Direct Instruction Lesson Plan Template

Grade Level/Subject:
Central Focus:
nd
2 Grade
Learning what verbs are and how to use strong verbs.
Language Arts
Essential Standard/Common Core Objective:
CCSS.ELA-Literacy.L.2.1
Date submitted: April 3,2015
Demonstrate command of the conventions of standard
Date taught: March 11, 2015
English grammar and usage when writing or speaking.
Daily Lesson Objective: Given 3 index cards with weak verbs written on them, students will be
able to write down three strong verbs that could replace the weak verbs, with 85% accuracy.
21st Century Skills:
Academic Language Demand (Language Function and
Social and Cross-Culture SkillsVocabulary):
Students use this when they share
The level of thinking in the objective is understanding.
with the class the strong words
Students will have to understand the differences between
they found in the class during
strong verbs and weak verbs. Students will also need to
guided practice.
understand how these verbs are used when reading a book
Communication and Collaboration- so they know what to look for when they read by
Students use this when they work
themselves.
in pairs to figure out three strong
Vocabulary- Verb: A verb is a word that shows action or
verbs that fit the weak verb during being.
guided practice.
Students will be using speaking and listening in this lesson.
They will be talking with each other and helping their
partner if needed. They will also be listening to the
teachers explanations and directions.
Prior Knowledge: The students should know what an adjective is, and the differences between a
strong adjective and a weak adjective. Students should also be able to write and spell the best
that they can.
Activity

1. Focus and Review

2. Statement of
Objective
for Student
3. Teacher Input

Description of Activities and Setting

The teacher should start by asking the class what they
learned an adjective is, and the teacher should write a short
definition of what it is on the board. The teacher should ask
the students to give some examples, and they will also be
written on the board.
The teacher should tell the students that today they will learn
about verbs and learn how to make weak verbs stronger, and
at the end of the lesson they will be able to successfully write
down three verbs that replace one weak verb.
The teacher should start off by calling all of the students over
onto the carpet and reading them the book To Root, to Toot,
to Parachute What is a Verb? By Brian P. Cleary. (If the teacher
has more time the next book Slide and Slurp, Scratch and
Burp More about Verbs, By Brian P. Cleary) The teacher will
then talk about what a verb is and write the definition of the

Time

5
minutes

1
minute

10
minutes

4. Guided Practice

5. Independent
Practice

verb on the board. A verb is a word that shows action or

being. The teacher should explain how the point of this book
is to explain what a verb is. The teacher should talk about the
differences between a strong verb and a weak verb. A strong
verb would be a fancier word; this word would be very unique.
A week verb is a word that is very common and many people
might use. It isnt unique or special. The teacher can explain it
like would you rather go to the dollar store and get cheep toys
or go to target and get more expensive fancy toys. The
students will pick the fancier toys, and you can explain that
common words are cheap and you should try to use expensive
fancy words to pump up your writing. The teacher should pick
a word from the book and then write it on the board and tell
them that this is a weak verb, and what a stronger verb would
be for that word. For example the sentence pet your
pooch/pet, could be considered a weak verb, a stronger verb
could be stroked, scratched, or tickled. The teacher should
answer any questions if needed.
The teacher will tell the students to get in groups of two by
gender, girls pair with boys, boys pair with girls, and they
should be given 2 index cards with a weak verb on each card.
Each table will contain two groups and they will each be given
2 index cards with two different weak words on each.
The words used for this activity are: Cook, Cry, Sit, Smile,
Write, Run, Kick, and Eat. The pair of students should work
together and write down on the given post-it note three strong
verbs for each of those words. The students should then
switch with the other two students working at the table and
do the same thing with those words. Two tables will have the
same four words, and the other three will have the same four
words (This will help insure that 8 words are talked about
during this practice). Each two students will write down 3
strong verbs for 4 different words. The teacher should then
ask one person in each group to share one of their strong
verbs that they came up with from each of their index cards.
The students will then have a list of strong verbs on the board
for them to use when they are writing, and look for when they
are reading. The teacher should walk around and help
students if they need extra help.
The teacher will give each student a piece of paper and write
three weak verbs on the board. These words are: Talk, Jump,
and Laugh. Students need to individually write down these
three words and three strong verbs that they could replace
that verb with instead. Every student will be using the same

20
minutes

10
minutes

6. Assessment
Methods of
all
objectives/skills:

7. Closure

words. The students should try to do this the best that they
can with no assistance. On the bottom of the paper they
should write down two of their own verbs that they made up.
The teacher should collect these when students are finished.
This assessment should be done with 85% accuracy and should have all
of the words, and at least two out of the three strong replacement verbs
should be correct. Each student should have written two of their own
verbs on the bottom of the paper that they wrote by themselves.
Students will go around and share something they learned
about a verb or a share a verb that they thought of. The
teacher should ask the students if they have any questions
5
about verbs that they want to know the answers to. If the
minutes
teacher has time students should be ask to share some of
their answers of the verbs that they came up with from the
independent practice, with the rest of the class.

8. Assessment
Results of
all
objectives/skills:
Targeted Students
Modifications/Accommodations:
The teacher should pair up the students
that they think will work best together
during guided practice. For students that
struggle in writing, the teacher can provide
more time and assistance with spelling if
needed.

Student/Small Group
Modifications/Accommodations:
Students that need extra help or if they are still
confused with what will be place at a table with
the assistant for one-on-one help. During this
time, the teacher will repeat previous instruction
and guide the students to write down the answers
and repeat questions they missed or didnt write
down.

Materials/Technology:
Index Cards
Pencil
Post-it notes
To Root, to Toot, to Parachute What is a verb?
Slide and Slurp, Scratch and Burp More about Verbs.
Expo markers
Loose- leaf paper
References: None
Reflection on lesson: