Nichole Sammy

EDU 220

Professor Wyckoff

July 10, 2022

Direct Instruction Lesson Plan

Standard:

4.RL.2 Determine the main idea of a text and explain how it is supported by key details;

summarize the text

4.RL.6 Compare and contrast a firsthand and second-hand account of the same event or

topic; describe the differences in focus and the information provided.

Objective:

The student will recognize similarities between a short-story and their real lives through

creating a visual summary, writing a minimum four-sentence story, and participating in a

group discussion with 85% accuracy.

Materials:

For this assignment you will need:

- Blank paper for each student

- Lined paper for each student

- Pack of crayons for each group

- Printed copies of Shells for normal reading level students (Rylant, C., 1985)

- Copy of The Big Red Lollipop for low reading level students (Khan, R., 2010)

- Printed copies of The Party for high reading level students (Ryan, P., 2000)
 - Example of visual summary

- Example outline of short story

- Popsicle stick cup containing 20 popsicle sticks with all 20 student’s names on them.

Procedure:

- Orient:

o Students will be able to efficiently create a visual summary as a group

containing all following aspects:

§ Setting accurate to story

§ At least 2 characters relevant to story

§ At least 3 key details relevant to story

o Students will be able to write a short story about their lives containing the

following aspects:

§ Introduction

§ Story’s rise

§ Story’s fall

§ Conclusion

*Story will have at least 4 sentences and will be similar to the original story they read.

o Students will be able to compare/ contrast their story to the original story

o Key Vocabulary:

§ Dilemma: a difficult situation that must be overcome

Ex) Defeating Voldemort is the main dilemma in the Harry

Potter series.
- Prerequisites/ Review:

Prior to instruction, create a visual summary of a story previously read in class.

Display the visual summary on a projector for the class to see. Describe to the

students the different aspects of the visual summary:

o Setting (where the story takes place, background of the drawing)

o Characters (at least 2 of the characters from the story)

o key details (parts of the story that stand out, at least 3 small background

aspects)

- Introduce:

Speak the following portion aloud to the class:

“Have any of you not been invited to a party or event? Have any of you ever had

your friends, siblings, or parents/guardians get in the way of your day? Today you

are going to be assigned into 3 groups with 3 different stories that you will

summarize and compare to your own lives!”

- Teach:

At this point, give the students 5 minutes to talk among themselves about the

assignment for the day. This has the intention of giving them a, “Brain Break,”

allowing them to learn more efficiently (Terada, 2022). Present the instruction

through giving each student a handout of the example outline of a story. Then,

project the handout on the white board and read through it for the class. Have each

student circle any important details as you explain to them how to write a short

story.
There are four aspects to a well told story that need to be addressed in their four-

sentence story:

1. Introduction – This is how we get the attention of the reader, and get them

to continue reading. The dilemma of the story is introduced.

(Explain to the students that a dilemma is the problem in the story which

needs to be solved. For example, needing to fight Voldemort was the main

dilemma in Harry Potter.)

2. Story’s rise – This is the rising action of the story. The dilemma of the story is

elaborated deeper. This will set up for the story’s fall and the conclusion.

3. Story’s fall – This is the falling action of the story. The dilemma of the story is

defeated.

4. Conclusion – This is the end of the story. This sentence will quickly

summarize the story.

Example story for the students to learn from (Story is not intended to be written in

number format, make it clear the story must be written as sentences in a

paragraph):

1. My mom loves cats.

2. My mom brought home a family cat for all of us to enjoy.

3. I really wanted to name the cat. After bribing my mom with extra chores,

she let me name the cat.

4. I am so happy I have a cat named Charlie now.

 My mom loves cats. My mom brought home a family cat for

all of us to enjoy. I really wanted to name the cat. After

bribing my mom with extra chores, she let me name the cat. I

am so happy I have a cat named Charlie now.

Encourage students to write more than four sentences if they can.

- Check for understanding:

After teaching the lesson ask the class the following questions. Have students

answer questions by drawing their names randomly from the popsicle stick cup.

After pulling a name from the cup, do not replace it. If the student whose name was

pulled is struggling to answer the question, have the students raise their hands and

have the questioned pick one student to help them.

o What is the first step when writing a short story?

o What is the last step when writing a short story?

o How do the story’s rise and the story’s fall work together?

After asking the questions, have the students ask any questions they might still have.

Answer any questions they have until a class understanding is reached.

- Practice (Independent/ group modifications for exceptionalities):

Students are to complete their practice in the following order, shifting between

independent and group activities.

Independent Practice:

The students are to begin the assignment by reading their passages independently

among themselves. After all students have read their passages they will proceed to

group practice.

Group Practice:

As a group, create a visual summary of your reading passage. Class should be divided

into three groups corresponding with their passage dependent on their reading

level.

Independent Practice:

After creating the visual summary with your group, create a story of something that

happened in your life which is similar to the story you read. Have the students use

the example/ outline short story to guide them.

Group Practice:

Have students take turns reading the individual stories aloud in a group. Have the

students discuss how their stories are similar/ different to the original story you

read. As a group, have students decide two things they learned today. It can be as

specific as, “Today we learned how to write a short story,” to as broad as, “Today I

learned that Jessica really doesn’t like sandwiches.” This is assuming that the

classmate’s story was about how they did not like sandwiches. Make sure the

students know they will be sharing their similarities/ differences and what they

learned at the end of the lesson.

o Modifications for SPED

§ Gifted: High level short story available for students with an advanced

reading level. Encourage them to write more than 4 sentences for

their story.

§ Learning Disabled: A short story of a lower Lexile level will be

available for students who are literally challenged. The short story

will also be read to them in a small group. If the student has a

difficult time writing, they will be paired up with an accelerated

student who is skilled at writing. They will tell their partner what they

want them to write, and the accelerated student will write for them.

After the accelerated student finishes writing, they will read back the

story to their partner. If a student has a significantly hard time

communicating with their peers they may complete the assignment

independently.

§ ELL: If the student is still unable to read or write in English, a short

story in their native language will be provided. Summary may be

written in their native language depending on literacy levels. If a

student has a significantly hard time communicating with their peers

they may complete the assignment independently.

 - Closure:

Choose on two students from each group to share. One student will share what the

two things they learned, and the other student will share how their stories compare/

contrast to their original story.

Assessment:

Students are to submit their visual summaries and their short stories. Students have the

optional homework of individually creating a visual summary for their short stories. Upon

completion, this homework assignment will provide them with 2 points of extra credit.

Students can earn up to 15 points on the assignment.

5 points

- Visual summary for group is lacking key details

§ Setting not accurate to story

§ No characters from story are present

§ 1 or less key details from story/ details are not accurate to story

- Short story is not four sentences and/ or is completely off from the outline

- Student does not participate in their group’s discussions for non-excusable reasons

10 points

- Visual summary contains most details

§ Setting present, but not entirely accurate

§ Has 1 out of at least 2 characters from story/ characters are not

relevant to story
 § Less than 3 key details from story/ details not entirely accurate to

story

- Short story is at least four sentences, but does not match outline

- Student barely participates in their group’s discussions

15 points

- Visual summary contains all aspects of a good visual summary

§ Setting accurate to story

§ At least 2 characters from story

§ At least 3 key details from story

- Short story is four or more sentences and generally obeys outline

- Student actively participates in their group activities

Alignment:

The Nevada Academic Content Standards, Objectives, Activities, and Assessment all align to

create a cohesive lesson plan.

 References

Terada, Y. (2022, February 24). 8 Evidence-Based Tips to Make Your Lectures More Engaging –

and Memorable. Edutopia. https://libguides.csn.edu/ld.php?content_id=55805578

Rylant, C. (1985). Shells. Common Lit. https://www.commonlit.org/en/texts/shells

Khan, R. (2010). The Big Red Lollipop. Viking Books for Young Readers

Ryan, P. (2000). The Party. L. Rob. Differentiating Reading Instruction (pp. 259-261), New York;

Scholastic Professional Books. https://tinyurl.com/4zt2ujvh