Direct Instruction Lesson Plan Template

Grade Level/Subject:
Central Focus:
Third Grade
Students will be able to figure out the main idea of a story
Comprehension
as well as explain how the story lead up to that main idea.
Essential Standard/Common Core Objective:
CCSS.ELA.LITERACY.RI.3.2
Date submitted: 3/15/16
Determine the man idea of a text; recount the key details
Date taught: 3/21/16
and explain how they support the main idea
Daily Lesson Objective: The students will be able to determine the main idea of three different
fables.
21st Century Skills:
Academic Language Demand (Language Function
Learning and Innovation Skills
and Vocabulary):
The students will be working
ContextStudents will need to understand the context
together as a group for part of their behind a sentence or passage.
work and they will have to
Understand Students will need to understand as a whole
communicate as a group to get the what the passage was about, and how to summarize the
answers. They will be thinking
passage as a whole to determine the main idea.
critically to come up with the main
idea of the passage.
Prior Knowledge: The students must be able to comprehend what they are reading and be able
to retain the information that has been read in the text.
Activity

1. Focus and
Review

2. Statement of
Objective
for Student

3. Teacher Input

Description of Activities and Setting

Class, who can tell me what a main idea of a passage is? If
students cannot respond the teacher will say, The main idea
of a passage is the main reason or the story to why the author
may have written the passage.
Today we are going to learn what a main idea of a passage
is. To start off we will be reviewing the short story The Ant
and the Grasshopper and determining the main idea of the
passage together.
I am going to teach you what the main idea of a story is, but
first we must figure out how the story will lay out when we
map it. Who thinks that they know what mapping out a story
is? Let students answer. Remember mapping out a story is
when we write out the order of the events in the story, and we
draw arrows connecting these events in the correct order.
Remember we dont want to list out everything that happens
in the story, just the big events. Try to think about WOW MIT
as you think about the big events. Mapping out a story is a
technique will help you determine the main idea in the story.
The teacher will have one person from each carpet row come
up and grab enough stories for everybody in their row; the
story is The Ant and Grasshopper.

Time

2
minute

3
minutes

15
minutes

Once everybody is back at there, and all of the papers have

been passed out, the teacher will begin. I would like
everybody to put their name and date at the top of this paper.
(Teacher holding up The Ant and Grasshopper story.) I would
like everybody to underline what they think is an important
event that has happened as we read. We will take turn
reading in random. So remember when we read in random I
will start off, reading the first sentence. Then I will need
somebody to chime in and read the second sentence and so
on. Are you guys ready?
Teacher starts to read first sentence; In a field one summers
day a Grasshopper was hopping about, chirping and singling
to its hearts content. The students should then take turns
reading the rest of the passage; a student should only read
one sentence at a time.
The story is; In a field one summer's day a Grasshopper was
hopping about, chirping and singing to its heart's content. An
Ant passed by, bearing along with great toil an ear of corn he
was taking to the nest.
"Why not come and chat with me," said the Grasshopper,
"instead of toiling and moiling in that way?"
"I am helping to lay up food for the winter," said the Ant,
"and recommend you to do the same."
"Why bother about winter?" said the Grasshopper; "We
have got plenty of food at present." But the Ant went on its
way and continued its toil.
When the winter came the Grasshopper had no food and
found itself dying of hunger - while it saw the ants distributing
every day corn and grain from the stores they had collected in
the summer. Then the Grasshopper knew: It is best to prepare
for days of need.
Once the whole story has been read aloud the teacher will
then say, So we now need to complete a story map. Who
can help me? What was the first even that happened in the
story? Try to think about WOW MIT before answering Have
students help the teacher write/draw out the story map on the
board (should look something like this);
There was an ant and grasshopperThe ant was collecting
food for the winter to be able to surviveThe grasshopper
was too busy living in the moment to care about winter
When winter came the ant had food to survive and the

grasshopper had no food

4. Guided Practice

Who here know what the main idea was that the story lead
up too? Keep in mind that we have to pick the most important
thing. What do you think the authors idea of main point of
writing this story was? Let the students answer. Correct, it
is that we need to prepare for the future. Coming to school
and doing your homework helps prepare you for the future as
well.
Okay class, now that we have learned that the main idea of a
passage is the main thing that the story leads up too, who
thinks that they can do this in groups? I am going to ask that
each table goes to their seat in a little bit. On your desk you
will find the story The Clever Fox, there will be enough for
everybody at your table to have a copy as well as a blank
sheet of paper. It will be your job as a group to read the story,
come up with a story map and the main idea. I would like you
to write out the story map on the blank sheet of paper, and
the write the main idea of the story below the story map or on
the back of the paper if there is no room. If you are confused
about how to write out your story map just look at the board
for the example that we just completed. I will come around
once everybody is seated and assign a writer to write out the
story map and the main idea. Remember the main idea, what
was the purpose of the author writing this passage or what
did you take away from this passage. Who thinks that they
are ready? Once everybody is back to your seats please sit
and I will give you your instructions again.
The teacher will call carpet colors to dismiss the class to their
seats. The teacher will then say; Now that everybody is back
to their seats I would like everybody to read the passage as a
group. As a group I would like everybody to draw a story
map, listing the events that lead up to the main idea of the
story. If you are having trouble think of WOW MIT. At the
bottom of your story map please list what your group thinks
the main idea of the story is, if there is not room write it on
the back of the blank paper. Look at the board for reference if
you need it. Remember to work together, if your group has a
question please raise your hand and I will circle around to
answer your question. Before anybody gets started please
write your name on the blank paper, please write small as
everybody in your group needs to put their name on the
paper. Yall are good to go.

15
minutes

Once all the groups are finished, the teacher will have the
students come to the carpet and talk about what they put
down on their papers. The teacher will collect the papers
after they share. The teacher will say, Now that everybody is
finished, who thinks they can help me draw a quick story map,
and determine the main event or moral of the story that the
author is trying to get across? The teacher will then draw the
story map and figure out the main idea of the story with the
children.
Now that we have had all that practice, I am going to set you
free to work on your own. I would like one person from each
island to come up and grab enough worksheets for everybody
at their table. Once everybody is back and seated the
5. Independent
teacher may begin. Okay class now I am going to ask you to
10
Practice
read this last story, and write out what you think the main
minutes
idea is. Remember to use your strategies to get to the main
idea. What are some strategies that you can use? WOW
MIT, story mapping, underlining. When you are done please
bring me your paper and begin silent reading.
For the assessment method students will turn in their worksheet for
6. Assessment
grading, as well as their group maps. Students will be assessed on if
Methods of
they can correctly list the events of the story in order for both the guided
all
practice and independent practice. Students will also be assessed on if
objectives/skills:
they get the main idea of the story correct. Students will need to score
at least 80% on both stories to show mastery.
Once that the lesson and assessment is over, the teacher will
say, So who can tell me what you learned today? Who
1
7. Closure
enjoyed what we did during this lesson and thought it was a
minute
good and fun activity?
18/23 were able to grasp the main idea in the story The Two
8. Assessment
Lumberjacks
Results of
4/4 groups were able to grasp the main idea within their story maps.
all
4/4 groups were able to plot out the main events in the story using a
objectives/skills:
story map.
Targeted Students
Student/Small Group
Modifications/Accommodations:
Modifications/Accommodations:
Students who may have difficulty seeing or
If students do not quite understand what it is that
hearing will be seated in the front of the
they are doing, the teacher may continue to give
classroom so that they will be able to
more examples. If a group of students do not
hear/see better. Students that are ESL will
understand what it is that they are suppose to be
have the option of reading a book of their
doing the teacher can call the students over and
native language, or using the computer to
revisit the teacher input section in a small group.
help them translate the text. Students with The teacher can also walk around the classroom

Reading LD may have extra time to

complete at home or during lunch. AG
students will have the opportunity to draw
pictures to match the story map when
finished.
Materials/Technology:

and help individual groups that seem to be having

difficulty.

(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.)

1 worksheet per student, 1 pencil per student, 1 short story The Ant and Grasshopper per
student, 1 short story The Clever Fox per student, 1 clipboard per student, 1 printer paper per
group
References:
http://www.eastoftheweb.com/short-stories/UBooks/AntGra.shtml Ant and Grasshopper Story
http://www.english-for-students.com/The-Clever-Fox.html The Clever Fox
http://www.rogerdarlington.me.uk/stories.html#Story59 The Two Lumber Jacks
Reflection on lesson:

I feel as though my lesson went very smoothly. The kids seemed to enjoy the fables, as well as
my cooperating teacher. The children stayed focused on the whole lesson, and they seemed to

like the fables that I had picked out. If I could do it again, I would go over the tricky words before
I give them the stories. There were a few words that were a bit tricky for the children to
understand, or figure out the definition. The words that I would have gone over would be:
lumberjack, coil and molding. I know that you should never assume that the students know the
meaning of these words, unless you as a teacher have gone over them. This was a silly mistake
and I now know for next time so that I do not make the same mistake. Looking back at my
lesson I wish I could have had a doc cam displaying the story, so that I could point along and

underline with the children. I feel as though with the doc cam the students could have looked up
to see where we are when we were reading the fable. The doc cam would have also been nice
when we were underlining, and drawing out the story maps.

When we talked about the main idea of the stories, the students related the stories to their
everyday lives. The students doing this made me so happy, one student related The Ant and
The Grasshopper to doing homework to better prepare you for your future. A lot of the students

related The Two Lumberjacks, to taking the EOGs, how if you go slow and steady you will win
the race. That you need to rest your eyes, and your brains in between stories/problems.

Overall I am satisfied with the students, they stayed engaged and I had no issues. My lesson
went very smoothly, I am very glad of this for that this was the first lesson that I was teaching
during my IMB experience. When I looked over the papers I was pretty impressed with the
performance of the students. Five students struggled; I hope to do a reteach these students
during my small group lesson.

Name:______________________________
Date:__________________
The Ant and The Grasshopper
-Anonymous
In a field one summer's day a Grasshopper was hopping
about, chirping and singing to its heart's content. An Ant
passed by, bearing along with great toil an ear of corn he
was taking to the nest.
"Why not come and chat with me," said the
Grasshopper, "instead of toiling and moiling in that way?"
"I am helping to lay up food for the winter," said the
Ant, "and recommend you to do the same."
"Why bother about winter?" said the Grasshopper; "We
have got plenty of food at present." But the Ant went on
its way and continued its toil.
When the winter came the Grasshopper had no food
and found itself dying of hunger - while it saw the ants
distributing every day corn and grain from the stores they
had collected in the summer. Then the Grasshopper
knew: It is best to prepare for days of need.

Name:______________________________
Date:__________________
The Clever Fox
-Anonymous
There once lived a crow. One day he was very hungry. He had not
been able to get any food the previous day. If I do not get
anything to eat I will starve to death," he thought.

As the crow was searching for food, his eyes fell on a piece of
bread. He quickly swooped down, picked it up and flew off. Far
away in a lonely place he sat on a tree to enjoy the bread.

Just then a hungry fox saw the crow sitting on the tree holding the
bread in his mouth. Yummy! That bread looks delicious. What I
would give to get that piece of bread," the fox thought.

The fox decided to use all his cunning means to get the piece of
bread from the mouth of the crow. He sat under the tree. The
crow saw him and thought, I guess this fox wants to eat my
bread. I shall hold it carefully." And he held on to the bread even
more tightly.

The clever fox spoke to the crow politely. He said, Hello friend!
How are you?" But the crow did not say anything.

Crows are such lovely birds. And you are very charming too,"
said the fox, flattering the crow.

Then the fox said," I have heard that besides being beautiful you
also have a sweet voice. Please sing a song for me."

By now the crow started to believe what the fox was saying. The
fox knows true beauty. I must be the most beautiful bird in this
whole world. I will sing him a song," thought the crow.

As soon as the foolish crow opened his mouth to sing the bread
fell from its beak and into the ground. The Clever fox, which had
just been waiting for this very moment, caught the bread in his
mouth and gulped it down his throat.

The crow had paid a heavy price for his foolishness.

Name:_______________________________
Date:_________________
The Two Lumberjacks
-Anonymous
It was the annual lumberjack competition and the final was
between an older, experienced lumberjack and a younger,
stronger lumberjack. The rule of the competition was quite simply
who could fell the most trees in a day was the winner.

The younger lumberjack was full of enthusiasm and went off into
the wood and set to work straight away. He worked all through the
day and all through the night. As he worked, he could hear the
older lumberjack working in another part of the forest and he felt
more and more confident with every tree he felled that he would
win.

At regular intervals throughout the day, the noise of trees being

felled coming from the other part of the forest would stop. The
younger lumberjack took heart from this, knowing that this meant
the older lumberjack was taking a rest, whereas he could use his
superior youth and strength and stamina to keep going.

At the end of the competition, the younger lumberjack felt

confident he had won. He looked in front of him at the piles of
felled trees that were the result of his superhuman effort.

At the medal ceremony, he stood on the podium confident and

expecting to be awarded the prize of champion lumberjack. Next

to him stood the older lumberjack who looked surprisingly less

exhausted than he felt.

When the results were read out, he was devastated to hear that
the older lumberjack had chopped down significantly more trees
than he had. He turned to the older lumber jack and said: How
can this be? I heard you take a rest every hour and I worked
continuously through the night. What's more, I am stronger and
fitter than you old man.

The older lumberjack turned to him and said: Every hour, I took a
break to rest and sharpen my saw

What do you think the main idea of this passage is? Remember to
use your strategies to figure it out:
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What strategies helped you find the main idea of the passage?
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