Direct Instruction Lesson Plan Template

Grade Level/Subject: Central Focus:

Social Studies History
Essential Standard/Common Core Objective:
4.H.2.1 Explain why important buildings, statues, monuments, and place Date submitted: 4/18 Date taught: 3/22
names are associated with the state's history.
Daily Lesson Objective:

In groups of 4 to 5, the students will be able to explain the historical significance of one important statue associated
with North Carolina by researching the location, historical impact, birth and death, and one interesting fact about the
person(s) or animal(s) being depicted and writing it in a paragraph independently.

21st Century Skills: Academic Language Demand (Language Function and Vocabulary):

Communication and Collaboration: • Historical significance:

Students are required to work in a group o Anything that had an impact on the period of time it took
and take on individual roles in order to place during
create a successful product.

Prior Knowledge:
• Some North Carolina history
• Using technology for research

Activity Description of Activities and Setting Time

The teacher will review the foldable organizer they made previously. The
foldable includes information about North Carolina geography, symbols,
famous people, and history. The students will share out any interesting facts
they found about North Carolina.

1. Focus and Review
5-7
The teacher will explain that this lesson will focus on important statues that
minutes
are associated with North Carolina. The teacher will mention that she
brought a very famous statue to school with them today and will ask a
volunteer to go out into the hall to help them. The teacher will step out into
the hallway and tell the student they must pose as the statue O. Henry as a
Boy and walk with me into the class:
 The teacher should say “This is William Sydney Porter.
His pen name is O. Henry. He famously wrote The Gift of
the Magi, The Ransom of Red Chief, The Cop and the
Anthem, and A Retrieved Reformation. He was born in
Greensboro, NC, where this statue is located. He was
born on September 11, 1862 and died on June 5, 1910.”

You will be able to explain the historical significance of one important

2. Statement of Objective statue associated with North Carolina by researching the location,
1 minute
for Student historical impact, birth and death, and one interesting fact online in
groups.
The teacher should explain that, just as they did, the students will be put into
groups of 4-5 to research a statue. The teacher will model how to get to the
links (located in materials in this document) from their google classroom
page. The teacher will model how they researched O. Henry through the links
to find his historical impact, birth and death date, location, and any
interesting facts.
5-7
3. Teacher Input
minutes
The teacher should explain that they will have some time to research the
information and then they will present their statue. The teacher should
explain that they should also choose one person in the group to be the statue
and one person to read aloud and be the historian. Multiple students can fill
these roles if needed. Every student in the group should have a write up of
their research and this will be turned in independently.
The students will work in groups of 4-5 to research statues from
https://docsouth.unc.edu/commland/results/?type=11. They will write down
the speech that they will present. They should research historical impact,
birth and death rate, location, and any interesting facts.
20-25
4. Guided Practice
minutes
The teacher should be circulating around to guide students and ensure they
are on task.

The students will then present their statue and their speeches to the class.
The student will independently write up at least one paragraph of research
about the historical significance of a statue associated with North Carolina as
5. Independent Practice 5 minutes
they are working in groups. They will be given additional time to work silently
after presentations.

6. Assessment Methods of
all objectives/skills:
7. Closure
8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations:
Materials/Technology:
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to
The student must include location, historical impact, birth and death date, and at least
one interesting fact in their paragraph of 3-5 sentences to proficiently explain the
historical significance of a statue’s association with North Carolina.
“Wow! You guys traveled far and wide to get these statues in for everyone to
see! You can now explain why 6 different statues are associated with North 1 minute
Carolina’s history.”
27 out of the 27 kids met the objective.
Student/Small Group Modifications/Accommodations:
Group struggling:
• Provide students with a chart to help them organize
their research. This will also help them in writing their
speech.
Group excelling:
• They will most likely finish early. Let them research an
additional statue. They do not have to write another
paragraph, but they must write a speech if they want
to present a second statue.

implement the lesson at the end of the lesson plan.)

Students will need:

• Chromebook
• Pencil
• Paper

Teacher will need:

• Projector
• Computer

References:
• Links to reference sights:
o https://docsouth.unc.edu/commland/results/?type=11
o https://www.ncpedia.org/gsearch?query=Sir+Walter+raleigh

Reflection on lesson:

The lesson went well. I randomly chose group members by picking sticks. I actually think the previous lesson I did was
more effective, and I allowed the students to choose their groups themselves. I noticed more arguments that I had to
break apart. The kids loved this lesson and they were really excited to pick statues. I don’t think I was clear in
establishing directions and some students were trying to choose monuments that were not native to North Carolina.
I had to take away one group’s statue and they weren’t able to present. I felt bad, but it was necessary because they
were speaking during presentations and they were told that everyone should be listening as groups are presenting.