Direct Instruction Lesson Plan Template

Grade Level/Subject: 3
Central Focus:
Students hear and discuss a story, explore important ideas
in the story, read independently for up to 30 minutes, and
give reasons for their ideas.
Essential Standard/Common Core Objective:
RTS 3.RL.2
Recount stories, including fables, folktales, and myths from
Date submitted: 3/20/15
diverse cultures; determine the central message, lesson, or
Date taught: 3/20/15
moral and explain bow it is conveyed through key details in
the text.
Daily Lesson Objective:
Build independent reading stamina and fluency.
Performance- Students will be able to make personal connections as they read, which will
expand their reading comprehension ability. This can be included in: writing, reading, and
speech.
Conditions- Students will participate in a large group discussion, break into an independent
reading and writing activity, and lastly, the students will gather into a large group for sharing and
video.
Criteria- Degree of accuracy: time limit (30 minutes) at least 3-5 complete sentences in their
journals.
21st Century Skills:
Academic Language Demand (Language Function and
Vocabulary):
Students can draw make
Moral
connections to the
Personification
characters of the folktale
Fable
solely based on the
Folktale
discussion questions.
Main idea
Students can provide
Title
illustrative examples
Subtitle
gathered from the text.
Students infer and make
predictions based on the
cover picture of the folktale.
Prior Knowledge:
Know what a folktale is and what the difference is between that and a fable; as well as, a
fairytale. Know how to pinpoint the main idea of the text and scan for details.
Activity
1. Focus and Review

Description of Activities and Setting

Briefly touch on what it was the students learned in the
previous class about folktales. Ask what the difference is
between a folktale, fable, and fairytale to refresh their
memory.

Time
5

2. Statement of
Objective
for Student

3. Teacher Input

4. Guided Practice
5. Independent
Practice
6. Assessment
Methods of
all
objectives/skills:

7. Closure

State the essential questions of what we want to get out of

todays lesson.
Explain to the students that we will be looking at two different
folktales from two different cultures. (show students pictures
of the 2 folktales)
Ask the students what it is they see solely based on the cover
pictures alone. See if they can pinpoint any key distinctions
between the two photographs.
Explain to the students that we will be searching for key
details while we read about what is different about the U.S.
folktale and the folktale from France.
Read aloud both folktales to allow the students to think and
listen about how it should be read. Show them how I
emphasize certain parts because they may be more
important.
Have the students break into pairs and read over the story by
themselves and complete the reading a-z response sheet.

10

20

25-30

Check informally on students participation and if they are able to answer

the questions that I ask them periodically throughout the lesson.
Students will have a formal assessment based on their independent
response sheet practice.
Have the students come back to their seats and show the
short clip of the one of the folktales they just read. Have
students then write in their journals their own folktale or a
10-15
folktale they think they may have heard passed down from
their elders. (Share if time allows)

8. Assessment
Results of
all
objectives/skills:
Targeted Students
Modifications/Accommodations:
Lower Level: time extension, 3 sentences in
writing journal.
Materials/Technology:
Folktale Stone Stew
Folktale Stone Soup
Writing Journals
Active board
Computer
Reading a-z student response sheet

Student/Small Group
Modifications/Accommodations:
Lower Level: have students sit at front for
discussion, close scaffolding for worksheet
(possibly one on one help).

References:
Reading a-z, PBskids.org

Reflection on lesson: