Direct Instruction Lesson Plan Template

Grade Level/Subject: 4th Social Studies Essential Standard/Common Core Objective: Social Studies NCES: 4.H.1.3. Explain how people, events and developments brought about changes to communities in various regions of North Carolina. 4.C.1. Understand the impact of various cultural groups on North Carolina. 4.C.1.1. Explain how the settlement of people from various cultures affected the development of regions in North Carolina. (Languages, foods and traditions) 4.C.1.2. Explain how the artistic expression of various groups represents the cultural heritage of North Carolina. Central Focus: Compare and Contrast Natives from the Piedmont to People Today

Date submitted: Date taught:

Writing CCSS: 4.RI.6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Daily Lesson Objective: After reading and discussing the Week 7 issue of North Carolina Studies Weekly Piedmont Natives, students will complete a venn-diagram or a double bubble map comparing and contrasting the Natives of the Piedmont and people in the Piedmont today. Students will also write a short paragraph with at least two similarities and two differences between two of the four tribes discussed in the newspaper. Students should also include one similarity or difference between one of the tribes and us today in their paragraph. Students will learn about differences and similarities among four tribes of the Algonquian Nation. Students will learn the unique traditions and characteristics of the Catawba, Tuscarora, Chowanoc and Waxhaw tribes. They will also learn how each of these tribes interacted with early European settlers. 21st Century Skills: Academic Language Demand (Language Function and Vocabulary): Function: Compare and contrast Vocabulary: Piedmont Region, Catawba Tribe, Tuscarora Tribe, Chowanoc Tribe and Waxhaw Tribe Prior Knowledge: Students have prior knowledge on how to read a newspaper from doing activities with the North Carolina Studies Weekly before. They are aware of how to find information and navigate through a newspaper. Students should also have previous knowledge about comparing and contrasting different types of texts. Activity Description of Activities and Setting Gather students on the carpet around you. Let them know that today they will be learning about differences and similarities among Natives of the Piedmont Region in our lesson today. Ask: What are some similarities and differences between us today and people that lived before us? (Answers will very but some will be like, we have technology, we have heat and air in our homes and schools, we get paid more than people used to, things are more expensive than they used to be, etc). Tell them that they should be looking for things like this when reading this newspaper. Say: Today we are going to be learning about different Natives from the Piedmont Region of North Carolina. By the end of this lesson, you will be able to complete either a double bubble graphic organizer or a venn diagram graphic organizer comparing and contrasting Natives of the Piedmont Region to people today. You will also be writing a short paragraph describing two Time

1. Focus and Review

5 min.

2. Statement of Objective for Student

2 min.

3. Teacher Input

4. Guided Practice

5. Independent Practice

similarities and two differences between two of the four tribes discussed in the newspaper. At the end of your paragraph you are to conclude at least one similarity or difference between one of the tribes and us today. You can pick the one you found most interesting. Pre-reading strategies: Hold newspaper up to show the students. Point out the titles and subtitles throughout the newspaper, ask them main things that they see while you are holding this paper up. Ask students if they remember what to do when you are comparing and contrasting certain things. Remind them that they should be looking for these certain keywords when searching for similarities or comparisons: like, both, too, also, same and similar, and they should be looking for these key words when trying to find differences or contrasts: although, but, less than, more than, different. Say: Lets read about the Natives from the Piedmont Region and see if we can find similarities and differences between them and us today! During the reading strategies: Read the front page of the newspaper aloud to students. Stop only occasionally to check for understanding and reminding them of the things they should be looking for; similarities and differences between Natives of the Piedmont and us living in the piedmont today. Have students read the inside of the newspaper by themselves. After the reading strategies: Tell students to write down in their own graphic organizer whether they decided to do the venn-diagram or the double bubble map, similarities and differences that they found through their reading and observations between Natives of the Piedmont Region compared to us today. On the whiteboard, create a large venn-diagram. One with the title Natives of the Piedmont Region and the other with the title People Today Living in the Piedmont Region. Say: I want to hear about some of the similarities and differences that you came up with through your reading, I am going to call on a few of you to share with me some of your findings. I will write them down in the designated area. Assist students in doing deeper about their information; help them to infer what the author of the newspaper might have meant even if it was not stated clearly. Students will find similarities such as: we both hunt for food, we both have holidays and celebrations, we both trade, we both have horses and we both make pottery. Students will find a vast amount of differences such as: we both have the Cinderella story but they are a bit different, we have electricity, the Natives did not, we wear mostly machine made clothes and they wore mostly animal skins for clothing, they had slaves and we do not, they placed weights on childrens heads to separate their eyes further because they thought it made them hunt better. Teacher should be checking for understanding while each child is describing similarities and differences they found throughout reading the newspaper. Have students return to their seats calling them by table. Remind students that they have learned to write about comparisons and contrasting sides between two different texts. Give positive feedback for the classes participation in the venn-diagram instruction. Tell students that they will be writing a paragraph in their social studies daybook. Say: You will be writing a paragraph providing me with at least two similarities and two differences between two of the four tribes discussed in the newspaper. This is different than the assignment we just did as a class where we were describing Natives of the Piedmont Region and comparing and contrasting them to us today. But you should also add in your paragraph one similarity or difference between on of the tribes and us today, you may pick any of the number of things that

15 min.

10 min.

10 min.

we came up with together as a class. Write on the board what their paragraph must contain: Two similarities between two of the four tribes Two differences between two of the four tribes One similarity or difference between one of the tribes and us today Formative: Teacher questioning throughout the lesson Summative: Collect students writing and determine mastery with the following criteria: 6. Assessment Methods of Clearly states two similarities between two of the four tribes all objectives/skills: Clearly states two differences between two of the four tribes One similarity or difference between the tribes and us today Have students turn to a partner and share their paragraphs aloud. Ask students: What did you learn about these different tribes/Native people? 7. Closure 2 min. How are they similar to us and how are they different? Choose three students to share their paragraph with the whole group. 8. Assessment Results of all objectives/skills: Targeted Students Modifications/Accommodations: Student/Small Group Modifications/Accommodations: For struggling writers: Pull a small group incorporate a guided writing opportunity by creating a paragraph about the two similarities and two differences between two of the four tribes. For those who finish early: Have them create a illustration portraying their paragraph and the similarities and differences they discussed.

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.)

Newspapers for each student Handout of bubble map graphic organizer (enough for each student) Handout of venn-diagram graphic organizer (enough for each student) Whiteboard Marker

References: Mrs. Danielle Walker North Carolina Studies Weekly Reflection on lesson: