Direct Instruction Lesson Plan Template

Grade Level/Subject:
Central Focus: Students will be able to describe and identify
Kindergarten- Key Ideas and
the characters, settings, and events in a story.
Details
Essential Standard/Common Core Objective: RL.K.3- With
Date submitted:
Date
Prompting and support, identify characters, settings, and
taught:
major events in a story.
Daily Lesson Objective: Students will be able to recognize the important characters in the story
Franklins Bad Day along with the different settings and the main events.
21st Century Skills:
Academic Language Demand (Language Function and
Learning/Innovative Skills:
Vocabulary):
Students will be collaborating and
communicating with other students Students will be reading, speaking, and listening
during whole group instruction.
throughout the teacher input and guided practice parts of
the lesson.
Life and Career Skills- Social Skills
During whole group instruction, the Students will also be writing/drawing independently during
students will think-pair-share with
the independent practice.
their partner to talk about what
their favorite part of the story was
Vocabulary: Characters, Settings, Events
and the main events of the story.
Prior Knowledge: Students should be able to retell a familiar story with key details.

Activity

1. Focus and Review

2. Statement of
Objective
for Student

Description of Activities and Setting

The teacher will go over what characters, settings and events
are and why they are important when you are reading a story
with a lot of details. Students should already have some
knowledge of being able to retell a familiar story with key
details.
Today we are going to learn about characters, settings and
events. The characters are the main people in story who
interact with other people. A setting is the environment in
which a story or event takes place. The events are what is
happening in the story that are important. By the end of the
lesson all students will have an understanding of what
characters, settings and events are and that when you are
reading a book these are important to look out for. In order to
master the content of this lesson, students will have to write
one sentence about either the character, setting, or event at
the end of todays lesson.

Time

5 min

5 min

The teacher introduces the book Franklins Bad Day By:

Paulette Bourgeois.
Teacher says: Does anyone know what it means to have a
bad day? A bad day means that events happened that
caused the person to be unhappy. Can you tell me about a
time when you had a bad day? Every student will have a
chance to answer about a time they had a bad day.
Teacher starts reading the book:
Franklin loved to play outside in winter. He could skate
forwards and backwards. He liked to catch snowflakes on his
tongue and make angels in the snow. But today was different.
Franklin was having a bad day.

3. Teacher Input

Teacher says: I predict that Franklin is going to be the main

character in the story. Do you think Franklin is going to be the
main character in the story? What is the setting in this
picture? What can you predict about why franklin might be
having a bad day?
The teacher gives examples of the characters, settings and
events about the story. Franklin and Bear are examples of the
characters in the story. A setting in the story is that it is winter
and Franklin is outside playing in the snow. An event that
happened in the story was that Franklin and Bear went
sledding on a hill.
Teacher continues reading the book: It started in the
morning. Franklin was grumpy when he woke up. Thats a
grouchy face, teased his father. Yes it is, said Franklin. He
crossed his arms and frowned. Would you like a nice
breakfast? asked his mother. No! said franklin.
Teacher says: Would Franklin being grumpy be an example of
him having a bad day? What is the setting on this page? What
event is happening in this picture?

4. Guided Practice

The teacher continues reading the book stopping at the end of

each page to explain the new characters, settings and events.
The students are assigned partners that they will work with to
answers questions about the story. Some questions can
include: Who are the main characters in the story? What are
some of the settings in the book? What major event led to

10 min

Franklin having a bad day?

5. Independent
Practice

6. Assessment
Methods of
all
objectives/skills:

7. Closure

The students will individually be creating one sentence based

on the book Franklins bad day. They will choose either a
character, setting or event to write their sentence on. After
they are done creating the sentence they will raise their hand
5 min
and the teacher will come and check their sentence. When
they have had their sentence checked they will be asked to
bring their notebook with them to the carpet. The students
will then be asked to share their sentence with their peers.
Students will complete their one sentence on either a character, setting
or event. If the sentence doesnt have anything to do with the
characters, setting, or event then they will not receive full credit.
Students are encouraged to look back in the story for clarification of
characters, settings, or events.
If the sentence is complete and is about a character, setting or event
they will receive full credit and the learning objective was adequately
achieved. However, if the sentence is not answered completely, the
teacher must provide student with direct feedback (via individual
conference, having the students go back and re-read the book to find a
character, setting or event they would like to write about and re-do their
sentence, or providing an additional activity for clarification).
Teacher will provide an overview of the characters, settings,
and events that were discussed throughout the book and
lesson and address any lingering questions or
misunderstandings. The teacher will ask students a question
addressing what they learned.
5 min
Ex: We have been discussing characters, events and settings
and how they are very important to us as readers. At your
tables, think about one thing that helps you remember a
character, setting or event when you are reading. Talk for 2
minutes, then Ill have you share your answer with the class.

8. Assessment
Results of
all
objectives/skills:
Targeted Students
Modifications/Accommodations:
Students that have a hearing or visual
impairment/disability will be seated up
front. This will allow for students to be able
to hear and see materials better for the
lesson being taught.

Student/Small Group
Modifications/Accommodations:
For struggling students extra practice with
sentences can be given, and during the
independent practice the teacher can pull a
couple of students and have a mini-lesson on

If the students are ELLs they will be

provided with a limited amount of
vocabulary words to just key words. They
could also act out the story to demonstrate
understanding instead of writing a
sentence.

writing a sentence with characters, settings and

events.
For students who are excelling at writing the
sentence, we can have them write more such as
one sentence for each category. They could also
draw a picture of their favorite character, setting
or event.

Materials/Technology:
Book (Franklins Bad Day)
Pencils (1 for each student)
Notebooks (1 for each student)
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to implement the lesson at
the end of the lesson plan.)

References:
Reflection on lesson: