Direct Instruction Social Studies Lesson Plan

IMB Clinicals
Name: Central Focus/​Big Idea​ of the Lesson:
Prehistoric North Carolina: Day 1 of 5 People adapt their lifestyles to the changing
world around them.
Grade Level/Subject:
4th grade Social Studies

Essential Standard/Common Core Objective:

4.G.1.3- Exemplify the interactions of various peoples, places and cultures in terms of
adaptation and modification of the environment.
4.H.1.1- Summarize the change in cultures, everyday life and status of indigenous
American Indian groups in NC before and after European exploration.

Daily Lesson Objective:

Students will be able to analyze what they have learned about the Paleo Indians and the
vocabulary taught by answering comprehension questions.
Criteria: Students will be considered proficient if they receive an 80% or higher on the
worksheet they will complete during independent practice.

21​st​ Century Skills: ​Highlight ​which of the Academic Language Demand

following skills are part of this lesson:
Collaboration​: Each student must come
up with two or three questions that can be
answered or inferred after reading.
Students will then have a partner during
guided practice as they will have them
answer each other’s questions.
Communication​: Students will
communicate with each other during the
practice with comprehension questions in
guided practice. Students will also
communicate with the teacher during the
questions that are asked during guided
practice.
Critical Thinking​: Students will use the
information from the text and the
vocabulary learned to answer
comprehension questions.
Problem Solving​: Students will be given
comprehension questions as well as
questions that ask them what they think.
Language Function: Analyze. Students will
be able to ​analyze ​ what they have learned
about the Paleo Indians and the vocabulary
taught by answering comprehension
questions.
Vocabulary: Students will be given the
vocabulary words: ​ancient​ (b​elonging to the
very distant past and no longer in existence
or being in existence for a very long time)​,
strait​ (​a narrow passage of water
co​nnecting two seas or two large areas of
water)​, ​nomadic​ (​a member of a community
of people without fixed habitation who
regularly move to and from the same
areas)​, and ​atlatl​ (​a stick used by some
indigenous peoples of North America to
propel a spear or dart)​.
 Discourse: Students will turn and talk with
their partner to discuss the questions they
had about the text.

Syntax: Anchor chart in the form of PPT

slides with definitions/pictures.

Prior Knowledge of students: What do the students already know (ask you mentor teacher
if you are unsure)?
The students know: ​North Carolina resources, general information on the history of North
Carolina, the development of transportation in North Carolina (i.e. The Wright Brothers),
general information of the map of North Carolina.

Activity Description of Activities and Setting

Time

1. Focus & Review The teacher will begin the lesson by stating: 5 min
“Today you will be learning about the Paleo Indians,
the first people who journeyed to the world.”

The teacher will then create a classroom web with

students’ responses to the question:
“What do you think life was like during the Ice Age?”

2. Kid-friendly Write on board: “I can apply what I have learned about 2 min
Objective Statement the Paleo Indians and the vocabulary taught by
answering comprehension questions.”

3. Teacher Input The teacher will begin the teacher input by introducing 10 min
(​Include a line of 4 students to the vocabulary words: ancient, strait,
questions; 2 of the nomadic, and atlatl.
4 questions The teacher will present the vocabulary words in a
should be deeper Anchor Chart with a PowerPoint presentation
level thinking including: the definition of the word and a picture. The
questions) teacher will describe the pictures in relation to the
vocabulary word and ask students what they notice
about the pictures.
Next, the teacher will read ​The First People in North
Carolina ​outloud to the class. Students will be
expected to follow along as the teacher is reading.

The teacher will then ask four questions to students

that will guide their understanding of the reading.
 Q. Name some prehistoric animals that have become
extinct. (Mammoths, mastodons, and saber-toothed
cats.) The teacher will show pictures of these animals
to show students what these animals looked like.
Q. ​When​ and ​how​ ​did​ the first ancient people come to
America? (During the Ice Age by following herds of
animals in search of food. They crossed over a huge
land bridge).
Q. ​How​ ​might​ someone compare prehistoric and
present day landforms. (Prehistoric landforms were
connected. When low sea levels dried up the oceans
people were able to travel to other continents. Present
day landforms are separated by water).
Q. What was North Carolina like in prehistoric times?
(There was plant life and prairies with many different
animals).

4. Guided Practice Each student will come up and write down two or 10 min
three questions that can be answered or inferred after
the reading on a sticky note. I will encourage students
to use the vocabulary words in their questions.
Students will then have a turn and talk with a partner
as they will answer each other’s questions.
The teacher will circulate and help as needed during
this activity.

5. Independent Students will complete the “Routes to the New World” 10 min
Practice worksheet independently.
The teacher will circulate the classroom and help as
needed during this activity.

6. Assessment At the end of the independent practice, the teacher and the
Methods of all students will discuss the answers on the “Routes to the New
objectives/skills: World” worksheet. The teacher will ask students for their answers
and will ask “does anyone agree or disagree?” questions.
For a ​formative​ assessment, the teacher can:
1. Walk around the classroom and ask students about their
answer and reasoning.
2. Have students share to the class about their answer and
reasoning.
3. Have students work collaboratively to answer the questions
that arise.
 4. Ask students about their connections to what was learned
today or about the activities.

For a ​summative​ assessment, the teacher can:

At the end of first instructional period, the teacher can test
students of the vocabulary terms used as well as the information
learned in the reading read in the weekly reader.
At the end of the 5-day instructional period, the teacher can test
students of all of the vocabulary terms used as well as the
information learned in the weekly readers.

7. Closure (make For the closing activity, I will ask students to answer 5 min
this an activity this question on a sticky note:
based closure like Q. Why were the Paleo Indians nomadic?
an Exit Tickets) Q. How did they adapt their lifestyles to the
changing world?
This exit ticket connects to the vocabulary term and
the article we read in class.

8. Assessment Q1. Why were the Paleo Indians nomadic? (16 out of 26 students
Results of all got the correct answer).
objectives/skills: Q2. How did they adapt their lifestyles to the changing world? (14
out of 26 students got the correct answer).

Targeted Students Student/Small Group Modifications/

Modifications/Accommodations: Accommodations:

Autism Spectrum: Early Finishers:

Students highlight the vocabulary words Students research prehistoric animals and
in the article. Pair students when share with the class.
reading the article.
Struggling Readers:
English Language Learners: Provide audio-visuals. ​Pair students when
Students highlight the vocabulary words reading the article.
in the article. Pair students when
reading the article. Use pictures to build
connections with the academic
vocabulary. Students answer questions
orally. The PPT slide also includes
pictures.
 Materials/Technology:
-Powerpoint of vocabulary words with images
-28 copies of the North Carolina Studies Weekly: Week 5 (CE teacher has copies)
-28 copies of Routes to the New World
-28 sticky notes for exit ticket, 28 sticky notes for guided practice

References:
North Carolina Studies Weekly: Week 5

Article:
Independent Practice:
Key to the independent practice: