Direct Instruction Lesson Plan Template (1) PDF

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Direct Instruction Lesson Plan Template

General Information Lesson Title: How emotions relate to the weather Subject(s): Reading: craft and structure Grade/Level/Setting: Kindergarten- 1st Grade: Whole group Prerequisite Skills/Prior Knowledge: Students will need to understand the basic 5 senses and recognize personal emotions. .

Standards and Objectives State/National Academic Standard(s): South Carolina State Standards: RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. -

I can identify words that describe feeling in the text.

Learning Objective(s): After reading the text “The Thunder Boy” and a resource sheet students will be able to identify the words and phrases used to describe emotions and identify phrases that describe the use of the five senses. Students will be able to complete a summative matching quiz with 80% accuracy.

Materials    

“Thunder boy” narrative text Emotions are like weather resource worksheet Smart board ( projected resource sheet) Digital copies of text

Technology SAMR Level: Augmentation

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Presented to students who may need extra support or ELL, digital copies of “Thunder boy” text will allow them the access needed to understand an store the details of the text.

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):



Identifying key terms that describe emotions

Understanding phrases as they relate to using the five senses

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Vocabulary: Identify, Emotions, senses, Anger, Pride, Love, Loud, Bright

Discourse and/or Syntax: Syntax: Using adjectives to describe emotions and create a sentence describing ones emotions.

Planned Language Supports:



Bold vocabulary to help students understand the importance of key terms.

Instructional Strategies and Learning Tasks

Anticipatory Set: Activity Description/Teacher Teacher will read the narrative text to class as a whole before being paired in heterogenous pairs to discuss feelings they may have felt in a distinct situation that relates to the main character in the text.

Student Actions Students will share with their partners and discuss similarities or differences in their emotions to the scenario.

Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher 





Inform the class of the lesson for the allotted subject and share learning goal for the activity. Use the smart board to share resource to the class as a whole and discuss the significance. Discuss the expectations in how to complete resource after reading the

Student Actions 

Students will identify key emotions being displayed by the main character in the text.



narrative text. Discuss the meaning of the vocabulary as and how it is relevant to the text.

Guided Practice: Activity Description/Teacher

• Students will participate in active discussion and recall the main idea of the story

Teacher will:   

Student Actions

Read aloud chosen narrative to the class Discuss the main character and how his emotions are exhibited in the story. Project resource on smart board while engaging students in an active discussion

•

Students will actively share input to help

teacher complete resource on smart board while also completing their own copy. 

Students will share their idea of what the meaning of some emotions described in the text mean to them.

Independent Student Practice: Activity Description/Teacher Teacher will:   

Student Actions 

Distribute personal resource sheet to students Explain the instructions of the “Emotions are like weather” sheet Quietly observe students and guide when necessary.

Students will complete activity in which it relates to the text at their seats.

Culminating or Closing Procedure/Activity: Activity Description/Teacher

Student Actions 

Teacher will:   

Revisit key vocabulary terms Verbally summarize the story and how it relates to dealing with emotions Go over projected resource sheet and

Students will individual share an input to what they created on their resource sheet.

compare to students.

Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content-specific accommodations that help meet a variety of learning needs.

Gifted and Talented: worksheet allows students to be creative as possible and add as little or as much detail as they feel necessary.

EL: worksheet is equip with pictures as well as key terms listed in the text. Students will also have the ability to view the digital copy of the text.

Students with Other Special Needs: Students with individual IEP’s will be accommodated with guided instruction as needed. Students with special needs such as ADHD will also have structured seating to encourage full participation.

Assessment Formative Teacher will perform observations that will be collected and documented during the guided practice portion and also the independent practice portion.

Summative Given the narrative text and resource sheet students will be able to identify emotions with their descriptions on a matching quiz. Students will score a 8/10 or 80% for proficiency.

B) Cross disciplinary instruction: - Instruction: This lesson could be modified into an earth science lesson by using the narrative text to help introduce students in connecting their emotions to the weather and also using their 5 senses to describe how they perceive the weather. For example having students connect the sense of touch to rain

or the sense of hearing to thunder. In addition students will be able to make connections to how different weather patterns make them feel. Teacher will engage students in a centers approach lesson in which the teacher introduced different weather patterns. At each center students will have a simulated weather experience along with a worksheet detailing different characteristics of weather patterns. Teacher will then ask the students to describe ways that the simulated weather experiences made them feel, This will be written on the same sheet. Students will compare each other’s experiences and talk about the different senses used to describe the weather pattern. Individually students will create their favorite weather pattern on a sheet of paper using different media. (I.E crayons markers, stickers, yarn. Etc.) . For the closing activity students will present their piece to the class and explain why they chose that pattern, how it makes them feel and what sense can be used when describing the pattern. -Skills: Students will be able to correctly identify the five senses and connect those senses to different weather patterns and how certain patterns make them feel. I.E ( rain makes students feel sad or gloomy, sunshine makes students feel happy or excited.) -Content: Content that could be added to differentiated this lesson are manipulatives such as water filled buckets with sand strainers to simulate the feeling of rain on the hands of students. Other manipulates could include sound clips or thunder, using flashlights to simulate lighting, ice to represent hail, and even shaved ice to represent snow. Standards: South Carolina State Standards: ( Reading ): RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.( Science) : K-1.1. Identify observed objects or events by using the senses.

B.) Explain how the modified lesson from part B aligns to all relevant standards. Include the associated alphanumeric code and full description for each standard in your explanation. The standards used in this lesson can easily be aligned with each other. South Carolina state standard for reading ( RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.) And science standard( K-1.1. Identify observed objects or events by using the senses.) These standards can create a successful cross disciplinary lesson by integrating co-curricular standards into one unified lesson. The reading standard listed in the original lesson plans sets a prerequisite for the skills to be learned before moving on to the cross disciplinary instruction. This will allow students to lay the foundations for specific vocabulary and overall understanding of senses and key emotional words to better aid in the successful understanding of the science standard listed for the co- curricular lesson which involves observing objects or events by using the senses.

2. Explain how your modifications to the plan’s instruction, skills, and content would increase the relevance of the lesson and impact student engagement and motivation in the lesson. Modifications done to this lesson will help engage students by creating a hands on learning experience. This will help aid in the different learning styles of the classroom while integrating co- curricular content material. Students will be able to make the connection between the two subjects and how they relate to each other. Students who are ELL or have special learning requirements will be able to better engage with the content standards by having other methods of learning presented such as visual and kinesthetic learning practices.

C.) (n.d.). Retrieved July 07, 2020, from https://wgu-nx.acrobatiq.com/enus/courseware/wgu_D090_15Feb20_school_community_care_ug_v1_1/unit1

Alexie, S., & Morales, Y. (2016). Thunder Boy Jr. Goalbook. (n.d.). Retrieved July 17, 2020, from https://goalbookapp.com/pathways/...