Direct Instruction Lesson Plan Template
General Information
Lesson Title: The Love Monster
Subject(s): Reading
Grade/Level/Setting: Kindergarten – whole group
Prerequisite Skills/Prior Knowledge:
What do your students already know or what do they need to know about the selected topic to successfully
participate in the lesson?
Students should be able to identify author, illustrator, and what happens in the
beginning, middle, and ending of a story.
Standards and Objectives
State/National Academic Standard(s):
CCSS.ELA-LITERACY.RL.K.1
With prompting and support, ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.K.2
With prompting and support, retell familiar stories, including key details.
CCSS.ELA-LITERACY.RL.K.3
With prompting and support, identify characters, settings, and major events in a story.
CCSS.ELA-LITERACY.RL.K.6
With prompting and support, name the author and illustrator of a story and define the
role of each in telling the story.
Learning Objective(s):
Identify what students will accomplish by the end of the lesson; needs to align with the state or Common Core State
Standards and needs to be measurable (condition, behavior, and criterion).
Students will be able to retell a story with key details with prompting.
Materials
Technology
What materials will the teacher and the students need in
order to complete the lesson?
How will you use technology to enhance teaching and
learning? (Optional: Use the SAMR model to explain the
technology integration strategies you plan to use.)
The Love Monster book
worksheets
Language Demands
Love Monster Theme Song on YouTube
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate
in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.
Language Function(s):
The content and language focus of the learning task represented by the active verbs within the learning outcomes.
Common language functions include identifying main ideas and details; analyzing and interpreting characters or
events; arguing a position or point of view; or predicting, recording, and evaluating data. Common language
functions in math include predicting from models and data, recording multiple ways to solve problems, justifying
conclusions, evaluating data and explaining how or why certain strategies work.
Students will be able to retell a story with key details with prompting.
Vocabulary:
Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific
meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across
disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline.
Retell, beginning, middle, end, author, illustrator, character, settings
Discourse and/or Syntax:
Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write,
and participate in knowledge construction. Syntax refers to the set of conventions for organizing symbols, words, and
phrases together into structures (e.g., sentences, graphs, tables).
Discourse – whole group activity cutting and pasting a sort the story worksheet.
Planned Language Supports:
The scaffolds, representations, and pedagogical strategies teachers intentionally provide to help learners understand
and use the concepts of language they need to learn within disciplines.
Picture cards to retell the story on the board at carpet with some pictures that belong
and some pictures that do not belong.
Instructional Strategies and Learning Tasks
Anticipatory Set:
Activity Description/Teacher
Student Actions
Listen to the Love Monster theme song
Presentation Procedures for New Information and/or Modeling:
Activity Description/Teacher
Student Actions
Go over the introduction cards that tell Sit at carpet and participate in
how to retell a story, tell a favorite part, conversation.
find the problem and solution, and
making a connection
Ask about author, illustrator,
beginning, middle and end.
Read the Love Monster story book
Guided Practice:
Activity Description/Teacher
Student Actions
Prompt students as needed with
Work as a group to find the cards that tell
reminders about story.
what happened in the story and what did
not and then put in retell order.
Complete cut and paste story sheet at
desk
Independent Student Practice:
Activity Description/Teacher
Student Actions
Draw and write about your favorite part of
the story.
Culminating or Closing Procedure/Activity:
Activity Description/Teacher
Student Actions
Talk about how you can use retell
steps to tell about any story you read.
Differentiated Instruction
Consider how to accommodate for the needs of each type of student. Be sure that you
provide content specific accommodations that help to meet a variety of learning needs.
Gifted and Talented:
None
EL:
None
Students with Other Special Needs:
none
Assessment
Formative
Describe how you will monitor, support, and extend student thinking.
Teacher will walk around while students are filling out their draw and write worksheets to make sure they are filling out
correctly and understanding.
Summative
(Quizzes, Tests, products)
None