Direct Instruction Lesson Plan Template

Grade Level/Subject: Third Grade/ Reading Central Focus: Pronouns and local government elections
and Social Studies (Integrated)
Essential Standard/Common Core Objective:
CCSS.ELA-LITERACY.L.3.1.A
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in
Date submitted:
general and their functions in particular sentences.
Date taught: Friday, 10/30/2015
3.C&G.1 Understand the development, structure and function of local
government. 3.C&G.2 Understand how citizens participate in their
communities.
Daily Lesson Objective: (Reading) Students will use a fictional text, Vote! By Eileen Christelow to identify pronouns or
places where a pronoun can be used instead of a noun. Students will need to actively participate in a small group to
complete a matching pronoun to noun worksheet. Students must answer 4/5 correctly to be proficient.
(Social Studies) Students will be able to understand the structure of the local government and how citizens contribute to
the process of election on the local level. Students will have a letter-writing campaign where they will brainstorm ideas
that can help improve the entire community. The students will write their ideas to the mayor using accurate pronouns
and share their thoughts about being able to vote when they turn 18. Students must write down at least two
improvement ideas in their letter. The letters will be reviewed by the teacher for correct spelling and grammar. The
teacher will provide recommendations and students will be able to revise their letters.
21st Century Skills:
Academic Language Demand (Language Function and Vocabulary):
Make Judgments and Decisions
Pronouns
Effectively analyze and evaluate evidence, Nouns
arguments, claims and beliefs
Structure
Interpret information and draw
Local government
conclusions based on the best analysis
Mayor
Access and Evaluate Information
Election
Access information efficiently (time) and
Citizens
effectively (sources)
Participation
Evaluate information critically and
Voting
competently
Candidates
Communicate Clearly
Community
Articulate thoughts and ideas effectively
Identify
using oral, written and nonverbal
communication skills in a variety of forms
and contexts
Collaborate with Others
Demonstrate ability to work effectively
and respectfully with diverse teams
Prior Knowledge: (Reading) Nouns (singular, plural and proper). (Social Studies) The role of local and federal

government, type of local government and the purpose of an election.

Activity

Description of Activities and Setting

(Reading ) Teacher will start with a review of nouns:
-Teacher will ask a student to explain what a noun is?
-Teacher will ask a student to come to the board and write down examples of
nouns.
-Teacher will ask a student to explain what a pronoun is.
-Teacher will explain that the students are going to read a story titled, Vote!
By Eileen Christelow and throughout the story, the students are going to help
the teacher identify the pronouns.

1. Focus and Review

(Social Studies)
-Teacher will ask students why they think we have governments in our
country.
Teacher will ask discussion questions:
o What is the purpose of the governments in our country?
o Who is the leader of the local government?
o Does anyone want to become mayor, governor or president
and why?
-Teacher will ask students if they look forward to being able to vote at the
age of 18 and if they plan to vote.
-Teacher will begin reading book, Vote!

Good readers can identify pronouns in the text and understand the
substitution of nouns for pronouns.
2. Statement of Objective
for Student

3. Teacher Input

Students understand the structure of local government, how citizens

contribute to elect government officials and how citizens can actively
participate in improving the community.
-Teacher will explain the purpose of pronouns and will write down examples
of pronouns on the board.
-Explanation of pronouns:
Pronouns are words that substitute for nouns. When a pronoun is used it is
referring to something earlier in the text. We use pronouns so that we do not
have to continue to use the noun. Once the noun has been established then
we can replace it with a pronoun and understand that we are till referring to
the noun. (Write all examples on the board) For example, in the sentence,

Time

John loves to play soccer everyday after school. We understand that John
is a noun because it is a person. Now in the second sentence John is
replaced with the pronoun.
Second sentence: He is very good and scores many goals. The he in the
sentence is the pronoun that was substituted for John. I used the pronoun he
so that I would not have to continue to say/write down John in every
sentence. Anyone reading the second sentence would know that he refers
to John.
Now this sentence is an example of how pronouns are defined by genders.
(write all examples on the board)
For males, I use he, his, him
For females, I use her, hers and she
Also, pronouns can be singular or plural
For example, he and she are singular and they and ours are plural.
-Teacher will instruct students to intently listen for pronouns used
throughout the book.
-Read aloud the book, Vote! Eileen Christelow.
- After reading, teacher explains that voting is the process citizens go through
to elect a mayor.
-Teacher explains that voting is not the only way a citizen can contribute in
the election.
-Teacher turns to page 24 and 25 of book and lists the ways citizens can help
the election process.
-Teacher displays page 24 & 25 on the projector and circles the pronoun
-they
-Teacher explains that the pronoun they is a substitution for a plural noun. By
rereading the sentence and looking at the illustration I can conclude that the
author is talking about the people who are helping the political candidate in
during the campaign.
-Teacher circles another pronoun, you and explains that you is a singular
pronoun and that I can infer that the author is talking to the reader which is
me and referring to me as you. The author is talking directly to me as I
read the book.

4. Guided Practice

-Teacher explains students assignment

-Students will divide into a small group of three or four by suggested ideas to
write about:
-Recycling
-Growing gardens
-Better Education

-new park
-help animals
-In the small group, students will brainstorm about ideas of ways to improve
the community either using the suggested ideas or creating their own ideas.
-Each group will have a plain poster sheet and a set of markers.
-Each group will write down their ideas on the poster.
-Each group will circle any pronouns used on the poster and underneath the
pronoun- provide the noun that is being substituted.
(Teacher will provide an example on the board)
-Each group will take turns sharing their ideas with the class.
-After students share their ideas, they will work together in the groups to
complete a noun to pronoun matching worksheet. Each student must turn in
their own completed worksheet.

5. Independent Practice

6. Assessment Methods of
all objectives/skills:

7. Closure

-After completing the worksheet, students will edit a previously written piece
in their writers notebook to substitute nouns/pronouns. Students will also
label whether the pronoun is singular or plural and if the pronoun is male or
female.
-While students are writing and editing, teacher will walk around and
conference with students about their identifying pronouns in the letters.
-Students poster and sharing (10 points)
Each student has to write down one idea and share one idea with the class
-Substituting noun to pronoun worksheet
Each student must turn in their own worksheet.
4/5 sentences must be correct to be proficient.
-Writing Letter
Each student must have the beginning of the letter constructed.
o Provide at least two ideas
o Explanations for why these ideas would improve the community
-Teacher will ask two students to share their letters with the class.
-Teacher will ask discussion questions:
Why should people vote in elections?
What did you learn from the book about the election process that you did
not already know?
Teacher will summarize that the mayor is an elected official that heads the
local government. Citizens 18 years or older are able to participate in the
election by answering phones, passing out flyers, voting and various other
activities. It is important for citizens to vote because it is our legal right and
our vote can make a significant impact.

8. Assessment Results of
all objectives/skills:

Teacher will use the projector to display pages of the book.

Teacher will read the book Vote!
Teacher will use the board to write down examples.
Students will need their writers notebook to record their ideas and letters
Students will need poster paper and markers to share their ideas

Targeted Students Modifications/Accommodations:

Student/Small Group Modifications/Accommodations:
-Students with hearing or sight impairment will sit up
-Markers for each student to use
front during the reading.
-Based on attendance, some groups may have three rather
-ELL students will be able to draw pictures in the letter than four students
to display ideas.
-Teacher will manually move students if more than four
-Students are able to work at their own pace and will
students select one idea
be given several days to complete letters.
-Students below grade level will be able to construct
an outline (list) of ideas instead of a letter.
Materials/Technology: Projector, book, posters, markers, writing notebooks, and pencils.
(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:
Reflection on lesson: