Direct Instruction Lesson Plan Template

Grade Level/Subject: 3rd Reading

Central Focus: Characters ,setting, problem and solution

Essential Standard/Common Core Objective: CCSS.ELA-Literacy.RL.3.3

Date submitted: 10/27/24 Date
Describe characters in a story (e.g., their traits, motivations, or feelings) and
taught:10/28/14
explain how their actions contribute to the sequence of events.
Daily Lesson Objective: Students will be able to Identify the characters, setting, problem and solution of a text.
21st Century Skills:
Life and Career Skills- social skills
In the guided practice students will be
working with one another to predict what
word is covered, this will give students the
opportunity to work with each other and
develop the social skills they will need.
Critical Thinking and Problem Solving- Use
Systems Thinking and Make Judgments and
Decisions
While identifying the characters, setting,
solution and problem in independent
practice, students will be analyzing how
parts of a whole interact with each other to
produce overall outcomes in complex
systems and Interpreting information and
draw conclusions based on the best
analysis. Also in the guided practice and
independent practice students will reflect
critically on learning experiences and
processes they saw me model in the
teacher input section.
Prior Knowledge:

Activity

Academic Language Demand (Language Function and Vocabulary):

character, setting, problem and solution

Description of Activities and Setting

1. Focus and Review

Introduce the book Charlottes Web. KWL chart. Have the students make
predictions based upon the cover and back cover.

2. Statement of Objective
for Student

Today we will read chapters of Charlottes Web and be able to identify the
main characters, setting, problems, and solutions.

Time

3. Teacher Input

4. Guided Practice

5. Independent Practice

6. Assessment Methods of
all objectives/skills:

7. Closure
8. Assessment Results of
all objectives/skills:

The teacher will read the first chapter of charlottes Web. Upon completion
of that chapter The teacher will write the main characters on the board the
setting and any problems and solutions. While doing this The teacher will go
through their thought process out aloud. For example this character is
mentioned a lot in this chapter and they have a lot of dialogue so I know this
is the main character. or Everything takes place here this is how I know this
is the setting This way youre giving the students an example of the thought
process they should be going through when reading on their own.
Have students continue reading chapter two in groups and in their readers
workshop notebook have them do the same thing you did. Write down the
main characters in that chapter as well as the setting, the problems and
solutions if any. When the class is done bring everyone in to discuss their
thinking. Why was this a problem? How do you know this was the solution?
How could you tell this was the setting? etc.
After bringing the class in for discussion, assign them chapter 3 & 4. They
should read these two chapters for HW and again find the main characters,
setting, the problems and solution.
Assessment of skills will be observed through questioning during guided practice as well as
the HW turned in from students on chapter 3&4. Students must have all 4 parts correct to
master the objective.
Now that the lesson and assessment is over with the teacher will ask
students what they learned in class today and ask the students what they
thought about the strategy and if they thought that the strategy was helpful.
All but 4 students were able to master the objective. The most trouble came from the
discovering the main character/s.

Targeted Students Modifications/Accommodations:

Student/Small Group Modifications/Accommodations: For

small groups I pulled the 4 students to the U table in the back
the following day. Here I had them all read their own copy of
the same book and together we discussed the main
characters, setting problems and solution. I went through and
had the students give me the answers with some guided
questioning. Since the problem was with main characters I had
students give me the setting, problem and solution first. This
way I could use those concepts to help them find out the main
characters. It wasnt so much they didnt pick out the right
character it was more they had extra characters, so questions
like Is this problem happening to or involving all these
characters or just certain ones? and Do all these characters
remain in this setting throughout this chapter or just this
one? Using what the children already knew really helped to
tie in what they didnt. These students were given mastery for

this objective.
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.)

Pencils, readers workshop notebooks, class set of charlottes Web

References:
Reflection on lesson: I think the lesson went very well. The students were very receptive and eager to share when we
discussed as a class. My small group lesson was successful as well.