Direct Instruction Lesson Plan Template

Grade Level/Subject: 4TH Grade Reading

Central Focus: Sharing research with others on a particular selected topic.

Essential Standard/Common Core Objective:

RI.4.9 9. Integrate information from two texts on the same topic in order to
Date taught: 3/16/15
write or speak about the subject knowledgeably.
Daily Lesson Objective: After students complete research online, on their chosen research project topic, students will be
able to share research and speak about their topic in a knowledgeable way with someone else besides their research
partner.
Knowledgeable will be defined here as speaking accurate information from research findings, speaking information that
is related to the topic, and using terminology related to the topic during sharing.
21st Century Skills:
Academic Language Demand (Language Function and Vocabulary):
Collaboration: Students for this project are
working with a partner to compile research
on their particular topic.

Integrate- Students are integrating information from their sources

together in their research.

Communication: Students are using

communication skills when they are sharing
their research with others.

Write- Students are writing and taking notes on their topic as they do
research.

Technology: Students are using 21st century

technology, IPads, to do online research on
their topics.

Speak- Students are speaking to others about their topic, when they
share their research.

Prior Knowledge: Research skills, note taking skills, prior work on researching their research project topic

Activity

1. Focus and Review

Description of Activities and Setting

Start by reminding students that over the last few days they have working on
their research project, on their self-selected animal topic with their research
partner. Remind them that as we do more research on our topics, we
become more knowledgeable on our research topics.

Time

2. Statement of Objective
for Student

Today class we are going to continue on with our research projects. You will
continue using the IPads to work with your partner to gather research and
facts on your topic. Today we are going to learn how to start sharing our
research with others so that we can begin to be experts on our topics. You
will get a chance to share research with other people besides your partner.
Prior to this lesson the teacher will have done research on his/her own topic,
Clown Fish. When we share research with others, its important that we
begin to use some of the new vocabulary words that go with our topic. The
teacher will share some vocabulary words that are important from
researching about clown fish. The teacher will use the vocabulary words sea
anemone, coral reef, and marine as examples. The teacher will share what
these terms mean and how they relate to the topic about Clownfish.

Sea Anemone- Sea anemones are a group of water-dwelling, predatory

animals of the order Actiniaria. They are named for the anemone, a terrestrial
flower. Sea flowers

Coral Reefs- Coral reefs are diverse underwater ecosystems held together by
calcium carbonate structures secreted by corals. Coral reefs are built by
colonies of tiny animals ..
Marine- Bodies of salt water, such as the Ocean

3. Teacher Input
Using these terms help make us sound like experts on our topic. As we begin
to research we will also begin to form our own opinions that we may want to
share with a partner. We must be able to share opinions, but also we have to
be able to defend our opinion with evidence from our research. The teacher
will share an opinion on Clownfish and defend it with evidence from
research.
Examples: I think Clownfish are very interesting because they are all born as
males, and later they can develop female parts to lay eggs; they are also
interesting because they come in different colors, not just orange and white.
Another thing that makes Clownfish interesting is that they became popular
after the movie Finding Nemo. Clownfish are also more in danger from
humans than predators because people are constantly capturing Clownfish
to put in aquariums.

Next the teacher will discuss and model how to share research with
someone. Finally, when we talk with someone about our research , we may

want to use conservation prompts to help us talk to each other and reflect on
our research. The teacher will share and discuss the anchor chart with the
class, reviewing again how to use vocabulary in sharing about a topic, and
sharing opinions and backing them up. Finally, the teacher will use the
anchor chart and point out prompts. The teacher will model for students how
to share research with someone by having a mock conversation with a
selected student in front of the class. The teacher will pick a student, and the
teacher will share research with the student about Clown Fish , allowing for
the teacher and the student to have a conversation in front of the class.
Next, the student will share with the teacher their topic and research. The
teacher will ask questions and make comments accordingly, including some
of the prompts.

Anchor Chart
Good Readers Share Research

Readers should use new vocabulary from research to sound like

experts.
Readers should form opinions and back them up with evidence
from research.
Readers should use conversation prompts to talk about research
Conversation Prompts:
I learned that
I didnt know
This changes my thinking because ..
Now Im wondering..
What you just said is making me realize that.
This is helping me understand why..
This is helping me understand why
This connects to what we learned in science because.

4. Guided Practice

5. Independent Practice

6. Assessment Methods of
all objectives/skills:

7. Closure

8. Assessment Results of
all objectives/skills:

Students will be asked to pull out their research notebook. Students will take
a look through the research they have already compiled. They will take a
couple of minutes to think about what important things there are in their
notes, that they would like to share with someone unfamiliar with their
topic. After a few minutes of reviewing their notes, they will turn and talk
with a partner and share what they have learned so far about their research
topic. Before turning and talking, the teacher will encourage students to use
new vocabulary, state opinions on topics with reasoning to back them up,
and students will be encouraged to use conversation prompts. During
turning and talking, the teacher will walk around to each pair and listen in on
students conversations. After sharing the teacher will ask students how it
felt to share research. You definitely begin to sound like an expert when you
share research with someone who doesnt know your topic. You also can use
vocabulary and state opinions backed by research to sound like experts .
Students will be sent off to compile more research with their research
partners about their topics. Today I want you to go off and gather some
more research on your topic. Take notes like you have been doing, and keep
track of where you get information from. Think about what new things you
learn that youd want to share with a research partner. Students will
continue to do research on their selected topic with their partner. Students
will take notes as they have been doing from the previous week. After
researching for a stretch of time, students will get with someone else besides
their partner and share with that person what they have learned from the
days research.
Students will be informally assessed based on observation during sharing times both at
the beginning of the lesson and during the end of the lesson. The teacher will listen in to
see how well students do in sharing their research with others. The teacher will see if
students are using vocabulary, if they are stating opinions with evidence, and to see if they
use any conversational prompts.
To close the lesson, the teacher will ask students to share what they learned
from the day about sharing research. Students at this time will also share
something they learned that day about someone elses topic from the
sharing time.
I was highly impressed to see how well students did with their sharing of research. Many
students were right on target for sharing research and sounding like experts. Students
were highly involved in their topics and research projects. Many were very passionate and
excited about their topics, and I could see this from observing them sharing their research.
About half of students were using new vocabulary. Very few students stated opinions, and
no one really used the conversation prompts. However, students did an effective job
gathering their research and then being able to share what they found and learned with
someone who had no knowledge of their topic.

Targeted Students Modifications/Accommodations:

Student/Small Group Modifications/Accommodations:

Struggling readers: Students will be paired

heterogeneously so that they can help each other with
research, students can make use of some videos to
include in their research sources; the teacher can
scaffold and will help find easier texts for students to
read online

Struggling readers: Students will be paired heterogeneously so

that they can help each other, students can make use of some
videos to include in their research sources; the teacher can
scaffold and will help find easier texts for students to read
online

Materials/Technology:
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to implement the lesson at the end of the lesson plan.)

anchor chart , student notebooks, IPads and computers (1 for each pair of students)