Direct Instruction Lesson Plan Template

Caroline Chiusano

Grade Level/Subject: 4th Grade/Social

Studies

Central Focus: Successfully answering the questions at the end of the

lesson on page 196.

Essential Standard/Common Core Objective:

4.C.1.2 Explain how the artistic expression of various groups represents the Date submitted:
Date taught:
cultural heritage of North Carolina.
Daily Lesson Objective: After reading unit six, lesson one from the Social Studies textbook, the students will correctly
answer the seven questions on the last page of unit one in the textbook.
21st Century Skills:

Academic Language Demand (Language Function and Vocabulary):

History- a day set aside to remember a special person or event.
Patriotism- a holiday that shows love for our country, July 4.
Festival- celebration that usually happen every year.
Rhododendron- shrub or small tree of the heath family, large clusters of
bell shaped flowers and typically with large evergreen leaves. Used as an
ornamental (for show).

Prior Knowledge: The students took a trip to Raleigh. The students learned what the statues in Raleigh represent and some
of the festivals that are celebrated in Raleigh. Ask students if they have ever been to a festival and what their experience
was like.
Activity

1. Focus and Review

2. Statement of Objective
for Student

3. Teacher Input

Description of Activities and Setting

Last week, you guys took a trip to Raleigh which mean everyone can say that
have been to Raleigh. The students learned what the statues in Raleigh
represent and some of the festivals that are celebrated in Raleigh Today we are
going to be discussing some events that occur in Raleigh that make North
Carolina have its own individual culture.
Today we will be learning about different traditions that support North
Carolina culture. By the end of this lesson you will know different holidays
and festivals that support North Carolina culture and you will be able to
answer the questions at the end of this chapter.
Students will take notes of the PowerPoint slides as I go over the information
we will be covering.
Slide 2: State Celebrations- Holidays is a day set aside to remember a
special person or event. Ask students if they know of any special holidays that
they may celebrate. Fourth of July may be a holiday that is mentioned.
Whether it is or is not, I will explain that this holiday celebrates our patriotism
for our country. Patriotisms celebrates the love that we have for our country.
Other celebrations are Halifax Resolves and Mecklenburg Declaration Day.
On the power point the dates will be included.
Slide 3: North Carolina State Fair- I will ask the students by a show of
hands, who has ever been to the North Carolina State Fair? I will also ask
students if anyone knows what city in North Carolina does the North Carolina
State Fair takes place. The answer is Raleigh. I will explain that the main
reason for the North Carolina State Fair is to celebrate farmers agriculture,
livestock, and harvest. Share with the students the first year the State fair first
happened and how many people attended the state fair compared to currently.
Slide 4: Local Celebrations- A local celebration includes events such as
festivals. A festival is a celebration that usually happens every year. Explain
some of the festivals that occur yearly in North Carolina. Explain to them
what goes on during some of these festivals.

Time

4. Guided Practice

5. Independent Practice

Now that I have introduced the class with what this lesson is about, I will now
have them read in groups a section given by the teacher to read silently to
themselves. After they read the section they were assigned, they will discuss
in their group what they read about. The students will be given a guided
questions to discuss what they read in their small groups. The questions will
be what is the main idea of this section? What are some supporting details that
make the main idea? While students are discussing what they have read, I will
walk around the room to support any student or group who may have some
questions about the section that they read. After groups have discussed for
about three minutes, I will pull the class back together to ask the students what
they read in their section. I will ask them questions like, why is what your
read about important for North Carolinians to know? How many days does the
North Carolina State Fair last? What kind of festivals take place in North
Carolina?
At this point in the lesson, the students will answer the seven questions at the
end of this lesson on page 196 independently. These questions will be
answered in the textbook and the students will tear out the page from the book
so that the teacher can collect the students answers to check to see if they
mastered the objective. Be sure the directions are clear. Make sure that the
students are answering questions one and two in complete sentences. They are
writing down the letter clearly for three and four. Also, be sure for questions 5,
six, and seven that the students are writing down the question and next to the
statement they are writing the matched statement next to the questioned
statement.

Formative: Teacher questioning throughout the lesson

Summative: Collect students answers from the textbook and determine mastery
with the following criteria:
6. Assessment Methods of
all objectives/skills:

Students followed the directions given for the questions.

Students must answer at least five out of the seven questions correctly to be
considered as mastering the objective.

Collect the questions that the students answered at the end of the lesson to use
as a summative assessment.
7. Closure

After all papers are collected, go over the questions with the students. Allow
students to raise their hand to answer the question instead of the teacher
answering them all. Having students answer the questions will clear up
possible confusions that the students may have.

8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations:

Student/Small Group Modifications/Accommodations:

For struggling students, I will have structured notes that the
students can have and they will fill in the blanks as I go over
the PowerPoint.
For those who finish early, have the students jot down any
other questions that they may have that I can answer as we go
over the answers.

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

PowerPoint
SmartBoard
Textbook

Pre-made notes for struggling students

References:
Berson, M. (2009). Culture in North Carolina. In Harcourt social studies North Carolina geography, history, and
culture (North Carolina ed., pp. 191-196). Orlando, Florida: Harcourt.
Reflection on lesson:
,