UH COE Lesson Plan Template (Direct Instruction)
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Name of Teacher Candidate
Lesson Overview
Grade Level
Estimated Time Needed
Lesson Description
Content Area Standards
Technology Standards
Objectives
Resources/Materials/Tools
Terms/Vocabulary
Technology Resources
Other Resources
Lesson Procedures
This template is built on
the traditional “Madeline
Hunter” lesson structure.
Focus/Anticipatory Set
(motivational hook) (15
minus)
Paloma Llanas
4th
45 minutes
c
4.7D, 4.7G, 4.8B, 4.8C
By the end of the lesson, the students will be able to construct a
summary of a text in a logical order to maintain meaning.
● summary: a brief restatement of the main points of a text
For this lesson the following resources will be needed:
● Familiar fiction text: Beekle The Unimaginary Friend
● Summary Strategy anchor chart
● Chart paper
● Markers
● Teacher and student notebooks
● Student HMH books
● Scholastic Storyworks: The Good Deed
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,
Describe how each stage
completely describe the flow of
of the lesson will be Cite specifically what
the lesson-the content to be
managed, including role resources for this
presented, and the strategies to
of teacher and learners activity will be used, and
be used. Include actual words you
(who is doing what at describe in detail how
will use and questions you will
ask students. Consider items
each point), location (e.g., they will be used.
classroom, computer lab, Note who will be using the
such as: parts of the lesson that
outside), and any special tool and in what ways.
might be difficult, and how you
considerations, such as Note any safety
will know whether you can go on;
for differentiated considerations needed.
how to ensure that students
instruction.
completely understand directions
before releasing them to work
independently; and what students
will do if they finish their work
early.
To begin the lesson, the The students will Materials needed:
teacher will call for the answer a call and Anchor Chart
students’ attention using a call response and divert
UH COE Lesson Plan Template (Direct Instruction)
and response. TC will then their attention to the Teacher and student
have the students come to the teacher. They will resources should be
floor. The teacher will remind listen to instruction ready and available for
the students to come to the and follow along the this lesson . Chairs
floor quickly and quietly. story while answering should be pushed in to
The teacher will briefly go over guiding questions. avoid accidents.
the lesson objective and
agenda.
“Readers, yesterday we were
working on identifying the
important elements in a story
such as the conflict or the
problem, the resolution, and
important events. Today, I am
going to teach you how we can
use all the thinking we have
done to generate a summary of
our fiction story.”
The teacher will begin the
content input by showing the
students an anchor chart. This
chart will include beneficial
information that the students
need to know as it pertains to
the skill.
TC will tell the students that a
summary is a short statement,
in the reader’s own words,
that retell the main points of
the book. Remind the students
that a summary is in their own
words. When someone asks
Content-input you to give them a summary,
(Could include content you don’t retell the whole
The students will sit Materials needed:
outline, presentation, book. You only give them the
on the carpet silently Beekle: The
questioning, modeling, most important parts. A good
while following along Unimaginary Friend by
strategy to use is C-P-IE-R.
examples) the anchor chart.. Dan Santat
This stands for characters,
Modeling: Should The students will Character Work
problem, important events,
observe the teacher Packet: C-P-IE-R page
include both Tier 1 and resolution. By focusing on
model. Hover cam
(examples) and Tier 2 these elements, you’re
(think aloud) retelling the most important
parts of the plot focusing on
the characters, the problem,
and the resolution.

Modeling: Watch as I…
Model creating a summary
using the C-P-IE-R strategy
with a familiar fiction text
(Beekle). Then model for
students how to use the
information to construct a
summary. Use the anchor
chart to guide your thinking.
UH COE Lesson Plan Template (Direct Instruction)
Did you notice how I…?
Debrief the process that was
just used. I started my
summary by introducing the
character and stating the
problem. Then, I state the
important events in complete
sentences and end my
summary with the resolution
of the story.

The teacher (with the help and

input of students) will:
Readers, now it is your turn to
try…
Have students practice this
strategy. Use a familiar book
or passage and review the
character(s) problem, and
resolution. Encourage
students to use the
information to construct the
summary. As students
synthesize the events, remind
them to include sentences that
capture only the most
important information about
the problem. Have the The students will be
Materials needed:
Guided Practice students work as partners to answering guiding
pencil
turn and talk and/or stop and questions and having
Include Check for Readers notebooks.
jot sentences representing the discussions with
Understanding Questions Fiction Story Study
summary. partners when asked
Stack: Standing Up
Possible questions: to.
Who is the main character in
the story with the
problem/conflict?

What are the important events

that needed to happen to get
the character to the
resolution?

Listen to the conversations,

and recap this with the entire
class. Then they will share
their questions and thoughts
with the class and the teacher
will clear up any
misconceptions.
The teacher will explain to the
students what they will be
Independent Practice
doing independently at their
Include Check for seats. They will be
Understanding Questions constructing a summary in
their character work packet
using the story
The students will go
back to their seats
Materials needed:
and work silently on
Character work packet
their character work
Story: The Good Deed
packets creating their
pencil
summaries. After they
are finished, they may
UH COE Lesson Plan Template (Direct Instruction)
_______________. TC will read silently or go on
explain to the students to amplify.
remember to use the strategy
we just learned and if they get Students who are
done early, they may read pulled for small group
silently or go on amplify. will come to the small
group table to work
While students are working with the TC on
independently, the teacher will constructing their
pull small group. summaries.
Today and every day, readers
can use the C-P-IE-R strategy
to identify important plot
elements of a story and
construct an effective
Closure summary.

Plans for Leading a Discussion Following Guided Practice and Independent Practice
Plan for Leading a 5-10
minute Discussion
Following Guided Practice
Plan for Leading a 5-10
minute Discussion
Following Independent
Practice
Plans for Differentiated Instruction/Accommodations
Special Education
Students
English Language
Launch Frame
Opening statement and question to get the discussion started (Example,
“We have been learning how to add fractions in this activity. What was an
important key in adding the fractions that helped you?)
Eliciting, Orienting Questions to ask During the Discussion
What eliciting, probing, and orienting questions will you ask during the
discussion?
Conclusion Frame
Closing statement about what they learned in the lesson and what they will
be working on next. (Example - “We have been adding fractions in this
activity - In our next activity, we are going to continue this work…. or
Tomorrow, we will begin subtracting fractions.)
Launch Frame
Opening statement and question to get the discussion started (Example,
“We have been learning how to add fractions in this activity. What was an
important key in adding the fractions that helped you?)
Eliciting Orienting Questions to ask During the Discussion
What eliciting, probing, and orienting questions will you ask during the
discussion?
Conclusion Frame
Closing statement about what they learned in the lesson and what they will
be working on next. (Example - “We have been adding fractions in this
activity - In our next activity, we are going to continue this work…. or
Tomorrow, we will begin subtracting fractions.)
● Use visuals in the classroom
UH COE Lesson Plan Template (Direct Instruction)
Learners ● Provide optimal seating arrangement
● Provide advanced organizers
● Use gestures for basic and academic concepts
Gifted and Talented
Other:
Assessment
Informal Assessment of Independent Studio
Classroom Management Plan for the Lesson
Whole Brain Teaching; call and responses; timer; “teach- okay”
Lesson Resources
1. CFISD lesson plan