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Direct Instruction Lesson Plan Template

Topic: Synonyms Grade Level: 1st BYU-I Student Name: Haley Slocombe
Lesson Type: Performance Level: Group Size:
#__1_____in a series New Material Isolated Below On Above Whole Small Individual
Re-teaching Review
CCSS: L.1.5
Curricular objective/s: Students will be able to know and understand what a synonym is.

Curricular assessment: Walk around the room while they are doing their worksheet and see if they are understanding what they should be doing.
Language objective: Students will be able to correctly state what a synonym is.

Language assessment: Being able to identify verbs. For example: big-huge, small-little
Vocabulary terms and definitions: Synonym

Materials: crayons/colored pencils

Accommodations: Differentiation: Giving more time. Frequent breaks.


Management
Behavioral Expectations: Everyone needs to keep Transitions: When going to their desk after we go Fast Finishers: Go and sit on the Kiva and play the
their bubble and have their eyes on me. When I over what synonyms are, I will have them tip toe quiet game
am talking their hands will be in their laps and to their spot so that they can stay quiet while I
their eyes will be faced forward so I know that pass out their worksheets and they can hear my
they are ready to learn. instructions.
Attention Signal (Regain Student Focus): Hocus Material Management Grouping
Pocus
Time Sequence of Lesson Materials
2 Orientation (Anticipatory Set, Attention Grabber, Gain Attention, Hook) None
minutes For the anticipatory set I am going to start off by teaching the students who “Sam Synonym” is.
2 Accessing Prior Knowledge: See if the students remember what antonyms are and then tell them that synonyms are opposite None
minutes of antonyms.

8 Input & Modeling (Sequential step-by-step instruction)


minutes Start off by introducing who Sam Synonym is and then I will sing the synonym song to them and have them repeat it back to None
me. Then we will do a little worksheet all together on the projector to make sure they know what a synonym is. Then tell them
that they will be doing a worksheet on verbs. After they do that, then go back and review with them what they have learned.
1 minute Check for understanding (Needed throughout the lesson procedures, not just at this point, but also after guided practice.) None
To check their understanding, I am going to ask the students if they could raise their hands and tell me a pair of synonyms.

5-8 Guided practice: None


minutes
1. I will give them the definition of what a synonym is.
2. I am going to sing a synonym song to them and have them repeat it after me.
3. I will project a worksheet on the board and have them help me figure out what synonyms we can put for the bolded
word.

2 Closure/Summary: Have all the students go back to the kiva and review with them that a synonym is 2 words with the same or None
minutes almost same meaning.

8-10 Independent practice: Worksheet


minutes I will have them do a “synonym roll” worksheet. On the worksheet, I will have a word already on one of the cinnamon rolls and Pencils
they have to come up with a synonym for that word and then draw a picture of that synonym on the back. While the students Crayons
are working on this worksheet, I will be walking around making sure that they all know how to do it and that they are doing the
correct thing. If some students are struggling, then I will help them.

To be collected: Nothing

Reflection:
Review over my lesson and see what went well and what didn’t go well. Think about different strategies that I can use to make it go smoother or to help the
children better understand what my lesson is on.

Topic: The main theme of the lesson.


CCSS: Common Core State Standards.
Objective: (SWBAT) audience, behavior, conditions, and degree.
Assessment: How to determine if the objective has been met—the evidence.
Accommodations: What will you do to give every student a chance at success? Especially those with special needs or IEPs? Will some students be given adaptations to complete the assignment? Maybe they will be allowed to perform the assessment orally instead of in writing. Maybe a certain
student needs to complete fewer problems than the regular assignment. Some students might need directions to be read to them, or have an audio recording. This will depend upon the individual needs of the specific students you are teaching.
Orientation: AKA-Anticipatory set, Gain Attention, Introduction—This should focus students’ attention on what you are about to teach. It doesn’t need to be complicated or lengthy, but should directly relate to the input and modeling portion of the lesson, and should engage their curiosity,
establish a question to be answered, and/or peak their interest.
Accessing Prior Knowledge: How will you determine what students already know about the material in this lesson? How will you help students connect that prior knowledge to the new material in this lesson?
Input & Modeling: The teacher directly instructs and models the principle being taught. AKA-“I DO” or “TELL/SHOW”
Check for Understanding: The teacher informally (formative) assesses the students’ understanding of the new concept, and adjusts input accordingly. This allows you to evaluate whether they are ready to take on responsibility themselves or not yet.
Guided Practice: The teacher works with the whole group to practice the new concept. AKA-“WE DO” or “HELP”
Closure: Review what has been learned. Students should be able to articulate how to perform the new objective. The objective should always be reviewed here.
Independent Practice: Students will perform the objective on their own (or sometimes with a partner or in a group). Independent practice should always be the same skill modeled by the teacher, and practiced with guidance. AKA-“YOU DO” or “MONITOR”
Reflection: Teacher reflects on lesson: What went well? What needs to be changed if this lesson were taught again in the future? Were management strategies effective? Why or why not? Was the objective met? Does anything need to be retaught or reviewed?

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