Direct Instruction Lesson Plan: Work - Definitions PDF
Direct Instruction Lesson Plan: Work - Definitions PDF
Direct Instruction Lesson Plan: Work - Definitions PDF
Date taught:
October 26,
2016
Academic Language
Demand (Language
Function and
Vocabulary):
Language Function:
Explain
Vocabulary:
Citizenship
Activity
1. Focus and
Review
Description of
Activities and
Setting
Time
3 mins
>1 min
3. Teacher Input
5 mins
4. Guided Practice
Pollution prevention
10
mins
Make the world better and happier
(Planting flowers)
5. Independent
practice
15
mins
6. Assessment
Methods of all
objectives/ skills:
7. Closure
5 mins
Targeted Students
Modifications/Accommodations:
ELL students will have a translator on
hand to facilitate the language barrier.
Pictures will be provided as well in order
to help aid understanding.
Student/Small Group
Modifications/Accommodations:
For higher achieving students or
fast workers, they will be
instructed to keep adding
sentences until it is time to
share their final product.
Materials/Technology:
Being a Good Citizen: A Book About Citizenship by Mary Small
Harcourt Horizons: About My World Unit 2 large classroom textbook
One sheet of computer paper for each student
Coloring utensils to share (colored pencils, markers, crayons, etc.)
Anchor chart materials (Large notepad, marker)
References:
Reflection on lesson: (Write several paragraphs about what you learned from
this lesson. What were the strengths? What were the weaknesses? What did
you learn about teaching and student learning? How would you teach this
lesson differently in the future?
Overall, I am satisfied with how this lesson went. I believe that students
grasped the concept of being a good citizen and they were able to apply it to
their own lives. The class became very engaged in the lesson and behaved
better than I could have imagined. They were particularly interested in the read
aloud and paid close attention. When it came to making the anchor chart, I had
an overwhelming amount of participation! I was so relieved to see the number
of students that had ideas and wanted to share. Some of the ideas came
directly from the book, which made it clear to me that they were listening
intently during the read aloud. There were so many hands raised and good
ideas shared, that we ran out of room on the anchor chart! It was also great
watching them complete their picture and sentence activity. They were so
creative and really had free reign as to what to draw and say. They were all so
proud of their pictures and it was easy to see that they were really thinking
about things that they could do in their everyday lives in order to become good
citizens.
I am a big fan of this lesson, and I dont think very many things went wrong.
However, time was not on our side. My cooperating teacher gave us extra time
to complete the lesson, but I let time get away from us. The students were just
having so much fun completing the anchor chart, that we spent more time than
anticipated. They didnt have as much time to draw and write, but I believe that
this is not the worst thing in the world. Im glad they really took the lesson to
heart and were able to participate completely. Due to a lack of time, the
students did not get to share their work with the whole class, and I really wish I
had made this a priority. I would have liked to have a class discussion about
what each person thinks they can do to be a good citizen and get some
validation from their classmates. The drawings were all so good! In retrospect,
I would probably try to manage my time a tad better, or make time the next day
to do a little sharing.
If I were to do this lesson again, I would probably look for an additional book as
well. While I think that the book I used was very good, I would have liked to
use a second book as extra information. With another book, the students
would have had more examples of being a good citizen, and the more
examples the better. I think this lesson is totally doable with the one book, but
they were so interested in the read aloud, that a second book would totally just
round out the lesson. It would solidify the new knowledge. To be honest, I
would probably write smaller on the anchor chart as well. As an unforeseeable
event, I did not realize that my students would be so engaged in the lesson. I
did not allow enough room to collect all of the answers that I received.