Direct Instruction Lesson Plan Template

Grade Level/Subject: 3rd grade Language Arts Central Focus: Speaking and Listening

Essential Standard/Common Core Objective: SL 3 ! Engage e""ectivel# in a range o" collaborative discussions $one%on%one& in groups& and teac'er% led( )it' diverse partners on grade 3 topics and te*ts& building on ot'ers+ ideas and e*pressing t'eir o)n clearl# ,ate submitted: ,ate taug't: b Follo) agreed%upon rules "or discussions $e g & gaining t'e "loor in respect"ul )a#s& listening to ot'ers )it' care& speaking one at a time about t'e topics and te*ts under discussion( ,ail# Lesson Objective: Students )ill engage in a teac'er led discussion about t'e poem Mother to Son. -'e students )ill listen to eac' ot'er b# not talking over top o" eac' ot'er -'e# )ill also make sure t'at i" t'e# 'ave a di""ering opinion& t'e# )ill p'rase it in a respect"ul )a# .!st Centur# Skills: Academic Language ,emand $Language Function and /ocabular#(: ,iscussion0 essential vocabular#: collaborate& discussion& respect0 Students )ill 'ave a teac'er led discussion )'ile respecting eac' ot'er+s opinion and e*pressing t'eir o)n t'oug'ts 1rior 2no)ledge: 3ased on t'e ELA CCSS SL .& SL !& and SL 2& students s'ould be able to participate in collaborative conversations )it' t'eir peers -'e students s'ould be able to "ollo) t'e rules and procedures laid out b# t'e teac'er& suc' as listening to ot'ers talk and take turns speaking Activity ! Focus and 4evie) Description of Activities and Setting Ask . student volunteers to reread t'e poem Mother to Son b# Langston 5ug'es 4emind t'e students about t'e di""erent dialect in t'e poem and ask t'em to tr# t'eir best )'ile reading -oda# )e are going to 'ave a discussion about t'e poem Mother to Son 7e are going to learn 'o) to be respect"ul and listen to eac' ot'er+s opinion as )ell as e*pressing our o)n t'oug'ts and opinions -'is is important because it 'elps us learn 'o) )e s'ould treat eac' ot'er in ever# conversation )e 'ave )it' bot' peers and adults 97'ile 'aving a discussion it is important to make sure t'at )e don+t talk over someone else 7'en )e 'ear someone begin talking& )e s'ould make sure t'at )e are giving 'im or 'er our "ull attention Occasionall# in a conversation& it+ll 'appen )'en t)o or more people tr# to talk over top o" eac' ot'er -'is is )'en t)o people tr# to talk at t'e same time 7'en t'is 'appens& t'e best t'ing to do is stop and let t'e ot'er people e*press t'eir opinion "irst Anot'er important t'ing to remember during a discussion is to not interrupt someone )'en t'e# are talking& or cut 'im or 'er o"" be"ore t'e# "inis' t'eir point -'is is important because it 'elps us 'ave respect"ul conversations in da#%to%da# situations 8t is also important because it 'elps us listen to )'at ot'er people sa# instead o" tr#ing to talk over top o" t'em 7e can use t'ese rules )'ile talking to adults and to our peers -o 'elp us )it' t'is& )e are going to put our 'ands over our 'eart )'en )e are talking As soon as )e "inis' talking& )e )ill place our 'and on our lap -'ese signals )ill 'elp our "ello) classmates kno) )'en it is oka# to talk and )'en t'e# s'ould be listening to #ou talk 7'en 8 give t'e :uestions& 8 )ill also use t'ese same signals to 'elp avoid con"usion ; -o s'o) students 'o) t'is s'ould look& ask "or a student volunteer to 'elp #ou role pla# to t'e class Ask t'e student a :uestion suc' as& 'o) )as #our )eekend As soon as t'e student begins speaking proceed to talk over top o" 'im or 'er and ask anot'er :uestion Stop and sa#: 97'en 8 began talking at t'e same time as <<<<<& 8 )as unable to 'ear t'eir response to t'e :uestion Time 3 %6 minutes

. Statement o" Objective "or Student 3 -eac'er 8nput

! minute = minutes

5ere is )'at 8 s'ould 'ave done instead>; Ask t'e student t'e same :uestion 7'en 'e or s'e starts talking& start asking anot'er :uestion but :uickl# stop to allo) t'e student to give t'eir ans)er Sa# to t'e students: 98 noticed t'at 8 started talking at t'e same time as <<<<<& so 8 immediatel# stopped talking to allo) t'em to go "irst -'is is t'e polite t'ing to do in t'is situation ; 9?ou aren+t al)a#s going to agree )it' ever#t'ing someone sa#s 7'en t'is 'appens& #ou don+t )ant to be rude to t'e person and tell t'em t'at t'e# are )rong -'at is not t'e correct )a# to go about it 8" #ou don+t agree )it' t'eir ans)er& #ou s'ould sa# somet'ing along t'e lines o" @8 liked )'at <<<< said about <<<<& but 8 t'ink/"eel <<<<<<+ $t'e teac'er )ill )rite t'is sentence on t'e board "or t'e students to remember during t'e discussion( -'is is a respect"ul )a# o" e*pressing di""ering opinions )it'out discrediting or taking a)a# t'e value o" someone else+s ans)er 8t is oka# "or people to 'ave di""ering opinions and it is also oka# to e*press #our "eelings in an appropriate )a# ; Again to demonstrate t'is to t'e students& ask "or a student volunteer to 'elp #ou role%pla# Ask t'e student )'at t'e best ice cream topping is A"ter t'e student gives t'eir response& sa#: 9E))) no sprinkles are grossA -'is is not t'e appropriate )a# to disagree )it' <<<<+s ans)er Ever#one is allo)ed to 'ave 'is or 'er o)n opinion and 8 don+t al)a#s 'ave to agree )it' it 8nstead& )'at 8 s'ould 'ave said )as @8 liked )'at <<<< said about sprinkles being t'e best ice cream topping& but 8 t'ink t'at c'ocolate s#rup is t'e best ice cream topping+ -'is )a# 8 am ackno)ledging t'e ot'er person+s opinion even i" 8 don+t agree )it' it& and 8 am stating m# o)n opinion in a nice and respect"ul )a# -'is is 'o) )e are going to p'rase di""ering opinions during t'e discussion ; E*plain to t'e students t'at t'ese rules are important in t'e classroom during t'e discussion as )ell as in ever# da# conversations t'e# 'ave -'e# s'ould use t'ese strategies all t'e time )it' t'eir peers and adults E*plain t'at t'is is an important li"e skill because t'is )ill 'elp t'em t'roug'out t'eir entire lives )'et'er it is intervie)ing "or a job or collaborating on a group project For guided practice& t'e teac'er is going to read a :uestion to t'e students -'e teac'er is going to allo) t'e students time to t'ink about t'e :uestion be"ore t'e students begin ans)ering 7'ile t'e teac'er is talking& 'e/s'e )ill keep t'eir 'and over t'eir 'eart to signal to t'e students t'at t'e# are talking -'eir 'and )ill remain over t'eir 'eart to allo) t'e students time to process t'e :uestion and begin "ormulating t'eir ans)er Once t'e teac'er places 'is/'er 'and on t'eir lap& t'e students are allo)ed to ans)er ,uring t'e discussion& t'e teac'er )ill be )riting do)n notes and observations about 'o) )ell t'e students communicate& suc' as )'en t'e students participate& 'o) o"ten& i" t'e# are making sure to not interrupt an#one& disagreeing respect"ull#& etc -'e teac'er )ill allo) plent# o" time "or t'e students to discuss t'eir points be"ore moving to t'e ne*t :uestion 8" needed& t'e teac'er )ill step in and give "urt'er instruction on 'o) t'e students s'ould be listing and speaking -'e teac'er )ill continue asking t'e students :uestions and making sure t'at ever#one 'as ample time to ans)er and state t'eir opinion 7'ile t'e students are discussing& t'e teac'er is observing t'e students to see i" t'e# are taking turns )'ile talking and not talking over eac' ot'er& and to see i" t'e# are being respect"ull# )'en disagreeing )it' t'eir peer+s opinion -'e teac'er )ill be "illing out a c'ecklist "or eac' student based on 'is or 'er per"ormance

B Guided 1ractice

.C minutes

6 8ndependent 1ractice

,uring t'e discussion& t'e teac'er )ill assess eac' student individuall# based on t'e c'ecklist belo)

4ubric:
Action Fot interrupting or talking over top o" someone else ,isagrees respect"ull# ! Continuousl# talks over top o" ot'ers and interrupts ,isrespects ot'er+s opinions b# sa# t'e# are )rong . Sometimes talks over top o" ot'ers and interrupts Sometimes sa#s ot'ers are )rong and is disrespect"ul 3 Occasionall# talks over top o" ot'ers and interrupts Gsuall# disagrees respect"ull# and doesn+t disregard ot'er+s opinions B ,oes not talk over top o" ot'ers or interrupt Ever# time t'e# use t'e "ormat discussed earlier about 'o) to p'rase a disagreement 4espects ot'er+s opinions

D Assessment Eet'ods o" all objectives/skills:

= Closure H Assessment 4esults o" all objectives/skills:

Easter#: B+s in bot' sections 1artial master#: 3+s or B+s in eit'er section Fon%master#: .+s in eit'er or bot' sections Ask t'e students to tell somet'ing t'e# learned "rom someone else during t'e discussion -ake a "e) volunteers to s'are )it' t'e class -'ank t'e students "or respecting eac' ot'er and remind t'em t'at t'e# s'ould do t'is in all situations

3%6 minutes

-argeted Students Eodi"ications/Accommodations:

Student/Small Group Eodi"ications/Accommodations: For students )'o are struggling in speaking out& 'ave t)o :uestions be 9round robin; :uestions& )'ere t'e students 'ave to go around and ever#one s'ares t'eir ans)er -'at )a# t'e# 'ave an opportunit# to e*press t'eir t'oug'ts

Eaterials/-ec'nolog#:
$8nclude an# instructional materials $e g & )orks'eets& assessments 1o)er1oint/Smart3oard slides& etc ( needed to implement t'e lesson at t'e end o" t'e lesson plan (

Cop# o" Mother to Son poem "or eac' student& students+ reading journals to jot t'eir ans)ers& list o" teac'er+s :uestions 4e"erences: Clinical teac'er 4e"lection on lesson: