EDU 220

Direct Instruction Lesson Plan

Betsi Cardenas Mendoza

Subject: English Language ART
Grade Level: 6 grade

I. This lesson was designed to be performed for a class size of 25 six grade
students; two of them with special needs and twelfth of them in the ELL (
English Language Learners) school program.

II. English Language ART : Analyzing Informational texts to Identify central

ideas, summarize the information in a clear and brief way and textual cite
relevant information or examples.

III. Objectives

Comprension: Students will demonstrate comprehension on identifying key

ideas and details in a text by citing important factors, events or characters into
a paragraph that clearly summarizes what the text is about. Given they would
be working on several guiden assignments that involved the analysis of the
text to identify key concepts or clues that tell students what a mean idea is
about. For example, look for information like what, where, why etc. Students
are speact to perform these activities on a scale of 7 out of 10 accuracy.

Analysis: Students will be able to analyze a reading and apply the knowledge
they have previously learned by highlighting main ideas and examples that
better help them to summarize the reading they were analyzing. Given the
teacher is going to show students several techniques like key questions to
identify main ideas, a video that shows students how to summarize
information and how to organise and property write your ideas using a
summary temple with clear steps students can follow to write their summaries.
By the end of the lesson students are expected to achieve these objectives
with no error.

Application: Students will apply their knowledge on identifying key concepts

and relevant details on a text by writing down a minimum of half page
summary of an informative article of their interest that later they would use to
design a 6 pages magazine that briefly and clearly illustrate the topic students
were discussed in class. Given students have been practicing text analisis,
 how to property write a summary following steps and textual cite information
along with their teacher throughout the entire lesson in activities like giving
explanation of what students have watch in a video through drawing and
examples, projecting information and then give a students a example
explanation of what they are going to do and inviting students to participate on
a teaching-lecture dynamic. Students are expected to complete these tasks
on a scale of 8 out of 10 accuracy.

Evaluation: Students are going to be able to discuss and analyze information

on a text to evaluate and compare opinions about the topic. After the teacher
introduces to students the function of main ideas to analyze a text and how to
apply the self-questioning method to identify key concepts and important
details. Questions like what, where, who, where etc. Also, a 7 minutes video
about summarizing strategies and clues to identify relevant and accurate
information from a text will help students to reinforce the information the
teacher introduced to students at the beginning of the lesson. Students are
speact to meet the above goal with an 8 out of 10 accuracy.

IV. Procedures

1.
To present the learning objectives I'm going to write them down on the board
and above them I will write down concepts related to the lesson objectives like
main idea, citation, summary, key ideas etc allow with its definition.

During the lecture time I am going to read at load the meaning of each
concept I wrote to ensure everyone has access to the information I’m
delivering to the class. To help my special students with hearing problems and
my english language students I am going to draw examples of the meaning
and context of how students will apply this concepts into our class lesson;
next to the drawing I going to write down key words and arrows that help my
special students with hearing problems to better understand the lesson.

2. I will begin using recall techniques previously taught to analyze a text and
determine what information is “most important” or essential for the readers to
understand what the text is about. Questions like ? where, what, who, when,
why, etc. Also, I will ask students to highlight with different color opinions or
perception concepts that students already have studied and with other color
facts and actual evidence. Colors are important factors into my lesson
because they can easily be identified and differentiate from all my students.
3. Once my students can identify and remember important concepts we are
going to use throughout the lesson like citacion, summarizing, mean ideas. I
will give them a further explanation about the application of those concepts
into the learning activities for this lesson.

● First I am going to project on the board a 10 lines paragraph about the

importance of drinking enough water daily and using the key question I
introduced to students previously what, who, where, when, why, how
etc I will highlight the part of the paragraph that answers all questions if
possible.
1. During this teaching activity I will explain to students the function
that answering those questions has when trying to identify
relevant factors and key ideas of a text.

● After having answered all the questions I will show to students a 7

minutes video about summarizing strategies and clues to identify
relevant and accurate information from a text. ( I will activate the
captions future to make sure my ELL learners and hearing disabilities
students have access to the lesson material and a better
understanding of the content being explained.
1. To archive students' engagement and better comprehension of
the video content. I will pause the video on certain moments to
give students further explanation about concepts being
explained and throughout drawing I will give visual examples.

● Now that students have a better understanding about summarizing and

identifying main ideas from a text I will project to students a summary
structure temple label with the three easy steps students can use to write their
summaries.

1. List the main ideas in phrase form ( list the answer from the questions)
2. Write a introductory sentence ( a sentence that will tell to the readers
what is the topic of your summary )
3. Turn your main ideas into sentences ( write your ideas as if you were
explaining to an audience each anwer) use transition words like and,
or, because, also, in addition etc to connect ideas.
Example
Main idea question : what ?

Answer : water has many benefits for your physical health.

Main idea phrase form: Drinking water everyday produces multiple benefits for your
physical health.

Introduction sentence : This summary contains information about ( topic ) , or in this

summary we are going to discuss ( topic) ( the importance of drinking enough water
daily)

Turn main ideas into sentences : Drinking eight glasses of water daily helps you to
be more concentrated, have a good digestion and look clean and fresh skin.
(conector ) =Because ….

1. Using the above steps and with participation of students. with the information I
gathered from the question about the paragraph of “ the importance of
drinking enough water daily I will fill the summary temple I projected to guide
my student through the process of writing a summary.

● Once students have learned to identify main ideas, acure information and the
structure to write down a summary. I will explain to them what text citation is
and how we are going to use it in this lesson. Given the grade level I will ask
my students to cite the information they use in their writings by simply
mentioning the author's first and last name, the institution or website name
whose validate the information they state in their writing.

1. To give my students a clear explanation of how they are going to cite

the information or people relevant to their reading I will use a simple
daily situacion as an example and break it down in steps to ensure my
students understand the concept being taught.

2. The situacion I'm going to use is covid 19 school rules.

3. So if I want to cite this phrase “ To prevent the spreading of the virus

everyone into the school property must wear face mask and keep a
distance of 6 feet from each other”
 4. Once you have your main idea, cite it by give credit to the person who
said the information you are sharing. In this case I'm going to give
credit to the principal of the school.

5. To cite information or give credit to someone use phrases like :

According to, Studies have shown that, statistics says, etc.

6. Example of citing: According to Mrs Down Middle school principal To

prevent the spreading of the virus everyone into the school property
must wear face mask and keep a distance of 6 feet from each other”

7. Lastly do not forget to use double quotation marks when citing what
someone else says.

● To support my special students with hearing disabilities I will

begin illustrating the steps I previously explain and write notes
next to each step that give them a hook of what is being
explained.

4. Now once my students know the steps to write a summary, how to identify main
ideas in a text and cite information or people from a text is time to put in practice the
previous knowledge and skills students had gotten.

For the guided lesson I will pass to my students a printed text about bullying in
school and I will ask them to follow the reading with me and highlight with color
yellow those words or concepts they do not know. To my students with hearing
problems I will provide them a printed text with the instructions of the learning
activities at the top of the page and let them know I will approach them after the
reading practice to support them with the highlight part.

1. I will ask my students to give a first read of the text with me and highlight
words or concepts they do not know to familiarise them with the text content.
Also, I will have a better view of how much of the text my ELL students
comprend and what part needs to be clarified or explained given there could
be vocabulary they do not know.

2. After students highlight the text with vocabulary they do not know; along with
the students I will write a list of the words my student have doubts with and
explain those to them ( with my hearing problems students, I will approach to
 them and with the help of a mini board I will write down explanations and draw
examples to ensure they do master understanding of the text content.

Now students have a good understanding of the text content. I will ask them to use a
different color to highlight main ideas and important factors using the questions
technique I introduced to them in the beginning of the lesson. I will be walking
around to check if there are questions about the activity and giving advice to
students.

1. After students have identify main ideas using the questions technique, I will
Ask them to copy the summary structure temple on their notebooks
and I will ask some students including my special students to come to the
board and write down their main ideas and as class we are going to write
main ideas in phrase form sentences.

2. Once students have filled out their summary temple I will pass to them a copy
of the summary temple we filled out before. And I will write down a list of
citacion phrases and transition words they can use to write a summary of the
text we have been analyzing and cite important information from the text. I will
go to the students table to check their work and give them advice to archive
clarity and accuracy on their writing.

5. For the Independence Students Practice I will let student pick up one article from
a list of informative articles I printed for the lesson that students will analicé and
apply the techniques they have learned in previous stages of the lesson to write
down a half page summary where they cite textual evidence they draw from the text
by mention the author or institution that validates the evidence or information
students. I will be monitoring students' work and helping them with questions or
clarifications.

1. After students write their summary. I will pass to each student six white sheets
to create a magazine that illustrates the contentment of the article students
chose. There will be some requirements for getting a full point for this
assignment: students should create a cover page that is related to the subject
of the article they choose where they include their first and last name, date
and subject. On the first page students should write their summary and list a
least 10 main ideas or relevant factors from the text above the summery and
on the following pages they most illustrate all main ideas and examples they
cited on the summary, for this part of the assignment students can use their
imagination and decorate their magazine according of their preference.
 a. To elaborate the format of the magazine I will explain to students step
by step how to create the magazine. Then, I will repite the instructions
for students to follow my steps and create their magazine tample.

● Magazine steps

1. take a white sheet vertically half folded the the long side of the
sheet , do the same with the five left white sheets.

2. Once folded all the six white sheets overlapped one over the
other and I will begin stapling the sheets to keep them together.

3. Lastly with the help of a ruler draw two 3 in horizontal lines one
below the other in the top left-hand corner and another 1 in
horizontal line below of the lines you drew before. Use the first
line for your name, the second for the subjects and the third for
the date.
4. Then use your creativity and start creating your magazine, do
not forget to write your summary on the first page along with a
list of the information you cited on the summary. Have fun !!!

I will be monitoring the students' work and helping them with the correct formatting of
the magazine tample.
V. Materials

Students needed material : White sheets, colors, markers, a ruler, pencil or pen,
highlighters, notebook

Teacher material for the lesson: printed copies of different articles for the
Independence student practice and the guided practice, projector and computer, 10
lines paragraph about " the importance of drinking enough water daily, a 7 minutes
video about (summarizing strategies and clues to identify relevant and accurate
information from a text), summary structure tample, mani border, and colorful board
markers.

VI. Grouping structures

This lesson was planned for a twenty five 6 grade students class. The lesson will
take place in the classroom because, it is an appropriate environment for the lesson
planted given students need to be concentrated during the lectures part of the lesson
and during the independent lesson practice as well, because of students should
memorize concepts and follow steps carefully to be able to complete each section of
this lesson successfully.

Vll. Modificacions

To ensure my special students with hearing disabilities and ELL students have
access to the learning material I will turn on captions when playing videos or movies.
Captions help both students because if for example a student can not comprehend
what the video is about by simple hearing they would read the captions and then
know what they could not understand before.

When delivering instructions and during lectures I will write down vocabulary along
with a picture, drawing or imágenes to help my special students and ELL learners to
master understanding of the content being delivered.

Students will sit in four people groups however each student should work on their
own assignment. I will mix the groups by setting English Language Learners with
students who English is their first language. Also, my special needs students will be
setting on those mixed groups. I decided to set my students in a mixture group with
the purpose to encourage a cooperative learning environment and to propiaciate my
students to develop empathy and good social interrelationships.
VIII. Assessments

To evaluate students' performance I will assess two assignments; A brief

presentation where students share their works with the class; and the magazine
format and content students made during the independent practice.

For the presentacion students will come to the front and expose to the class their
magazines. Presentaciones will be evaluated as follow :

Students demonstrate domain of the topic content and presented clear and accurate
information 5 pts

Presentacion follow a format and logical order 1pts

Student mention at least five of the ten minimum main ideas cited in the summary
5pts
Students use images, drawing or symbols relevant to the topic subjects 2pts

Presentación was at least 1 minute long 2pts

Magazines will be evaluate as follow:

The student includes into the cover page elements like subject, students first and last
name and date in the format that was established into the assignment requirements.
1pts

Student include the summary of the text along with a list of main ideas and
examples properly cited in the text
5 pts

Students present information in a logical and order matter

2 pts

Students use imagenes, drawing, symbols and letters etc that complement the
information on the summary and clearly reflect student comprehension and creativity.
7 pts
The assessments chosen for this lesson will let the professor know if the class
objectives were met by the students if they scored 13 - 15 points in the magazine
assignments given this number demonstrate students can identify and cite main
ideas in a text. Also, this number demonstrates students can contrast information
from a text with elements that support a student's explanation, also they can infer
connections between different factors and elements of the text that will conform a
main idea and by last demonstrate students have learned to synthesize information
in a summary in a logical and ordered manner.

on the other side, if students have scored between 12-15 points in the presentation
assignment it means students have met the objective lesson and developed other
skills that will help them in future lessons. For example, speaking to an audience
confidence, accuracy and control of time when giving a presentation and others.
Furthermore, when students are able to deliver clear and relevant information it
means they have met with the objectives of the class given they are able to identify
and contrast main ideas in a text and explain them to an audience. Lastly, when
students were able to give a logic and clear explanation of the elements, pictures or
symbols they used in their magazines we can say students have a good
understanding of the topic content and therefore mastered the lesson objectives

IX. Distributed practice and review

As homework and with the purpose that students practices what has been learned in
this lesson I will ask to students to watch the news at home and pick up any new that
seems interesting to them and write down a minimum one page summary with the
most important details of the new and cite the new by mentioning the name of the
news chain and the name of the person who delivered the new.

This homework will help students to keep practicing what they learned in this lesson
because they must pay attention to the new they selected and then identify relevant
or important details of the new the same as if they were identifying main ideas on a
text, students may use the questions technique or use their own methods. Also,
students will practise textual citation when referring the name of the person who
delivered the new as if they were citing the author or sources of searching on a text.