James Ojeda
Shelley McMillen
April 13, 2023
DGM2 TASK 2: LESSON PLANNING
Direct Instruction Lesson Plan Template
General Information
Lesson Title: Getting Ready for Camp
Subject(s): ELA
Grade/Level/Setting: MOID K-2
Prerequisite Skills/Prior Knowledge:
Students will need to know how to identify characters, settings and events. Students should be able to read text with accuracy, at an
appropriate rate and with expression.
Standards and Objectives
State/National Academic Standard(s): ELAGSE3RL1 -Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
Learning Objective(s):
Using pictures, the student will identify characters, setting and events from the story and be able to score at least 75% or higher on
the assessment.
Materials
Technology
Unique Learning via Mimio Board
Getting Ready for Camp book
Paper
Pencil
Mimio Board
Unique Learning Platform
YouTube
Language Demands
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 students will practice and apply transition skills while learning about what it’s like to go to summer camp.
Vocabulary:
Camp, need, swim, water
Discourse and/or Syntax:
Students practice and apply transition skills while learning about what it's like to go to summer camp. This unit's Leveled Book,
Getting Ready for Camp, introduces different types of summer camps.
Planned Language Supports:
Will use a print out of topic words so students will be able to recognize them while reading the story.
Instructional Strategies and Learning Tasks
Anticipatory Set:
Activity Description/Teacher
Student Actions
The teacher will introduce and review the Topic Words:
camp, need, swim and water.
The teacher will continue talking about summer camp.
The teacher will ask a focus question such as, "Have you
ever been to summer camp?"
Students will tell what they know about the topic words.
Students will talk about activities at camp if they have been.
Presentation Procedures for New Information and/or Modeling:
Activity Description/Teacher
Student Actions
The teacher will show a video on camps using YouTube as a
source.
The teacher will show the book “Getting Ready for Camp”
to the students via Unique Learning (reading the title,
author and illustrator’s name)
Students will be in whole group watching one video on camps.
Students will follow along as the teacher goes over the cover of
the book “Getting Ready for Camp”
Guided Practice:
Activity Description/Teacher
The teacher will read aloud the story with fluency and
expression.
The teacher will reread aloud allowing students to read
aloud with them.
The teacher will call attention to the different names of the
camps.
Student Actions
Students will follow along as the teacher is reading.
Students will read aloud with the teacher.
Independent Student Practice:
Activity Description/Teacher
Student Actions
The teacher will provide worksheet (standards connection)
for students to complete independently or with help from
teacher or co-teacher
Students will complete worksheet (standards connection)
independently or with help from teacher
Culminating or Closing Procedure/Activity:
Activity Description/Teacher
Student Actions
The teacher will revisit the lesson by asking “What is a
camp where people may go?”
The teacher will close out with a different camp video from
YouTube.
Students will identify a camp where people may go.
Students will share their favorite part about camps from the
video.
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: I would have my gifted students create their own camps. They can either make a 3D model or draw it on a
piece of paper. Within the assignment, they will come up with a name for the camp, type of camp, location, and camp activities.
EL: Provide the topic words in both the students native language along with English.
Students with Other Special Needs: Assignment will be provided on three different level tiers according to the student’s
needs.
Level 3: Prompt the student to independently identify and describe one camp where people may go. Provide prompts such
as, "What camp does Jayden go to? Where Sofie go to camp?"
Level 2: Have the student identify one camp where people may go, with support. Picture supports such as the
Communication Board and story illustrations may be used as needed.
Level 1: Have the student identify one camp where people may go by making a selection (may be single option or
errorless choice). For example, display a picture of a science camp and say, "Show me the camp that Jayden is going to."
Assessment
Formative
I will be walking around the class to monitor my level 3 students to see where they are at. I, along with co-teacher will be assisting the
level 2 & 1 students.
Summative
Level 3: Can the student independently identify and describe one camp where people may go from the story?
Level 2: Can the student identify one camp where people may go from the story using picture supports as necessary?
Level 1: Can the student identify one camp where people may go from the story by making a selection (may be single option or
errorless choice)?
B1.
Instruction: The lesson can be modified by including in social studies/geography [SS2G1 (locate
and compare topographical features of Georgia and describe how these define Georgia’s
surface)]. In cross-disciplinary lesson, we can discuss the areas in Georgia that have features that
would be near a camp’s location. Such as water, types of trees, animals and etc.
Skills: The student’s skills can be modified by having them draw out a camp scene instead of
writing it out.
Content: Content can be modified by walking around the school and looking at the geography
that surrounds the school. Asking the students about what they see and if they could see these
things in a camp setting. Things such as trees, insects, birds, plants, water, clouds and the sun.
B2.
1. The modifications can help keep the students engaged in the lesson. Working with kids
that are in special needs there are times where they need a break. By going outside, the
students can get an ideal look at what a real camp can consist of. As the teacher, I can
transform some of the areas such as the playground and field into camp activities. Can
also lay out on the green for lunch just like we are at a camp and even bird watch or go
insect searching. Doing this keeps the main lesson in focus while introducing the
geography aspect and even include a little science.