if the key details are most

important)

T: “What did you learn in this lesson?”

S: “....”

T: “How did you feel and grow throughout this

learning activity?”

S: “....”

Assessment Formative Assessment​ - Think, pair, share, questions, and a T-chart.

Summative Assessment​ -Weekly quizzes and unit test

© 2018 Adapted by Jennifer Miyake-Trapp

© 2018 Adapted by Jennifer Miyake-Trapp