Direct Instruction Lesson Plan Template

General Information
Lesson Title: Using a Dictionary

Subject(s): Vocabulary

Grade/Level/Setting:

This lesson will be taught in a general education 3 rd grade classroom. This class consists of 20 students in
total. Of those students, 13 are on-grade level readers, 2 are two grades above reading level, 3 are
below grade level reading and 2 are ELL students. Student’s desks are placed in groups of 4 throughout
the classroom. A large area rug is on the floor in the front of the room for students to gather. There is a
Smartboard at the front of the room that each student can see from their seat.

Prerequisite Skills/Prior Knowledge:

 Students must know how to read.

 Students must understand and be able to arrange words in alphabetical order.

Standards and Objectives

State/National Academic Standard(s):

3.3(A) use print or digital resources to determine meaning, syllabication, and pronunciation;

Learning Objective(s):

Given four words, students will use a print dictionary to identify the meaning of each of the four words
with 100% accuracy.

Materials Technology

Teacher: Print dictionary Teacher: Document camera

List of words Smartboard
Document camera
Student:
Student: Print Dictionary
Pencils
Paper

Resources:
 19 TAC Chapter 110, Subchapter A. (2017).
English Language Arts and Reading, Grade
3. Retrieved from
http://ritter.tea.state.tx.us/rules/tac/chap
ter110/ch110a.html - 110.5
Language Demands
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate
in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.
Language Function(s):

Identify

Vocabulary:

Dictionary, Guide Words, Syllables

Discourse and/or Syntax:

The teacher will support the students using discourse. Students must understand how to articulate the
definitions from a dictionary.

Planned Language Supports:

Language Function Support:

Vocabulary Support:

Discourse Support:

Instructional Strategies and Learning Tasks

Anticipatory Set:
Activity Description/Teacher Student Actions

Presentation Procedures for New Information and/or Modeling:

Activity Description/Teacher Student Actions

Guided Practice:
Activity Description/Teacher Student Actions

Independent Student Practice:

Activity Description/Teacher Student Actions

The teacher will observe students as they The students will work independently using a
independently practice defining words. print dictionary to define four words. The
 students will write the definition of each word on
a blank piece of paper.

Culminating or Closing Procedure/Activity:

Activity Description/Teacher Student Actions

Differentiated Instruction
Consider how to accommodate for the needs of each type of student. Be sure that you provide content-specific
accommodations that help meet a variety of learning needs.
Gifted and Talented:

EL:

Students with Other Special Needs:

Assessment
Formative

The formative assessment will take place during guided practice. The teacher will observe and ask
guided questions as the students work in small groups together practicing defining words using the
dictionary. This will allow the teacher to tell if the students have a good understanding of how to use a
dictionary to define words. The teacher will provide feedback and support based on these observations.

Summative

The learning objective will be met when given four words students will use a print dictionary to identify
the meaning of each of the four words with 100% accuracy.