Direct Instruction Lesson Plan template PDF

Preview

Summary

task 1...

Description

Direct Instruction Lesson Plan Template

General Information Lesson Title: “What’s a Prefix”? Subject(s): Reading/Vocabulary Grade/Level/Setting:3rd grade general classroom Prerequisite Skills/Prior Knowledge: Students should have a background in vocabulary and the meaning of root words. We will discuss the meanings of words used in our exercise before starting the lesson.

Standards and Objectives State/National Academic Standard(s): (3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking --vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to: (C) identify the meaning of and use words with affixes such as im- (into), non-, dis-, in- (not, non), pre-, -ness, -y, and -ful; and

Students will be given a short story containing 15 or more phrases where students will distinguish the meaning of words in phrases and if it is literal or Learning Objective(s):

no Students will be given a short story containing 15 or more phrases where students will distinguish the meaning of words in phrases and if it is literal or nonliteral language, with an accuracy of 80% or higher. Students will be given a short story containing 15 or more phrases where students will distinguish the meaning of words in

phrases and if it is literal or nonliteral language, with an accuracy of 80% or higher. Students will be given a short story containing 15 or more phrases where students will distinguish the meaning of words in phrases and if it is literal or nonliteral language, with an accuracy of 80% or higher. Learning Objective:

Students will be given a short story containing 15 or

more phrases where students will distinguish the meaning of words in phrases and if it is literal or nonliteral language, with an accuracy of 80% or higher. Students will be given a short story containing 15 or more phrases where students will distinguish the meaning of words in phrases and if it is literal or nonliteral language, with an accuracy of 80% or

higher. To understand that a prefix changes the root word when added. To practice using the class bingo game and pass a quiz afterword with 80% accuracy

Materials

Technology

What materials will the teacher and the students need in order to complete the lesson?

How will you use technology to enhance teaching and learning? (Optional: Use the SAMR model to explain the technology integration strategies you plan to use.)

Root word bingo cards Prefix word markers (paper)

Smartboard Ipad

Smart board Ipad

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): distinguish

Vocabulary: Pre Un Dis

Discourse and/or Syntax: Informal discussion as we play our game

Planned Language Supports:

Anchor charts throughout the classroom

Instructional Strategies and Learning Tasks

Anticipatory Set: Activity Description/Teacher

Student Actions

I will explain the uses and meanings of common prefixes during class discussion.

They will listen and when needed ask questions.

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

Student Actions

I will show them the root words and common prefixes apart and together on the smart board.

They will practice spelling the words together on their notes and ask questions if needed.

Guided Practice: Activity Description/Teacher

Student Actions

The bingo board will have root words We will play prefix bingo as a class, split into two groups. As the spread throughout and each team takes student matches the words with turns pulling a prefix and matching it prefixes, I check them on our with a corresponding root word. iPad. Independent Student Practice: Activity Description/Teacher

I ask students to write a short

Student Actions

Students write a short entry in their

journal entry including five of their new favorite words with prefixes. I will cycle about the room if needed for help.

journals.

Culminating or Closing Procedure/Activity: Activity Description/Teacher We have a quiz on the prefixes we learned where the students match prefixes with their root word and write them out as one.

Student Actions

Students will take quiz and pass with 80% accuracy.

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: Students will be asked if they can come up with words that have prefixes not on the bingo card.

ELL’s have a that EL:

Students will be asked if

EL: Students will receive help from peers in their group. The groups will be divided into a mix of reading levels and learning needs. Anchor charts will also be placed throughout the classroom.

words that have prefixes not

will partner speaks they can come up with on the bingo card.

tI

willheir language Students with Other Special Needs: Because we are working as a group the students will be given help by students at or above their reading level. Support will be given by peers and teacher.

Assessment Formative

I will read their journal entries to ensure they are getting the concept and set up further action if needed.

Summative The quiz will cover the prefixes taught, root words and have a matching requirement. It will also have a few questions with a write in response to check for spelling and mixing.

The learning objective will be met when given a quiz, students can add prefixes to 10 root words and define the new words with 80% accuracy...