Direct Instruction Lesson Plan

Name: Maria Bedolla

Date:

5/09/14

Subject: ELD English Language Development

Grade Level: 9th 12th

School: Central East High School

Supervisor: Jose Mejia

Supervising Teacher: Mrs. Xiong

Materials:
Projector, Story Poster, Sentence Strips, Markers, White Board, White Board Markers, Adjective Story
Worksheets, Paper.

K-12 Academic Content Standard/Common Core:

CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.9-10.1.B
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses
(independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to
writing or presentations.

Objective:
Presented with a picture, students will be able to properly use (write) adjectives in a paragraph to help describe
the picture or write a descriptive story with at least four adjectives.
Anticipatory Set:
Who in here likes to chew gum? I will then choose two volunteers and give them gum to chew. I will ask
them to describe to me what it feels like to chew the gum. I will be writing down their responses on the board.
Once they have explained it to me, I will ask them to take their gum out and describe it to me. After this, I will
state that, We just used adjectives to help us explain what it feels like to chew a gum and to describe the gum
itself.
Today we are going to review what and adjective is. To check for prior knowledge, I will ask the students.
What is an adjective? Give me an example of an adjective. An adjective is a word that describes a noun. For
example, The green toad hopped away. Green is the adjective because it is describing the toad (noun). It is
telling us that the toad is green.
Input/Procedure:
1
2
3

Tutor will state the standard and read the objective with the students. Students will be able to correctly
use an adjective in a paragraph to help explain a picture or a story.
Tutor will then reintroduce what an adjective is. Like before when we went over adjectives, remember
that an adjective describes a noun.
Tutor will then ask what a noun is and give a sentence as an example in which the student must tell the
tutor which word was the adjective. So if I say, The green toad was hiding behind the plant. Which

word is the adjective? First of all, who or what are we talking about here. What word is describing our
noun?
4 Once students have gone over this, tutor will show a picture in which she will use adjectives to describe
the picture while modeling for the students the correct use of adjectives. ( I DO)
5 Afterwards, tutor will pass out a worksheet. The worksheet contains a short story that is incomplete.
6 The incomplete story will be up on the board in a poster. Tutor will at this point give directions on the
next activity.
7 Tutor will inform students that they will work in groups and as a class to try and finish the story by
using the correct adjectives to complete it.
8 Tutor will then, demonstrate and complete the first sentence in the story and using the poster board,
tape the correct adjective onto the correct sentence. Tutor will then, divide the students into groups of 4
and ask them to complete the rest of the story. (WE DO)
9 By random choice, students will be selected to come up and complete one sentence at a time with the
correct adjective. Their teams will be a support system to assure them if they are right, or wrong.
*While students must work together to complete the story on the board, they must also fill out the story
on their worksheet to reassure that they are focused and doing the actual work.
10 Once the story is complete, tutor will have a volunteer read the complete story.
11 Tutor will then present another picture in which students must write a minimum of 5 sentences, or a
paragraph to either come up with a story using the picture, or describe it. However, there must be at
least 5 different adjectives used. Students can use 3 of the previous adjectives tutor used when she
described the first picture, but students have to use 2 new adjectives. (YOU DO)
*Depending on the picture, students can write a paragraph of a time that they were a part of that.
For example, if the picture is a picture of the fair, they can describe their favorite fair or memory about
it.
12. Once all students are done, tutor will ask for 2 volunteers or randomly choose 2 students to share and
read out loud their description/story of the picture.
13. To end the lesson, tutor will tell the students to partner up with their neighbor and ask them what they
learned in the lesson, and if there was something else they had any questions on.
14. Tutor will then pick a student, and ask them to tell her what their partner told them. This is to insure
that the students are actually listening to each other and staying on task.
15. Tutor will then restate the objective of the day and answer any questions the students may have and end
the lesson.

Guided Practice:
This is the We Do portion of the lesson in which the tutor will work together with the students. In this section,
we will be working on completing an incomplete story and matching it up with the correct adjectives. Tutor will
demonstrate they first sentence, and then guide the students through finishing the story. Boy and girls, is that
the correct adjective? Thumbs up, if it is, thumbs down if its not. Lets read it together and make sure the story
makes sense.
Closure:
Once students are done presenting their story/description of the picture the tutor presented, we will move on to
the closure. Here I will review the objective and end the lesson.

Presented with a picture, students will be able to properly use (write) adjectives in a paragraph to help describe
the picture or write a descriptive story with at least four adjectives. And remind them, What is an adjective
again? It describes a noun.
The lesson will then end.

Assessment/Independent Practice:
Tutor will do informal assessments throughout the lesson. Tutor will do this by viewing students work and
listening to what they respond to their group when trying to complete the story using the correct adjectives. As
well as, listening to the descriptions/stories that students share for the independent assignment and through the
closure activity in which they must share what their partner learned and what other questions they might have
about the days objective.
Adaptations/Modifications for ELD Students:
Students will be encouraged to collaborate to try and translate what they might not understand, but if more help
is needed tutor will translate for the students once he/she has given directions.

REVIEW OF LESSON:
I felt very confident with this lesson plan and I knew that I needed to put together a lesson plan that would
engage my students and keep them busy at all times. They tend to lose interest when they are not involved in the
lesson and they exceed when they have activities in which they can contribute to the lesson in some form.
Through their answers I assessed how much they understood and how much more help they needed. The
majority, with the exception of one student needed much more assistance. I felt that I could have done a better
job at checking their prior knowledge about Six Flags. Since as the last part of my lesson, when my students had
to write a paragraph about Six Flags (that was the picture I had up) a lot of my students did not know what Six
Flags was nor had they gone to it. I could have asked prior to my lesson plan and asked around about some
place that they have all been or know about and chosen that as my final activity picture. I know that my students
were engaged since the beginning of the lesson, until the end. They were eager to participate and share their
paragraphs with the class. I made my students work in groups, and made them participate as groups and as
individuals which they really enjoyed. I know the lesson went well and that my students fulfilled the
requirements of the assignment, as each and every one of them turned in their assignment to me. They had fun
while learning and participating and it is through their work and responses that I know it was successful. If I
was to change it, I would simply change the Six Flags picture to something else. Also, I need to keep track on
my time for the lesson, as I went over 15 minutes of what I originally had planned for. However, I am very glad
that I got to do each and every activity I had planned with my students.