Direct Instruction Lesson Plan: Short Vowel Sounds

Develop a Phonics or Word Recognition Direct Lesson Plan.
1-PLEASE SEE ATTACHED FORM TO USE FOR THIS ASSIGNMENT
2-PLEASE SEE ATTACHED EXAMPLES
3-PLEASE SEE ATTACHED POWER POINT AND CHAPTERS 5,6,8
PLEASE READ THE DIRECTIONS AND RUBRIC FOR THE Direct Instruction Lesson Plan OVER CAREFULY
Direct Instruction Lesson Plan
Develop a Phonics or Word Recognition Direct Lesson Plan
Direct Instruction Lesson Plan Instructions
(IRA Standards 2.1, 2.2; INTASC 4, 7, 8)
The topic of the Direct Instruction Lesson Plan (DILP) is to teach students a strategy to use for word recognition, which assists students in decoding unfamiliar words.
There are many ways to approach this topic, and it is advisable to refer to chapters 5, 6, and 8 of the textbook when creating this assignment.
For younger students, this Direct Instruction Lesson Plan might be building knowledge of phonics. For older students, more appropriate topics might be structural analysis or morphemic analysis.
The Direct Instruction Lesson Plan can be used for all levels of students, but in order to meet the requirements of this assignment, this lesson should be designed for grade kindergarten or above.
Plan a word recognition lesson for a text based on an authentic text (trade book) that can be completed in one class period. Therefore, if using a longer text, create the DILP for a portion of the text that can be taught in a 45 minute class period.
It is recommended that you use the same text for the Direct Instruction Lesson Plan and the Directed Reading Activity (DRA). The Direct Instruction Lesson Plan is a phonics and/or word recognition strategy. The DRA is a comprehension building strategy.
A trade book is a book that is available to the general public. Do not use a text book of the leveled readers created to accompany text books that have been created by textbook companies. The appropriate text can be a picture book or a chapter book (fiction, non-fiction, young adult literature etc.) that might be taught in an English Language Arts class or other content area.
This is an opportunity to explore the many texts that are available
Texts can be found at school libraries, Mercy libraries, or your local libraries.
If it is a text that you remember reading in school, you might consider finding a more recent text. If you have any questions about your choice of text, please let me know.
For this assignment, please DO NOT use the following texts. The overuse of these books may result in this assignment being labelled as plagiarized by Safe Assign.
Anything written by Dr. Seuss
Anything written by David Shannon
Any of the Berenstain Bears books
Cloudy with a Chance of Meatballs
Charlotte’s Web
The Giving Tree
The Hungry Caterpillar
The Ugly Duckling
Chrysanthemum
In addition to following these instructions, please refer to the rubric and model provided for this assignment.
Steps to follow when designing the lesson plan:
1. The lesson must be about phonics or word recognition! This can include some type of word study as related to content vocabulary. The time needed for the lesson should be 45minutes to an hour. This is NOT a reading comprehension lesson.
2. The lesson plan should be written in a lesson plan format and should ONLY HAVE THE FOLLOWING SECTIONS IN THIS ORDER. Label each of the following sections in the lesson plan.
• Class Context: Grade level, Content Area, Topic of Instruction
• Common Core Standards
• Objectives
• Materials
• Anticipatory Set/Motivation
• Instructional Procedures
 Modeling
 Guided Practice
 Independent Practice
 Closure
• Assessment
3. Alignment with State Standards:
The Direct Instruction Lesson Plan must be aligned with the State Standards.
As New York is in a state of transition, it is acceptable to use the Common Core State Standards or the New York State Next Generation English Language Arts Learning Standards.
Common Core State Standards
http://www(dot)corestandards(dot)org/ELA-Literacy/
New York State Next Generation English Language Arts Learning Standards:
http://www(dot)nysed(dot)gov/common/nysed/files/nys-next-generation-ela-standards.pdf
For aligning standards with the purpose of this lesson plan, the best choices may be found in: Grades K-2: Reading Foundational Skills (Phonological Awareness and Phonics, Phonics and Word Recognition) and Language Standards (Vocabulary Acquisition and Use)
Grades 3-5: Reading Foundational Skills (Phonics and Word Recognition) and Language Standards (Vocabulary Acquisition and Use)
Grades 6-12: Language Standards (Vocabulary Acquisition and Use)
4. Learning Objectives: What students will learn or achieve by the end of the lesson.
How to Write Objectives:
• Objectives are what you want students to be able to do. Hence, each objective should begin: “Students will be able to …”
• The second part of the sentence will start with a verb. Ex: Students will be able to recognize inflectional suffixes.
• Do not use more than one verb per objective.
• Do not disguise 2 objectives in one (no use of word “and”).
• Be specific. Do not use vague nouns. For example—what does “know” or “learn” look like? A good way to do this is to refer to Bloom’s taxonomy.
Use the following resources for more info on Bloom’s taxonomy and writing objectives:
https://www(dot)missouristate(dot)edu/assets/fctl/Blooms_Taxonomy_Action_Verbs.pdf
https://view(dot)officeapps(dot)live(dot)com/op/view.aspx?src=http%3A%2F%2Fwww(dot)ulm(dot)edu%2F~tallen%2Fbin%2FObjective%2520Tips.doc
5. Materials
• Include a list of instructional resources and materials used in the teaching of the lesson.
6. Anticipatory Set/Motivation
• Make sure you tell the student what he/she is doing and how using this strategy will help achieve the reading skill in your objective.
• During this part of the lesson, it is important to engage students by raising interest and motivation for learning.
7. Instructional Procedure:
• This refers to the steps and instruction the teacher during the teaching of the lesson. Provide the information needed to meet the objectives through modeling, guided practice, independent practice, and closure.
• Write the steps clearly. A good rule of thumb with these types of lessons is to act as if they are instructions for a substitute teacher.
8. Modeling
• This is called the I DO component of the lesson.
• Demonstrate the strategy being taught. Do not include the student. Do not merely model practice sheets but rather a skill (ex: rhyming, sight words, etc.) using a strategy or learning activity.
• This section should be detailed and present a verbal picture of what you are doing with the student. The teacher demonstrates and explains and the student observes.
9. Guided Practice
• This is the WE DO component of the lesson plan.
• Using different materials but the same strategy the teacher has modeled the teacher and student(s) work together. This section should also include details and demonstrate how you and the student(s) are working together.
• Make sure you transition from modeling to guided practice. For example ( next we will work together to practice the strategy).
10. Independent Practice
• This is the YOU DO component of the lesson
• Student works alone. You must again verbalize in written form exactly what the student is doing alone that follows what you have modeled and worked on during guided practice.
• Make sure you transition to this component of the lesson by indicating that the student (s)will now work alone.
11. Closure
• Turn the lesson over to the student. Ask the student what he/she learned and how it has helped him/her. This allows the teacher to ascertain whether the student has met the learning outcome you set up in the objective.
12. Assessment
• Explain how you are assessing the learning of the students in meeting the objectives of the lesson.
• This can be broken into two sections: Informal and formal.
• For informal assessment, you might refer to how you informally assess the student learning in the guided practice and/or the closure.
• For formal assessment, you will explain how you are monitoring the student learning of the objective. This is typically done during independent practice