Direct Instruction Lesson Plan 1

Direct Instruction Lesson Plan

Isabel Barbosa

EDU 220 Online: Principles of Educational Psychology

Instructor: Dr. Vincent Richardson

May 08, 2022

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I. Describe the Class

General education Kindergarten inclusion classroom. I have a variety of different learners

and 10 students with individual education plans (IEPs). The total number of students is

23. This is an At-Risk school that has a 100 percent free and reduced lunch program. A

majority of the class is considered low income/poverty level. The student population in

this particular classroom is 70 percent English language learners.

II. Subject/Skill:

Subject: Reading / ELA Grade: Kindergarten

Essential Question(s):
 How do good learners read/listen to understand a story?
 Why is it important for readers to understand details in a story?
 Why are major events important to the characters in a story?
 Who are the main characters in the story and why are they important?
 Why is it important to pay attention to the setting?
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Lesson Rationale:
 For this lesson, direct and/or student-centered instruction could be applied. But
for this particular lesson plan, I would like to focus on direct instruction through
classroom discussion. This technique will allow students to build off of each
other’s ideas and encourage conversation and speculation.

III. Objective(s)

RL.K.1:
 With prompting and support, ask and answer questions about key details in a text.

RL.K.2:
 With prompting and support, retell familiar stories, including key details.

RL.K.3:
 With prompting and support, identify characters, settings, and major events in a
story.

RI.K.7:
 With prompting and support, describe the relationship between illustrations and
the text in which they appear (e.g., what person, place, thing, or idea in the text an
illustration depicts).

RI.K.10:
 Actively engage in group reading activities with purpose and understanding.

Student-Friendly Learning Targets:

RL.K.1: With prompting and support:

 I can tell the difference between a question and an answer.  

 I can listen to a story and decide which parts best help me understand the
story.

RL.K.2: With prompting and support:

 I can listen to a story and decide which parts are the most important to use
when I retell the story.

RL.K.3: With prompting and support:

 I can use details in the text to identify the main events.

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RI.K.7: With prompting and support:

 I can explain how illustrations help me understand the people, places, things,
or ideas in informational text.

RI.K.10: With prompting and support:

 I can understand that there are different purposes for reading.

 I can explain to the group how I understand what is being read. 

Behavioral Objective(s):
 Student Behavior:
o After reading the story, students will participate in a class discussion to
analyze and describe the characters, settings, and major events that took
place throughout the story.
o Following the class discussion, students will be partnered off and each
member will review the story and summarize it in their own words.
o Finally, students will choose a character to illustrate through the form of a
3D model, computerized image, or hand-drawn illustration. This will
exemplify the character’s traits and attributes.
 Conditions of Performance:
o Students will participate in group discussions before, during, and after
reading the story.
o Students will break off into small groups or partners and keep a focused
conversation on the plot of the story.
o Students will create models of the character of their choosing and present
the final product to the class.
 Performance Criteria:
o Student performance will be based on participation, how well they can
stay focused and on the topic during the conversation, and the effort put
into the character illustration.
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Anticipatory Set:
 At the beginning of the lesson, I will engage students by describing the
importance of literacy. Since writing is everywhere, one must be able to read and
comprehend what things are saying (posters, billboards, newspapers, books, etc.).
o Example: reading “men” or “women” to ensure that you are going into the
correct restroom
o Example: Ordering off of a menu at a restaurant
o Example: Difference between salt and sugar (importance of
surroundings/settings) (Is it next to the pepper or by itself?)
IV. Procedures:

 10-15 Minutes:
o Anticipatory set (provided above) – describing the importance of literacy
o State learning objectives and orient students to the lesson. I will be telling
the students what they will be learning and what performance will be
expected of them.
o Review prerequisites – I will go over any skills or concepts students need
clarification on to better understand the lesson.
o Read and try to answer essential questions (brief discussion) – this will
show the level of knowledge students have before the lesson begins
 20 Minutes:
o Present new material – I will teach the lesson, presenting information,
giving examples, demonstrating concepts, and incorporating the gradual
release model when applicable.
1. I Do – the teacher leads instruction
2. We Do – the teacher leads the guided practice
3. You Do Together – students practice collaboratively
(cooperative lesson)
4. You Do – students practice independently
o Read Kindergarten Rocks book aloud to the class
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o Group discussion on characters, settings, and main events that took place
during the story
o Conduct learning probes –I will pose questions to students to assess their
level of understanding and correct their misconceptions.
 10 Minutes:
o Partner story retell summarization – Students will be partnered up by the
teacher (to benefit exceptional learners) and will retell the story in their
own words. Students will include main characters, settings, major events,
and other fun details from the story. Each partner should take about 5
minutes and stay on topic for the entire time.
 20-30 Minutes:
o Provide independent practice –students will have an opportunity to
practice new skills or use new information on their own.
o Individual character illustration – Students will construct a model of a
character of their choosing from the story. This can be in the form of a
hand-drawn illustration, 3D clay model, computerized image, or any other
approved format.
o Presentation – Students will briefly present their finished illustrations to
the class. They will describe the characters attributes and characteristics.
 5-10 Minutes:
o Assess performance and provide feedback – I will review independent
practice work or give a quiz/question. Provide feedback on correct
answers, and reteach skills when necessary.
o Answering essential questions – After the lesson, students will better
understand the essential questions and can reevaluate the answers they had
given before the lesson. This will be in the format of a group discussion.
Closure:
 Provide distributed practice and review – I will assign homework to provide
distributed practice on the new material. In later lessons, I will review material
and provide practice opportunities to increase the chances that students will
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remember what they have learned and also be able to apply it in different
circumstances.
 After the essential questions have been reevaluated, I will ask students why
literacy is important and how it plays a role in their everyday lives. This time will
also allow students to ask any questions or concerns they may have. Students will
also be able to share personal stories on topics related to reading and writing and
how it has had an effect on them. Instead of homework, I will challenge students
to go home and analyze any book of their choosing. They will be able to share
their findings and observations during a class discussion the next day. This will be
done many more times throughout the school year to ensure that students
understand these important concepts and can comfortably and successfully apply
them.

V. Materials:

 Storybook – Kindergarten Rocks By Katie Davis

 Audiobook / YouTube - https://www.youtube.com/watch?v=tzZHRmWnpE8
 Computers
 Headphones
 Craft Materials for Illustrations
o Modeling Clay
o Pencils / Colored Pencils / Markers / Crayons
o White & Construction Paper

V. Grouping Structures

For this particular lesson, the grouping I have chosen will be a heterogeneous grouping

from my reading this type of grouping is best for students when concerning academics

and social gains.

VI. Modifications/Accommodations(s):

Exceptional Students:
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 My top priority is making sure that all students are successful in the classroom.
Every student is unique, and their education should not suffer because of this. The
activities in this lesson are fairly simple and have lots of room to make
modifications tailored to exceptional students.
 If a student cannot work well with others, they may have the option to create a
summary of the story through different formats such as a picture book, a short
essay using an electronic talk-to-text feature, and so on. These individual
assignments will allow the student to still complete activities related to the story,
just by themselves to avoid conflict with others.
 If students have trouble remembering the story, the book would be available to
pass around. Or, students could use the YouTube link to the audiobook and listen
with subtitles.
 Struggling students will be partnered with helpful students that can help facilitate
their thinking.
ELL Students:
 For English language learners, I want them to feel directly included and not
different or separated from the other students. I will try my absolute best to focus
on the concept of English immersion in each aspect of the lesson.
 For many storybooks, versions in different languages are usually available. This
would allow the student to read independently in the language they are most
comfortable in. Alternatively, if an alternate language option is not available, the
text could be put through a translator (Google Translate) for the student before
class. This way, the student would not feel left out or waste class time.
 The YouTube audiobook has subtitles available to be translated into any
language.
 If a student is struggling with a conversation, the student could choose to use an
electronic talk-to-text feature to complete a short essay over the key points of the
story rather than the partner summarization activity.

VII. Assessment(s):

 Group Discussion:
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o Behavior (well behaved vs blurting out)

o Participation (actively trying vs not paying attention)
o Respect towards others is okay to disagree over opinions but in a
calmly and respectfully way.
 Partner Conversation Retell:
o Focus (students stay focused and on the topic of the story)
o Includes key points (does not leave out major events/characters
from the story)
o Respectful towards other group members (no interrupting, arguing,
indoor voices)
 Character Illustration
o Effort (being careful and precise vs random scribbling)
o Being mature and responsible with craft supplies (no destruction)
o Character accuracy (illustration is understandable and well
presented)
o Presentation (focused, respectful, and professional)
Follow-up for Future Lessons:
 This lesson will teach students critical reading skills that will have an effect on
their reading for the rest of their lives.
 This type of deep analysis will be done for each book read throughout the year.
 This analysis can be demonstrated through books and movies. We will compare
and contrast these similarities and differences.
Home Involvement:
 Students will be able to analyze any book or movie that they encounter with these
newly learned analysis skills.
 I will encourage families to read with their students and ask questions about what
they have read. Parents and students can take turns reading to each other to
improve reading and listening skills.
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