Direct Instruction Lesson Plan Template

Topic: Grade Level: BYU-I Student Name:

Prefix “un-“ 1st Deja Witte
Lesson Type: Performance Level: Group Size:
Re-teaching Review Below On Whole
CCSS: CCSS.ELA-LITERACY.L.1.4.B, Use frequently occurring affixes as a clue to the meaning of a word.
Objective/s:

➢ Using sorting games and worksheets, students will be able to express how the prefix “un-“ changes the meaning of a base word.

Assessment Plan: Students will create a flip book in which they add the prefix “un-“ to a base word and write a definition of the new word.
Key vocabulary terms and definitions:

❖ Base word: a word we can add prefixes to.

❖ Prefix: a letter or letters we can add to the beginning of a base word, to change the meaning.
❖ “Un-“: means not.

Materials:
Lesson plan, PPT presentation, whiteboard, whiteboard markers, projector, five copies of word sorts, twenty copies of the flip book, scissors, and
crayons.
Technology Integration:
PPT presentation.

Differentiation/Accommodations:
Provide a word bank for students to use, allow students to use notes as they sort words and write definitions.
Management
Behavioral Expectations: Transitions: Fast Finishers:
Release by tables. Begin silent reading when you are done.
1. Review the procedures for quiet fox and
keeping bubbles. Students will raise hands
when they would like to speak and listen
quietly when others are speaking.

Attention Signal (Regain Student Focus) Material Management Grouping

“Hocus Pocus, Everybody Focus!” Ask the Teacher’s Helper to help pass out flip Students will work with their table to sort word
books. puzzles.
Sequence of Lesson
 Time:
30 mins. Lesson Components Materials
Orientation (Anticipatory Set, Attention Grabber, Hook)
3 min. Ask students: “Who likes treasure hunts?” Divide students into groups of five and give each group a piece of a puzzle. Tell Puzzle pieces.
students that you have hidden the other pieces of the puzzle around the room, to search for them with their group, and
when they find one, to bring it back to the Kiva and wait for the other groups. When all groups return to the Kiva, ask for
the quiet fox. When you have their attention, tell students that words are like puzzles, sometimes, when we add another
piece, we make a new word.
Activate Prior Knowledge
1 min. Students have already received a lesson on the prefix “un-“, some students understand that prefixes change the meaning of
a word. Ask questions to help students remember the previous lesson:
“What does “un-“ mean?”
“What happens when we add “un-“ to a word?”
“What happens when we add “un-“ to “happy”?
Input & Modeling (Sequential step-by-step instruction)
7 min. Whiteboard,
1. “I do” section - whiteboard
Definitions of “base word” and “prefix.” marker, projector,
If we know what the base word and prefix mean, we know the meaning of the new word. word sort puzzle,
Write the word “fair” on the board. Ask students what “fair” means. flip book, crayons.
Add “un-“ to the beginning of “fair.” Tell them, now it means “not fair.”
Write “It looks like a leaf,” said McBugg.” on the board. Read it aloud.
Tell the students, “I know “like” means “similar to.” This sentence means it looks similar to a leaf.
Write “un-“ before “like.” If I add “un-“, to like, “unlike” means “not similar to.””
Now the meaning has changed.
2. “We do” section -
Display Projectable 29.9 and read the example.
Show how to write “un-“ in front of a word to make it mean the opposite.
Read the first sentence and have students decide if we should add “un-“ to a word.
Explain that the sentence says the student asked a question, usually we ask questions when we’re not sure about
something. It makes sense to add “un- to this word.”
Work through the rest of the Projectable together.
10 min. 3. “You do” section -
Tell students that we are going to go back to our tables and sort puzzles. Tell them you want them to work together
with their tables to match the prefix “un-“ to a word.
Tell students to put their hands on their heads when they are done.
Ask for a Teacher’s Helper to help pass out the word sorts.
Dismiss students by table numbers to return to their seats.
Make sure each table has a word sort set.
When tables are done, use the attention signal, and explain the instructions for the flip book.
 Begin working on flip books.
When they are done, they can begin quiet reading.

1 min. Check for understanding (Needed throughout the lesson procedures, not just at this point, but also after guided practice.)
Ask students to give you a signal under their chin, thumbs-up if they understand, side-thumb if they kind of get it, and
thumbs-down if they’re confused.
1 min. Guided practice: (Tell how you check understanding of each student during guided practice.)
Ask students to raise their hands if they think we should add an “un-“ during the Projectable.
1 min. Closure/Summary:
Briefly review that “un-“ means not, so when we add this prefix to a word, it changes the meaning.
5 min. Independent practice: Flip books.
Students will write the prefix “un-“ before a given word in their flip books, and then write what the new meaning is. For
example, if a given word is “happy,” students will write add “un-“ to “happy,” and then “not happy” as the definition.
1 min. To be collected: Word sorts.
Collect word sorts.
Reflection: To be typed in a separate 4 paragraph paper and handed within a week after lesson is taught.

1. Whether the students were able to do what your objectives said- Cite evidence in your paper.
2. What went well during the lesson and why it did so- Give specific examples of what happened during the lesson so
that a person who was not there could “see it” in their mind’s eye.
3. Explain specifics of what you would want to improve if you were able to do this same lesson again and general ideas learned from this lesson that
will help your future lessons go even better. Give specific examples of what happened during the lesson so that a person who was not there could “see it” in their mind’s eye.

Topic: The main theme of the lesson.

CCSS: Common Core State Standards.
Objective: (SWBAT) audience, behavior, conditions, and degree.
Assessment: How to determine if the objective has been met—the evidence.
Accommodations: What will you do to give every student a chance at success? Especially those with special needs or IEPs? Will some students be given adaptations to complete the assignment? Maybe they will be allowed to perform the assessment orally instead of in writing. Maybe a certain
student needs to complete fewer problems than the regular assignment. Some students might need directions to be read to them, or have an audio recording. This will depend upon the individual needs of the specific students you are teaching.
Orientation: AKA-Anticipatory set, Gain Attention, Introduction—This should focus students’ attention on what you are about to teach. It doesn’t need to be complicated or lengthy, but should directly relate to the input and modeling portion of the lesson, and should engage their curiosity,
establish a question to be answered, and/or peak their interest.
Accessing Prior Knowledge: How will you determine what students already know about the material in this lesson? How will you help students connect that prior knowledge to the new material in this lesson?
Input & Modeling: The teacher directly instructs and models the principle being taught. AKA-“I DO” or “TELL/SHOW”
Check for Understanding: The teacher informally (formative) assesses the students’ understanding of the new concept, and adjusts input accordingly. This allows you to evaluate whether they are ready to take on responsibility themselves or not yet.
Guided Practice: The teacher works with the whole group to practice the new concept. AKA-“WE DO” or “HELP”
Closure: Review what has been learned. Students should be able to articulate how to perform the new objective. The objective should always be reviewed here.
Independent Practice: Students will perform the objective on their own (or sometimes with a partner or in a group). Independent practice should always be the same skill modeled by the teacher, and practiced with guidance. AKA-“YOU DO” or “MONITOR”
Reflection: Teacher reflects on lesson: What went well? What needs to be changed if this lesson were taught again in the future? Were management strategies effective? Why or why not? Was the objective met? Does anything need to be retaught or reviewed?