Direct Instruction Lesson Plan Template
Grade Level/Subject: 2nd Central Focus: Main idea, key details and historical
Reading/ Social Studies events.
Essential Standard/Common Core Objective: Date submitted:11/14/17
R.I 2.2 - Identify the main topic of a multiparagraph text Date taught: 11/01/17
as well as the focus of specific paragraphs within my
text.
RL.2.1 Ask and answer such questions as who, what,
where, when, why, and how to demonstrate
understanding of key details in a text.
2.C.1.1 Explain how artistic expressions of diverse
cultures contribute to the community (stories, art,
music, food, etc.).
2.C.1.2 Recognize the key historical figures and events
that are associated with various cultural traditions.
Daily Lesson Objective:
Performance: Students will be able to identify key details in a text as well explain cultures
and recognize events.
Condition: Students will be in whole group for reading and small groups for activities.
Criteria: Students must be able to identify a key detail from a text to show mastery.
21st Century Skills: Have global Academic Language Demand (Language Function
awareness to others culture, and Vocabulary): Main idea , Key details, Tradition,
and communicating clearly. Culture , History
Prior Knowledge: Students should understand that stories have main topics with supporting
topics.
Activity Description of Activities and Setting
Time
1. Focus and At the beginning of the lesson I will bring 5 min
Review students to the carpet. Before moving forward
with the book or lesson have students tell you
what they know about main idea and key details.
Ex. Who can tell me what main idea is?
- Optional answer What the story is about.
After this explain what you will be looking for in the
book you are reading, mine will be The Very First
Thanksgiving Day by Rhonda Gowler Greene in
light of it being November. Ask the students what
type of book they think it might be.
2. Statement of Today we will be discussing the main topic and 2 min
Objective key details. We will also talk about the
for Student differences between then and now and what you
guys do for thanksgiving.
3. Teacher Input During this time you will read the book to the 10- 20
students. You can read the book all the way min
through or stop in different places to ask
questions like:
Who can tell me what steadfastly might mean?
Who can give me an example of something you
gather throughout the day?
Questions helping the students make a
connection to themselves. Once done reading
the book ask the what they thought the story was
about and give some details. After discussing
main idea now ask the students to give examples
of things they do on thanksgiving. Let them
compare and contrast with their carpet partner.
Once done we will now compare what the
pilgrims and indians did in the book compared to
what we do now. So we will discuss how they got
their destinations, things that had to happen
before the dinner, and what they wore.
4. Guided Practice Our guided practice will be an example of their 5 min
independent practice. I will read a short article
and I will call on a student to give me the main
topic and a key detail.
After this I will split the class into three groups by
their rows. After, splitting the class i will pass out
a worksheet with three short articles and with a
matching main topic and picture. As well as a
sheet for them them to fill out after matching the
stories.
5. Independent During their independent practice students 10 min
Practice worked together to complete the two sheets I
mentioned in the guided practice.
Once students sort the cutouts check to ensure
they are correct then allow them to proceed to
next sheet.
During this time I am walking around asking
students questions about what they are doing,
helping with unfamiliar words, and making sure
they are staying on task. If students are to finish
early they are to pull out a book and read.
6. Assessment The worksheet will be taken up to check for understanding
Methods of as a class. They will later receive an assessment to check
all for comprehension of the topic.
objectives/skills:
7. Closure Pull the class together, have at least two people 5 min
from each group give an example of a main topic
and key detail. Ask if anyone has any questions,
if not have them read or work on morning work.
8. Assessment Since I didnt take up anything individually for each student
Results of as a class would say 60 percent of the students understood
all the new topic. Some students were still unsure of what to
objectives/skills: consider a key detail and picking the main topic.
Targeted Students Student/Small Group
Modifications/Accommodations: Modifications/Accommodations:
For my students who need a For my lower level students this was one
challenge I could have given them a of the reasons I put them in small groups
book to complete on their own after so they wouldnt be behind the rest of the
finishing the group work. class. I could have also put them all in a
group together and I could have worked
with them instead.
Materials/Technology:
, The book: The Very First Thanksgiving Day ,
Cut-outs
References: https://drive.google.com/open?id=1bvjIbioqJntV24yW3Q603zr2Bqrr-17c
Reflection on lesson:
