Direct Instruction Lesson Plan Template

Direct Instruction Lesson Plan Template General Information Lesson Title: Fairy Tale Character Traits Subject(s): Reading Literature and Comprehension Grade/Level/Setting: 3rd Grade. General classroom with a mixed students population, including students with physical disabilities, gifted students, and EL students. Prerequisite Skills/Prior Knowledge: Students need to be able to read Students will need to be familiar with character trait vocabulary words. Standards and Objectives State/National Academic Standard(s): CCSS.ELA-LITERACY.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (Common Core, 2021) Learning Objective(s): Given a list of character trait description words, students will be able to describe specific characters in a given fairy tale with 80% accuracy. Materials What materials will the teacher and the students Technology Smart Boards will be used for substitution of a need in order to complete the lesson? black board or overhead projector. Copies of “The Gingerbread Man” (English Teaching Resources, 2011-2021), “Jack and the Beanstalk” English Teaching Resources, 20112021), and “Little Red Riding Hood” (English Language Teaching Resources, 2011-2021), “Hansel and Gretel” (English Language Teaching Resources, 2011-2021) To augment the lesson an engaging video will be shown. Graphic Organizer Character Templates Poster Board with human outline Colored Markers Pencil Worksheet Quiz 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): Students will be able to analyze and identify character traits of individual characters in several fairy tales. Vocabulary: Analyze, justify, proof, characterizations, internal, external, personality traits, identify Discourse and/or Syntax: Students will discuss in groups and write their thoughts on templates. Planned Language Supports: Teacher will provide students with a graphic organizer that includes a word bank. Teacher will provide students with templates to complete activities. Instructional Strategies and Learning Tasks Anticipatory Set: Activity Description/Teacher Teacher will, in a whole group setting, define character traits. Student Actions Students will attend to the teacher by being quiet and listening to the teacher. Teacher will provide examples of character traits. Students will watch Kahn Academy video. (Khan Teacher will show Kahn Academy Video (Khan Academy, 2020) Academy, 2021) Teacher will ask for questions to check for understanding. Teacher will ask students to pick a character trait that describes themselves and share it with the class. Teacher will give time for students to process. Students will answer questions when called on and will ask for any clarification they need. Students will share their character trait with the class as a part of the class discussion. Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher Teacher will provide a graphic organizer with a vocabulary list of character traits that are categorized into internal or external traits. The list will also be on the Smart Board. The teacher will put up a picture of “The Gingerbread Man” and model several internal and external traits, making sure to verbalize the teacher’s thinking process-modeling how the teacher is justifying their thinking. Teacher will prompt students to continue discussing character traits in the bears from “The Gingerbread Man”. Student Actions Students will contribute to the discussion by suggesting traits to add to the list. Students will follow along with the teacher’s explanation. Students will break into think/share/pair groups to discuss character traits in “The Gingerbread Man”. Guided Practice: Activity Description/Teacher Teacher will break students into groups of four. Student Actions Students will quickly go to their groups Teacher will pass out a poster board with the outline of a human shape, six spots for character traits and six circles for writing justifications. Students will cooperatively read the story Teacher will give each group a copy of “Hansel Students will choose a character to analyze and Gretel” to read it round robin style. Teacher will instruct students to choose a character to analyze Teacher will instruct students to discuss possible character traits and list those they agree on. Then the teacher will have write their justification under the trait, in a sentence or less. Teacher will circle the room, asking questions, checking on understanding, and providing support. Students will cooperatively discuss character traits and come to an agreement on six traits. Three internal and three external. Under each trait, students will, in a sentence or less, include their justification from the story. Students will draw their character and decorate the poster. Students will hang their posters in the space provided. Teacher will provide a space to hang the posters, so they can by viewed by all students Independent Student Practice: Activity Description/Teacher Teacher will pass out paper copies of “Jack and the Beanstalk” and a worksheet to students. Teacher will read the story aloud to the class Teacher will have students, independently, compete the works. The worksheet will by split in half, lengthwise. One half will provide space to list as many character traits about Jack as the student can think of and the other Student Actions Students will quietly listen to the story. Students will complete the character trait lists. They will list, at least six traits for each of the two characters. half will be trait of the Giant. Teacher will check in with students and provide support. Culminating or Closing Procedure/Activity: Activity Description/Teacher Teacher will read “Red Riding Hood” to the class. Teacher will leave a copy of the story up on the Smart Board Student Actions Students will quietly listen to the story Students will choose four character traits and provide justification from the story on their worksheet. Teacher will pass out a worksheet. The worksheet will have four squares. Each square will have space for a character trait (two internal and two external). Under each trait will be space to provide justification. Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content-specific accommodations that help meet a variety of learning needs. Gifted and Talented: Gifted and Talented students will be provided with a second word bank of character traits with advanced vocabulary EL: English Language Learner students will by provided with vocabulary lists and copies of the stories ahead of time, along with translations, if necessary. Students with Other Special Needs: Students with have issues with small motor skills may use the computer to do their worksheets. Assessment Formative While students are engaged with guided practice and independent student practice, the teacher will circle the room, asking questions and viewing the work of students. Teacher will take notes in order to adjust the lesson and to inform future instruction. Summative Students will be given a fill in the blank quiz where questions will be asked about the characters from the stories studied in the lesson. The questions will be, specifically, about character traits. There will be 10 questions and there will be a word bank to choose from. Students will be instructed to choose two traits that match the character in the question. Students will score, at least, 80%.