Direct Instruction Lesson Plan Template

Grade Level/Subject: 1st Grade/Reading Central Focus: Students will be able to sort words based on their vowel
sounds.
Essential Standard/Common Core Objective: CCSS.ELA-LITERACY.RF.1.3
Date submitted: 11/2/2017
Know and apply grade-level phonics and word analysis skills in decoding
Date taught: 10/18/2017
words.
Daily Lesson Objective: Students will be able to sort words based on their vowel sounds. Students will be expected to
correctly sort 10 out of 13 words to meet proficiency. Students are expected to do this independently.
21st Century Skills: Academic Language Demand (Language Function and Vocabulary):
Critical Thinking- Students will have to think Language Function- Sort: Students will have to make sure that they can
about where they have to put the word distinguish between different vowel sounds and know where to put them
they are about to sort Vocabulary- Understand: Students will be expected to understand and
know how to say the words that you can say
Prior Knowledge:
Vowel sounds, how to sort, knowledge of how to categorize sounds, exact sounds certain words make

Activity Description of Activities and Setting Time

Address the students: Class, do you remember yesterday when we worked
with our vowel sounds? Well today we are going to be taking our knowledge 1-2
1. Focus and Review
even further and we are going to sort our words based on what vowel sound minutes
they make. Are you guys ready to have some fun?
2. Statement of Objective Today we are going to be using the vowel sounds we know to sort words 1-2
for Student into different categories based on their sounds. minutes
The teacher will say: Can someone tell me what all of the vowels are? That
is right the vowels that we have are aeiou. I know what sound all of these
letters make. Can everybody say the sounds with me. Now I have to figure
out how to sort a word into these different vowel sounds. If I have the word 5-10
3. Teacher Input
pen and I need to figure out what category it fits into I first have to find the minutes
sound that the vowel in the word makes. Hmmm pen, I think that I hear the
/e/ sound so I know that the /e/ sound goes with the vowel e so I am going
to place this word under the e category on the SmartBoard.
The teacher explains: I want you to help me categorize a word. The teacher
will hand out letters and have certain students come up and spell a word. Call
up students to spell the word be. Okay I need your help to put this word
10-15
4. Guided Practice into a category. Can someone tell me what vowel sound they hear. When a
minutes
student says the correct sound then ask Now does this fit into an aeiou
category? That is right it does not sound like any of these other sounds! Does
anyone know where it would go then? That is correct it will go under the ?
 category. Continue and have them do the following words as a class: mop,
pin, was.
They will have to categorize thirteen words into the categories aeiou and
there will be a section for words that do not fit into any of those categories.
The students will be told: I want you to independently work on this
worksheet and you will have to make sure that you put the words on the 15-20
5. Independent Practice
board into different categories. You will find that some words will not fit into minutes
a category so those will go into the ? category. The word list that the
student will be given is: has, quack, hens, chin, which, quit, chop, hops, such,
much, too, me, and for.
I will collect the worksheet that they did during class. They will have to categorize thirteen
6. Assessment Methods of words into the categories. The students will get one point for each word that they put in
all objectives/skills: the correct category. The students will end up with a total of 13 points and they will be
expected to score 10/13 to meet proficiency.
The teacher says: Would somebody like to come up to the board and show
us where you put all of these words? Have one student come up and go
over the answers with the class. Now I want you guys to thank the student 3-5
7. Closure
that came up and shared their answers. Now you will know which words minutes
make which vowel sounds and hopefully you will know how to put your
words into different vowel categories.
8 out of the 20 children in the class got 13/13. Most of the class met proficiency. Overall
8. Assessment Results of 15/20 were able to get a 10 or higher on the worksheet while five of the children ranged
all objectives/skills: from 1-9. There were varying levels of students in my classroom. 75 percent of the class
met proficiency and only 25 percent did not.
Targeted Students Modifications/Accommodations: Student/Small Group Modifications/Accommodations:
For the students who may have finished a little bit For the 5 students who did not meet proficiency I would sit
early I would give them more words to sort so they do down with them in a small group and model more of what
not just sit there bored. They will get words that they they are learning and then I will start them out with sorting
know but may be a little bit more different to sort. words that may be a little easier and work up to the words
they had a struggle with in the first place.
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.)
Worksheet, letter land program

References: letter land, teacher PowerPoint, and teacher resources

Reflection on lesson:
The lesson went really well I thought. The students were really into the letter land lesson and they loved all the
videos that they were able to watch related to it. I think that the lesson went pretty well but I do feel as if I could have
improved. I think that it was tricky for some of the students to categorize all of the words especially the ones that fit into
the ? category. I think that that was the reason that most of them did not get a perfect score because the students
wanted them to go into one of the vowel categories. I thought that my lesson would fit in the time that I was given but I
struggled to finish in time because it took the students a lot longer to do the worksheet. The teacher that I had gave me
most of the resources that I used so it made it easier for me to write my lesson. My teacher said that she would have
loved for me to come up with one all on my own but she was already behind in reading and that it was important that
she did not fall even more behind and she also expressed how they used the letter land program and the program was
specific and laid out and she did not want me to teach a lesson that did not go along with that. Overall, I thought that
my lesson went pretty well. My teacher let me know before that she had students in her class that were severely under
grade level and that they would probably not do very well which was evident in the results that I got. The class was very
interactive and they really wanted to participate and come up and help. There were a few disruptions in the lesson and I
tried my best to control the ones who were misbehaving but it proved to be very difficult.