PCE task 1 direct lesson plan (1)
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Western Governors University *
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Jan 9, 2024
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Direct Instruction Lesson Plan Template
General Information Lesson Title: Short Constructed Response: Plat – Conflict 1 hour 30 minutes)
Subject(s): ELA
Grade/Level/Setting: 4
th
grade, 21 students, 3 Dyslexia, 2 BIP, 1 Memory & Processing struggles Students’ desks are arranged in groups of 2
Prerequisite Skills/Prior Knowledge:
Students need to have a strong grasp of the details: setting, character, plot and be familiar with R.A.C.E. strategy from 3
rd
grade
Standards and Objectives State/National Academic Standard(s): TEKS: 4.7B: The student is expected to
write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources
.
4.7C: The student is expected to
use text evidence to support an appropriate response
.
Learning Objective(s): Given an exit ticket on Short-Constructive Response students will answer 2/2 questions correctly.
Materials Technology
Teacher:
SCR graphic organizer
SCR anchor chart
Smartboard
Reading journal
“Superficial” passage
Highlighter
Pen
Glue stick
Students:
Reading journals
Writing folder
Pencil
Glue stick
SCR graphic organizer
“Superficial” passage
Exit ticket
Teacher will use Smartboard
Teacher will use document camera
Language Demands
Language Function(s):
Students will answer question in the form of a complete sentence. Students are expected to use appropriate punctuation within their sentence. Students are expected to use appropriate conjunctions within their sentence. Vocabulary:
Short Constructed Response: Is an answer given to a question by doing 1. Answering the question and 2. Giving text
evidence that supports the answer
Discourse and/or Syntax:
For discourse, I would use a variety of teaching methods and strategies such as lectures, demonstrations, discussions, collaborative activities, and independent activities to prove an engaging learning experience. A formative assessment would be used by asking questions and providing feedback. I would adjust or reteach lessons accordingly. An exit ticket will be given at the end of the lesson. Students are expected to get at least 2/2 (100% accuracy) correct responses for competency.
Planned Language Supports:
Time is spent in whole group reflecting to the conflict in previous passage/story “Fireflies”. Time is spent in whole group on what a Short-Constructed Response is and how to write a SCR. Time is spend in whole group discussing the conflict of the passage/story “Superficial”
Definitions of key terms and vocabulary are written on the board. Instructional Strategies and Learning Tasks
Anticipatory Set:
Activity Description/Teacher
Student Actions
Connect with the students by saying: “Tomorrow we will
take another SCA (Short Cycle Assessment). So far, our SCA only had questions that we could circle our answers
to. Sometimes on SCAs (and on the STAAR test we will take at the end of the year) we will have questions that ask us to write our answers. Over the next few days, we are going to work on how to write answers to those kinds
of questions”
Display and create Short-Constructed Response anchor chart. Students will appropriately participate and respond. Presentation Procedures for New Information and/or Modeling:
Activity Description/Teacher
Student Actions
Say: “Today I’m going to teach you how to write an answer to a question by: 1.
Answering the question
2.
Giving Text evidence for your answer”
Say: The teacher will model and say “SCR stands for Short Constructed response. Those are just fancy words to say these are questions that we will need to write a short answer to. There are two parts to what we will need
to write for SCR questions: 1) Answer the question and 2) Give text evidence for the answer” Say: Let me know you how this works (write the question for students to see.) Here is my SCR question: What is the conflict in F
ireflies!? Use text evidence to support your response.
Students will appropriately participate and respond
Say: Ok, I can see I need to determine the conflict, or problem, in the story. Let me go back and find my evidence in the book. I’m going to look for the part where the boy is upset about the fireflies to make sure I remember correctly.”
Model rereading the part of “
Fireflies!
when the fireflies are falling to the bottom of the jar and not blinking much.
Say: “In these pages, the conflict is that the fireflies are dying in the jar.”
Say: “Now that I’ve figured out the conflict I’m going to think back about the question: What is the conflict in Fireflies!? Use text evidence to support your response.” Say: “To answer this question, all I need to do is… (reference your SCR Anchor Chart)
1)
Answer the question
2)
Give text evidence for the answer.”
Say: “Here’s my answer to the question: The conflict is that the fireflies are dying in the jar.” (Write this for students to see on the anchor chart in the “Answer the question” box.)
Model finding the text evidence for students and say: “Now I need the text evidence that shows the fireflies are
dying. Ok, I’m going to reread to see where the text evidence is…here we go! ‘The fireflies beat their wings against the glass and fell to the bottom and lay there.’”
Write this sentence on the graphic organizer in the text evidence section: “The fireflies beat their wings against the glass and fell to the bottom and lay there. Reread the question: What is the conflict in Fireflies!
? Use text evidence to support your response
Write this complete SCR underneath the graphic organizer, showing the students how to use the sentence starters for their text evidence. “The conflict is that the fireflies are dying in the jar. The text says, “The fireflies beat their wings against the glass and fell to the bottom and lay there.”
Say: “I answered the SCR question and gave text evidence. That’s all I need to do.”
Guided Practice:
Activity Description/Teacher
Student Actions
For this activity the teacher guides the class to do the work individually. Pass out an anchor chart to each student.
Pass out the “Superficial” passage The teacher will read “Superficial” out loud to the class
Students are expected to work individually
Students are expected to listen and respond appropriately as
the teacher reds the “Superficial” passage
Students will write the SCR question on their SCR graphic
organizer
Students will think about what is needed to answer the
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Write the SCR question on the board and read it aloud: “What is the conflict in “superficial”? Respond using detail from the text that support your answer. Instruct students to write the SCR question on their SCR graphic organizer
Say: “Before we can start answering the question, think about what you need to answer and what part of the story
you need to use. Do this now. Give the students a moment to think, then bring the class back together by saying: When you think you have it give me a thumbs up. Say: “This question is asking us about the conflict, or problem, in “Superficial.” Let’s look back at our SCR anchor chart. What’s your first step after you figure out what the question is asking and where to look?” (Pause for students’ response) Say: “That’s right – answer the question. Look back through your story and find the answer – what is the conflict in ‘Superficial’? When you know the answer, write it in the “Answer” section of your anchor chart.”
The teacher will call on students to share their answers. After each student’s response she will ask the class if anyone has a different response. The teacher will share all responses with the class by writing them on the board.
As a class the students will determine what the best response to answer the question would be. After some time, bring them together and debrief, writing
this answer for everyone to see in the graphic organizer. “The conflict is that Samantha is trying to make Chloe be
mean to her friend Niki.” (If the students came up with multiple right answers, this provides an opportunity to discuss how there can be more than one correct response.
Select one to record as the class responds.)
Say: “Let’s look at the SCR anchor chart, chart and figure out the next step. What is it?” (Pause) “Yes – find evidence to support your answer. Now find the evidence in the text that supports our class answer. When you find it, write it in the ‘text evidence’ box.”
The teacher will call on students to share their answers. After each student’s response she will ask the class if anyone has a different response. The teacher will share all responses with the class by writing them on the board.
As a class the students will determine what the best response to answer the question would be. After giving time to find the answer, bring them together and debrief, writing the following on the graphic organizer in the text evidence box. “Samantha says, “I have a question for you, Chloe. Why are you friends with
her?”
Reread the question: “What is the conflict in question and what part of the story is needed. Students will give the teacher a thumbs up when they think
they have the answer
Students will participate and respond appropriately as the
teacher is explaining the first step to answering a SCR
question
Student will write what the answer to the SCR question (or the
conflict) on their graphic organizer
Students will participate and respond appropriately to share
their answers The students will correct their answer to the SCR question if
needed using a colored pencil as the teacher writes her
response Students will participate and respond appropriately when the
teacher says “Let’s look at the SCR anchor chart, and figure
out the next step”
Students will participate and respond appropriately to find
evidence to support their answer
Students will write their evidence in the “text evidence” box
Students will participate and respond appropriately to share
their answer
Students will ensure they have selected to correct text
evidence by correcting their response using a colored pencil as
the teacher write the correct response
Students will participate and respond appropriately as the
teacher rereads the SCR question and writes the correct
response to the SCR question. Students will choose a sentence starter and write it directly
after their answer sentence
Students will write their evidence right after their sentence
starter.
“Superficial”? Respond using details from the text that support your answer. Say: “To write your answer, copy your first sentence onto the lines.”
Give time for the students to do this.
Say: “Now, choose a sentence starter for your text evidence. Write the sentence starter directly after your answer sentence.
Give time for the students to do this. Say: “Now write your evidence right after the sentence starter.”
Write the complete SCR answer underneath the graphic organizer. “The conflict is that Samantha is trying to make Chloe be mean to her friend Niki. In the passage Samantha says, “I have a question for you, Chloe. Why are you friends with her?”
Say: “we answered the SCR question and gave text evidence. Tomorrow you will have a question like this on
your SCA.” Independent Student Practice:
Activity Description/Teacher
Student Actions
The teacher will pass out the Exit ticket (“Sara and Matt’s Favorite Food” passage and SCR graphic organizer)
The teacher will instruct the students to read the passages
and the question written on the board using the SCR graphic organizer and writing theory. The teacher will write the SCR question” What is the conflict in Sara and Matt’s Favorite Food”? Respond using details from the text that supports your answer. The teacher will instruct students to turn in their work when complete and give them the Closing Activity.
Students will work independently to complete the Independent Student Packet. Students will turn in their completed work to the teacher.
Students will continue to the closing activity
Culminating or Closing Procedure/Activity:
Activity Description/Teacher
Student Actions
Students will be asked to get their reading journals and writing folders.
Students will be instructed to paste their completed SCR anchor chart into their reading journals.
Students will be instructed to label the SCR anchor chart with the passage name “Superficial”
Students will be to place the “Superficial” passage in their writing folders. The teacher will ask the students to bring their writing folders and reading journals to the front. As students are gathering their folders and journals, the teacher will say: Remember tomorrow you will be taking another SCA. There will be at least one question that you will be expected to write a SCR in Students will retrieve their reading journals and writing folders.
Students will glue their anchor chart into their reading journals.
Students will file the “Superficial” passage in their writing folders. The students will bring their reading journals and writing folders to the front
The students will participate and respond accordingly
response to the question. When answer this question, remember that SCR response there are two things that must be included in your response. 1) you must answer the question 2) you must prove your answer by providing
text evidence. We will continue to practice this throughout the year to prepare you for your STAAR test.
Differentiated Instruction Gifted and Talented:
Gifted and Talented students will need to complete a story board depicting the conflict in the passage “Superficial”. The story board can be completed digitally or with paper and pencil. EL:
English learner will be given “Superficial” passage in both English and Spanish. They will be able to use a translation dictionary and work with a partner. They will also be offered one-on-one assistance with teacher or teacher assistant. The exit ticket can be read to the student if needed. Students with Other Special Needs:
Students with dyslexia will sit at the teachers small group table. The teacher will read the independent activity passages to the students at the small group table. The teacher will read each question and answers to the students sitting at the small group table. The teacher will write the SCR question on the students’ papers that are at the small group table. The teacher will read the SCR question. Assessment
Formative
Formative assessment – the teacher will walk the room and monitor students understanding. The teacher will check-in with each table group and ask open-ended question to evaluate their thinking and understanding. Summative
An exit ticket will be given at closing of lesson. For competency, students are expected to answer at least 2/2 correct responses; receiving at least 100% accuracy. s correctly.
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