Direct Instruction Lesson Plan Template

General Information
Lesson Title: Family

Subject(s): Literacy

Grade/Level/Setting: Prekindergarten, classroom consist of 19 students 4 of them are EL, and one inclusion
student.

Prerequisite Skills/Prior Knowledge:

Students understand text structure and will need to know how to write their name, use scissors, and glue.

Standards and Objectives

State/National Academic Standard(s): Page 75

https://tea.texas.gov/sites/default/files/PKG_Final_2015_navigation.pdf

III. EMERGENT LITERACY – READING DOMAIN D. Comprehension of Text Read Aloud Skills Frequent book reading relates
strongly to school readiness: children who are read to on a regular basis have a higher likelihood of acquiring age-appropriate
language skills. Exposure to many kinds of books, both fiction and nonfiction, helps prekindergarten children build vocabulary,
make connections to text, and become familiar with how stories and different texts work. Children develop concepts of story
structures, character actions, and knowledge about informational text structure which influences how they understand,
interpret, and link what they already know to new information. Children’s comprehension of text is influenced by real-life
experiences, including virtual learning experiences, and through explicit vocabulary instruction received before and during their
time in the classroom. Reading books in English with ELL children will increase their knowledge of English language and
vocabulary. In classrooms with children who are learning English, it is also critical that children read books in their home
language whenever possible.

Learning Objective(s):

After hearing a story read aloud, the students will used picture cads to retell the story, what happened at the
beginning middle an end of the story.

Materials Technology
 Smartboard and projector- will provide a helpful
visual for students to go over the events of the
 Work sheet with 4 pictures of events that
 happened in the story. story before they work independently.
 Pencil  If there are any special needs students, I pad wi
 Glue ll be provided to them.
 Scissors
 Long paper strip for students to glue the
pictures

Language Demands
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate
in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.

Language Function(s):

Students will identify the main characters and describe the events that took place in the story. Additionally,
they will relate personal experiences to facts learned from the book; I will assist them with conversation
starter (“I love my mom because, my sister or brother and I like to, my family ...")

Vocabulary: Leedy, L. Who's Who in My Family?

Discussed the members of their family (parents, grandparents, Great grandparents, cousins, stepfathers/mother and
half-sisters. We will used words to express how they feel about their family (safe, love, wanted, sad, angry…).

Discourse and/or Syntax:

The discourse will be for me to guide them through the story sequence so that they are confident, for when they work
on the story pattern independently.

Planned Language Supports:

To support language, I intend to incorporate visual aids in the lesson, as well as scaffolding strategies. First, I will
draw four names to assist in putting the story sequence together. These four students will be given a picture of what
happened in the story and will sequence the events with the aid of their classmates. Ise

Instructional Strategies and Learning Tasks

Anticipatory Set:
 Activity Description/Teacher
 students will sit on the carpet
 Identify the book's cover
 I'll ask them, based on the picture, what
they believe the book will be about.
 I will read the book
 I will provide story cards/ worksheet for
students to sequence
Presentation Procedures for New Information and/or Modeling:
Activity Description/Teacher
1. I will start the lesson by instructing the
students to take a seat on the carpet. I'll
then settle in my reading chair and show
them the new book. Following a review of
classroom expectations for good listeners.
They will help me identify the book cover.
2. I will read the story, making sure I clary
any new vocabulary words that the
students are not familiar with.
3. We will talk about what was the favorite
part of the story and why.
4. I will explain how stories have a beginning,
middle, and end.
Guided Practice:
Activity Description/Teacher
1. We will go over the events of the story as a
class
2. We will use picture cards to review the
sequence of events.
3. Students will place the picture cards on the
projector. This will allow the whole class to
see the pictures clearly.
Independent Student Practice:
Student Actions
 Students will point at the front of the book and
identify it as the cover.
 Students will raise their hand to answer what
they believe the story is about. I will call on
some students to share what their ideas.
 Students will sit quietly and listen to story.
 As a group students will sequence the evens of
the story.
 Students work independently on worksheet to
recreate story sequence.
Student Actions
 Students will sit on the carpet quietly.
 When asked questions students will raise their
hand and wait to be call on.
 Students will make inferences of what they
believe the story is about.
 Students will share their favorite part of the
story
Student Actions
 Students will have an open discussion on what
they heard in the story.
 They will help classmates identify the story
sequence based on the pictures.
 Students will be guiding classmate to place the
picture in the correct order.
 Activity Description/Teacher Student Actions
1. I will instruct students to go to their table,  Student will collect necessary supplies and set
get their scissors, pencil, and glue stick. them on their table.

2. The table helpers will then pass a work  Table helper will give each person at their table
sheet with the story pictures and a manila the worksheet and paper strip.
paper strip.

 Students will look at the story sequence on the

3. I will encourage students to look at the
story sequence they recreated as a group
on the whiteboard one last time before I
take it down, since they must replicate it all
by themselves.
white board and ask any questions they might
have before I take it down.
 They will write their name, cut the pictures and
work independently to complete their sequence.

4. I will instruct students to write their names,

cut the pictures apart with scissors, and
place them to the manila paper in the order
of what happens in the story.

5. Work one-on-one with students that have

special needs, EL students, or have low
test scores.

Culminating or Closing Procedure/Activity:

Activity Description/Teacher Student Actions

1. Walk around the classroom to see if  Will follow directions and arrange the cut-out
student have the correct story sequence or pictures on top of the paper strip in the
if they need extra assistance. sequence in which the story develops.

2. If student has the sequence correct ask  Student will glue pictures on paper strip.
them to glue the pictures, and make sure it
has their name.  Students will keep trying to find the correct
order sequence.
3. If is incorrect I will ask students to keep
trying.  Students will work in pairs to solve the story
sequence, most knowable other will guide the
student that is struggling.
4. Assist students who are still struggling with
the story sequence by partnering with a  Students will place their finish work on the
student that has completed the teacher table and go to learning center.
assignment.

5. Ask students that are finished to place

their sequence on my table and go to
learning centers.
 Differentiated Instruction
Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific
accommodations that help to meet a variety of learning needs.

Gifted and Talented:

As needed, these students will assist other students in the class. During independent practice, they will be given a
more difficult activity. For instance, instead of having only for pictures their worksheet might consist of 6 pictures.

EL:
Since this activity is based on pictures, I am confident that EL students will be able to complete it with little to no

Assistance. However, if I notice that a student is having difficulty completing the activity, he or
she will be paired with gifted students or with me.

Students with Other Special Needs:

To differentiate education for kids with special needs, I will follow their 504 or IEP. If the student does not have one, I
will try my best to meet his needs based on what I know. This could be as simple as doing hand over hand when
cutting, pre-cut the material or use an iPad to arrange the images by touch without having to cut and glue.

Assessment
Formative
I will be monitoring student participation and replies, as well as evaluate the students when they are working together
to sequence the story. This will help me to determine whether I need to elaborate on the lesson or review previously
learned content before advancing on to the next step.

Summative
At the end of the unit students will have to sequence the story individually without any help or suport for teacher or
classmates. This assessment will help me to determine if students have mastered sequencing or whether they
require further practice.

B. Cross-Disciplinary Lesson

This lesson may be adapted to be a cross-disciplinary lesson that incorporates math. Students will work on a large
group graft chart – description: Students will sit on the carpet, teacher will pull up a classroom chart with student’s
names, class will be discussed how may members are in their family. Teacher will call each student to graft their
family by coloring on the chart. Follow up by counting the squares color with the child.

B1. Mathematics (page 89)

https://tea.texas.gov/sites/default/files/PKG_Final_2015_navigation.pdf

Teachers can plan rich environments for preschool children to explore math skills. A suggested sequence for
teaching number knowledge would be the following: a) subitizing (small-number recognition), b) counting in a one-to-
one fashion, c) determining which set is larger or smaller, d) counting on, e) making close number comparisons, f)
number-after equals one more (Frye et.al., 2013).
B2.
The lesson modification will boost student participation and motivation since they will be able to share information
about their families with their peers. Students will also study the distinctions between conventional and
unconventional families. To further expand on the concept, I can have students tally the number of conventional and
unconventional families as well as comparing families with the same number of members.

C. References
“Texas Prekindergarten Guidelines (Updated 2015)Tea.” Tea.texas.gov,

https://tea.texas.gov/sites/default/files/PKG_Final_2015_navigation.pdf.
 Reference

https://tea.texas.gov/sites/default/files/PKG_Final_2015_navigation.pdf