Direct Instruction Lesson Plan Template

Grade Level/Subject: 3rd/

Central Focus: Main idea of a story
Reading
Essential Standard/Common Core Objective:
CCSS.ELA-Literacy.RL.3.2
Recount stories, including fables, folktales, and myths
Date submitted:
Date
from diverse cultures; determine the central message,
taught: 3/17/15
lesson, or moral and explain how it is conveyed through
key details in the text.
Daily Lesson Objective:
Students will be able to determine the main idea of a fable visualizing the story and using
the text to support and explain their thinking. In order to reach mastery students must
write 4-5 complete sentences about the main idea using the text.
21st Century Skills:
Critical Thinking and Problem
Solving
Reason effectively
Make judgments and
decisions

Academic Language Demand (Language Function and

Vocabulary):
Fable
Pirouettes, releves, arabesques
Fatigue
Recital
Critic

Prior Knowledge:
Recount stories, using prior knowledge
Activity
1. Focus and
Review
2. Statement of
Objective
for Student
3. Teacher Input

Description of Activities and Setting

TS: Remember last week and yesterday, you all were
working on your readers theater and you each had act
out your fable to the class? Well today we will be working
on another kind of fable.
TS: The objective for today, I can determine the main
idea of a fable by using the text to support my thinking.
TS: Remember fables are stories that have important
messages or things that we can learn and the characters
are usually animals.
Teacher shows the cover of the book and reads the name
of the author.
TS: The main character of our story is a camel that
loves to dance ballet. Look at her ballet shoes.
TS: For us to figure out the main idea, the first step is to

Time
2 min

1 min

7 mins

4. Guided Practice

5. Independent
Practice

visualize the story in our minds, so close your eyes while

I read the story to you the first time.
Teacher reads the Camel Dances and does not read the
moral of the fable. Teacher stops while reading and
explains the vocab.
Pirouettes, releves, arabesques: types of ballet
movements
Fatigue: great tiredness
Recital: performance by musicians or dancers
Stop after there was no applause.
TS: Now Im going to stop and visualize what is
happening, and ask myself what do I picture happening,
how do I see the camel?
Teacher without sharing rereads the last sentence before
the stop and finishes the story.
Teacher does not read the moral.
TS: After I finish reading I think to myself, what did
camel learn in this story, and write it on my sticky note.
Teacher does not share.
TS: Now I want you to try, turn and talk to your partner,
and talk to them about what they picture happening in
the story. How did you picture camel?
Students discuss with their partner for 1 min then they
share with the whole group.
TS: We have a great visual of the story, now we have to
remember fables usually have an important idea or
message.
Teacher hands out sticky notes.
TS: What important idea or message do you think
people can learn from the camel? What in the story
makes you think that? Talk with your partner and write
your answer on the sticky note. Answers should be
written in the format, I think ____ because ____.
Remember to use details from the story.
Two to three students share their answers.
Students go back to their individual desks.
Students are given a handout of the fable The Young
Rooster with the picture and the moral not included.
TS: You will read the fable The Young Rooster and

5 mins

10
mins

visualize what you imagine the rooster to look like and

draw a picture in the box provided. On the back of the
page on the lines provided write 4-5 complete sentences
on what the main idea/moral of the fable is and explain
where in the story you know this.
TS: Whatever you dont finish will be completed for hw.
6. Assessment
Methods of
all
objectives/skills:

7. Closure

Students will complete The Young Rooster worksheet. They will

begin it in class and complete it for hw. Students will draw a
picture in the box provided. On the back of the page on the lines
provided write 4-5 complete sentences on what the main
idea/moral of the fable is and explain where in the story you know
this.
TS: Your exit ticket today is to have either the picture or
your sentences started or completed before the end of
3 mins
guided reading today.
TS: The next class we will be discussing myths.

8. Assessment
Results of
all
objectives/skills:
Targeted Students
Modifications/Accommodations:

Student/Small Group
Modifications/Accommodations:
ELL students the text will be presented in
native language.
ELL - Additional vocabulary explanations and
explaining the fable to the student before the
discussion
Students on similar reading levels will be
grouped together.

Materials/Technology:
(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.)
Book - Fables by Arnold Lobel
Book - Teachers Manual of Making Meaning
20 sticky notes
References:
Reflection on lesson:
Planning and Implementation

The planning and implementation of this lesson was simpler than anticipated. Mrs. Golfe
was generous enough to allow me to use her Making Meaning teachers manual.
Making Meaning is a reading program that gives the books along with a brief multi day
lesson plan. The day I taught my lesson plan the class was being a new unit on fables
and myths. My planning consisted of taking the day one lesson and modifying it to
include more questions and having students write and share their thoughts. I also read
the text the night before and created sticky notes for any stops and pauses I would need
to know and for the vocabulary in the text.
Strengths
My READ lesson was the first lesson I taught during IMB and I was slightly nervous. The
strengths of my lesson were I explained the objective to the students in the beginning
and I referred back to it at the end. I also read with inflection in my voice to make the
story more enjoyable for students. My nervousness caused me to forget to define one of
the vocab words and one of the guiding questions. I also didnt model what it was I
wanted to the students to do and did not utilize a flip chart.
Future Modifications
Although it was my first lesson taught, after Mrs. Golfes feedback I felt good knowing
that my behavior management of the class of great and that the students did seem
interested. I also learned the LI/ (learning immersion) students like to debate and ask
questions! A few of the students did not agree with the moral of the fable and I tried to
persuade them but it was in vain! I learned that students will have their own opinions of
stories and I should accept it and move on or they will try and debate me for 10 mins! If I
were to teach this lesson in the future I would model how I want the students to answer
the questions, I will ask guiding questions and respect students opinions. I will also
extend the independent practice to activate students higher level of thinking.