Direct Instruction Lesson Plan Template

Grade Level/Subject: 2nd

Central Focus: Setting
Essential Standard/Common Core Objective: CCSS.ELALITERACY.RL.2.1 Ask and answer such questions as who,
Date submitted:
Date
what, where, when, why, and how to demonstrate
taught: 11/4/15
understanding of key details in a text.
Daily Lesson Objective: Students will be able to successfully write where the setting is and
circle clues that help them determine the setting with 80% accuracy.
21st Century Skills:
Academic Language Demand (Language Function
Critical Thinking and Problem
and Vocabulary):
Solving:
Setting, context, context clues
Reason Effectively
Use various types of reasoning
(inductive, deductive, etc.) as
appropriate to the situation.
Make Judgements and Decisions
Interpret information and draw
conclusions based on the best
analysis.
Solve Problems
Identify and ask significant
questions that clarify various
points of view and lead to better
solutions.
Prior Knowledge: Students need to have prior knowledge of knowing how to pick out context
clues in a book.
Activity

1. Focus and Review

2. Statement of
Objective
for Student
3. Teacher Input

Description of Activities and Setting

Can anyone tell me what the setting of a text is?
The setting is where the story takes place. There can be
more than one setting in a text. Today I want to teach you
that sometimes readers have a hard time understanding the
setting of a book because its so different from anywhere
readers have ever been.
Today I am going to teach you different ways that will help
you better understand and determine the setting while
reading. By the end of this lesson you will read different
inserts from texts that I give you and will be able to determine
the setting and circle the clues in the text that helped you
figure it out.
Sometimes readers have a hard time understanding the
setting of a book because its so different from anywhere
readers have ever been. Has this ever happened to any of

Time

you? Well some different ways that can help us better

understand the setting is by talking to a partner. Maybe our
partner has been to this setting before or maybe they have
heard about it. Another way that helps us understand the
setting is by paying attention to all the clues the author gives
us. These clues may be pictures or key words in the text.
Today we are going to take a look at the book Lilys Big Day.
Now I know that you are all familiar with this book because
you all have read it before, so we are just going to take a look
at a few pages from the book.
Teacher reads the last half of Lilys Big Day.
Now lets take a look at some clues that the author gives us
to help us understand the setting. First, lets look for some
key words that the author uses. Hmmcan anyone tell me
any key words that might help us understand the setting? Oh
look I see the word ceremony. Can anyone tell me what a
ceremony is? Lets look for some more key words or phrases.
Lily says she wants to be a flower girl. Where would I see a
flower girl at? A wedding? Oh look everyone, here is another
important phrase walk down the aisle. Since, we now think
that the setting is a wedding lets look at some more key
words to help us better understand a wedding. It says that
there was cake at the reception. Now, lets take a look at the
pictures in this book. I see a picture which an audience
seating in seats that look like it is at a church, which must
mean sometimes weddings take places at a church. I also see
a picture with Lily in it with cake and a lot of other people
standing around. This picture must at the reception after the
wedding. I want you all to turn and talk to your partners
about what you think the setting is and describe how you
understand the setting. Talk to your partner about what you
understand a wedding to be. Maybe your partner has been to
a wedding before and can help you understand it even
better.
Students turn to their turn-and-talk partner to discuss the
setting.
So now that you all have discussed a wedding with your turnand-talk partner I want some volunteers to raise their hands
and tell me about what you and your partner talked about.

So now that you all have talked to your partners, do you all
have a better understanding? Do you all see how this can
help you when you are trying to understand the setting of a
book?
Now we are going to take a look at Pinky and Rex. Since you
all have also read this book we are going to look at one
chapter. We are going to look at chapter eight. The title is At
the Museum. Since we see that the chapter is called At the
Museum I am going to take a good guess that the setting is
the museum, but lets read this chapter and see if that is
true.
Read chapter At the Museum.
Since we have read and figured out that they go to the
museum, we want to get a better understanding of the
museum. I have never been to a museum so maybe the text
can help me understand what a museum is like. I am going to
look at key words that may help me. Oh look I see the word
dinosaur, so that must mean that there are dinosaurs at the
museum. Now I am going to look at the pictures. What do
the pictures show you all? I see a picture of some statues.
That must mean that there are statutes at museums. Now I
want you all to turn and talk to your partners about this.
Continue with these examples.

4. Guided Practice

5. Independent
Practice

Now you all are going to go back to your seat and you are
going to work with your reading partners. You and your
reading partner are going to reread your book that you have
been reading together. You are going to look for key words
and pictures that help you understand the setting. You will
then discussion with your partner about the setting. Once you
figure it out I want you all to write in your notebook what you
think the setting is and the key clues that helped you better
understand the setting. I will be walking around to discuss
with groups about what they have found out and answer
questions.
Since you all know different ways to help you better
understand the setting I am going to give you a worksheet.
This worksheet contains four different inserts from a book.
They all have a setting. I want you to independently read
these inserts and write down the setting on the blank. After

6. Assessment
Methods of
all
objectives/skills:

7. Closure

you do this I want you to circle at least two key clues that help
you better understand the setting. Once you finish this, put
your paper on the corner of your desk and I will come and
collect it. You may read independently once you finish. Are
there any questions?
Students should be able to determine the setting and be able to
understand it by using clues that the author provides in the text. To
assess this, I will collect the independent practice and check for
accuracy. Students should have at least 80% accuracy to meet the
objective.
So can anyone tell me about what strategy we learned
today? How can I use this strategy? You all can use these
strategies any time you are reading a book and do not
understand the setting. Are there any questions?
I did not have time to actually assess the students. I taught a mini
lesson, but this is what I would do if I taught a whole lesson.

8. Assessment
Results of
all
objectives/skills:
Targeted Students
Modifications/Accommodations:
I will have students who have trouble seeing
or hearing sit near the front during the
teacher input. I will also use the Elmo when
showing the books, so that all students can
see the book clearly. If there are any
students have a learning disability I will
modify the independent practice by only
giving them two inserts from texts to work
on.
Materials/Technology:
-Lilys Big Day book
-Pinky and Rex book
-Elmo
-Students will have partner books that they have been reading
-Worksheet (1 per student)

Reflection on lesson: On weebly.

Student/Small Group
Modifications/Accommodations: I have
students work with partners during the
independent practice. I will be walking around
formally assessing students throughout this time,
so if I see that there is a group of students
struggling with the concept then I will pull them
out and work with them together.

Setting
Write the setting and circle at least two key clues that
helped you better understand the setting.

The Paperboy by Dav Pilkey

Its hard to ride a bike when youre loaded down with newspapers, but the
paperboy has learned how to do this and is good at it. The paper boy knows
his route by heart so he doesnt ever think about which house to peddle too.
Instead, he is thinking about other things. The big things. The small things.
Sometimes he is thinking about nothing at all. His dog too knows his route
by heart. He knows which trees are for sniffing. He knows which bird baths
are for drinking, which squirrels are for chasing, and which cats are for
growling at. All the world is asleep, except for the paper boy and his dog,
and this is the time when they are the happiest.

Setting: __________________________
David Goes to School by David Shannon
Davids teacher always said, No, David! No yelling. No pushing. No
running in the halls. David! Youre tardy! Sit down, David. Dont chew gum
in class! David, raise your hand! Keep your hands to yourself! Pay
attention! Wait your turn, David! I dont care who started it! David! Recess
is over! Shhhh! Again? Thats it, Mister! Youre staying after school! David,
have you finished? Good job, David!
Setting: __________________________

The Best Place to Read by Debbie Bertram

Mommy, oh, Mom!
May I sit on your lap?
I love it so much when we share.
The best place to be, just my book, Mom, and me
In a comfortable chair.
Setting: __________________________
Its Christmas David by David Shannon

Dont start yet! Seat your grandmother! No yawning at the dinner table.
Thats the wrong fork! Sit up straight! Dont reach! Put your napkin in your
lap. Get your elbows off the table!
Setting: __________________________