UH COE Lesson Plan Template (Direct Instruction)

Note: Suggestions for each section are provided in blue text. ​Delete all blue text​ and replace it with your own.

Name of Teacher Candidate  Stephanie A Reyes

Lesson Overview
Grade Level 2nd Grade
Estimated Time Needed ~ 30minutes
In this lesson, the students will learn about chronological order and will
Lesson Description learn to apply vocabulary related to chronology including past, present, and
future.
History
2.2
Content Area Standards The student understands the concepts of time and chronology.
b. apply vocabulary related to chronology, including past, present, and
future; and
Include any Technology TEKS that your lesson targets. You are not
Technology Standards
required to have these for every lesson.
The students will be able to apply and use chronology vocabulary that
Objectives
includes the words past, present, and future.

Resources/Materials/Tools 
Occurred - happen; take place
chronology- the order of events
Terms/Vocabulary Present - the current time
Future - Time that has not yet occurred
Past- Time before now
Choice Sticks- to randomly pick students and control students who might
get called on too much.
dry-erase easel- to give students a visionary example of each vocabulary
Technology Resources
word as they learn or review them
projector/ whiteboard - show students examples of different types of things
in the past, present and future form.
List all specific materials needed, and how each will be used to support
Other Resources
student learning.

Lesson Procedures 
This template is built on the
traditional “Madeline
Hunter” lesson structure.
A step-by-step description of the
scope and sequence of lesson
activities, with estimated time on task
noted in parentheses for each step.
In other words, completely describe
the flow of the lesson-the content to
be presented, and the strategies to
be used. Include actual words you
will use and questions you will ask
students. Consider items such as:
parts of the lesson that might be
difficult, and how you will know
whether you can go on; how to
Describe how each stage of
the lesson will be managed,
including role of teacher and
learners (who is doing what
at each point), location (e.g.,
classroom, computer lab,
outside), and any special
considerations, such as for
differentiated instruction.
Cite specifically what
resources for this activity
will be used, and describe
in detail how they will be
used.
Note who will be using the
tool and in what ways. Note
any safety considerations
needed.
UH COE Lesson Plan Template (Direct Instruction)
ensure that students completely
understand directions before
releasing them to work
independently; and what students
will do if they finish their work early.
- I will begin the lesson
by calling each table
by table color to the
carpet. I will do so by
telling the students
“Put everything away
and sit quietly at your
tables so we can
begin social studies.” I
will call on tables
depending on how
quietly they are sitting
at their seats.
- If I notice students
who are taking longer
than usual to put away
their things, I will
begin a countdown for
them to speed up Students will be called
starting with 5 and to the carpet table by
Focus/Anticipatory Set
reducing my table. They will be at
(motivational hook)
countdown speed the carpet for this
accordingly. portion of the lesson.
- After each table is at
the carpet, I will sit (5 minutes)
down on the pink chair
and begin my lesson
by telling them we’re
going to be discussing
things they might
remember learning a
little about in 1st
grade.
- I will pull out a
previously made
anchor chart. The
anchor chart will have
different vocabulary
words for the lesson,
but they will each be
covered by paper with
magnets attached.
- I will first uncover the
UH COE Lesson Plan Template (Direct Instruction)
word past. I will read
the definition of the
word to the students
and provide them with
one real-world
example of the word
- The second word I will
uncover is the future,
I will read the
definition of the word
to the students and
provide them with one
real-world example of
the word
- The third word I will
uncover is the word
future, I will read the
definition of the word
to the students and
provide them with one
real-world example of
the word
- Then I will uncover the
word occured, then
read the definition of
that word to the
students.
- After teaching the
students the word
occurred​, I will write
the word ​chronology
on the board and read
and define this word
for the students.

- After the students

The students will be
have learned the
sitting at the carpet for
different definitions of
both the slide show and
Content-input  the vocabulary words
standing up at their
(Could include content of the unit, I will turn
spots on the carpet
outline, presentation, their attention to the
during the game.
questioning, modeling, projector.
During the slideshow, I
examples) - I will prepare a ​short 
will be at the computer
slideshow of different
navigating the slide
types of examples of
show and videos
different places and
(10 minutes)
items and I will allow
UH COE Lesson Plan Template (Direct Instruction)
the students to call out
if they think its past,
present, or future.
- This part can't
get out of
hand, cause
the students
can begin to
shout instead
of talking. I
will instruct
them to call
out by saying
“we’re going
to look at
some
examples of
different
things on the
board. I want
you to call out
if it's an item
from the past,
present or
future. One
thing you
have to
remember
though is that
we have to
use our inside
voices.”
- During the slideshow,
I will include videos of
examples of how
different things were
used in the past, as
well as including
prototypes for any
new inventions that
have yet to come.
- This slide show will be
relatively vague, I will
continue to review
different examples of
items in the past,
present, and future for
UH COE Lesson Plan Template (Direct Instruction)
the remainder of
teaching the unit to
ensure students stay
actively engaged, and
aren’t sitting at the
carpet for long periods
of time.
- After the students
have completed the
slideshow , I will
instruct them to sit
quietly at their spots
on the carpet. I will
pull out an anchor
chart again that will
have the definitions of
the three vocabulary
words past, present
and future. There will
be a t-chart with three
columns on it labeled
past, present and
future.
- I will read these
definitions again just The students will be
Guided Practice 
to ensure each seated back at their
(identify students who
student is truly spots on the carpet,
failed to master lesson
grasping the while I sit at the chair at
objectives.)
definitions of each, the easel board.
- After the definitions (5 minutes)
have been discussed,
I will pull out different
examples of each
category and have the
students shout out
where they think these
items go.
- When having
the student
shout out the
answers, I will
remind them
to use their
inside voices
when
answering.
UH COE Lesson Plan Template (Direct Instruction)
After the anchor chart is
complete, I will leave it hung
on the easel board as an
example for the students to
look at as they complete their
worksheet. I will tell the
students they will be doing a
worksheet independently and
when they have finished their
worksheets they can draw a The students will be sat
picture of something from the at their tables in their
Independent Practice 
future and label it. As the seats, while I walk
(reteaching and
students are completing their around and monitor the
enrichment)
worksheets, I will walk around students.
and monitor the students as (6 minutes)
they work quietly at their
tables and reward them for
their positive behaviors.

While the students are working

on their worksheets, I will ask
them questions like “what is
that” “Why do you think that is
from the ____?”

When the students have

completed their assessments
as well as multiple students
have finished their drawings
on the back (something from
the future) we will go back to
the carpet.
- After going back to the
carpet I will get about
three different
Closure  students to share (4 minutes)
  what they drew for
future;
- I will choose random
students to share their
examples by picking
their names out of the
sticks cup and calling
on them to share.
- After the students
have shared their
future drawings, I will
UH COE Lesson Plan Template (Direct Instruction)
once again tell the
students that “these
were examples of
things from the future;
they have not
happened. Review
other present and past
and define those
words too. I will then
again remind them of
the chronological
order of past present
and future before
closing the lesson for
the day.

Plans for Differentiated Instruction/Accomodations 

Special Education  For my SPED kids, I have included lots of pictorial examples during my lesson,
Students  including in the anchor chart and in the assessment portions of the lesson.
The same with the SPED kids, I have created an anchor chart that includes the
English Language 
definition of each word as well as pictorial examples of each word to aid my ESL
Learners 
students in the classroom.
The extension I have provided for my GT students is the availability to draw
pictures of themselves on the back of their assessment papers when they are
Gifted and Talented  finished, they are to draw a picture of themself in the past, the present and the
future and label those pictures. If they complete those pictures, I will instruct
them to color those pictures they drew on the back of their papers.
Other:  

Potential Challenges/Plan B 
I will keep track of my lessons time by using the clock on the wall, or my watch. If the computer or projector fails, I
will show the students more examples in books that we have around the classroom and do that portion of the
lesson as a re-aloud instead.

Assessment 

I will give the students 6 question ​tests​ that are similar but different for both pre and post assessment, the
assessments will have pictures of different items, and the students will have to circle rather they think that
item is from the past, present, or from the future.

Notes and Credits 

T​here are many lesson plan ideas available, from other teachers, curriculum guides, and online. You are free to use
whatever information you find to inspire your lesson planning, provided:
1. You properly cite your sources;
2. You fit the information into this required lesson format, meaning you will need to add additional information to
UH COE Lesson Plan Template (Direct Instruction)
complete the lesson; and
3. You modify the lesson to fit your objectives and student needs (You will almost never teach any lesson as is
– even those found in your teacher’s guides. You will always know best what the individual learners in your
classroom will respond to.