Kailey Johnston
WGU
C909 Elementary Reading Methods and Interventions
Direct Instruction Lesson Plan Template
General Information
Lesson Title: Arthur’s Mystery Envelope (chapters 1 and 2), Vocabulary/Using a Dictionary
Subject(s): Vocabulary
Grade/Level/Setting:3rd Grade/Small group. Class consists of 20
students. 4 students which are ELL, 2 that are gifted and talented, and 2 students with other needs.
Groups of children will be arranged so there are 4 groups of 5 students. Each of the 4 groups will
have 1 ELL student and two of the groups will have the students with other needs. At the tables that
host the students with other needs, a teacher’s assistant will be present.
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 must know how to read and how to put letters in alphabetical order. The need to spell simple words
and know the general understanding of phonics.
Standards and Objectives
State/National Academic Standard(s):
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).
Given 5 words from the novel, Arthur’s Mystery Envelope, the students with use the dictionary to identify the
definition of the word and put it to use in a correct sentence as it relates to the novel with 100% accuracy.
Materials Technology
What materials will the teacher and the students need in How will you use technology to enhance teaching and
This study source was downloaded by 100000898934525 from CourseHero.com on 05-12-2025 03:46:10 GMT -05:00
https://www.coursehero.com/file/156354223/C909docx/
, order to complete the lesson? learning? (Optional: Use the SAMR model to explain the
technology integration strategies you plan to use.)
Notebook
Teacher will use an overhead projector to model
Pencil to the students how to create a graphic
Arthur’s Mystery Envelope novel organizer using practice words.
Dictionary
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.
Students will identify given words from the book they are reading and put it in a correct sentence of their
own.
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.
Dictionary, syllables, definition
Mystery, Envelope, Confidential, important, immediately
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).
Students will use clues from the context to define the meanings of vocabulary then use them
accordingly in a sentence.
This study source was downloaded by 100000898934525 from CourseHero.com on 05-12-2025 03:46:10 GMT -05:00
https://www.coursehero.com/file/156354223/C909docx/
WGU
C909 Elementary Reading Methods and Interventions
Direct Instruction Lesson Plan Template
General Information
Lesson Title: Arthur’s Mystery Envelope (chapters 1 and 2), Vocabulary/Using a Dictionary
Subject(s): Vocabulary
Grade/Level/Setting:3rd Grade/Small group. Class consists of 20
students. 4 students which are ELL, 2 that are gifted and talented, and 2 students with other needs.
Groups of children will be arranged so there are 4 groups of 5 students. Each of the 4 groups will
have 1 ELL student and two of the groups will have the students with other needs. At the tables that
host the students with other needs, a teacher’s assistant will be present.
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 must know how to read and how to put letters in alphabetical order. The need to spell simple words
and know the general understanding of phonics.
Standards and Objectives
State/National Academic Standard(s):
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).
Given 5 words from the novel, Arthur’s Mystery Envelope, the students with use the dictionary to identify the
definition of the word and put it to use in a correct sentence as it relates to the novel with 100% accuracy.
Materials Technology
What materials will the teacher and the students need in How will you use technology to enhance teaching and
This study source was downloaded by 100000898934525 from CourseHero.com on 05-12-2025 03:46:10 GMT -05:00
https://www.coursehero.com/file/156354223/C909docx/
, order to complete the lesson? learning? (Optional: Use the SAMR model to explain the
technology integration strategies you plan to use.)
Notebook
Teacher will use an overhead projector to model
Pencil to the students how to create a graphic
Arthur’s Mystery Envelope novel organizer using practice words.
Dictionary
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.
Students will identify given words from the book they are reading and put it in a correct sentence of their
own.
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.
Dictionary, syllables, definition
Mystery, Envelope, Confidential, important, immediately
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).
Students will use clues from the context to define the meanings of vocabulary then use them
accordingly in a sentence.
This study source was downloaded by 100000898934525 from CourseHero.com on 05-12-2025 03:46:10 GMT -05:00
https://www.coursehero.com/file/156354223/C909docx/
