Direct Instruction Lesson Plan

Name: Desiree Leal

Date: April 24, 2015
School: Winchell Elementary
Supervisor: Lily Lomeli

Subject: English Language Arts: Literacy

Grade Level 2nd Grade
Supervising Teacher: Cindy Lucero

Materials:

Pencils
Markers
Doc Camera (Elmo)
Name sticks
What is a Goal? poster
Miss. Leals Goal Book example
Pre-made sentence strips
Pre-made student goal books

Common Core Writing Standards K-5:

CCSS.ELALITERACY.SL.2.2
Recountordescribekeyideasordetailsfromatextreadaloudor
informationpresentedorallyorthroughothermedia.
CCSS.ELALITERACY.W.2.8
Recallinformationfromexperiencesorgatherinformationfromprovided
sourcestoansweraquestion.
Objective:
Given the goal setting timeline students will be able identify and construct 2
out 3 goals, using complete sentences.
Anticipatory Set: Start lesson by asking students to focus their attention
towards the front of the class. Teacher will then refer to prior knowledge and work
students have done. Teacher will do this by stating, In these last couple of weeks
you guys have been learning about people who have persevered and have set goals.
Today instead of reading and learning about the other people who have set goals
you will be setting your own personal goals. During this time teacher will
transition and give examples of similar goals the students will be setting in order to
get their attention. Class before we start setting goals and getting to work I
wanted to share some important goals I had to set just like you guy are going to do
today. I havent really shared my goals with many people but I think you guys are a
special group so are you ready to be good active listeners? Teacher will then talk

about goals she set in order to get into third grade, a goal in middle school, and a
goal for after high school. After teacher has told student her story the teacher will
ask students to turn on their thinking machines and get ready to do some major
brain work to set their own goals. Teacher will then state the objective to the class.
Input/Procedures:
1. Teacher will begin with the anticipatory set by referring to prior knowledge
and explaining to students the 3 important goals she has set.
2.

Next, state the lessons objective with the students. Today, you will be
constructing 3 very important goals and filling out a timeline using complete
sentences.

3.

Then teacher will give students the definition of what a goal is by reading
the What is a goal?, poster. Teacher will read, A goal is something that
you are trying to do or achieve. After reading definition students will then
turn to their elbow partners and tell each other the definition. When students
are done sharing randomly pick one student say the definition.

4.

Modeling will being with the I DO phase of the lesson. During this time,
the teacher will emphasize the importance of watching and listening. This
will be done by having the students face forward and have students point to
their eyes and ears. Teacher will then introduce students to Mr. Leals Goal
Book. The I DO phase of the lesson will be done by demonstrating to
how to write teachers third grade goal. Teacher will emphasize using
complete sentences when writing her goal.

`5.

Immediately, transition to the WE DO phase of the lesson. Teacher will

then ask students to help her write down her middle school goal and her goal
after high school. After writing each goal ask students, Did Miss . Leal
accomplish this goal? Thumbs up for yes or thumbs down for no Teacher
will emphasize using complete sentence when writing down the goals
students recalled.

6.

Continue the lesson by asking students, What did I just show you how
to do? Once you have come up with your idea, turn your light bulbs on.
Before a response is given, allow students to think about the question. The
student will be asked to turn to their elbow partner to share what the teacher

just modeled for them. After the students finish think-pair-sharing, teacher
will then pull two names sticks and have students share aloud.
7.

Next, teacher will then ask students to think of their three goals. Give
students time to think about their goals. Once student have thought of their 3
goals have student share their goals with their elbow partner. Instruct
students to start with their 3rd grade goal, then their middle school goal, and
last their goal after high school. Have elbow partner A will go first then
after 2 minutes have partner B share.

8.

After, both partners have shared randomly call on 3 students to share their
goals. Ask the first student, Can you please share your goal going into third
grade? Ask the second student, Can you please share your middle school
goal? Ask the third student, Can you please share your goal after you
finish high school?

9.

After students have shared, teacher will then pass out the pre made student
goal books. Once all books are passed out teacher will say, Does everyone
have their very own goal book? Alright, now it your turn to write your own
goals. Remember you are writing a goal for going into third grade, a goal
during middle school, and a goal after you finish high school. Do not forget
to use complete sentences when writing your goals if you need assistance
staring your sentences here on the board on some sentence starters you can
use.

10. In addition, teacher will explain to students that they are working
independently. Remember while working on your goal book you are
working by yourself not with you elbow partner, if I see groups who are not
using their time wisely I will take points off, but I will reward points to
groups who are working and not wasting time.
11. Students will then work on their writing their 3 goals in their goal book for
15-20 minutes. Teacher will set timer.
11. Teacher will monitor students while they are working on their writing to
check for understanding and will provide immediate corrective feedback.
12. Once timer goes off check if students are done writing their goals, by asking
Raise your hand if you are done. Once students are done writing their 3

goals in their goal book teacher will begin closing the lesson by having
students turn to their elbow partner to share what they wrote in their goal
book. Partner A will share first then after 3 minutes partner B will share.
13. After pair share thinking teacher will randomly pick 3 students to share their
goals in front of the class by having them put their goal book under thedoc
camera (elmo). This allows the teacher to check for understanding and gives
the teacher the opportunity to give corrective feedback along with praise.
Guided Practice: Structured guided practice will take place during the WE
DO phase of the lesson. Students will be assigned a few questions at time.
Throughout this time, constant monitoring of progress will take place by checking
for understanding and providing assistance when necessary. Guided practice will
also take place when students are working their goal book to ensure success.
Teacher will modify as needed for student who need more guidance.
Closure: In order, to check that the students have mastered the concept of being
able construct and write 3 goals using complete sentences they will share their goal
book with their elbow partner. During this time teacher will restate the objective.
Teacher will monitor and check for understanding to ensure mastery of the
concept. After students are done, teacher will conclude the entire lesson by
randomly selecting three students to share their goal book.
Assessment Plan/Independent Practice: Informal assessment will take
place throughout the lesson. For example, random student participation will take
place during the structured guided practice phase of the lesson. Also, teacher will
check for understanding by providing immediate corrective feedback. Teacher will
also circulate around the classroom while students are working on their goal book
independently. Teacher will check work and progress as well as making sure they
are doing it correctly or if they have questions. During the closure portion of the
lesson as students are randomly picked and sharing with elbow partner, the teacher
will be able to asses if students understanding of the objective.
Independent practice will not be applicable in this lesson.
Adaptations/Modification for English Language Learners:
-Check for understanding
Think-Pair-Share
Repetition and enunciation
-Use of technology

-Simple language usage

-Extended time
Adaptations/Modifications for Focus Student:
-Extended time
-Explore concepts in depth and encourage independent
study
-Interpreting, Transliterating
-Modified Assignments (shorter, easier)