Direct Instruction Lesson Plan Template

Grade Level/Subject:
Central Focus:
Third Grade
Students will learn to use the text to answer questions.
Essential Standard/Common Core Objective:
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text,
Date submitted: March 22, 2016
referring explicitly to the text as the basis for the answers.
Date taught: March 22, 2016
CCSS.ELA-LITERACY.RL.3.4
Determine the meaning of words and phrases as they are used in a
text, distinguishing literal from nonliteral language.
Daily Lesson Objective:
Performance- Students will engage in a read-aloud and be able to answer text dependent questions.
Conditions- Students will need to listen and answer questions throughout the story and be able to answer
questions on the assessment independently.
Criteria- Students will need to complete assessment independently and receive at least 10 out of 12 to show
mastery of the objective.
21st Century Skills:
Academic Language Demand (Language Function and Vocabulary):
Collaboration
Context: Students will use context clues to answer vocabulary
Social Skills
related questions.
Critical Thinking
Reference Materials: Students will be presented passages from the
story to be able to answer questions accordingly.
Prior Knowledge:
Students should be able to be fluent readers in order to comprehend passages from the story and be able to
recall information read during whole group reading.
Activity

1. Focus and Review

2. Statement of
Objective
for Student

Description of Activities and Setting

I will call students to the carpet and introduce students the book The
King and the Whirlybird written by Mabel Watts. Students will look at
the cover of the book and to try and gain insight of what they believe
the book will be about.
What can you tell me about this story from the front cover?
What do you think a Whirlybird is?
Then I will tell students that it will be very important to stay engaged
throughout the story.
I will explain the students what the objective of the lesson will be.
Today, you guys will need to be able to use context clues to identify
the meaning of words. I need you to pay attention to Joe the Pilot. He is
a very special character in this book. Also be able to recall information
from this book by the end of the story.

Time

2.5
Minutes

2.5
Minutes

I will begin to the read the story all the way through. This book is about
a King who is very old school. He is introduced to this new method of
travel, called the Whirlybird. It comes with its own Whirlyport and is
designed just for the King to be able to travel more efficiently. He
refuses to use this new traveling method, and avoids it until he needs it
most. The students are being asked questions throughout the story.
What does this word mean in this context?
How many jobs does Joe have at this point?
Can we name all of the jobs that Joe has?
Can we predict whats going to happen next?
Describe the Kings character.
3. Teacher Input

I will have students answer these questions in a group.

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I will have students turn and talk to their partner about what the story
was about when the story is over.
I will have students share what they talked about with their partners. I
should be receiving answers that are related to the text.
When identifying words we dont know, we will use our context clues
to determine the meaning of the word. We will look at word within the
sentence or the passage that describe what the word means, for
example, ancient was used in the story. The words rickety and
old were also used in the book to give students the idea that ancient
means something that is old.
I will ask students questions from reading standards. They should be
able to answer questions such as:

4. Guided Practice

5. Independent Practice

Read the sentence from the passageWhich words tell what [ancient]
means?
Circle all that apply. What jobs did Joe have?
What is the meaning of [fetch] as it is used in this passage?
What is a Whirlybird?
What does the King say about flying in the Whirlybird?
How has the King become a better or a worse person in the story?
Give your answer and, provide a supporting detail from the story we
read.
Students will prepare to complete a six-question assessment. Each
question focuses on a certain skill that students should be able to master

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by the end of the school year. These questions consisted of the same
questions that were verbally presented during the guided practice
portion of the lesson. There were five multiple-choice questions, and
one short answer/essay question.
6. Assessment Methods I will collect the students assessment as they complete them to see if they have
of
answered the questions accurately, and used complete sentences.
all objectives/skills:
If the students answered all the questions correctly they received a 12/12.
After all of the assessments have been taken back up, we will go over
the answers with the class. We will talk about what we learned from
7. Closure
5
this story by having students turn to their partner and sharing what they
think they learned from the story.
Out of 21 students, only 3 received a 100% on this assessment. Eight students got a
8. Assessment Results of 92%. Three students got an 83%. Six students received a 75%. One student got a
all objectives/skills:
67%. One questions was worth 6 points, and another question was worth 2 points.
The rest were 1 point each.
Targeted Students
Student/Small Group Modifications/Accommodations:
Modifications/Accommodations:
The students will play a game called Read Between the
For students who struggle with comprehension, I
Lines and practice how to identify vocabulary words
will hold a small group and ask them text specific
accurately using pictures and other words.
questions from the story. I will start small with
asking them about specific characters, to different
events, and try to help them connect the dots.
Materials/Technology:
The King and the Whirlybird by Mabel Watts and Illustrated by Harold Berson
Assessment
Reflection on lesson:
Overall, I believe this lesson went quite well. I do not understand how I am getting poor assessment scores with
the students being able to answer the same exact questions prior to the distribution of the assessment. The
students with the low scores (75% or below) are the ones that I pulled into a small group to work with. I felt
that the questions were very appropriate for the grade level. The students were very engaged in the story and I
could tell that they enjoyed it. They especially loved the character Joe. The lesson ran smoothly and eased right
on time into their Math lesson.

Name ______________________________________________________

Date _____________________________

The King and the Whirlybird

By: Mabel Watts
Pictures by Harold Berson

Quiz
1. Read the sentence from the passage:
The King once had to travel to a coronation. He had to see his cousin get most gloriously
crowned. The ancient old coach with the wobbly old wheels? asked Joe the Pilot, who
was also Joe the Coachman.
Which words tell what ancient means?
a. Coronation
b. Gloriously
c. Old
d. Travel
2. Circle all the job that Joe had in the story.
a. Garbage man
b. Pilot
c. Train engineer
d. Coachman
e. Joker
f. Butler
g. Royal companion
h. Stable boy
i. Royal chauffer
3. What is the meaning of fetch as used in this passage?
Well, said Joe. What is your wish? Fetch the royal Whirlybird! roared the King.
a. To go and get
b. To run away from

c. To throw
d. To hide from
4. What is a Whirlybird?
a. Train
b. Boat
c. Jeep
d. Helicopter
5. What does The King say about flying in the Whirlybird?
a. I love flying!
b. Flying is for the birds, NOT for people.
c. I do not like the Whirlybird.
d. Flying is not for the birds. Its for people.
6. How has the King become a better or worse person in the story? Give your answer, and a
supporting detail from the story we read.