DIRECT INSTRUCTION LESSON PLAN GUIDE AND TEMPLATE

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Name: Michelle Query

Lesson #: 2

Lesson Title: Culture Shock

Grade Level/Subject:
4th grade social studies
NCES/CCSS Standard and
Objective (1)

Topic:

North Carolina culture

North Carolina Essential Standard
4.G.1.3
Exemplify the interactions of various peoples, places and
cultures in terms of adaptation and modification of the
Environment.
Common Core State Standard
RI.4.2
Determine the main idea of a text and explain how it is supported
by key details; summarize the text.

Revised Blooms level of

thinking/type of knowledge
(1)
Behavioral Objective (2)

Comprehension: restating in your own words: paraphrasing,

summarizing, and translating.

Students will write an informational text about a cultural subject

that they research in North Carolina. This informational piece will
need to show that they are an expert on the subject they are
researching about. Students will need to use informational text
structure such as, title, subtitle, author, glossary etc. Students will
also need to follow grammar knowledge for fourth grade. This will
be graded accordingly. Students will need to write 2-3 paragraphs
about the topic they research.

Objective Rationale (1)

Prerequisite Knowledge and

Skills (1)

Key Terms and Vocabulary

(1)

Students will be learning about North Carolina culture, this might

mean learning about the people around them. This will help
students understand who lives around them and what they believe.
Students may even research one of their own cultural beliefs
learning more about their own culture and being more
informational about the subject.
Students need to know the definition of culture. We reviewed this
previously. Students will also need to know about informational
text and text structure.
Culture, Subtitles, Glossary

Content and Strategies

Focus/Review (prepares
students for the lesson) (2)

Yesterday we learned about the 5 themes of

geography. Who can name one of the 5
themes? ( answers vary) Continue this
Revised for spring, 2012

Instructional
Strategies
List the
instructional
strategies you

Objective as stated for

students (helps students set
their own goals for the lesson)
(1)
Teacher Input (provides the
content to students in a
teacher-directed manner) (3)

Guided Practice (scaffolded

practice with the content;
helps students make sense of
the content provided in
Teacher Input) (3)

question until all 5 themes are named,

will use in this
Movement, Regions, Human Environmental
section of the
interaction, Location, Place.
lesson.
Today we will be focusing on North Carolina Culture, which is a Human
Characteristic under the theme place in the different themes we learned
about yesterday. We will research different cultures and by the end of the
lesson you will be an expert on the topic that you learned about.
List the
We will be using the iPads, computers to do
instructional
our research for our culture topic. Everyone
strategies you
will draw their topic out of the bucket and that
will be the culture you will be researching. Who will use in this
section of the
can tell me what a good researcher does?
(Reads, takes notes, etc.) For example if I draw lesson.
a slip of paper from the bucket and it says art
then I will research about art in North Carolina,
this is a broad topic so I can narrow it down to
one or two specific things about art in North
Carolina like a famous artist from North
Carolina or a specific art museum. No one
should research the same topic these should all
be individual. All your research will be at this
website http://ncpedia.org/culture
This website was designed to give you
information about different cultures in North
Carolina. You should not be getting any
information from any website that does not
come from this link. You will have roughly 30
minutes to complete your research on your
topic, by then you should have gathered enough
information to be an expert on your topic. After
you are finished researching your topic, you
will write a 2-3 paragraph informational article
about your topic. This article should use
informational text structures such as a title,
subtitles, and a glossary. I should be able to tell
that you are an expert on your subject by your
article. I should also learn about your topic by
reading your article.
Are there any questions before we begin?
(answer any questions) * pick name from index
cards* Can you tell me what we will be doing
so that the entire class can hear? (We will be
researching a about a culture topic and then
writing about it.) Okay class lets begin.
When I call on your table come line up to grab List the
an IPad from the case. Once you have your iPad instructional
go back to your seats and wait for further
strategies you
instruction. Once whole class is seated and
will use in this
quiet ready to begin go around class and have
section of the
each of them draw a topic from the bucket.
lesson.
Revised for spring, 2012

Once everyone has their topic to research

instruct them once more to go to this website
http://ncpedia.org/culture
Once there they will see links leading them to
their topic instruct students to open their links
and start reading and researching about their
topic. Use this opportunity to walk around the
class observing and scaffolding and answering
any questions come up. Make sure students are
researching their topic and not playing around
on iPad. Ask scaffolding questions such as
What is your topic? What is that about?
What is one fact about this topic that you
didnt know before now? continue to scaffold
and answer questions for 25-30 minutes. Then
bring class back to your attention. 1, 2, 3 eyes
on me (1, 2 eyes on you.) Alright class we
have been researching our topics for thirty
minutes who can remind the class on what we
are doing next? * Hands raise* (Writing a 2-3
paragraph informational article about our
topic.)
Does anyone have any questions about what we
are doing? Answer any questions if any. Dont
forget to use informational text structure such
as title, subtitles, and a glossary for words we
dont know. Remember you are trying to
teacher your reader about your topic.
Independent Practice
(application activities to help
students use and demonstrate
what they have learned) (2)

Closure (provides a wrap-up

for the lesson) (1)

Okay class take out a blank sheet of paper and a pencil and write your
article. Be sure to keep these things in mind as you write, Informational
text structure, key details about your topic, grammar, spelling, and keep
in mind you are the expert on your topic you should be teaching your
reader about the topic you researched. Are there any questions? Answer
any questions and then get started writing. As students are writing walk
around class observing making sure students are on task and writing about
their topic. Scaffold students who have questions and answer any question
that comes up. As you scaffold as questions like what is your topic?
What is a key detail of fact about your topic? What are some words
that you need to define and put in your glossary? Have students write for
the remaining of the period which might be 15-20 minutes. Students may
not finish writing their article during the class period allow students who
didnt finish to finish their article during Personalized learning or for
home work.
Draw class back to you attention 1, 2, 3 eyes on me (1, 2 eyes on
you.) Alright class If you did not finish writing your article that is
okay, you can finish it during personalized learning or for
Revised for spring, 2012

Evaluation (How will you

assess students learning so
that you can determine if they
met the objective of the
lesson?) (2)

Plans for Individual

Differences (differentiations
needed for students) (1)
Materials used in the lesson;
Resources used in developing
the lesson (1)

21st Century Skills (must be

in three lessons)
Global Awareness (must be in
two lessons)

homework but this article will be due to me tomorrow during your

class period. Who is willing to share something that they learned
about their culture topic in North Carolina? have one or two
students to respond as you wrap up. Tomorrow we will gather
into groups and you will present your topic to your peers and teach
them your topic and present to them what you learned about your
topic. Now get ready for your next class and line up in the
hallway.
Formative:
The formative assessment will be the observations I make
throughout the guided practice and independent practice sections
of the lesson.
Summative
Students will write a 2-3 paragraph informational article about the
topic that they researched. This article should show the mastery of
the topic that they researched and clearly show what they learned
as they researched the topic. This article should also show their
knowledge of informational text structure, grammar, and spelling.
I as the reader should become an expert on their topic just by
reading their article.
ESL students will be allowed extra time to read and write and
should be able to write 1-2 paragraphs about their subject. These
students will be pulled into a small group for extra scaffolding and
guidance.
iPad
Bucket
Paper
Pencil
One smart board slide with URL and informational text structures
http://ncpedia.org/culture

Collection of Information: access information, organize

information, evaluate sources, and use information.
Students are learning about the culture in North Carolina, through this
they are learning culture from around the world many of the things that
we have culturally in North Carolina has come from around the world,
such as different styles of music, different religions, different stories and
so on.

Culturally Responsive
Teaching (must be in three
lessons)
Revised for spring, 2012

Overall alignment in the lesson (2):

The behavioral objective must be aligned to the lesson objectives (NCES/CCSS).
The instructional activities must help students meet the behavioral objective and be successful on the
lesson assessment.
The lesson assessment must provide enough reliable and valid data so the teacher can determine if
each student has met the lesson objectives or not.
Add any instructional materials needed for the lesson here (worksheets, assessments, PowerPoints,
slides from SmartBoard programs, etc.) (2)

Revised for spring, 2012