Direct Instruction Lesson Plan Template

Topic: Grade Level: BYU-I Student Name:

Suffix “-ly” 1st Deja Witte
Lesson Type: Performance Level: Group Size:
Re-teaching Review Below On Whole
CCSS: CCSS.ELA-LITERACY.L.1.4.B, Use frequently occurring affixes as a clue to the meaning of a word.
Objective/s:

➢ Through sorting games, worksheets, and verbal assessments, students will be able to define how the suffix “-ly” changes the meaning of a
base word.

Assessment Plan: Students will create a flip book in which they add the suffix “-ly” to a base word and write a definition of the new word.
Key vocabulary terms and definitions:

❖ Base word: a word we can add suffixes to.

❖ Suffix: a letter or letters we can add to the end of a root word to change the meaning.
❖ “-ly“: means “in this way.”

Materials:
Lesson plan, whiteboard, whiteboard markers, projector, five copies of word sorts, twenty copies of the flip book, scissors, and crayons.
Technology Integration:
Projectable.

Differentiation/Accommodations:
Provide a word bank for students to use, allow students to use notes as they sort words and write definitions.
Management
Behavioral Expectations: Transitions: Fast Finishers:
Release by tables. Begin silent reading when you are done.
1. Review the procedures for quiet fox and
keeping bubbles. Students will raise hands
when they would like to speak and listen
quietly when others are speaking.

Attention Signal (Regain Student Focus) Material Management Grouping

“Hocus Pocus, Everybody Focus!” Ask a volunteer to help pass out flip books. Students will work with their table to sort word
puzzles.
Sequence of Lesson
 Time:
30 mins. Lesson Components Materials
Orientation (Anticipatory Set, Attention Grabber, Hook)
3 min. Ask students: “Who likes camping?” “What do you eat when you go camping?” If no one brings up s’mores, say “My favorite
camping food is s’mores!” Ask students what is needed to make s’mores (graham crackers, chocolate, and marshmallows.)
Tell students that words are like s’mores, when we combine graham crackers, marshmallows, and chocolate, we get
smores. When we combine base words and suffixes, we get a new word.
Activate Prior Knowledge
1 min. Students have already received a lesson on the suffix “-ly“ and some understand that suffixes change the meaning of a
word. Ask questions to help students remember the previous lesson:
“What does “-ly“ mean?”
“What happens when we add “-ly“ to a word?”
“What happens when we add “-ly“ to “quick”?
Input & Modeling (Sequential step-by-step instruction)
7 min. Whiteboard,
1. “I do” section - whiteboard
Definitions of “base word” and “suffix.” marker, projector,
If we know what the base word and suffix mean, we know the meaning of the new word. word sort puzzle,
Write the word “nice” on the board. flip book, crayons.
Tell students that this is your graham cracker.
Ask students what “nice” means.
Tell them that this is the chocolate.
Add “-ly“ at the end of “nice” Tell them this is the marshmallow.
“Now we have a s’more, we have a new word. Nicely means “in a nice way.””
Write “The Knight brave__ saved the Princess.” Read aloud.
Write “-ly” at the end of brave. If I add “-ly“ to brave, the word changes and now it means he saved the princess in a
brave way.
2. “We do” section -
Display Projectable 30.9 and read the example.
Show how to write “-ly“ at the end of a word to make it mean “in a certain way.”
Read the first sentence and have students decide if we should add “-ly“ to a word.
10 min. Explain that the sentence is asking if you can see the board in a clear way. It makes sense to add “-ly’- to this word.
Work through the rest of the Projectable together.
3. “You do” section -
Tell students that we are going to go back to our tables and make s’mores.
Model how they would make a s’more with their word sorts. Tell them you want them to work together with their
tables to find the base word (the graham cracker,) the suffix (the marshmallow,) and the new word (the s’more.)
Tell students that after they are done making smores, they are going to make a flipbook like they did a few days
ago.
Give instructions for flipbooks.
 Dismiss students by table numbers to return to their seats.
Make sure each table has a word sort set.
When tables are done, use the attention signal, and repeat the instructions for the flipbook. Tell students that they
can only use crayons, no markers.
Ask for a volunteer to help hand out flipbooks.
Begin working on flip books.
When students begin coloring, let them know how much time they have to color.
Give a warning when they have one minute left.
When coloring time is up, use the attention signal. Ask students to put the flipbooks in their cubbies, clean up, and
return to the Kiva.
Countdown to when students should be sitting on the Kiva.
Give a brief summary, that “-ly“ means “in that way,” so when we add this suffix to a word, it changes the meaning.

1 min. Check for understanding (Needed throughout the lesson procedures, not just at this point, but also after guided practice.)
Ask students to give you a signal under their chin, thumbs-up if they understand, side-thumb if they kind of get it, and
thumbs-down if they’re confused.
1 min. Guided practice: (Tell how you check understanding of each student during guided practice.)
Ask students to raise their hands if they think we should add an “-ly“ during the Projectable.
1 min. Closure/Summary:
Briefly review that “-ly“ means “in that way,” so when we add this suffix to a word, it changes the meaning.
5 min. Independent practice: Flip books.
Students will write the suffix “-ly” after a given word in their flip books, and then write what the new meaning is. For
example, if a given word is “glad,” students will write add “-ly“ to “glad,” and then “in a glad way” as the definition.
1 min. To be collected: Word sorts.
Collect word sorts.
Reflection: To be typed in a separate 4 paragraph paper and handed within a week after lesson is taught.

1. Whether the students were able to do what your objectives said- Cite evidence in your paper.
2. What went well during the lesson and why it did so- Give specific examples of what happened during the lesson so
that a person who was not there could “see it” in their mind’s eye.
3. Explain specifics of what you would want to improve if you were able to do this same lesson again and general ideas learned from this lesson that
will help your future lessons go even better. Give specific examples of what happened during the lesson so that a person who was not there could “see it” in their mind’s eye.

Topic: The main theme of the lesson.

CCSS: Common Core State Standards.
Objective: (SWBAT) audience, behavior, conditions, and degree.
Assessment: How to determine if the objective has been met—the evidence.
Accommodations: What will you do to give every student a chance at success? Especially those with special needs or IEPs? Will some students be given adaptations to complete the assignment? Maybe they will be allowed to perform the assessment orally instead of in writing. Maybe a certain
student needs to complete fewer problems than the regular assignment. Some students might need directions to be read to them, or have an audio recording. This will depend upon the individual needs of the specific students you are teaching.
Orientation: AKA-Anticipatory set, Gain Attention, Introduction—This should focus students’ attention on what you are about to teach. It doesn’t need to be complicated or lengthy, but should directly relate to the input and modeling portion of the lesson, and should engage their curiosity,
establish a question to be answered, and/or peak their interest.
Accessing Prior Knowledge: How will you determine what students already know about the material in this lesson? How will you help students connect that prior knowledge to the new material in this lesson?
Input & Modeling: The teacher directly instructs and models the principle being taught. AKA-“I DO” or “TELL/SHOW”
Check for Understanding: The teacher informally (formative) assesses the students’ understanding of the new concept, and adjusts input accordingly. This allows you to evaluate whether they are ready to take on responsibility themselves or not yet.
Guided Practice: The teacher works with the whole group to practice the new concept. AKA-“WE DO” or “HELP”
Closure: Review what has been learned. Students should be able to articulate how to perform the new objective. The objective should always be reviewed here.
Independent Practice: Students will perform the objective on their own (or sometimes with a partner or in a group). Independent practice should always be the same skill modeled by the teacher, and practiced with guidance. AKA-“YOU DO” or “MONITOR”
Reflection: Teacher reflects on lesson: What went well? What needs to be changed if this lesson were taught again in the future? Were management strategies effective? Why or why not? Was the objective met? Does anything need to be retaught or reviewed?