Direct Instruction Lesson Plan Template

Grade Level/Subject: Third

Central Focus: Mystery chapter books
Essential Standard/Common Core Objective:
CCSS.ELA-LITERACY.RL.3.1

Ask and answer questions to demonstrate understanding of a

text, referring explicitly to the text as the basis for the answers.

Date submitted: 4.8.16

Date taught: 3.23.16

Daily Lesson Objective: I can complete a five finger retell based on my book club book.
21st Century Skills:
Collaboration

Academic Language Demand (Language Function

and Vocabulary):
Analyze, summarize
Prior Knowledge: Students will need to have knowledge of vocabulary terms such as suspect,
red herring, and clues.
Activity

1. Focus and
Review

2. Statement of
Objective
for Student
3. Teacher Input

4. Guided Practice

5. Independent
Practice

Description of Activities and Setting

All week students have been working in the book Cam Jansen
and the Babe Ruth Baseball.
Students will be called to come sit at the carpet by table. After
each table has come to the carpet we will discuss what has
happened in the book Cam Jansen and the Babe Ruth
Baseball so far. We will review our list of suspects and clues
before we read chapter five.
After we finish reading the chapter we will break into our
book clubs and complete a five finger retell for your book.
While reading chapter five the teacher will stop occasionally
and ask questions. Why do you think Cam was chasing that
boy? Who can tell me what kind of memory Cam has?
Cam calls Eric her sidekick, what does that word mean?
After reading the chapter the teacher will say, Who
remembers the five different things we need to include in our
retells? (who what when were why) Who is the who in our
Cam Jansen book? What about the when and where? Why is
Cam so interested in helping the old man? What happened in
the story so far? What is the problem Cam must solve?
Once we have finished the brief discussion of Cam Jansen and
the Babe Ruth Baseball, the students will break into their book
club groups to complete a five finger retell for the book they
are reading. As the students are working the teacher will
move around and confer with each group to make sure they
are on track.

Time

4 min

1 min

3 min

5 min

20 min

6. Assessment
Methods of
all
objectives/skills:

7. Closure

Students will be assessed on the completion of their five finger retells,

and the correctness of them. Students will get two points for each aspect
of their retell for a total of ten points. Students should get 4/5 correct.
Once students have had twenty minutes to work the teacher
will bring the class back together. The teacher will collect the
papers. Can one person tell me what is happening in their
book, and what they wrote for their five finger retell? After
the student is done telling about their book the teacher will
mention what they will do in reading tomorrow and move on
to the next task.
17 out of 20 students got a 10/10 on the assessment. The remaining 3
students did not complete the assignment so they got 6/10.

8. Assessment
Results of
all
objectives/skills:
Targeted Students
Modifications/Accommodations:
ESL students will have access to picture
vocabulary cards, and will be grouped with
stronger bilingual students. They will also
have extra time to work if needed.
Materials/Technology:

Student/Small Group
Modifications/Accommodations:
There is one student in a wheel chair who has a
full time aid with her. She cannot write so she will
have access to her ChromeBook and will type her
answers.

(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.)

Cam Jansen and the Babe Ruth Baseball, blank paper for retells, each set of books for book club
References:
Reflection on lesson:
This was my favorite lesson to teach. Reading and writing are my favorite subjects. The students
struggle with reading so I was a bit nervous going into it, but I was happy with the way the
lesson turned out.
A strength that my lesson had was that my students were really into the mystery books. They

were engaging for the students, and they wanted to read the next chapter right after. I also think
the five-finger retell was a great way to assess the kids reading. It was the right amount of
challenging for them. It got them thinking deeper about the book, without going too far beyond
their level of reading. I also really enjoyed doing the read aloud with the students. It gave us
time to relax as a class and they could just sit and listen. I was surprised at how well the
students sat and paid attention, I was expecting to have some behavior issues but it worked out
well.
A weakness that my lesson had was working with the ESL students. I had never worked with ESL
students before my IMB experience. It was hard for me to learn how to tailor my lesson for them

so that they could succeed. It worked out well because I paired them with stronger ESL students
and they were able to work together to complete the lesson.
Overall my lesson went very well. The students seemed to enjoy it and I had fun teaching it. I
feel comfortable teaching reading lessons because it is a subject I am passionate about.