Direct Instruction Lesson Plan

Name: Desiree Leal

Grade Level 3rd grade
Supervisor: Lily Lomeli

Subject: English Language Arts : Reading

School: Olmos Elemntary
Supervising Teacher: Cindy Hogg

Materials:
-SMART Board
-Teaching Chart
-Pencils
-Construction Paper
-Markers
-Antonyms, Synonyms, Homophone, and Homograph Posters
Teacher made Worksheets
Antonyms, Synonyms, Homophone, and Homograph Signs

K-12 Academic Content Standard:

1.0 Word Analysis,Fluency, and Systematic Vocabulary Development
1.4 Vocabulary and Concept Development: Use knowledge of antonyms,
synonyms, homophones, and homographs to determine the meaning of
words.
Objective:
Given a teacher made worksheet, the students will be able to answer the questions
pertaining to synonyms,antonyms, homophones, and homographs with 90%
accuracy.
Anticipatory Set: Start lesson by stating the standard and objective to the class.
Next students will be asked to pull out their Student Self Reflection sheet. Teacher
will then ask for a response on how they did by showing thumbs up if scored (5-5
or 4-5) thumbs in the middle if scored (3-5) or thumbs down if scored (2-5, 1-5 or
0-5). Teacher will also point out that there will be 4 questions regarding this
standard on the CST. After seeing the classes response teacher will then ask
students to put away their Student Self Reflection sheet and focus their attention to
the board. Teacher will then review students prior knowledge of antonyms,
synonyms, homophones, and homographs. During this time the importance of
knowing antonyms. synonyms, homophones, and homographs will be stated. It is
important to use context clues and what you already know about synonyms,
antonyms, homophones, and homographs because it will help you define words
that you might not no. Do you remember stumbling on words you did not
recognize; well by using context clues and your knowledge of synonyms,
antonyms, homophones, and homographs you will be able to define the word.

Input/Procedures:
1.

First, state the lesson, standard, and the objective with the students.
Introduce the objective, including how many questions there will be on the
CST. Today you will be able to figure out the meaning of words by using
antonyms,synonyms, homophones, and homographs. This will help you
prepare for the 4 questions on the CST.

2.

Then reintroduce what antonyms, synonyms, homophones, and homographs

are by using the sample posters.

3.

Tell students that one way they can remember a synonym is S stands for
same. As for antonyms we will sing the antonyms song as a class. And
for homophones and homographs teacher will give examples by using the
posters.

4.

The modeling will being with the I DO phase of the lesson. During this,
the teacher will emphasize the importance of watching and listening. This
will be done by having students sit up straight and pointing to their eyes
(watching) and ears (listening). Using the SMART board teacher will do the
two I DO problems provided on the teaching chart. Moreover, the
problems will be presented aloud and in a transparent manner. [This will
repeated for synonyms, antonyms, homophones, and
homographs]

be

5.
Then, continue the lesson by asking students, What did I just show you
how to do? Ill give you time to think. Remember, if you can tell me the
objective and its importance, you will earn one marbles for your group.
Before a response is given, allow students to think about the question. The
students will be asked to turn to their elbow partner to share what the
teacher just modeled for them. After Think-Pair-Share strategy, pull two
name sticks and have students share aloud. [This will be repeated for
synonyms, antonyms, homophones, and homographs]
6.
tell

Immediately transition to the WE DO phase of the lesson. As a class,

the students that the teacher will read them a question from the SMART
board. Using the same strategies modeled during the I DO phase of the
lesson, the students will have to solve the 2-3 questions. Randomly select
student participate. This is the perfect time to check for understand and

provide immediate, corrective feedback. [This will be repeated for

synonyms, antonyms, homophones,
and homographs]
7.

Before students work on their teacher made worksheets, teacher will explain
to them that they are able to work with there elbow partner, but they have to
use inside voices and complete their work. Remember we are going to use
our inside voices and for those groups who are not using their time wisely
and are using outside voices will loose marbles.

8.

Students will then work in pairs on their teacher made worksheets for 15-20
minutes.

9.

Teacher will monitor students while they are working on their worksheet to
check for understanding and will provide immediate corrective feedback.

10. Once students are done with their worksheets, teacher will get everyones
attention by ringing the bell two times and have them focus their attention
towards the SMART board. Teacher will ask students to put away their
pencils and get out their red pens. Then teacher will begin to correct
worksheet with students. Teacher will randomly pick students and
occasionally have them come up to the board and fill in the answers. This
will allow the teacher to check for understanding and allow teacher to give
corrective feedback along with praise.
11. When done correcting, teacher will ask students for a thumbs up, thumbs in
the middle, or thumbs down on how they did on the worksheet. Then close
the lesson by reviewing orally and having student participate by showing if
they understood what was taught by using the Antonyms, Synonyms,
Homophone, and Homograph hand held Signs.
Guided Practice: Structured Guided Practice will take place during the WE
DO phase of the lesson. Students will be assigned a few questions at time.
Throughout this time, constant monitoring of progress will take place by checking
for understanding and providing assistance when necessary.
Closure: In order to check that the students have mastered the concept of being
able to differentiate a synonym, antonym, homophone, and homograph, teacher
will quiz students. Teacher will already have passed out the hand held Antonyms,
Synonyms, Homophone, and Homograph signs. For example, What are two or

more words that mean the same but are spelled different? or show students a
previous problem and ask What is this problem showing?. Students will then
raise their hand held signs and answer. Close the entire lesson by reviewing what
was cover by restating what Antonyms (do song), Synonyms(S= same) ,
Homophone (poster), and Homograph(poster) are. During this time teacher will
restate the objective. Then ask students to turn to their elbow partner and tell them
what they learned today. Teacher will then monitor and check for understanding to
ensure mastery of the concept. After students are done, conclude the entire lesson
by randomly selecting two students to share what they learned.
Assessment Plan/Independent Practice: Informal assessment will take
place throughout the lesson. For example, random student participation will take
place during the structured guided practice phase of the lesson. Also, teacher will
check for understanding and providing immediate, corrective feedback. Teacher
will also circulate around the classroom while students are working on their
teacher made worksheet with their elbow partners to check work and progress
making sure they are doing it correctly or if they have questions. During the
closure portion of the lesson as students are quizzed, the teacher will be able to
asses the students understanding of synonyms, antonym, homophones, and
homographs.
Independent practice will not be applicable in this lesson.
Adaptations/Modification for English Language Learners:
-Check for understanding
- Think-Pair-Share
- Repetition and enunciation
-Use of technology
-Simple language usage
-Extended time
Adaptations/Modifications for Focus Student:
-Extended time
-Explore concepts in depth and encourage independent
study
-Interpreting, Transliterating
-Modified Assignments (shorter, easier)

Written reflection (after the lesson has been taught) Did all
students meet the desired objective?
Yes, all students met the desired objective. When asking students throughout the
lesson to display thumbs up or thumbs down to show if they understood the material
being taught, all students had thumbs up. Also, after students were done grading their
teacher made worksheets, all 27 students showed thumbs up if they indeed scored at least
a 90%. Moreover , 8 out of the 27 students scored 100%, 11 students out of 27 scored
95%, and 8 students out of 27 scored a 91%. My motive to implement this lesson was
based off of the CST. I noticed that the CST test would have four question regarding this
standard, so I felt that it was important to refresh the students memory a couple weeks
before taking the test. I wanted students to have fun and be active while participating
lesson. This is why I used strategies such as visual examples on the SMART board, had
student cooperate in pair share, checked for understanding, utilized a rewards system, and
had students do written practice work. Nevertheless, I believed that because of these
strategies students were able to achieve the desired objective.