Direct Instruction Lesson Plan Template

General Information
Lesson Title Story Mapping Goldilocks and the Three Bears
Subject(s) English Language Arts- Reading Comprehension
Grade, Level, and 3rd grade General Education classroom
Setting
Prerequisite Skills or What do your students already know or what do they need to know about
the selected topic to successfully participate in the lesson?
Prior Knowledge
Students should be able to read a text and answer questions about the
text such as who, what, where, when, why, and how to understand key
details of the text. Students should be able to identify the main idea of a
text as well as locating specific details within the text that support the
main idea.

Standards and Objectives

State/National RI.3.2 Determine the main idea of a text and explain how it is supported
Academic Standard(s) by key details; summarize the text.

Learning Objective(s) Identify what students will accomplish by the end of the lesson; needs to
align with the state or Common Core State Standards and needs to be
measurable (condition, behavior, and criterion).

Students will accurately answer at least 5 out 6 questions currently

resulting in at least 83% accuracy about the main idea, theme, main
characters, and supporting details of the text.

Materials and Technology

Materials What materials will the teacher and the students need in order to
complete the lesson?
❖ How to Retell a Story for Kids YouTube video
❖ The story Goldilocks and the Three Bears by Kate Daubney and
Tiger Tales
❖ Retelling a Story chart
❖ Story map chart for each student
❖ Pencils and colored pencils

Technology How will you use technology to enhance teaching and learning?
(Optional: Use the SAMR model to explain the technology integration
strategies you plan to use.)

The smart board will be used to watch the YouTube video, How to Retell
a Story for Kids, displaying the story, and it will also be used to model
how to fill out the story map chart.
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) The content and language focus of the learning task represented by the
active verbs within the learning outcomes. Common language functions
include identifying main ideas and details; analyzing and interpreting
characters or events; arguing a position or point of view; or predicting,
recording, and evaluating data. Common language functions in math
include predicting from models and data, recording multiple ways to solve
problems, justifying conclusions, evaluating data and explaining how or
why certain strategies work.

Each student will be able to identify and recognize the main idea,
supporting details, main characters, theme, and setting of the story
Goldilocks and the Three Bears.

Vocabulary Includes words and phrases that are used within disciplines including: (1)
words and phrases with subject-specific meanings that differ from
meanings used in everyday life (e.g., table); (2) general academic
vocabulary used across disciplines (e.g., compare, analyze, evaluate);
and (3) subject-specific words defined for use in the discipline.

❖ Summarize
❖ Timeline
❖ Main idea
❖ Supporting details
❖ Theme
❖ Setting
❖ Main characters
❖ Story Map
❖ Retelling
Discourse and/or Discourse includes the structures of written and oral language, as well as
how members of the discipline talk, write, and participate in knowledge
Syntax
construction. Syntax refers to the set of conventions for organizing
symbols, words, and phrases together into structures (e.g., sentences,
graphs, tables).

Students will organize the main characters, setting, main idea, theme, and
supporting details of the story Goldilocks and the Three Bears onto their story
maps.

Planned Language The scaffolds, representations, and pedagogical strategies teachers

intentionally provide to help learners understand and use the concepts of
Supports
language they need to learn within disciplines.

The story retelling chart, word wall, and sentence starter posters
hanging around the room will be used to help the students understand
and use the academic language needed to complete their story maps.
Instructional Strategies and Learning Tasks
Activity Description/Teacher
Anticipatory Set ▪ Play the YouTube video
How to Retell a Story for
Kids
▪ Handout the papers of the
story map, retelling a story
chart, and vocabulary lists
with definitions to students
who need them.
▪ Display the story Goldilocks
and the Three Bears on the
smart-board and then
explain to the class that
while we are going through
the story, they will need to
watch out for key details
such as main characters,
main idea, supporting
details, theme, and setting.
Presentation ▪ Go over the retelling a story
Procedures for chart with the class, reading
New Information each section aloud.
and/or Modeling: ▪ Have students volunteer to
read the different sections
of the retelling a story
chart.
Guided Practice: ▪ Display the blank story map
on the smart board.
▪ Reference a short story
such as If You Give a Mouse
a Cookie and fill out the
story map together with the
class, using the smart
board, based on the short
story to model how to do
the story map on their own.
Independent ▪ Pull up the story Goldilocks
Student Practice: and the Three Bears To read
through together with the
class.
Student Actions
▪ Quietly watch the YouTube
video
▪ Collect the handouts that are
passed out and write their
names on them.
▪ Go through the story with the
class and raise their hand when
they hear a key detail such as
main characters, setting,
theme, main idea, and
supporting details.
▪ Students will volunteer to read
aloud a section of the Retelling
a story chart.
▪ Raise hand to volunteer to fill
in parts of the story map on the
smart board.
▪ Respectfully listen to their
teacher and peers sharing
information to include in the
story map.
▪ Independently identify the
main characters, main idea,
supporting details, theme, and
setting to fill out their story
 ▪ Instruct the students to fill map about Goldilocks and the
out their story map Three Bears.
independently as we read
through the story together.
▪ Answer questions as
needed to support
extended thinking.
Culminating or ▪ Have students share their ▪ Show and share their story
Closing story maps with the rest of maps with the class, while
Procedure/Activity the class. respectfully listening as other
▪ Direct students to their share
seats to complete their ▪ Go to seats when directed to
summative 6-question complete their worksheet
assessment worksheet.
Instructional Accommodations
Consider how to accommodate for the needs of each type of student. Be sure that you provide content
specific accommodations that help to meet a variety of learning needs.
Gifted and Talented Encourage these students to include additional details, include a
Students timeline of significant story events, and include draw illustrations to
support the timeline.
English learners (ELs) The English learners will be handed their own story map to fill out, the
story will be displayed on the smart board as the class reads through it
together, and a vocabulary list with illustrations showcasing what each
word means will be given to EL students. The teacher will also check-in
frequently when these students are filling out their story maps. Every
handout can be translated into the students’ native language if need be.
Students with Other Small groups of similar abilities will be placed into the same group.
Special Needs Personalized writing supports such as checklists and word banks will be
provided. The teacher will also provide frequent check-ins and
prompting to gauge the students’ understanding throughout the lesson.
Assessment
Formative Describe how you will monitor, support, and extend student thinking.

Check in with each student as I am walking around the room while the students
are filling out their story maps. Ask questions to each student to gauge their
understanding and if they need help, I will write down tips onto a sticky note for
them to look over as they continue working.

Summative (Quizzes, tests, products)

Students will complete a 6 question worksheet about the main idea, main
characters, theme, and supporting details of the story before the end of class.
Students will be able to show satisfactory understanding if they get 5 out of 6
questions correct or 83% and above.