Direct Instruction Lesson Plan

Grade Level/Subject: 1 and 2nd

Central Focus: Students look at the diversity between families,
what makes their own family unique, and how we all come together
in some ways.
Essential Standard/Common Core Objective:
Date submitted:
Date taught:
1.C.1.2 Use literature to help people understand diverse cultures.
Daily Lesson Objective: Students will know that there are those around them that dont do exactly what they
do within their families. They will be able to see what makes each classmates family unique in their own way,
but all together they make their own unique family within the class.
21st Century Skills:
Academic Language Demand (Language Function and
Vocabulary):
Prior Knowledge:
st

Activity

1. Focus and Review

2. Statement of
Objective
for Student

3. Teacher Input

Description of Activities and Setting

To being I will hold up a box of crayons for the entire class to see, and
show them the colors of the crayons inside. I will then ask the students
how each of the crayons are the same and different. I will ask the
students if the box of crayons is similar to this classroom, even this
school and why they are similar.
Today we are going to read the book The Crayon Box That Talked.
Before we begin I want all of you to pay close attention and discover
what the problem is in the book. We are going to learn about diversity
and what makes each and every one of us unique, and what makes our
families unique.
I will have the class sit up front as I read the book to them, stopping at
times to ask the students what is going on in the story and what they
think will happen next. At the end of the story I will reflect with the
students on the follow questions:
Why do you think the crayons didnt like each other?
Does that ever happen to you?
What are reasons for not getting along?
I will point out to the students that sometimes we dont get along
because we may have different thoughts or opinions. This makes us
unique and diverse in a good way. Next I will teach the students the
definitions of tradition, diversity, and culture.

Time

I will have the students go back to their seats, and each table will be
given one of these three words tradition, diversity, and culture and as a
table they will discuss what they think it means. I will go on to explain
that each family is diverse in that they have different traditions and a
4. Guided Practice
different culture. I will ask the students to think about their family as
their own color, what makes their family unique? What traditions do
they celebrate or dont celebrate? Together we will brainstorm different
types of traditions and I will write them on the board.
I will pass out the crayon template and have the students complete the
sentence My favorite family tradition is afterwards they can draw a
5. Independent
picture of what that tradition looks like and then finish coloring in their
Practice
crayon. After the students are done, they can share their crayon with the
class and include one of the three vocabulary words taught today in
their sharing.
Students will complete their crayon activity in class and when they are all finished,
6. Assessment Methods
I will put them on the board so the students can see their own classroom crayon
of
box. Students will see how unique each of them are and how it makes them diverse
all objectives/skills:
in a good way.
I will have the students come back together and we will discuss what
7. Closure
we learned in the lesson and ask if any of the students have any
questions left.
Formative Assessment: are the questions and class discussions that take place
throughout the lesson. I am checking for the students engagement and participation
8. Assessment Results
in the lesson.
of
Summative Assessment: The crayon activity sheet during the independent practice
all objectives/skills:
will show me if the students have been paying attention to the lesson, learned
something from it and enjoyed the lesson as a whole.
Targeted Students
Student/Small Group Modifications/Accommodations:
Modifications/Accommodations:
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.)
References:
Reflection on lesson: