Direct Instruction Lesson Plan Template

Grade Level/Subject: 3rd/ reading/ social studies Central Focus: sequencing

Essential Standard/Common Core Objective: RI.3.3 Describe the relationship between a series of historical events, Date submitted: Date taught: 3/19/14 scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time sequence, and cause/ effect. Daily Lesson Objective: students will be able to complete the worksheet by completing 6 out of the 8 questions correctly. 21st Century Skills: Academic Language Demand (Language Function and Vocabulary):

Prior Knowledge: students need to have seen money before, and used it at some time.

Activity 1. Focus and Review

Description of Activities and Setting What do you do when you first wake up in the morning? ask various students for responses. . Sequences are used for many things in life for example how to make tea, how to make a sandwich, etc. By the end of this lesson students will be able to use signal words to identify sequence. This is important because students need to be able recognize signal sequence words to know when they are about to learn how to do a task, or how something is made. All of these events are used to make what is called a sequence; a sequence is the order of events or steps in a text, or a particular order in which related events, movements, or things follow each other. When reading a text their will be signal words to help you identify that a sequence words; when, order, now, first, before, after, then, later, next, last, finally, and while. Signal words are used to identify the order of an event or how to do something. Reading passages and being able to find the words that make the sequence do this. An example of a sequence is making paper plane; first we fold the paper hotdog style, then we fold the tip on each edge down to the crease, next fold it again to the crease, and finally fly the plane. Can you describe something to me using your signal sequence words? Students will describe things for example how to make a peanut butter and jelly sandwich. They will use their signal words to describe this to us. Read the passage The Go- Around Dollar by Barbara Johnston Adams. Ask the questions through out the passage and identify signal words. What happens after the second printing on the bills? They are cut into stacks and serial numbers are printed on to the dollar. Where does the money go after the federal reserve? The money goes to the 12 federal banks and is then dispersed into the local banks. What are some signal words you saw in this passage? First, now, then, last. What did matt do after he found the dollar?Matt traded the dollar for shoe laces. How did Jennifer get her dollar? Jennifer got the dollar from her change at the store. What do you think will happen next to the man with the fake dollar? He will get in trouble for trying to use fake money. Students will complete the worksheet the go around dollar. They will have to answer 6 out of 8 questions correct for accuracy.

Time 5min

2. Statement of Objective for Student

1 min

3. Teacher Input

7 mins

4. Guided Practice

About 25 mins

5. Independent Practice

10 mins

6. Assessment Methods of all objectives/skills:

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

Formal: Students will be graded on whether they have answered the questions correctly or not. Full mastery: answering 6 out of 8 questions correctly Partial mastery: answering 4 out of 8 questions correctly No mastery: answering less than 4 questions correctly. Summative: if students are able to answer questions asked during the reading of the text Ask the students to return to the carpet. Ask them what a sequence is, and what are some examples of signal words to identify it is a sequence. Ask 2 mins students what are the steps to making a dollar.

Targeted Students Modifications/Accommodations:

Student/Small Group Modifications/Accommodations: Students who are struggling: I will be focusing on the assessment for the students who are struggling. To help aid these students I will give them the same questions for the assessment, but I will give them a multiple choice assessment rather than fill in the blank.

Materials/Technology:
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/SmartBoard slides, etc.) needed to implement the lesson at the end of the lesson plan.)

Imagine It! Book and worksheet References: Imagine It! Reflection on lesson: I really enjoyed teaching this lesson; it was my favorite of all the lessons I taught. Money is used everyday and is involved in everything we do. By teaching this lesson I could already see that a lot of my students were making real life connections to this topic because money is in everyday life. The students were really engaged in this lesson and wanted to learn more about money, especially since a lot of them have their own money, and know how to use it properly. Because this was the last lesson I taught during my IMB experience, I have already been given feedback from all my other lessons so I tried to use all of those tips during my final lesson, and I think they really made a difference, and it was reflected in the implementation of the lesson.