Direct Instruction Lesson Plan Template

Grade Level/ Subject: 1st / Social Studies

Essential Standard/Common Core Objective:
1.C & G.1.3 Summarize various ways in which
conflicts could be resolved in homes, schools,
classrooms, and communities.

Central Focus: Conflict Resolution

Date submitted: September 23, 2016

Date taught: September 15, 2016

Daily Lesson Objective: Students will independently write and illustrate a problem and solution earning at least
8 out of 10 points.
21st Century Skills:
Creative Thinking

Academic Language Demand (Language Function and

Vocabulary):
Problem, solution, tattle, warning

Prior Knowledge: Cut, glue, write complete sentences, sketch a picture

Activity

1. Focus and Review

2. Statement of Objective
for Student

3. Teacher Input

4. Guided Practice

Description of Activities and Setting

Hello boys and girls, today we are going to talk about problems and solutions.
Can anybody raise their hand and share a problem that theyve had before?
(Wow! How did you solve your problem?)
Thats right; problems can be small or big. It is okay to have a problem
because there is always a solution.
I have a special book today that is going to help all of us with our problems
and solutions.

Time
5 min

The performance of the students will be to write and illustrate a problem and
solution. Their working conditions are independently and the criterion is they
are expected to earn 6 of the 8 points.
So we have talked a little bit about some problems and solutions.
I have a very special book that I want to share with you today. It is called A
Bad Case of Tattle Tongue. Hmmmm, what is tattling? Is tattling on somebody
being a nice person? (Thats right)
Lets read and find out what tattle tongue is.
**Read**
Before we keep reading, how could he solve this problem?
Thats awesome! Lets keep reading
**Read**
What is one of the tattle rules? (Prompt until I get all 4)
Is tattling and warning the same thing? (Why not?)
Yall are so smart!

15 min

Now, I want to go over how tattling and warning are very different. I am
going to draw a chart and we are going to talk about it.
Class, if we have the problem of having a runny nosewhat is a solution for
that? (Awesome!)
What about if we are tired, sad, or mad? (Take a breakthats a great idea!)
If one of your friends fell on the playground at recess,
Tattling is very different than warning. If you or somebody else is in danger,
that is NOT tattling, that is giving a warning, which is very important. When

10 min

you are having a problem, you also need to figure out if it is a now problem
or a not now problemthat is something we learned from our book today.
Can somebody give me an example of a now problem? (Yes!! Thats
definitely a now problem) Whats a possible solution for that problem?
Yall are awesome! I know everybody is going to think twice before they
tattle on somebody because I dont want to see anybody getting the tattle
tongue.

5. Independent Practice

6. Assessment Methods of
all objectives/skills:

7. Closure

8. Assessment Results of
all objectives/skills:

We have talked about a lot of problems today but yall have done so well and
have given me great solutions. I know there are so many problems we have
during our day, big or small.
For this puzzle worksheet, I want you to think of one problem that you have
had. I want you to sketch a picture of you having this problem and write about
it. Then, I want you to sketch a picture of your solution and write about it too.
BUT FIRST I need all eyes on me
1. Sketch
2. Write
3. Cut
4. Glue (You will glue onto the colored sheet of paper that I provide)

15 min

FormativeThrough observations and questioning

Summative
8 points
3 points for detail (problem and solution)
1 point for sketch (problem and solution)
Everybodys puzzle is coming together so nicely. Would somebody like to
share with the class the problem you have and your solution? (Thank you so
much for sharing!) Did anybody have a different problem? (Wow! What was
your solution?)
Very cool! Im so glad we were able to figure out so many solutions today.

5 min

Out of the 19 students, 16 students successfully earned all points. The 3 students that didnt
werent able to write their problem and solution in complete sentencesthey were more
along the lines of thoughts.

Targeted Students Modifications/Accommodations

- Since it is difficult for students to write in
complete sentences, I would go around to
students in need and discuss their problem and
solution and write it for them so they can read
it easily.
- Students could color if they wanted to take
their activity to the next level

Student/Small Group Modifications/Accommodations

- I would give students a problem and prompt them for a
solution

Materials/Technology:
A Bad Case of Tattle Tongue By: Julia Cook
Worksheet
References:
Ten, Fourth And. "Problem and Solution Activity Pack." Teachers Pay Teachers. TeachersPayTeachers.com, 2012. Web.
23 Sept. 2016.
Reflection on lesson:
1. What evidence do you have that students mastered or did not master the lesson objective? Based on your
evaluation of their work, how many students mastered the lesson objective?
- For this lesson, I have the activity where they were to write and illustrate a problem and solution. This was an
interactive lesson because the students were able to cut, glue and color their work. Based on my evaluation, 16 of the
19 students successfully earned all points.
2. What did your students learn as a result of your teaching? Was that your intention?
- My students learned how tattling and warning are different. After reading our book, discussing the rules and
prompting the students they have a very clear knowledge of what tattling is and what is warning. This was very much
so my intention.
3. Name at least 1 aspect of the lesson that was successful. What caused it to be successful?
- One aspect of the lesson that was successful was where the students came up with problems on their own and
created their own solution. This allowed students to be creative and show me how they can create an appropriate
solution.
4. Name at least 1 aspect of the lesson that was less successful. What caused it to be less successful?
- One aspect that was less successful was the process of the activity. I gave the students the instructions and reiterated
them as they got started. Being in 1st grade, I know that it is difficult to receive and comprehend several directions at
one time. This caused the classroom to get loud at times and students to be off task because they were unaware of the
next step.
5. What changes might make this lesson more successful? Why might these changes help improve the activity?
- I would practice the steps with the students several times and ask students what the steps were to absolutely make
sure everybody was on the same page. I would make sure that they feel like theyre in charge and let them decide if
they want to do a task before another.
CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______