Direct Instruction Lesson Plan Template

Name: Sonia Rivera

Central Focus/Big Idea of
the Lesson: Central focus:
th
Grade Level/Subject: 5 Grade Social Studies and
Identifying the main idea of
Literacy
a social studies text
Big idea: Texts have main
ideas
Essential Standard/Common Core Objective:
5.G.1.1 Explain the impact of the physical environment
on early settlements in the New World.
CCSS.ELA-Literacy.RI.5.2
Determine two or more main ideas of a text and
explain how they are supported by key details;
summarize the text.

Date taught: October 20th,

2016

Daily Lesson Objective: Students will be able to individually summarize the main
idea of a text with at least 80% accuracy.
21st Century Skills: (Go to this link for more info about
these skills:
http://www.p21.org/storage/documents/P21_Framewor
k_Definitions.pdf
Collaboration, communication, and critical thinking:
Students will be working together during GP, sharing
ideas, and identifying the main idea of a text in order
to summarize it.

Academic Language
Demand (Language
Function and Vocabulary):
Language Function:
Summarize

Vocabulary: Natives,
Chief, Quench,
Settlements, Wares,
Nestled, Grist
Prior Knowledge: Be able to read, identify parts of a story, and recognize the
human-environment interaction.
Activity

Description of Activities and Setting

Tim
e

Activate prior knowledge by posing questions.

1. Focus and
Review

Inquiry: What is the main idea of a text? What is

a summary? How does a reader prepare to
summarize the main idea of a text?
Turn and talk

2
min

2. Statement of
Objective
for Student
3. Teacher Input

You will be able to identify the main idea of a text

by summarizing the early settlers impact on the
environment.
*Mini lesson
Make the connection - Identify with the
students (i.e. How many of you sometimes
feel like when youre done reading a story
or a text, you have no idea what actually
happened?). Anticipate responses.
State what the students will be learning
(i.e. Today I am going to teach you how to
summarize a text because careful readers
always reflect on what they have read).
Teach - Model how to read a passage and
how a reader prepares to summarize the
main idea of a text. Teacher will use bullet
points to model thinking to oneself (asking
questions and making comments to
oneself). Teacher will also model how to
look at illustrations to infer what the text
may be about. Teacher will explain why
strategy is important/useful while reading
(i.e. It is important to ask ourselves
questions and make comments to
ourselves as we read because it keeps us
engaged in what we are reading. Its also
important to write things down about the
reading that we think are important
because we can look back to what we
wrote so that we can write our summaries
without forgetting the important things
that we read).
Passage for instruction: A Real-Life Batman
(included at the end of lesson plan)
Instruction: Before I start reading this
passage, my eyes are directly drawn to the
picture of the man thats holding the bat.
This picture gives me a clue as to what this
passage is going to be about, especially
the bubble in the picture that says I have
19 bats! Im going to guess that this
passage is about a man who has bats. I am
going to start reading.
*Teacher reads passage *

20
sec
7-10
min

Right off the bat, the passage tells me the

name of the man that it is talking about,
Joseph DAngeli. The passage also tells me
that Joseph DAngeli is a scientist who
studies bats. I am going to write down a
bullet point (on the white board) with this
information because it seems to be part of
the main idea of this passage.
*Teacher writes on board Joseph DAngeli
is a scientist who studies bats and
continues reading *
As I continue reading, the passage tells
me that Joseph DAngeli is bringing his bats
to the countrys largest horror and science
fiction convention, so I am going to write
down another bullet point with this
information because it also seems
important to the main idea of the
passage.
*Teacher writes on board Joseph DAngeli
brings his bats to the largest horror and
science fiction convention
I am also going to write down another
bullet point with the name of the
convention because thats important too.
*Teacher writes on board Chiller Theatres
Toy, Model, and Film Expo and continues
reading *
As I keep reading, the passage tells me
why Joseph DAngeli enjoys going to the
convention, its because it gives him a
chance to talk to true bat-lovers and
people who have never experienced bats
up-close before. Im going to write another
bullet point with this information because it
also seems important to the main idea of
the passage.
*Teacher writes on board Joseph DAngeli
likes to go to the convention because it

gives him a chance to talk to bat-lovers

and people who have never experiences
bats before and continues reading *
As I keep reading, the passage tells me
that bats tend to have a bad reputation,
but that there is actually a lot to like about
them. The text tells me that bats help the
environment by eating crop-damaging
insects. This also seems to be important to
the main idea of the text, so I am going to
write it down
*Teacher writes on board Bats eat cropdamaging insects and continues reading.
*
The final portion of the passage tells me
that Joseph DAngeli has been studying
bats since he was a teenager, and that he
advices people that want to study bats to
get a lot of sleep because they will be
staying up late a lot. Im going to write
down one final bullet points
*Teacher writes on board Joseph DAngeli
studies bats since he was a teenager. He
tells people that want to study bats to get
a lot of rest. *
Now that I have finished, I am going to
look at my bullet points and put them all
together so that I can write (on the board)
my summary for this passage
Summary: This passage talks about a man
named Joseph DAngeli, a scientist who has
been studying bats since he was a
teenager. Joseph likes to go to a horror and
science fiction convention called Chillers
Theatre Toy, Model, and Film Expo because
it gives him a chance to talk to people that
love bats and to people that have never
experienced bats up-close before. The
passage explains that even though bats
have a bad reputation, they are actually

good for the environment because they eat

insects that damage crops. Finally, Joseph
DAngeli explains that if anyone wants to
study bats just like does, theyre going to
need a lot of sleep because theyre going
to be staying up late studying them.
* Teacher will prompt students to turn and
talk to a partner about things they noticed
while observing the teacher model. *
Questions to ask: What did you notice
about what I showed you? Why do you
think I wrote my ideas down in bullet
points? How did the bullet points help
organize my ideas?

4. Guided
Practice

5. Independent
Practice

Link - Link the lesson to what students will

be doing during independent reading.
Remind students of the strategies learned
during teach before letting them go.

Place students in groups of two. Teacher should

try to group students based on reading level.
Present text to the students. Let them know
which part of the text they will be reading. This
will be the beginning of the text that introduces
the state of American land before settlers came
(Pgs. 1-11). Students will read text in their
groups and use the strategies learned during the
mini lesson to figure out the main idea of the text
and write a summary about it.
Questions to ask while working the room: What
does the text tell us? What do the illustrations
tell us?
What did you do to summarize what you read?
Can you tell me your strategy?
Students will work independently with another
part of the text. This will be the continuation of
the text that explains how the environment was
affected due to settlement (Pg. 12-22). They will
use the same strategies to identify the main idea
of the text and summarize it.
Students will turn in these summaries for teacher
to grade.

1520
min

1520
min

6. Assessment
Methods of
all
objectives/skills:

7. Closure

Summative - Main idea summaries assessed by IP

Formative - Checked by questions and observations
made (by teacher) during GP
Teacher will ask students to share their
summaries with the class. Teacher will ask
students how they went about writing their
summaries and how the strategies they used
helped to write them. Lastly, students will reflect
5 min
on what they remember from the lesson teacher will ask students to share one takeaway
about identifying main ideas from the lesson of
the day, and one takeaway from the actual
reading.
Literacy Most students did well with writing the
supporting details of a summary, as well as the
summary, however there were some that struggled to
understand the concept. Instead of writing down
supporting details, these students wrote down
sentences, word for word, from the story, and their
summaries ended up being a chunk taken out from the
reading, rather than an overview of it.

Social Studies Most students already had prior

8. Assessment
knowledge on what settlers were, as well as what Native
Results of
Americans were, they just had to connect that prior
all
knowledge to the lesson, which they did. For the
objectives/skills: assessment, all students were able to describe what the
environment in the colonies was like before the settlers
inhabited them. They understood the positive conditions
that the Native Americans lived under before the
settlers came, and they were able to talk and write
about these conditions with supporting details. All
students also understood the changes that the
environment underwent when the settlers came to the
colonies, and were able to explain give supporting
details explaining these changes. All students were able
to summarize the settlers impact on the environment
(and the Native Americans) when they came to America.
Targeted Students
Student/Small Group
Modifications/Accommodations:
Modifications/Accommodations:
Students who are ELLs will receive
assistance from me (especially those
who are native Spanish speakers) or
another student, if appropriate. If the

Groups that finish early: These

students will be asked to take out
a book and read silently until the
rest of the class is finished.

student is still struggling to understand

what is expected, I will send them with
their worksheet, directions, and the
book to their ELL teacher for further
assistance. Once the students are done
with the assessment, the student(s)
will return to class to turn in their
worksheet. Students with learning
disabilities will receive extra support
during the GP to ensure understanding
of the strategy and the instructions.
Students with physical disabilities will
be seated in spaces that do not require
them to go out of their way during
their learning process, and that ensure
equal interaction and engagement as
the rest of the students are receiving.
Students who are hearing impaired will
be seated close to the board. I will be
sure to stay close to these students as
I teach. Students who are visually
impaired will conduct their IP verbally
rather than written, and I will
personally read for these students so
that they receive the context clues
from me. I will familiarize myself with
the assistive technology that some
students may potentially use.

Students who need more time:

These students will receive 5
extra minutes. If they still need
more time, I will gather these
students at the roundtable once
the lesson is over, and they will
be given more time to finish.
Students that need remediation
will work with me during the GP,
and I will continue to provide
more instruction and modeling so
that they can have more
preparation for the IP.

Materials/Technology:
Paper, pencil, A River Ran Wild (packet)
References:
Reflection on lesson: Reflection added on Weebly

A Real-Life Bat Man

Joseph DAngeli lives with vampiresvampire bats, that is. He feeds bats and studies their
habits. DAngeli is a chiroptologist (kigh-ropTAH-luh-jist), or a scientist who studies bats.


The weekend before Halloween, DAngeli is bringing his bats to the Chiller Theatres Toy,
Model, and Film Expo in Secaucus, New Jersey. Its the countrys largest horror and sciencefiction convention.
"The convention gives me a chance to talk to true bat lovers and to people who havent
experienced bats up close," DAngeli told WR News. "Where else can you see a bat with a 3- to
4-foot wingspan in front of your face?"
Bats often get a bad reputation. A reputation refers to the way people think of something. But
DAngeli says there is a lot to like about the nocturnal (active at night) animals. Bats, for
example, help the environment. "Many valuable bat species eat crop-damaging insects," he says.
DAngeli has been studying bats since he was a teenager. Whats his advice for students
interested in studying the winged creatures? "Get some rest. Youre going to be up late if you
want to study bats."
Source: ReadWorks.org