Direct Instruction Lesson Plan Template

Grade Level/Subject: 4th

Central Focus: For students to be capable to read the poem
Grade/Reading
A Boys Song several times and then make educated
inferences about what the unfamiliar words from the text
mean.
Essential Standard/Common Core Objective:

CCSS.ELALITERACY.RL.4.1

Refertodetailsandexamplesinatextwhenexplainingwhatthe
textsaysexplicitlyandwhendrawinginferencesfromthetext.
Date submitted: March 12th, 2015
Date taught: March 16th, 2015

CCSS.ELALITERACY.L.4.4.A

Usecontext(e.g.,definitions,examples,orrestatementsintext)
asacluetothemeaningofawordorphrase.
Daily Lesson Objective:
Performance: Students will independently read the text and underline words that theyre not
familiar with. Student will also work with trying to use the context of those unfamiliar words to
figure out their meanings
21st Century Skills:
Academic Language Demand (Language Function and
Life and Career goals: This lesson
Vocabulary):
will ask students to work
Language function: Students must be able to recall what
collaboratively.
theyre reading and try to use the vocabulary surrounding
the word to find the meaning of unfamiliar words.
Prior Knowledge: Students must be able to read the text, A Boys Song independently. Be able to
work with partners. Students should also be able to listen and follow along attentively when the
teacher reads.
Activity
1. Focus and Review

2. Statement of
Objective
for Student

3. Teacher Input

Description of Activities and Setting

As a whole class we will talk about identifying words we dont
know in text. We will talk about how we always underline or
circle unfamiliar words in our readings so that we can come
back to them and figure out what the words mean.
Today we are going to read the poem A Boys Song out loud,
individually, and in partners. Were going identify words that
we dont know the meaning of and then work to find the
meaning of them throughout the poem using context clues.
I will read the poem out loud to the class. All I will do is read it
all the way through one time. I will not make any
interpretations for the class the first time through. I will
emphasize to students the importance of re-reading because
this is when we pick up all the tiny little details that we need
to understand the true meaning of the poem. Re-reading is
when we make the big connections and interpretations in the
story.

Time

5
Minutes

1
Minute

5
minutes

Now have the poem displayed on the smart board. I would

look through the text and underline a word I dont know. The
first word that I come to in the text is the word lea in the 3 rd
line of the poem. Then I would ask if anyone knows what that
word means? If students think that they know I will let them
share. If not I will read the sentence surrounding the word lea.
I will tell students that I remember reading something before
about cows grazing over the lea in a book once.
4. Guided Practice
In the book little house on the prairie. It talks about animals
grazing on the leas. This is what I would tell students when I
asked them to make predictions.

5. Independent
Practice

6. Assessment
Methods of
all
objectives/skills:

7. Closure

5
Minutes

So Im going to predict that lea means a grassy hill. This is

showing students how you use prior knowledge and context
clues to try and find the meaning of words that you dont
know.
Students will reread the poem on their own and circle familiar
words in the text with colored pencils. Make sure students
know that they will not know all the words in the text. (THIS IS
NORMAL!!!) This is when they should use context clues to try
and figure out the meaning of the words. Students will also
turn and talk and work with their neighbor during the
independent practice. They will reread the passage together
20
and then make a list together of words from the text that they
Minutes
both dont know. They will then use context clues just as
shown in the guided practice to try and figure out what the
unknown words mean. During the partner portion, students
can work together to look up the meaning of those words on
their ipads. Students should have at least 5 words and their
predictions of what the words means written down on a sheet
of paper to turn in.
Students will be assessed on the write-up that they did with their partner
during Independent practice portion of the lesson. Students must have
at least 5 words selected from the text with predictions of the meaning
in order to receive credit for completion and to show understanding of
the standards.
I will end the lesson by the re-reading the text one last time to
the class while students should now have an understanding of
the once unfamiliar words. They should currently be able to
2
find the meaning of the words from the text using context
Minutes
clues and have a better comprehension of the poems
meaning.

8. Assessment
All 27 of the 30 students turned in at least 5 words with predictions of
Results of
the definition using context clues. 3 students turned in a paper with 3
all
words or less broken down.
objectives/skills:
Targeted Students
Student/Small Group
Modifications/Accommodations:
Modifications/Accommodations:
I will pair lower students with higher
All students will also be able to receive
students during the partner work.
scaffolding during the guided practice
portion of the lesson.
Materials/Technology:
(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.)

30 copies of the poem A Boys Song

Colored pencils
IPADS/Tablets
Smartboard

References: http://www.bartleby.com/101/513.html
Reflection on lesson: reflection on my Weebly page: http://www.weebly.com/weebly/main.php