Direct Instruction Lesson Plan Template

Grade Level/Subject: 3rd Grade

Topic: A New Home in America (Page 198- Central Focus: Forming conclusions using the text to answer questions and
203)
forming an opinion about the text read
Book: Pearson My World Social Studies
Essential Standard/Common Core Objective:
Social Studies:

3.G.1.4 Explain how the movement of goods, people and ideas impact
the community.
Writing:

CCSS.ELA-LITERACY.W.3.1.C Use linking words and phrases (e.g.,

because, therefore, since, for example) to connect opinion and reasons.
CCSS.ELA-LITERACY.W.3.2.B Develop the topic with facts,
definitions, and details.

Date submitted:

Date taught:

Daily Lesson Objective: After going over the vocabulary and taking notes on the text in the book, the students will answer
six questions about the text. The questions will be using cause and effect, name the states on a map, drawing conclusions
on the text, and describing what you think about the experience. The students will work on the questions from their book
for the independent practice. The students will be graded on Name, Date, and number on the paper; also, the answers are
in complete sentences.
21st Century Skills:
Academic Language Demand (Language Function and Vocabulary):
-Immigrants: A person who moves from one country to settle in a different
country.
-Frontier: A region that forms the edge of a settled area.
-Homestead: An area of land that includes a house and its buildings.
-Gold rush: A time period in the late 1840s when thousands of people
came from around the world to California to search for gold.
-Exclusion: Keeping people out of a place.
Prior Knowledge: The students should know how to read a map, draw conclusions from the text, and write an opinion
based on the question. The students know how to write in complete sentences.
Activity
1. Focus and Review

2. Statement of Objective
for Student
3. Teacher Input

Description of Activities and Setting

I will ask students What are different ways to travel? For example, the
students could respond by saying plane, car, train, bus, boat, etc. I will tell the
students that we will see how the people that first came to America used boats
to get here.
Today we will be reading the next section in the book and looking at the
different experiences that happened to the new immigrants when they came to
America. You will be working on answering the questions from this chapter
at the end. You will have to have your answers in complete sentences.
First, you want the students to come down to the carpet and sit in front of the
smart board. To start out the lesson, we will be watching a brainpop video
about the westward expansion. I know that some of it will be a review from
last week, but some of it will be new information for today. After the video,
we will be reading from the book. Turn the video on from brainpop called
Westward Expansion (5 minutes long). After the video, talk about the video
for a few minutes. I will ask the students: what they learned from the video,
what they already knew that the video renewed, and what stood out to them
the most.
I will have the students go back to their desk to write down the vocab words.
Students take out your social studies notebook and we are going to write
down some vocabulary words. Along, with some facts about the text that you
will read with a partner in just a few minutes. Lets first take some notes. I
want you to write down the vocabulary words first:

Time
2 minutes

1 minute
15
minutes

-Immigrants: A person who moves from one country to settle in a different

country.
-Frontier: A region that forms the edge of a settled area.
-Homestead: An area of land that includes a house and its buildings.
-Gold rush: A time period in the late 1840s when thousands of people came
from around the world to California to search for gold.
-Exclusion: Keeping people out of a place.
Now I want you guys to take a few notes about the information you are about
to read.
-Immigrants from Spain, France, and England in 1600s, 1700s
-1783: won freedom from Great Britain
-13 states in America
-John Roebling: built bridges, Brooklyn Bridge in New York City
-Daniel Boone: helped make search easier for new land
-Cumberland Gap: trail through Cumberland Mountains
-Wilderness Road: new roads where wagons can travel.
-Zebulon Pike: explored Mississippi River
-Davy Crockett: exploring present day Tennessee
-Homestead Act: get 160 acres of land for little money
-Homesteader: a person had to agree to build a house and live on the land for
five years; after that, the person would own the land
-1848: gold was discovered in California
-1882: Chinese Exclusion Act: stopped immigrant from China for ten years
-1880s: Japan started allowing workers to move to America

4. Guided Practice

5. Independent Practice

Now students, I would like for you to get with your assigned Social Studies
reading partners and work together to read the pages 198-202. You guys can
switch off on reading, but stay focused on the task. I will be walking around
to make sure you guys are on task and if you guys have any questions.
I will have the students work with their Social Studies reading partners (they
are listed on the bulletin board beside the smart board). The students can stay
at their desk or they can go sit on floor, but not near another group. The
students will be reading pages 198-202. I will want the students at the end of
reading to discuss with their partner what they found to be interesting in the
text. When everyone has almost finished reading and they have discussed
with their partners what they found interesting, I will want them to go grab a
piece of paper and start working on the questions.
For the independent practice, there are six questions that I would like for
students to answer on what they read. I would like for the answers to be
completed in complete sentences with capital letters and punctuations. The
questions only need to be answered in one sentence, except for number six.
Number six might need a couple of more sentences to be answered
completely.
1. Write two causes of immigrants settling in the West. (Cause and Effect)
2. Look at the map. Circle (write) the three states that meet in the
Cumberland Gap trail.
3. Write one detail that supports the conclusion that life for the homesteaders
was difficult. (Draw Conclusions)
4. Look at the map. Write (circle) the name of the ocean Chinese and
Japanese immigrants crossed to reach the United States.
5. Use the facts you learned to draw a conclusion about how each of these
examples affected immigrants to the United States. (Draw Conclusions):
-Wilderness Road:
-Homestead Act of 1862:
-Gold Rush:

20
minutes

15
minutes

6. Assessment Methods of
all objectives/skills:

7. Closure

-Chinese Exclusion Act of 1882:

6. Describe what you think it was like to cross the Atlantic Ocean by ship in
the 1800s.
Formative Assessment: Asking questions throughout the lesson even while they are reading
Summative Assessment: I will be collecting the six questions that they answered. It will be
out of a 10-point scale. I will want the students work to have the following:
-Name, Date, and Number (2 points)
-Every question completed in a complete sentence with a capital letter where it needs to
be and correct punctuation. (5 questions out of ten written correctly)
-For number six, I would like for the students to tell me why they think that.
For partial understanding, the students may not put their own opinion in question six. (2
point, 3 points for opinion answer) The students may not also write all of the answers in
complete sentences, but as long as the have five out of ten in complete sentences it is okay.
I would like for the students to tell each other what they think it would be like
to cross the Atlantic Ocean by ship in the 1800s. Ask for a couple of students
2 minutes
to share with the class what they wrote for number six.

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

Student/Small Group Modifications/Accommodations:

-For students struggling with writing or reading, have them
with a partner that can help them. If the student struggles in
writing, have them work with their partner to answer the
questions.
-For students who finish early: they can draw a picture of what
they think the boat would have looked like that they would
have crossed the Atlantic Ocean on.
-If a student starts to fall behind on writing the vocabulary, then
we could move on and have them copy it from a friend later on
in the lesson.

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.)\

-Social Studies text book

-Smart board
-Brain pop (video)
-Social Studies notebook
-Pen and paper
References:
Social Studies Text book
https://www.brainpop.com/socialstudies/ushistory/westwardexpansion/
Mrs. Rogers helped to explain what was coming up next
Reflection on lesson:

My Reflection on Teaching Social Studies:

When looking back at my lesson, I feel like I tried to accommodate all of the students but could change
a few things. My teacher was great with helping me complete it and assist me in what to do. During the writing
of the vocabulary words, I did slow down for the students that were struggling to write them down. I was not
sure how to figure out if the students were done with writing it down. I think I could have walked around the
room a little bit more. I knew that some of the students were done, because they would put their pencil down.
The students that were struggling to keep up, I felt bad leaving them behind but at the same time, I knew that I
could not keep the whole class waiting until they got done writing the vocabulary down. I did notice when the
students were reading that some of the students, the more advanced students in reading, were finishing fairly
quickly. Some of the class was still reading when the advanced readers were already answering the questions
from the social studies book. None of the students were finished with the questions before everyone had
finished reading. The students read in partners, which I think worked better for the struggling readers. The
class also answered the questions with the same partner. This helped the students that struggling in reading to
ask for help from their partner. Some of the partner groups, I felt were a little uneven, but the cooperating
teacher picked the groups and I knew that she knew why she put the students together that way. I learned a lot
from this classroom about managing and teaching a lesson to students with different learning abilities.

Cooperating Teacher Feedback Form: