Direct Instruction Lesson Plan

Name: Desiree Leal

Subject: English Language Arts : Writing and Sight Words
Date: May 9, 2014
Grade Level 1st Grade
School: Olmos Elementary Supervising Teacher: Carinna Chavez-Brookey
Supervisor: Lily Lomeli
Materials:
-SMART Board
-Timer
-Are You My Mother by Dr. Seuss book
-Teachers Flower Graphic Organizer
-Students Flower Graphic Organizer
-My Mom Graphic Organizer
-Pencils
-Clip Boards
-Markers
-Word Wall
- Teacher made rough daft and final draft worksheets

Common Core Writing Standards K-5:

WS1.5: With guidance and support from adults, focus on a topic, respond to
question and suggestions from peers, and add details, to strengthen writing as
needed.
Objective:
Given the final draft worksheet, students will be able to construct five complete
sentences for their Mothers Day card, using at least four sight words from the first
hundred fry words list with, 85% accuracy.
Anticipatory Set: Start lesson by asking students to focus their attention
towards the SMART board by counting down from three. Teacher will then state
the standard and objective to the class. Teacher will then refer to prior knowledge
and work students have done. Teacher will do this by stating, Remember last
week when we put together our My Mom graphic organizer and did our word
wall? Today we are going to use what we have done last week to write these
special cards. During this time teacher will show students her finished Mothers
Day card. Teacher will also point out that this is a very important writing
assignment because it is something they will be giving to their moms on a special
day called Mothers Day. Teacher will then briefly explain what Mothers Day is

and show students what day they celebrate it. After, this teacher will ask students
to turn on their thinking machines and get ready to do some major brain work.
Input/Procedures:
1.

First, state the lesson, standard, and the objective with the students. Today,
you will be able to create five complete sentence with at least four words
from the word wall. These five sentence will be the written part of your
Mothers Day card we have been working on.

2.

Then reintroduce the My Mom graphic organizers to students as well as

the word wall that was done last week. During this time teacher will tell the
students that these two things will be used to complete their writing. After
this excuse students to the carpet where the next part of the lesson will take
place.

3.

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 the students face forward, sit on their bottoms with
their legs crossed, and have students point to their eyes and ears. Teacher
will then introduce students to the Flower graphic organizer and model
how to put five ideas from the My Mom graphic organizer onto it.
Moreover, modeling will be presented aloud and in a transparent manner.

4.
Then, continue the lesson by asking students, What did I just show you
how to do? Once you have come up with your idea, turn your light bulbs on.
Before a response is given, allow students to think about the question. The
student will be asked to turn to their elbow partner to share what the teacher
just modeled for them. After the students finish think -pair- sharing, teacher
will then pull two names sticks and have students share aloud.
5.

Immediately transition to the WE DO phase of the lesson. Row by row

have students pick up a clip board with the flower graphic organizer
worksheet. As a class, tell the students that the teacher is going to give
students 20 seconds to pick a key idea from the My Mom graphic
organizer or if they have another detail not listed on the graph that describes
their mom they are able to write it down on Detail #1. [This will be
repeated for Detail #2, Detail #3, Detail #4 and Detail #5]

Randomly select students to share their five details about their mom. This is the
perfect
time to check if students are on task and to provide immediate,
corrective feedback.
6.

Next, teacher will explain to students that writing is a process and that it
takes two tries to get it perfect and neat. In addition, teacher will show
students the Fab 5 for writing rubric on the SMART board. Teacher will
then show students an example of a rough draft on poster paper. This rough
draft will be constructed from the five details from the flower graphic
organizer and will have four highlighted sight words from the word wall.
After the teacher reads it, students will be asked if they see anything that
needs to be corrected. Remind students to look at the Fab 5 for writing
rubric. Give students time to think and look at the rough draft. Once students
have turned on their light bulbs. Randomly pull name sticks and have
students share what they think needs to be corrected. Have student stand and
walk over to the rough draft poster and use the teacher stick to point to the
mistake. Make corrections with students.

7.

Immediately, after correcting the rough draft poster, show students the final
draft poster with all of corrections made. (Final draft will already be
made). During this time read the final draft to students. After reading the
final draft, ask if the final draft follows the Fab 5 for writing rubric.
Allows students to examine the final draft. Next ask students to show
thumbs up if the final draft does follow the Fab 5 for writing rubric or
thumbs down if it does not.

8.

Before students are dismissed to their seats teacher will go over the
directions and steps the students need to follow. Teacher will show students
their rough draft worksheet and remind students that they will use the flower
graphic organizer to make their five sentence and to use at least four sight
words from the word wall. Next, teacher will tell students that when they
finish writing their rough draft to go over the Fab 5 for writing rubric and
check it before they get it checked off by teacher. After their rough draft its
checked off , he or she will get their final draft worksheet as well as a rough
draft ticket that needs to be filled out for a raffle. Final drafts have
Happy Mothers Day written in English, Spanish, and Hmong. Teacher
will have a list showing which language will need to get. When they
complete their final draft they need to turn it in to the teacher in order to
get their final draft raffle ticket.

9.

10.
final

In addition, teacher will explain to that they are able to work and with their
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 have to
move their clips down and will not receive a raffle ticket.
Students will then work on their rough draft for 20-30 minuets and their
draft for 15 minuets.

11. Teacher will monitor students while they are working on their writing to
check for understanding and will provide immediate corrective feedback.
This will be the time student get rough draft checked off my teacher in order
to receive rough draft raffle ticket as well as the final draft worksheet and
final draft raffle ticket.
12. Once students are done with their rough draft and final draft, teacher will get
everyones attention by counting down from three and have then focus their
attention to the front of the class. Teacher will then have students take out
their decorated Mothers Day card. When students have taken out their cards
teacher will pass out final drafts and have students paste it to the back of the
Mothers Day card. Teacher will give students 5 minutes to complete the
task.
13. As soon as students are done gluing their final draft writing to decorated
Mothers Day card, teacher will get everyones attention by saying 1,2,3,
eyes on me. Begin closing the lesson by having the students turn to their
elbow partner to describe what they did today and what sight words they
used in their writing. Teacher will randomly pick students to share what they
did today and to share the sight words they used in their writing. This allows
the teacher to check for understanding and gives the teacher the opportunity
to give corrective feedback along with praise.
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. Guided practice will
also take place when students are working on rough draft to ensure success.
Teacher will modify as needed for student who need more guidance.

Closure: In order, to check that the students have mastered the concept of being
able construct five complete sentence with using at least 4 sight words and
differentiate between a rough draft and final draft, teacher will have student share
their Mothers Day cards with their elbow partner. During this time teacher will
restate the objective. Students will be asked 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, teacher
will 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 by providing immediate corrective feedback. Teacher will
also circulate around the classroom while students are working on writing
assignment with their elbow partners. Teacher will check work and progress as
well as making sure they are doing it correctly or if they have questions. During
the closure portion of the lesson as students are randomly picked and sharing with
elbow partner, the teacher will be able to asses the students understanding of the
objective.
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)