WGU D091 DGM3 Task 2 |Latest Update with Complete
Solution
Jordan Bale
DGM3 Task 2
March 4th 2025
001152730
Direct Instruction Lesson Plan Template
General Information
Lesson Title: Accepting Compliments with clear speaking
Subject(s): Social Skills
Grade/Level/Setting: Elementary/Kindergarten/small group
Prerequisite Skills/Prior Knowledge:
What do your students already know or what do they need to know about the selected topic to successfully
participate in the lesson?
Students should know what a compliment is and how to give one at appropriate times.
Standards and Objectives
State/National Academic Standard(s):
K.SL.2: Speak clearly and audibly while expressing thoughts, emotions, and ideas.
Learning Objective(s):
Identify what students will accomplish by the end of the lesson; needs to align with the state or Common Core State
Standards and needs to be measurable (condition, behavior, and criterion).
Students will speak clearly and loudly enough to be heard while responding politely to three
compliments during a role-playing activity. The teacher will check if they use a good volume, say their
words clearly, and give a kind response.
Materials Technology
, What materials will the teacher and the students need in How will you use technology to enhance teaching and
order to complete the lesson? learning? (Optional: Use the SAMR model to explain the
technology integration strategies you plan to use.)
Picture cards (showing children receiving
compliments, such as sharing, helping, or showing Sentence stems will be digital, using student Ipads
artwork) for easy swiping between prompts.
A stuffed animal or “talking stick”
Whiteboard and markers
Sentence stems
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 content and language focus of the learning task represented by the active verbs within the learning outcomes.
Common language functions include identifying main ideas and details; analyzing and interpreting characters or
events; arguing a position or point of view; or predicting, recording, and evaluating data. Common language
functions in math include predicting from models and data, recording multiple ways to solve problems, justifying
conclusions, evaluating data and explaining how or why certain strategies work.
Expressing gratitude, Acknowledging and responding to compliments, speaking clearly and audibly.
Vocabulary:
Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific
meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across
disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline.
Compliment, thank you, appreciate, happy, kind
Discourse and/or Syntax:
Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write,
and participate in knowledge construction. Syntax refers to the set of conventions for organizing symbols, words, and
phrases together into structures (e.g., sentences, graphs, tables).
“I like how you…” “You are really good at…” “That was very kind of you to…” “Thank you” “That makes
me feel happy.” “I appreciate that” “Thanks! I worked really hard on that”
Solution
Jordan Bale
DGM3 Task 2
March 4th 2025
001152730
Direct Instruction Lesson Plan Template
General Information
Lesson Title: Accepting Compliments with clear speaking
Subject(s): Social Skills
Grade/Level/Setting: Elementary/Kindergarten/small group
Prerequisite Skills/Prior Knowledge:
What do your students already know or what do they need to know about the selected topic to successfully
participate in the lesson?
Students should know what a compliment is and how to give one at appropriate times.
Standards and Objectives
State/National Academic Standard(s):
K.SL.2: Speak clearly and audibly while expressing thoughts, emotions, and ideas.
Learning Objective(s):
Identify what students will accomplish by the end of the lesson; needs to align with the state or Common Core State
Standards and needs to be measurable (condition, behavior, and criterion).
Students will speak clearly and loudly enough to be heard while responding politely to three
compliments during a role-playing activity. The teacher will check if they use a good volume, say their
words clearly, and give a kind response.
Materials Technology
, What materials will the teacher and the students need in How will you use technology to enhance teaching and
order to complete the lesson? learning? (Optional: Use the SAMR model to explain the
technology integration strategies you plan to use.)
Picture cards (showing children receiving
compliments, such as sharing, helping, or showing Sentence stems will be digital, using student Ipads
artwork) for easy swiping between prompts.
A stuffed animal or “talking stick”
Whiteboard and markers
Sentence stems
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 content and language focus of the learning task represented by the active verbs within the learning outcomes.
Common language functions include identifying main ideas and details; analyzing and interpreting characters or
events; arguing a position or point of view; or predicting, recording, and evaluating data. Common language
functions in math include predicting from models and data, recording multiple ways to solve problems, justifying
conclusions, evaluating data and explaining how or why certain strategies work.
Expressing gratitude, Acknowledging and responding to compliments, speaking clearly and audibly.
Vocabulary:
Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific
meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across
disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline.
Compliment, thank you, appreciate, happy, kind
Discourse and/or Syntax:
Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write,
and participate in knowledge construction. Syntax refers to the set of conventions for organizing symbols, words, and
phrases together into structures (e.g., sentences, graphs, tables).
“I like how you…” “You are really good at…” “That was very kind of you to…” “Thank you” “That makes
me feel happy.” “I appreciate that” “Thanks! I worked really hard on that”
