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Direct Instruction Lesson Plan-Social Studies

This lesson plan aims to teach 4th grade students about the history of the Cherokee Nation in North Carolina. Students will analyze information from a newspaper reading and fill out a worksheet with questions. They will work in pairs using one newspaper per pair. The lesson involves a focus activity, statement of the objective, teacher input, guided practice with sample questions, independent practice filling out the worksheet, assessment of the worksheet answers, and closure of discussing what was learned. The teacher reflects that partnerships worked well but the beginning could be more engaging and the worksheet improved with higher-level thinking.

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60 views2 pages

Direct Instruction Lesson Plan-Social Studies

This lesson plan aims to teach 4th grade students about the history of the Cherokee Nation in North Carolina. Students will analyze information from a newspaper reading and fill out a worksheet with questions. They will work in pairs using one newspaper per pair. The lesson involves a focus activity, statement of the objective, teacher input, guided practice with sample questions, independent practice filling out the worksheet, assessment of the worksheet answers, and closure of discussing what was learned. The teacher reflects that partnerships worked well but the beginning could be more engaging and the worksheet improved with higher-level thinking.

Uploaded by

api-242763077
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Direct Instruction Lesson Plan- Social Studies

Lesson title: Investigating the history of the Cherokee


Name: Tori London
Nation using reading sources
Lesson strategy: Historical Inquiry as a way of learning
about the Cherokee Nation
Grade Level/Subject: 4th Grade
Central Focus: Learning about this history of North Carolina
before it was the North Carolina we know today. Learning
about how settlement changed, and what it changed from.
Essential Standard/Common Core Objective: 4.C.1.1 Explain
how the settlement of people from various cultures affected
Date submitted:
Date
the development of regions in North Carolina (languages,
taught:
foods, and traditions).
Daily Lesson Objective: Students will be able analyze information about the history of the
Cherokee using the North Carolina Studies Weekly newspaper and filling out a worksheet that
goes along with the reading.
21st Century Skills: research,
Academic Language Demand
inquiry
Language Function: Analyze
Collaboration
Vocabulary: Nomads, Admiration
Communication
Critical Thinking
Prior Knowledge: Students will write on a sticky note what they know about the Cherokee Nation
of North Carolina. This will be collected in the beginning of class.
Activity
1. Focus and
Review
2. Statement
of Objective
for Student
3. Teacher
Input

4. Guided
Practice
5. Independent
Practice

Description of Activities and Setting


Did you know Native Americans could make tools out of
objects such as stone! They could sharpen the rocks to make
a point and they could make a spear and actually hunt
animals to eat so they could survive.
What do you know about Native Americans? Did you know
they made different tools out of things we see every day,
such as stones and rocks! (This will lead into a discussion.)
Today were going to learn about the Cherokee nation. You
will use the newspaper in front of you in order to answer the
questions on the given worksheet. How can you use the
newspaper to help you find information?
My first question says The history of the Cherokee may go
back 10,000 years to the Paleo Indians, true or false. I think I
know where to find the answer. It would be under the
Cherokee life section.
Students fill out the rest of the worksheet in partners using
the newspaper.

Time

3 min

2 minutes

5 min

5 minutes

20-30 minutes

6. Assessment
Methods of
all
objectives/skills
:
7. Closure

Classroom with go over the answers of the worksheet and have a discussion
about what they found, where and how they found it.

Exit ticket will be on sticky note what do you now know about
the Cherokee nation. These will be compared to what they
knew before and what theyve learned.

8. Assessment
I was not able to get
Results of
them graded.
all
objectives/skills
:
Targeted Students
Modifications/Accommodations:
Pair lower readers with stronger
readers that way the stronger readers
can read the articles aloud.
Materials/Technology:

5-10 minutes

the results of the worksheets; the teacher didnt have

Student/Small Group Modifications/Accommodations:


Students will work in pairs in order to accommodate to
the number of newspapers there are.

(Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to implement the lesson at
the end of the lesson plan.)

NC Studies Weekly week 8 newspapers (1 per pair)


Worksheets 1 per student
References: NC Studies Weekly Teacher Supplement
Reflection on lesson:

Glow: Majority of the students worked well in their partner pairs. They came up with a strategy to
break up readings and how they would answer the questions. I was happy to know that choosing
partners wouldnt be a problem for this activity. The worksheets and reading were very direct and
aligned. Grow: I would have like to have a more engaging beginning to hook them and capture
their attention. I would have liked to revamp the worksheet a bit and add a more critical thinking
question to make that connection for them.
In the future I would make this activity more engaging and insightful. I definitely think that
connecting that time period to their lives really puts things in perspective and helps their
comprehension and it puts more value into that lesson.

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