UH COE Lesson Plan Template (Direct Instruction)

Name of Teacher
Naidelyn Vazquez
Candidate

Lesson Overview
Grade Level Kinder
Estimated Time
45 minutes
Needed
In this lesson the students will listen to and experience a first-person text by
comparing and contrasting the text with a third person text. In the lesson we
Lesson Description
will first have a read aloud, then we will discuss the text and create an
anchor chart. The students will then do a writing.
SLA.K. (7) Multiple genres: listening, speaking, reading, writing, and
thinking using multiple texts--literary elements. The student recognizes and
analyzes literary elements within and across increasingly complex
traditional, contemporary, classical, and diverse literary texts. The student is
Content Area expected to:
Standards - (B) identify and describe the main character(s);
- (C) describe the elements of plot development, including the main
events, the problem, and the resolution for texts read aloud with
adult assistance; and

Technology
Standards
Objectives Yo puedo describer el personaje principal.

Resources/Materials/Tools

1. Estornudo: Aaaaaa-chu!
2. Resfriado: es cuando tienes una garganta irritada o nariz tapada
3. Azucar: polvo blanco de sabor muy dulce
4. Alfiler: aguja

Terms/Vocabulary
UH COE Lesson Plan Template (Direct Instruction)
Technology
Resources
Other Resources Book: “La verdadera historia de los tres cerditos!”

Lesson Procedures
Focus question: Crees
que conoces la historia
de los tres cerditos? Te
aseguro esta te
sorprendera. Vamos a
escuchar la version del
lobo.

Start lesson by greeting

students and informing
them of what we are
doing: “Buenos dias
ninos y ninas, el
objective del dia es
describer al personaje
principal. Vamos a
Focus/Anticipatory continuar leyendo este
Set (motivational libro. El libro se llama
hook) “La verdadera historia
de los tres cerditos” con
este libro vamos a poder
describer los elementos
de la historia y describer
el personaje principal.

Some new vocabulary

you will see in this story
is, estornudo, resfriado, <- Teacher will
azucar, alfiler. introduce vocabulary to
As we read, I would the students.
like for you to signal to
me “V” with your
fingers when you hear a READ BOOK & ask
vocabulary word. questions as they read
aloud goes on.
Ask comprehension
questions:
Content-input
¿Cómo describirías al
(Could include
personaje de la historia?
content outline,
presentation,
¿Qué paso con el
questioning,
personaje al final de la
modeling, examples)
historia?
UH COE Lesson Plan Template (Direct Instruction)
We have now read the
book of “the true story
of the three little pigs.”
We are going to do an
activity with our table
partners. Each table will <- teacher will write
be given these sentence down students’
stems and together you response.
guys will place the
pictures under the
correct sentence.

Students will work in

table.

Students will go back to

carpet and will create an
anchor chart describing
the elements of the
story.
“Let’s talk about what
happened in “La
verdadera historia de los
tres cerditos”
Quienes fueron los
personajes?
Cual fue el escenario de
la historia? Donde tomo
lugar?
Cual fue el problema y
la solucion?
El autor nos quiere
ensenar? ____

After writing down what

happened in the story,
together as class we will
create a bubble map
describing the wolf.
Guided Practice
Ahora que ya
(identify students
conocemos la hirtoria
who failed to master
verdadera de los tres
lesson objectives.)
cerditos,” vamos a
describer las diferentes
caracteristicas del lobo.
Este lobo es diferente a
los lobos que hemos
visto en las historias de
UH COE Lesson Plan Template (Direct Instruction)
los tres cerditos.
Antes de empezar vamos
a ver como podemos
describer a un personaje.
Teacher will show them
a poster with different
word choice ideas they
can use.
-Using the pop-sickle
sticks teacher will call
on students to describe
the wolf.
“Cuales son las
diferentes caracteristicas
del lobo?”

After the anchor chart is

done the teacher will
model a writing practice
for the students. The
Independent teacher will provide a
Practice sentence stem for all
(reteaching and students to use and will
enrichment) model a drawing.
- El lobo es
___________,
porque ________.

Restate what the

student’s objective for
the day was and tell
Closure them once again what
they learned.
“El objetivo del dia fue
describer y.”

Plans for Differentiated Instruction/Accommodations

Seating arrangement for 1 student, he does not like working with others
Special Education and at the moment is on medication thus he sits by himself in one desk.
Students/ Tier 3 For the tier 3 students, write in journal with a highlighter color and have
students them trace the words.

Use of visuals and linguistic support.

English Language
Will provide shirt, simple sentence stems with present tense and high
Learners
frequency vocabulary.
Gifted and 1-star sentences for all students will be required but students will have the
Talented option to write 3-star sentences.
Other:
UH COE Lesson Plan Template (Direct Instruction)

Assessment
Teacher will individually assess students understanding of the elements of a story. The
student will demonstrate mastering level by describing the elements of a story and
identifying the main character of the story.