EXPLICIT DIRECT INSTRUCTION

EXPLICIT DIRECT INSTRUCTION

LESSON PLAN TEMPLATE

Just $7 Welcome
Order Now

 

Teacher:

Grade Level: 5th Grade 2-Day Sample Lesson Plan with attachments

Week of:
Resources and Materials:

“What’s for Lunch?” Kids Post, Student note recording form, main idea anchor chart, main idea graphic organizer

Academic Vocabulary: main idea, explicit, inference, conclusion, draw, supporting details, key details, determine, point, reasons, evidence

In-Context Vocabulary: pantry, carnivore, commissary, nutritionists, quantities, massive, minuscule, native, foraging, primates

Day Monday Tuesday Wednesday Thursday Friday
LEARNING OBJECTIVES

Must be written in terms of a situation and a behavior objective. Defines what the student will be able to do after instruction.

 

Checking for Understanding:

Turn and Talk: What are we going to do today? What are we going to model?

 

Focus Standards

RI.5.1, RI.5.2

 

RI.5.1 I can answer questions based on explicit information.

 

RI.5.2 I can determine several main ideas and connect the supporting details.

 

RI.5.2 I can restate the main idea and key details.

 

Focus Standards

RI.5.1, RI.5.2, RI.5.4

 

RI.5.1 I can answer questions based on explicit and inferred information.

 

RI.5.2 I can determine several main ideas and connect the supporting details.

 

 

Focus Standards

RI.5.1, RI.5.7, W.5.9b

Focus Standards

RI.5.1, RI.5.8

 

 

 

Focus Standards

RI.5.1, RI.5.8

 

SUPPORTING STANDARDS

 

RI.5.4-Vocabulary RI.5.10-Complex Grade-Level Text RI.5.4-Vocabulary RI.5.10-Complex Grade-Level Text RI.5.4-Vocabulary RI.5.10-Complex Grade-Level Text

 

 

RI.5.4-Vocabulary RI.5.10-Complex Grade-Level Text

 

 

RI.5.4-Vocabulary RI.5.10-Complex Grade-Level Text

 

BELL RINGER

5-10 minutes

(Test Prep items to reinforce standards taught)

Students will read a short text and complete three questions to practice standards 1, 2, 3 Students will read a short text and answer text dependent questions to practice multiple reading skills.      
ACCELERATION

What prerequisite skills will you incorporate to close the learning gap?

RI.2-Using the topic and repeated words to determine the main idea. RI.2-Using the topic and repeated words to determine the main idea.      
ACTIVATE PRIOR KNOWLEDGE

— Activate information students already know

 

TEACH/MODEL

-Teach a Focus Lesson using Explicit Direct Instructions

-Use Think Alouds to model proficient reader habits and step-by-step guidance

 

GUIDED PRACTICE

–Guide the students with matched problems

—Teach all variations of the Independent Practice

 

CHECKING FOR UNDERSTANDING (CFU): Popsicle Sticks, Numbered Heads Together, Whiteboards

TTW utilize Educeri lesson “Discern Main Idea (Implied)” to activate students’ prior knowledge, develop the concept of inferring the main idea, and developing the skill.

 

The Teacher will:

1. Remind students that this week they are reading the article “What’s for lunch?” closely. This means going back and rereading the article, answering questions based on evidence from the text.

2. Distribute text and student note taking handout. Point out that as we read the text we will be asking and answering questions. We will find and keep track of the evidence on the note-taking form.

3. Read the text out loud fluently while students track (“Track with Me”)

4. Tell students that today you will focus mainly on the section titled “A huge task” then direct students to read this section on their own.

5. After students have reread the section “A huge task” check for understanding.

· Locate the word “massive” in the text? What do you think it means based on the clues in the text? (Remind students that in math and science mass means “how much matter is in an object.” Here massive means huge.)

· How much food is used at the commissary? How much greens? Fish? Bananas? Hay?

· How long does it take the animals to eat these massive quantities of food?

· How are capelin different from the other foods listed in the first paragraph of this section?

 

The Student will:

Reread the section “A huge task” independently after the teacher has read the whole text to them.

 

Participate actively in Educeri lesson to learn how to infer the main idea of a text when it is not directly stated in the text.

Review “What’s For Lunch” by having students to orally retell key details from the passage. List students responses on a web.

 

The Teacher will:

1. Explain to students that today they return to their news article from yesterday. Today, our focus will be on using vocabulary strategies to learn new words in the text. We will also continue to work on main ideas to help us understand the author’s main points. We will learn to explain how the main ideas are supported by details by making a list.

2. Provide direct instruction on key vocabulary from the text. Have students answer text dependent questions related to word meaning. Provide students with a graphic organizer (Frayer Model) to complete at least one of the words from the list. (Other key terms will be placed in Vocabulary Center)

3. Set a purpose for today’s reading. (Read to find out how feeding the animals at the zoo is a complex activity.) Remind students to annotate the text. Provide time for students to read to find key details to support our purpose for reading then discuss.

4. After the reading, review main idea anchor chart (the main idea is the idea that goes through the whole text; each paragraph has a main idea; repeated words are clues to help you determine the main idea; authors give details that support the main idea. Lead a discussion on the main ideas found in the text.

5. Distribute Main Idea and Details List graphic organizer.

6. Guide students in recognizing details that support the statement “Feeding the animals at the zoo is a complex activity” and those that do not support the statement.

 

The Student will:

Reread “What’s for Lunch?” to find out how feeding the animals at the zoo is a complex activity. Students will highlight details from the text and engage in a discussion about the text.

COOPERATIVE Learning Groups

1. Read “Zoos Should Be Banned” which is an article from NEWSELA.

2. Annotate the text.

3. Complete a main idea and details graphic organizer to identify two main ideas in the text.

4. Answer text dependent questions related to the text.

 

 

 

 

 

 

   
SUMMARY CLOSURE/ Exit Ticket

Have students describe what they learned

(Written or Oral)

Students will summarize what they have learned about main idea and supporting details.

 

Students will write a paragraph with at least three sentences then read their paragraph to the class. (Teacher will provide corrective feedback if necessary).

At the end of center rotations, students will complete the 3-2-1 strategy.      
INDEPENDENT PRACTICE & Literacy Stations

–Students practice what they have just been taught.

–Teacher works with students who are not successful

Students will return to the Close Read article “What’s For Lunch?” and deconstruct the section “A huge task” by determining the main idea and supporting details. Afterwards, students will record their responses on a graphic organizer. Students will work with a partner, independently, or in groups to answer text dependent questions from the NEWSELA article.

 

Students will work in Learning centers.