Direct Instruction Lesson Plan Template

Grade Level/Subject:
Central Focus:
th
4 Grade Reading and Literacy
Students will complete a worksheet that will help them
learn to compare and contrast perspectives of character
within a text.
Essential Standard/Common Core Objective:
Date submitted:
Date
CCSS.ELA-LITERACY.RL.4.6
taught:
Compare and contrast the point of view from which different
11/18/2016
stories are narrated, including the difference between first11/4/2016
and third-person narrations.

Daily Lesson Objective:

Performance: The students will be able to compare and contrast the perspectives of charact
in a story by referencing details from the text.
Conditions: The students will work independently to complete their Learn Check worksheet a
assessment.
Criteria: Students will need to receive a level one (6/7) or 86% to be able to be proficient wit
the RL4.6 standard.
21st Century Skills:
Academic Language Demand (Language Function
Learning and Innovation Skills:
and Vocabulary):
Students will use information that
Students will IDENTIFY the characteristics of characters
they already know and details they within the story in order to compare and contrast.
know from the text to help them
compare and contrast characters.
This is done within the guided
practice and independent practice.
Prior Knowledge:
Students will have prior knowledge of the passage and creating a chart to describe the
characters characteristics and feelings. Students will also have an idea of what compare and
contrast is and how we can compare and contrast a character to another character or object.

Activity

1. Focus and Review

2. Statement of
Objective

Description of Activities and Setting

Okay class, within this past week we have been looking at
our text Breaking By ReadWorks. The past few days, we have
been able to analyze our text and identify the perspectives of
the main characters, Oliver, his mother, and Dr. Reed. Today
we are going to work on comparing and contrasting the
characters within our text by using the chart that you have
already filled out. We are going to start here as a class and
then go back to our seats to do the final activity.
Today, you will be able to compare and contrast the
perspective of the characters within our story by referencing

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for Student

3. Teacher Input

4. Guided Practice

details and characteristics from the text.

The teacher will hand out a worksheet in addition to the text
that the students already have, and the chart that each
student has filled out prior. First we are going to look at how
Oliver and his mother are alike. Oliver is a journalist and which
means that he likes to read and write. We should write that
Oliver likes to write within the column that says Details about
Oliver.
*Give the students time to write within the first column named
Detail about Oliver: Oliver is a journalist. Oliver likes to read
and write.*
Now we are going to look at Olivers mother. Olivers mother
likes to read newspaper articles to Oliver before school so he
could learn something about the world before he went to
school. We should write that Olivers mother likes to read the
newspaper.
*Give the students time to write within the second column
named Detail about Mom: Mom likes to read the newspaper.*
Now, when we look at the two characters within our text, we
can see that Oliver and his Mom like to read newspaper
articles. So we can now complete the fill in the blank sentence
with: Oliver and his mother are both alike because they bothlike to read newspaper articles.
Now that we have been able to see how we compare the
details about Oliver and the details about Mom, we are able to
look at two other characters within the text- the principle and
the teacher. The question that we will be answering all
together is: How are the teacher and the principles view of
Olivers writing similar?. Who is able to go back into the text
and find the section that talks about Olivers teacher? When
you find it, point to it and raise your hand.
*Give the students a few seconds to look within the text to
find that section 10 (pre sectioned/chunked earlier within the
week) Call on a student to have them say where they found
information about the teacher, and ask what Olivers teacher
thinks about him writing. Have the students do thumbs
up/middle/down if they agree or disagree*
Now, who is able to go back into the text and find the section
that talks about Olivers principal? When you find it, point to it
and raise your hand.
*Give the students a few seconds to look within the text to
find that section 10/11 (pre sectioned/chunked earlier within

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the week) Call on a different student to have them say where

they found information about the principal (Dr. Reed), and ask
what Olivers principal thinks about him writing. Have the
students do thumbs up/middle/down if they agree or
disagree*
Now that we have found some information about Olivers
teacher and principals thoughts on his writing, I want you to
independently look at the 4 answer choices and choose the
answer you think would best fit. When you are done look up at
me.
*Give the students a few seconds to choose what answer they
think is correct. Go through the letter choices to see what the
class thinks. If the class is stuck between 2 answers, have one
student for each answer explain why they think that is the
answer and where they would find that within the text. Give
the students a few seconds to go back and change their
answer if they wish. Then, ask the class again what the best
answer is.*
The answer to How are the teacher and the principals view
of Olivers writing similar? is D. The principal and the teacher
both think Oliver should pay attention to the teacher during
the lesson.
*Explain why this is the write answer if some of the students
did not get the correct answer, and refer back to the text to
show them.*

5. Independent Practice

6. Assessment Methods
of
all objectives/skills:

During Independent Practice, the students will go back to their

seats and complete a Learn Check to go over the standard
RL.4.6. I will tell the students that the next activity is to be
done independently and will be completed back at their seats.
When everyone puts up his or her cover folders, I will pass out
the text. After the students find the gist of each section, they
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will be able to get their questions about the text. They will
have 30 minutes to complete this reading check and if they do
not have their questions with 10 minutes left, I will give them
a sheet.
For the assessment, the students will complete a Learn Check
Assessment. They will do this independently. When they have finish
answering the 7 questions about the passage No Doubt About It, th
will transfer their answers on to their laminated answer bubble shee
This includes their name and student ID number and makes it easy
me to come around and take a picture on the iPad of their card. A
program within the iPad will check and grade each of the students
responses and will record it for future reference. (This makes it a lot

easier on the teacher then having to go through and grade each

students assessments.

Students are expected to earn at least a 7/8 (86%) to pass that read
standard, and to be considered on a level 1 for the standard.
When the students finish their independent practice activity
7. Closure
(learn check assessment), they are able to go onto Raz-Kids or
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read independently while they wait for the rest of their class.
The students results were very varied. Although there were a few
students that did receive a 100% (7/7) or a 86% (6/7) (Level 1), the
8. Assessment Results
also were some students that got a 0 (0/7) or 14% (1/7). I was not a
of
to get a picture of these results, being that they were on the teache
all objectives/skills:
classroom iPad, and she did not want the information and students
to be released.
Targeted Students
Student/Small Group
Modifications/Accommodations:
Modifications/Accommodations:
Some of the students with attention
difficulties or special permission were allowed The lesson could be used within a small grou
to sit at their table or a table within the front
looking at the text and filling out the workshe
of the room instead of the carpet. Also, 3 of
with only a handful of students.
the students that are more struggling readers
and have IEPs were able to get the
assessment questions at the same time that
they got the text, unlike the rest of the class
that had to gist first.
Materials/Technology:
Breaking by ReadWorks, previously completed graphic organizers, worksheet about
compare/contrast (given out by me), Learn Check Assessment (exit ticket), pencil, doc-cam to
show the class the worksheet and my answer

References: ReadWork for the text

Reflection on lesson:
I thought that me teaching the lesson went well. I believe that I was able to help the students
understand compare and contrast between 2 character well, even if some did have a hard tim
showing it within their assessment. All of the students seemed to be engaged with my teachin
the lessons, and were able to answer any follow up questions that I had for them. I was very
impressed when students were able to refer back to the text to support their answer and show
how they were able to find it. I believe that I could work on classroom management with the c
and the wording of somethings that I ask the students to do. My cooperating teacher gave me
outline of the lesson and the assessment. I was able to add my own questions and ideas to th
lesson, while allowing the students to still cover a topic that they need to learn.