Direct Instruction Lesson Plan Template

Grade Level/Subject:
Central Focus:
th
5 Grade Reading
Students will reason and use evidence from the text to
determine the main idea as well as use context clues to
describe key vocabulary. There will be designated
workshops for various skill levels.
Essential Standard/Common Core Objective:
CCSS.ELA-LITERACY.RI.5.8 Explain how an author uses
reasons and evidence to support particular points in a text,
identifying which reasons and evidence support which
point(s).
Date submitted: 3/18 Date
CCSS.ELA-LITERACY.RI.5.2
taught: 3/19
Determine two or more main ideas of a text and explain how
they are supported by key details; summarize the text.(main
idea)

This lesson will have a combination of objectives as it serves

as a holistic review in literacy.
Daily Lesson Objective:
Performance: Students will be able to identify the main idea of a text and support it with key
events found in the novel. They will also use context clues to create inferences about the text
and enhance vocabulary.
Conditions: Students will be able to use the novel we have been discussing in class as well as
the text provided for each activity.
Criteria: Students must complete at least 3 workshops during the time allotted. They will have
to fully answer all questions to each text, if all questions are answered they will receive a 3/3 for
each assignment. If they do not complete all the questions for the text they will receive a 0/3.
21st Century Skills:
Academic Language Demand (Language Function and
Critical thinking: analyze the text Vocabulary):
and pull important events, use
Students will identify the main idea and analyze the text
context clues to create inferences
with context clues to develop inferences and vocabulary.
and develop vocabulary.
Prior Knowledge:
Students should be familiar with main idea concepts, inferences, as well as context clues. We will
be building on these skill levels to enhance test-taking skills.
Activity
1. Focus and Review

Description of Activities and Setting

Start by reintroducing concepts with students and prompting
questions such as:
What is the main idea of a text / how do we find it
What are context clues / how can we use them?
How do we sequence events?
I will call on students and have them write their answers on

Time
10 min

the board, we will discuss these terms and how to analyze the
text with them they should be fairly familiar with them so
there shouldnt be much new information just reiterating. I will
give them a sample paragraph that they are already familiar
with and work through each of these text features briefly.
2. Statement of
Students will be able to identify the main idea of a text, use
Objective
context clues to develop inferences, sequence events in a
1 min
for Student
text, and identify important details in a text.
I will go through each station and present the text I am asking
them to read. I will read through what I expect them to know
and how to answer the question. Each station will be different
3. Teacher Input
7 min
so I will clarify what I want them to answer and how. They will
be able to work with their small reading partners to work
through the passages together.
I will give the students 8 minutes at each station to complete
their work. They will read through each text and answer the
questions as follows. As the students are working, I will walk
4. Guided Practice
15 min
around and ask questions, scaffold with support, and listen to
peer interaction. If any group needs help, I will be there for
guidance.
I will have the students finish up any work individually; they
will also turn in their work individually. I will go around and
help students that might be struggling more; otherwise each
5. Independent
20-30
student will have a partner for support. I will then give them
Practice
min
each about 8 minutes at each workshop, after the timer goes
off I will have all students stop their work and I will collect it,
even if not completely finished.
6. Assessment
Students must complete at least 3 workshops during the time allotted.
Methods of
They will have to fully answer all questions to each text; if all questions
all
are answered they will receive a 3/3 for each assignment. If they do not
objectives/skills:
complete all the questions for the text they will receive a 0/3.
As a class, we will go through the texts and discuss answers. I
7. Closure
will have students share their ideas and struggling students
8 min
can use this time to clear up any confusion they might have.
8. Assessment
Students will be assessed on their ability to use test taking strategies,
Results of
and text features to efficiently read through each text and answer the
all
questions that follow. 3 out of 3 workshop passages will prove mastery o
objectives/skills:
the objective.
Targeted Students
Student/Small Group
Modifications/Accommodations:
Modifications/Accommodations:
For visually impaired students I will have
Students who finish early will be asked to help out
them sit closer to the board to better see
other group members to complete the
the class examples. For my English
assignment. There will be enrichment sheets as
Language Learners (ELLs) I will have word
well, if necessary. For students struggling, I will sit

banks for specific texts, or visual cues for

them to use when completing the flow
charts.
Materials/Technology:

down with the group and re-explain the main

concepts for the current passage they are working
on. I will help them with think aloud strategies.

(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.)

Workshop texts & questions, PowerPoint, Paper, Pencil

References:
Handouts from teacher
Reflection on lesson:
The students did a great job working through and reading each text. They were able to work with
a partner so they were able to collaborate on answers or questions that might have been
difficult. I believe that mini workshops like this definitely help out with the EOG testing stress,
especially since they are in 5th grade and moving on to middle school next year. Most of the
students were able to work with ease but there were some distractions, telling me some of the
passages might have been a little easy for them. I also think that a wrap-up discussion at the
end might have brought it all together, but instead I just collected the paperwork, due to a time
crunch. At this point in the year, students are familiar with picking out concepts in the text as
well as reading for meaning so this activity was fairly easy.