Direct Instruction Lesson Plan Template

Grade Level/Subject: Literacy/4th

Central Focus: Characters feelings from begin to end of a text.

Essential Standard/Common Core Objective: CCSS.ELA-Literacy.RL.4.3

Describe in depth a character, setting, or event in a story or drama, drawing Date submitted: 11/16/2014
Date
on specific details in the text (e.g., a character's thoughts, words, or
taught: 10/29/2014
actions).
Daily Lesson Objective: Students will be able to understand and recognize a characters feeling from the beginning to the
end of a text. Students must earn 8 out of 10 points to successfully master recognition of a characters feelings.
21st Century Skills: learning and innovation
Academic Language Demand (Language Function and Vocabulary):
skills
feelings and emotions
Prior Knowledge: Students must have prior knowledge on what feelings and emotions are.

Activity

1. Focus and Review

2. Statement of Objective
for Student

3. Teacher Input

4. Guided Practice

Description of Activities and Setting

I will begin lesson by gathering students at the carpet and stating We all are
human and we all have feelings. By a show of hands who experience
different feelings throughout the day? Now, what type of feelings do you
personally feel sometimes and give me an example or reason you would feel
that way? Allow about 5 or 6 students to share. Well today were going to
read two short passages The High Dive and How the Rhinoceros Got Its Horn
and discuss the main characters feelings and find examples from the passage
directly that supports the characters feelings.
Students will be able to recognize a characters feelings based on the text
and give supporting statements from the text that helps them recognize the
characters feelings from the beginning to end of a passage.
We will read The High Dive as a class in popcorn style. After each paragraph I
will ask students if they can recognize Alisas feelings (main character) and
read aloud the sentence or sentences that gives away the characters feelings
(with an exception of the first paragraph because it is only an introduction of
the setting).
I will read aloud the following sentences to the students and have them
silently write down what feelings they think the character felt:
1. John had just received news that his best friend was moving away,
he begged his mom to move to Atlanta so he could still see his best
friend every day. His mom replied Im sorry John were not moving.
John stormed to his room in utter disbelief. (I would expect
students to write down sad or mad)
2. James received his first 100% on his vocabulary quiz. His eyes grew

Time

5-7
minutes

N/A

15-20
minutes

10-15
minutes

wide as he seen the 100% followed by great job. He couldnt wait to

get home to show his parents. (I would expect students to write
down things like happy or shocked)
3. Ronald stayed up all night watching Disney Channel. He finally fell
asleep at 6 am, but was awaken at 7:00 by his alarm clock. He was
dragging in school all day and dozing off during class. He couldnt
wait to get home to get in bed and catch up on his sleep. (I would
expect students to write down tired or synonyms for tired).
I will then have a class discussion with students to see what feelings they
wrote down for each question and ask them to explain why.

Students will choose a partner and read How the Rhinoceros Got Its Horn and
then search a magazine to find at least five pictures or five words that
describe the Rhinos feeling from the beginning to end of text. Students will
20-25
5. Independent Practice
need to cut and paste the words or pictures on the front of the poster. If it is
minutes
a picture it must have the feeling written underneath to specify it. Students
will then have to write five sentences on the back of poster directly from the
text to support each feeling on the front of their posters.
Students will be assessed on their posters:
Max of 10 points
6. Assessment Methods of
Students will earn 1 point for each feeling (must be 5 feelings listed)
all objectives/skills:
Students will earn 1 point for each sentence written to support feelings (must be 5
sentences written from text)
During this time I will allow students to share their posters. I will end by
asking students By a show of hands how confident do you feel about being
5-7
7. Closure
able to recognize a characters feeling on a scale of 1 (not so comfortable) or
minutes
5 (very comfortable) place the number in the air with the use of your
fingers.
All posters clearly displayed 5 feelings and 5 sentences from text to support feelings. All
8. Assessment Results of
students earned 10 out of 10 points and every student stated they felt very comfortable
all objectives/skills:
with recognition of characters feelings at the conclusion of the lesson.
Targeted Students Modifications/Accommodations:
Student/Small Group Modifications/Accommodations: During
Students who are below grade level and have IEPs, ESL the independent practice I read the passage with students that
students, etc.
have been identified as struggling readers.
Materials/Technology: Magazines, Writing Journal, Pencil, White poster Paper, Glue Stick, Scissors, The High Dive
passage and How the Rhinoceros Got Its Horn passage
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to implement the lesson at the end of the lesson plan.)

References: Clinical Teacher did assign topic for me to teach, but lesson was created by me.

Reflection on lesson: Overall I would say this lesson was very successful. The students at the end of the lesson stated
that they were very confident recognizing characters feelings after the lesson was taught. I will have to say in the future
to make the lesson more effective I will make changes. I allowed students to pick their own partners which took a lot of
time and some students were left without partners which I had to choose for them. In the future I will pair students up
myself. I also made a mistake in passing magazines out while students were reading and saw some students going
through the magazine before completing reading. Luckily I was able to catch and correct this issue, but in the future I
will have students complete the reading first then come to me and get magazines after the reading is completed. Other
than these few minor changes this lesson was very successful and the students really enjoyed it.