Explicit Direct Instructionlesson Plan Templateteachergrade Level5th ✓ Solved

EXPLICIT DIRECT INSTRUCTION LESSON PLAN TEMPLATE Teacher: Grade Level: 5th Grade 2-Day Sample Lesson Plan with attachments Week of: Resources and Materials: “What’s for Lunch?†Kids Post, Student note recording form, main idea anchor chart, main idea graphic organizer Academic Vocabulary: main idea, explicit, inference, conclusion, draw, supporting details, key details, determine, point, reasons, evidence In-Context Vocabulary: pantry, carnivore, commissary, nutritionists, quantities, massive, minuscule, native, foraging, primates Day Monday Tuesday Wednesday Thursday Friday LEARNING OBJECTIVES Must be written in terms of a situation and a behavior objective. Defines what the student will be able to do after instruction.

Checking for Understanding: Turn and Talk: What are we going to do today? What are we going to model? Focus Standards RI.5.1, RI.5.2 RI.5.1 I can answer questions based on explicit information. RI.5.2 I can determine several main ideas and connect the supporting details. RI.5.2 I can restate the main idea and key details.

Focus Standards RI.5.1, RI.5.2, RI.5.4 RI.5.1 I can answer questions based on explicit and inferred information. RI.5.2 I can determine several main ideas and connect the supporting details. Focus Standards RI.5.1, RI.5.7, W.5.9b Focus Standards RI.5.1, RI.5.8 Focus Standards RI.5.1, RI.5.8 SUPPORTING STANDARDS RI.5.4-Vocabulary RI.5.10-Complex Grade-Level Text RI.5.4-Vocabulary RI.5.10-Complex Grade-Level Text RI.5.4-Vocabulary RI.5.10-Complex Grade-Level Text RI.5.4-Vocabulary RI.5.10-Complex Grade-Level Text RI.5.4-Vocabulary RI.5.10-Complex Grade-Level Text BELL RINGER 5-10 minutes (Test Prep items to reinforce standards taught) Students will read a short text and complete three questions to practice standards 1, 2, 3 Students will read a short text and answer text dependent questions to practice multiple reading skills.

ACCELERATION -- What prerequisite skills will you incorporate to close the learning gap? RI.2-Using the topic and repeated words to determine the main idea. RI.2-Using the topic and repeated words to determine the main idea. ACTIVATE PRIOR KNOWLEDGE -- Activate information students already know TEACH/MODEL -Teach a Focus Lesson using Explicit Direct Instructions -Use Think Alouds to model proficient reader habits and step-by-step guidance GUIDED PRACTICE --Guide the students with matched problems ---Teach all variations of the Independent Practice CHECKING FOR UNDERSTANDING (CFU): Popsicle Sticks, Numbered Heads Together, Whiteboards TTW utilize Educeri lesson “Discern Main Idea (Implied)†to activate students’ prior knowledge, develop the concept of inferring the main idea, and developing the skill.

The Teacher will: 1. Remind students that this week they are reading the article "What's for lunch?" closely. This means going back and rereading the article, answering questions based on evidence from the text. 2. Distribute text and student note taking handout.

Point out that as we read the text we will be asking and answering questions. We will find and keep track of the evidence on the note-taking form. 3. Read the text out loud fluently while students track (“Track with Meâ€) 4. Tell students that today you will focus mainly on the section titled "A huge task†then direct students to read this section on their own.

5. After students have reread the section “A huge task†check for understanding. · Locate the word "massive" in the text? What do you think it means based on the clues in the text? (Remind students that in math and science mass means "how much matter is in an object." Here massive means huge.) · How much food is used at the commissary? How much greens? Fish?

Bananas? Hay? · How long does it take the animals to eat these massive quantities of food? · How are capelin different from the other foods listed in the first paragraph of this section? The Student will: Reread the section “A huge task†independently after the teacher has read the whole text to them. Participate actively in Educeri lesson to learn how to infer the main idea of a text when it is not directly stated in the text. Review “What’s For Lunch†by having students to orally retell key details from the passage.

List students responses on a web. The Teacher will: 1. Explain to students that today they return to their news article from yesterday. Today, our focus will be on using vocabulary strategies to learn new words in the text. We will also continue to work on main ideas to help us understand the author’s main points.

We will learn to explain how the main ideas are supported by details by making a list. 2. Provide direct instruction on key vocabulary from the text. Have students answer text dependent questions related to word meaning. Provide students with a graphic organizer (Frayer Model) to complete at least one of the words from the list. (Other key terms will be placed in Vocabulary Center) 3.

Set a purpose for today’s reading. (Read to find out how feeding the animals at the zoo is a complex activity.) Remind students to annotate the text. Provide time for students to read to find key details to support our purpose for reading then discuss. 4. After the reading, review main idea anchor chart (the main idea is the idea that goes through the whole text; each paragraph has a main idea; repeated words are clues to help you determine the main idea; authors give details that support the main idea. Lead a discussion on the main ideas found in the text.

5. Distribute Main Idea and Details List graphic organizer. 6. Guide students in recognizing details that support the statement “Feeding the animals at the zoo is a complex activity†and those that do not support the statement. The Student will: Reread “What’s for Lunch?†to find out how feeding the animals at the zoo is a complex activity.

Students will highlight details from the text and engage in a discussion about the text. COOPERATIVE Learning Groups 1. Read “Zoos Should Be Banned†which is an article from NEWSELA. 2. Annotate the text.

3. Complete a main idea and details graphic organizer to identify two main ideas in the text. 4. Answer text dependent questions related to the text. SUMMARY CLOSURE/ Exit Ticket -- Have students describe what they learned (Written or Oral) Students will summarize what they have learned about main idea and supporting details.

Students will write a paragraph with at least three sentences then read their paragraph to the class. (Teacher will provide corrective feedback if necessary). At the end of center rotations, students will complete the 3-2-1 strategy. INDEPENDENT PRACTICE & Literacy Stations --Students practice what they have just been taught. --Teacher works with students who are not successful Students will return to the Close Read article “What’s For Lunch?†and deconstruct the section “A huge task†by determining the main idea and supporting details. Afterwards, students will record their responses on a graphic organizer. Students will work with a partner, independently, or in groups to answer text dependent questions from the NEWSELA article.

Students will work in Learning centers. by Deeksha Sivakumer The CSIRT team assumes a significant part of any Organization. All organizations should have this sort of group in their business as they are answerable for settling diverse security dangers which are frequently tended to and revealed by various groups of the association. The organization system and location are unprotected if this team is not part of the organization. This team is a group of people hired to determine various issues looked at by the management because of safety risks. These group people are always prepared by following all the necessary rules and conventions, which can be receptive or proactive.

While hiring individuals, the administration in the organization post for job openings who are experts and have the abilities, so this makes the individuals from the team more novel and talented (Morné P., 2019). The CSIRT team of the organization is supposed to be viable if it has individuals with various foundations as they will have great mastery in their work. By cooperating and doing different exercises, the team can work in accordance and increase their protocols. There ought to be a leader in the team who can complete correspondence with the directorate and disclose to them different events in an organization that helps hold the authority of the CSIRT team in the business. The employees ought to have the option to divide their obligations between them appropriately to do their exercises collectively rather than as people.

While taking care of the situation, it is significant that the employees ought to be engaged and can have the option to deal with various problems appropriately. References Morné P., & Hombakazi N. (2019). Best Practices for Establishment of a National Information Security Incident Management Capability (ISIMC). The African Journal of Information and Communication, 24, 1–20. by Sravya Sree Kalle The organizations have to work for the best experience of the employees and provide them with foolproof security, for that a CSIRT plan is needed which make sure that employees are safe and company’s database is secure. The management support is always needed in order to cope with the security issues.

The funding, resources and time is provided by the experts to enhance the security. The relevant information is gathered from all the employees and provide them a secure portal to access the company’s database. The virus scanners must be used so that there is no chance of phishing and faulty emails (Matthews, 2018). The awareness programs can also help in creating a stronger ecosystem where employees know what’s right and what’s wrong. The CSIRT system of company also includes the software’s that are reliable to use and which are secured from phishing.

The techniques also includes the involvement of updated technology like block chain technology which secures the system like no other system in the world. The system must remain in direct communication with the CSIRT handling team and thus this stronger team can protect the system. There are examples of cyber-attacks in past where whole company’s database is been hijacked, so a secure backup system must be in placed to tackle this issue (Ruefle, 2007). References Matthews, T. (2018). The Complete Guide to CSIRT Organization: How to Build an Incident Response Team.

The Complete Guide to CSIRT Organization: How to Build an Incident Response Team , 32. Ruefle, R. (2007). Defining Computer Security Incident Response Teams. Build Security In , 54

Paper for above instructions

Explicit Direct Instruction Lesson Plan Template for 5th Grade

Teacher:

[Your Name Here]

Grade Level:

5th Grade

Week of:

[Insert Date]

Resources and Materials:

- “What’s for Lunch?” article from Kids Post
- Student note recording form
- Main idea anchor chart
- Main idea graphic organizer

Academic Vocabulary:

- main idea
- explicit
- inference
- conclusion
- draw
- supporting details
- key details
- determine
- point
- reasons
- evidence

In-Context Vocabulary:

- pantry
- carnivore
- commissary
- nutritionists
- quantities
- massive
- minuscule
- native
- foraging
- primates
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Learning Objectives:

Upon completion of this lesson, students will be able to:
1. Identify and articulate the main idea of the text by using supporting details (RI.5.1, RI.5.2).
2. Make inferences based on explicit information within the text (RI.5.1).
3. Summarize the text effectively, noting key details that contribute to the overarching main idea (RI.5.2).

Focus Standards:

- RI.5.1 - I can answer questions based on explicit information.
- RI.5.2 - I can determine several main ideas and connect the supporting details.
- RI.5.4 - Vocabulary development.
- RI.5.10 - Engage with complex grade-level text.
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Daily Breakdown

Day 1: Introduction and Guided Practice

Bell Ringer (5-10 minutes):

Students will read a brief text and answer comprehension questions focusing on standards RI.5.1 and RI.5.2.

Activate Prior Knowledge:

Initiate a discussion to gauge what students already know about main ideas and supporting details.

Teach/Model:

- Implement explicit direct instruction using "Think Aloud" strategies to demonstrate proficient reading habits.
- Carefully read the article “What’s for Lunch?” out loud while engaging students through reading comprehension techniques (e.g., “Track with Me").

Guided Practice:

- Provide guided reading time on the section titled "A Huge Task."
- Use cooperative learning techniques, such as “Numbered Heads Together,” to promote peer discussions about the text.

Checking for Understanding (CFU):

Prompt students with several questions regarding the text’s vocabulary and meaning:
- What do you infer from the word "massive" based on context?
- What quantities are mentioned concerning food at the commissary?
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Day 2: Vocabulary Instruction and Independent Application

Bell Ringer (5-10 minutes):

Students will engage again with another short text, focusing on vocabulary and comprehension.

Teach/Model:

- Provide direct instruction on crucial vocabulary words and have students complete a graphic organizer (Frayer Model) to deepen their understanding of these words.
- Explain the structure of main ideas and how they are supported by details.

Independent Practice:

- Reread “What’s for Lunch?” with a focus on identifying the complexity of feeding zoo animals.
- Engage in a graphic organizer activity to record the main idea and supporting details.

Cooperative Learning Groups:

- Read the article “Zoos Should Be Banned” from NEWSELA. Have students annotate the text, identify main ideas, and respond to related text-dependent questions.
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Summary Closure/Exit Ticket:

Students will summarize what they learned about the connection between the main idea and supporting details. They will write a paragraph that consists of at least three sentences articulating their understanding, which they will read to the class.
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Independent Practice & Literacy Stations:

Students will work independently or collaboratively in learning stations to reinforce their understanding of main ideas and supporting details. Teachers will work with small groups that require additional support.
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References:

1. Beers, K. (2003). When Kids Can't Read: What Teachers Can Do: A Guide for Teachers 6-12. Heinemann.
2. Fisher, D., & Frey, N. (2008). Guiding Students to Use Learning Targets. Educational Leadership.
3. Graves, M. F., & Graves, B. B. (2003). Teaching Reading in the 21st Century. Pearson/Allyn and Bacon.
4. Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. ASCD.
5. Izumi, K. (2016). Key Vocabulary for Reading. Scholastic.
6. Collins, C. & O'Brien, M. (2019). Explicit Instruction: Effective and Efficient Teaching. Guildford Press.
7. Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.
8. Kucer, S. B. (2014). Dimensions of Literacy: A Conceptual Base for Teaching Reading and Writing in School Settings. Routledge.
9. Snow, C. E. (2002). Reading for Understanding: Toward a Research and Development Program in Reading Comprehension. RAND Corporation.
10. Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and Managing a Differentiated Classroom. ASCD.
This Lesson Plan is framed using Explicit Direct Instruction principles to optimize student learning. Through collaborative and independent activities, the lesson emphasizes critical thinking and comprehension, aligning with educational standards for 5th graders.