Direct Instruction Lesson Plan Template

Name: Choua Vue

Central Focus/Big Idea of the

Lesson:
North Carolina state symbols.

Grade Level/Subject: 4th grade, Social Studies

Essential Standard/Common Core Objective:
4. H.2.2 Explain the historical significance of North Carolinas state
Date taught: 3/20/2015
symbols.
Daily Lesson Objective: Student will be able to identify the North Carolinas state symbol and
explain 1 historical significance of it.
21st Century Skills: (Go to this link for more info about these
Academic Language Demand
skillshttp://www.p21.org/storage/documents/P21_Framework_De (Language Function and
finitions.pdf)
Vocabulary):
Creativity and Innovation- think creatively by using a wide
Student will be reading,
range of ideas and technique while working with others.
writing, and listening
Communication and collaboration- learning to cooperative work throughout this lesson.
with other student.
Prior Knowledge: Student should have a brief idea of the North Carolinas symbol, such as the
state flag.
Activity
1. Focus and Review
2. Statement of
Objective
for Student
3. Teacher Input

4. Guided Practice

5. Independent
Practice
6. Assessment
Methods of
all
objectives/skills:

Description of Activities and Setting

To focus student and get their attention, I will show a variety
of flags and student must choose the North Carolina state
flag.
Today we will be learning about our state symbols and explain
the historical significant they have.
It is important to learn about our state symbols because it
helps us learn more about our state and helps us understand
the historical significant it have on our state.
Student will participate in a scavenger hunt. The state
symbols will be scatter all around the classroom. On each
symbol facts, and historical significances will be listed on the
back of each symbol. Students must write down one fact on
their paper and move onto the next symbol. Once everyone is
done bring the class together and share what they found.
Write students answers on the board. After have student
discuss what they learn.
Student will complete a cross word puzzle.

Time
2 min

2 min

5 min

20 min

10 min

As an exit ticket student will be able to list the NC state symbols.

Student must complete with at least a mastery of 4/5.

7. Closure

Once student are done review and go over the cross word
puzzle.

8. Assessment
Results of
all

(100) 5/5- 29/37 students

(80) 4/5-2/ 37 students
(60) 3/5- 3/37 students

10 min

objectives/skills:

(40) 2/5- 3/37 students

Targeted Students
Modifications/Accommodations:
ELL students will be given their own copy of
the state symbols in their native language.
Student with disabilities will be sitting
upfront to provide direct scaffolding.
Materials/Technology:

Student/Small Group
Modifications/Accommodations:
During the cross word puzzle student may work
with a partner or independently.

Paper, pencils, pictures of NC state symbols, cross word puzzle works sheet

References:
http://homeschooling.about.com/cs/unitssubjgeog/a/susnc.htm
Reflection on lesson: (Write several paragraphs about what you learned from this lesson. What
were the strengths? What were the weaknesses? What did you learn about teaching and student
learning? How would you teach this lesson differently in the future?

After completing this lesson I learned that its okay to make mistakes and that your student are
more forgiving and understanding than you think. As I was teaching this lesson there were
several small mistakes that I notice. There were some misspelled words that Ive should of notice
beforehand, but for some reason it completely flew by me. I learn to be flexible when you run out
of time. Through this, I was able to complete my lesson even though I had to quickly make
adjustment and rush through some things. Teaching a full lesson have given me more confidence
and comfort in a classroom. Im now not as nervous and can proudly say I can teach a full lesson.
I also learned that I need to stick to my words in order for us to move on to the next activity. I
gave the student 15 minutes to copy down the facts of each state symbol. I notice several
student were still trying to copy with only 3 more minutes left. I decided to give them a little
more time and before I know it, 30 minutes have pass and there were still some student who
were still not done. This show me that Ive should have stick to the 15 minutes or gave out a
copy of the fact sheet to everyone to same time. Through this experience, I learned that I need
to work on class management skills and be persistent with my words.
Some strength about this lesson is that it is very engaging. The scavenger hunt quickly captures
their attention and excitement about the lesson. With hands on activity the student were able to
remember the state symbols more quickly. I really enjoy this lesson and will most likely use it
again in the future. I think it was able to capture the students attention and the content of the
lesson was very informational and useful.

Some weakness I notice, is my time and class management skills. I had a hard time keeping
track of time. I was so into teaching the lesson plan that I did not focus on time. This is one of my
biggest weakness that I must learn to develop as I continue. Another weakness I notice is class
management. Before beginning the scavenger hunt, Ive told the student they couldnt run.
However as soon as I said go, they ran to the pictures. Ive should of stop them and made them
sit back down and retry again, but I didnt. These two are my weakness as a teacher. I must be
able to manage and overcome this in order to be an effective teacher.
I learn how a teacher teach reflect how a student learns. Teachers are the mirror to their

students. The more excited the teacher is about a lesson, the more excited the student will be as
well. I learn that there is no right way to teach, and there is no one way a student learns.
Everyone is different, therefore teaching must be flexible for all students.

One way that I would teach this lesson different in the future, is carefully plan out my time for
each section as well as have a copy of the fact for each student. This will save time, for us to
review and discuss about each symbol more thoroughly. Over all I really like this lesson plan, and
will definitely use it in the future.
EXIT TICKET:
1. Draw a picture of our state flag.

Name the following:

2. State dog
3. State bird
4. State boat
5. State flower

DOGWOOD
1) The Dogwood is one of the most prevalent trees in North
Carolina and can be found in all parts of the state from the
mountains to the coast.

2) In 1941, the Dogwood flower was designated as the State

Flower.

3) Its blossoms, which appear in early spring and continue on

into summer, are most often found in white, although shades
of pink (red) are not uncommon.

CARDINAL

1) The Cardinal was selected by popular choice as the State

Bird on March 4, 1943.
2) The Cardinal is sometimes called the Winter Redbird because
it is most noticeable during the winter when it is the only
"redbird" present.
3) The male Cardinal is red all over, except for the area of its
throat and the region around its bill which is black.
4) The female is much duller in color with the red confined
mostly to the crest, wings, and tail.
5) The Cardinal is by nature a seed eater, but he does not
dislike small fruits and insects.

SWEET POTATO
1) The sweet potato was officially designated the State
Vegetable by the General Assembly of 1995.

2) Students at a Wilson County school petitioned the North

Carolina General Assembly for the establishment of the
sweet potato as the Official State Vegetable.

3) North Carolina is the largest producer of sweet potatoes in

the nation harvesting over four billion pounds of the
vegetable in 1989.

4) The sweet potato is high in vitamins A and C and low in fat

and was grown in North Carolina before the European
colonization of North America.

Scuppernong Grape
1) In 2001, the Scuppernong grape was name as the official
State Fruit
2) It was named for the Scuppernong River, which runs from
Washington County to the Albemarle Sound.
3) The word Scuppernong is from the Algonquian Indian word
ascopo which means "sweet bay tree."
4) Scuppernong grapes are usually greenish or bronze in color,
similar in appearance and texture to a white grape, but
rounder and about 50% larger.
5) The Scuppernong, is a variety of muscadine grape, and has
the distinction of being the first grape ever actively
cultivated in the United

HONEY BEE
1) In 1973, the Honey Bee became the official State Insect.

2) This industrious creature is responsible for the annual

production of more than $2 million worth of honey in the
state.

3) However, the greatest value of Honey Bees is their role in

the growing cycle as a major contributor to the pollination of
North Carolina crops.

Carolina Lily
1) North Carolina designated the Carolina Lily, as the official
State wildflower in 2003.
2) The stem of the Carolina lily can grow up to 4 feet high and
can have up to 6 flowers at the summit.
3) The flower petals are brilliant red-orange with brown spots
and curl back to overlap.
4) The Carolina Lily grows throughout the southeast, from West
Virginia to Florida, blooming as late as October

Plott Hound
1) The Plott Hound was officially adopted as the State Dog on
August 12, 1989.
2) Named for Jonathan Plott who developed the breed as a wild
boar hound, the Plott Hound is a legendary hunting dog
known as a courageous fighter and tenacious tracker.
3) He is a gentle and loyal companion to hunters of North
Carolina.
4) The Plott Hound is very quick of foot with superior treeing
instincts and has always been a favorite of big-game
hunters.

Shad Boat
1) The General Assembly of 1987 adopted the shad boat as the
official State Historical Boat.
2) The Shad Boat was developed on Roanoke Island and is
known for its unique crafting and maneuverability. The name
is derived from that of the fish it was used to catch - the
shad.
3) The boats were built using native trees such as cypress,
juniper, and white cedar, and varied in length between
twenty-two and thirty-three feet.
4)

Construction was so expensive that the production of the

Shad Boat ended in the 1930s, although they were widely
used into the 1950s.