Social Studies Direct Instruction Lesson Plan: Symbols of North Carolina

Name: ​Kellyn McNamara Central Focus/Big Idea of the Lesson:

Grade Level/Subject: ​4th Grade Social Studies Nations and states use symbols to represent their
history and culture.

Essential Standard/Common Core Objective:

4.H.2 Understand how notable structures, symbols and Date taught: ​3/8/2018
place names are significant to North Carolina.

Daily Lesson Objective:​ Students will collaborate to research, identify, and describe the state bird, flower,
insect, tree and animal of North Carolina, and illustrate the state flag. Students will be expected to earn
9/12 points.

21​st​ Century Skills: Academic Language Demand

● Collaboration ● Language Function: analyze

● Information Literacy ● Vocabulary: symbol, cardinal, dogwood, gray

squirrel

● Discourse: Think-Pair-Share, collaborative

research

● Syntax: Exit ticket, flapbook

Prior Knowledge: ​During my seeing students thinking assessment, I learned that students were unable to identify a
majority of NC State symbols; they were able to identify Raleigh as the capital, and both students identified the bald
eagle as the state bird (while it is the National bird of the US, the cardinal is the state bird of NC). The rest of the
students will be assessed at the beginning of the lesson to determine their prior knowledge in regards to North
Carolina and its state symbols; students are familiar with computer use, resources provided on Student Links page,
and Flapbooks; students may have prior experience conducting research and/or citing sources of information.

Total time allotted for lesson: 1 hour and 45 minutes

Activity Description of Activities and Setting Time

How Much Do YOU Know About North Carolina?​ ​Students are

given 5 minutes to complete worksheet answering as many
questions as they can about North Carolina. 5 - 10
1. Focus and Review
minutes
(The same assessment might be given at the same unit to see how
much the students have learned)
 Think-Pair-Share:​ ​What is a ‘state symbol’? How do states choose
their ‘state symbols’? ​On the back of their worksheets, students
will take a moment to brainstorm what they think a state symbol is
how they think states choose what their symbols are. Then,
students will share their thoughts with the person sitting next to
them. Finally, students will be given the opportunity to share out.

2. Statement of Objective Today, we are going to learn about some state symbols of North
N/A
for Student Carolina.

Research: National Flower of United States (Rose)

● Use CMES website to access Student Links
● Click on link for kiddle.co
● “national flower united states”
● Skim links
○ See “national flower”
○ Think aloud: omit search results that include state
names, because they likely won’t give you results
about the national flower. They are likely state
flowers.
● National Flower | The Rose
○ Read: “The rose was designated the official flower
and floral emblem of the United States of America
in 1986. The rose is a symbol of love and beauty (as
well as war and politics) the world over.” 5 - 10
3. Teacher Input
● Fill out first and second rows of Worksheet minutes

Symbol Year Describe Fun Fact

Rose 1986 “Roses are red, pink, “The petals and rose
white, or yellow and hips are edible and
can have a have been used in
wonderfully rich medicines since
aroma.” ancient times.”

Citation (Where did I find my information?):

https://statesymbolsusa.org/symbol-or-officially-designated-ite
m/state-flower/rose

Research: National Bird of United States (Bald Eagle)

4. Guided Practice
● Use CMES website to access Student Links
5 - 10
● Click on link for kiddle.co
minutes
● “national bird united states”
● Skim links
 ○ Ask students to help you navigate search results.
● Land on: ​Bald Eagle | National Bird
○ Have student read aloud: The American bald eagle
was adopted as the national bird symbol of the
United States of America in 1782. The bald eagle…
was chosen for its majestic beauty, great strength,
long life, and because it's native to North
America.”
● Fill out third row of worksheet. This time, have students
tell you what to fill in.
● Ask students what you should put in fourth row.
● Note: the website does not provide a description, so
students will have to generate their own by looking at
photographs of bald eagles.

Symbol Year Describe Fun Fact

Bald 1782 white head, dark “The bald eagle was

Eagle brown or black chosen for its
feathers, yellow majestic beauty,
beak, yellow talons, great strength, long
wingspan of up to life, and because it's
seven feet on full native to North
grown bald eagle. America”

Citation (Where did I find my information?):

https://statesymbolsusa.org/symbol-or-officially-designated-ite
m/state-bird/american-bald-eagle

* Give instructions for independent practice before releasing

students to work independently.

1. Partner Research - NC State Symbols [​State Flower of North

Carolina (Dogwood), State Bird of North Carolina (Cardinal), State
Animal of North Carolina (Gray Squirrel), State Tree of North
Carolina (Pine tree), State Insect of North Carolina (Honey Bee),
State Flag of North Carolina]. Students will work in small groups of
3 - 4 to complete ​NC symbols research worksheet​. Students may
use any of the resources available on Cox Mill’s ​“Student Links”
5. Independent Practice 1 hour
page to conduct their research.

2. ​North Carolina Flapbook​ - Page 1:​ Once students have

completed their research, they 1) will conference with Ms.
McNamara to ensure that their information is accurate and that
their research is complete,and 2) receive their North Carolina
Flipbook. Using their research, they will complete the first page.
 Students’ research will be assessed on the following rubric, and are expected to
earn at least 9/12 points:
NC...
Bird
6. Assessment Methods of
all objectives/skills:
Note: students are only
assessed on completed work; Flower
incomplete work will simply be
given a grade of “incomplete”,
and for the purposes of data
collection may be assessed
based on work submitted.
Animal
Points Awarded/Criteria
2 points:​ Student successfully identifies the cardinal as the state
bird of North Carolina, and includes the year it was chosen as the
state bird, a physical description of the cardinal, and at least one
“fun fact” about the bird or it’s selection as state bird of North
Carolina. The student also cited where they found their
information.
1 point: ​Student successfully identifies the cardinal as the state
bird of North Carolina, but fails to include one of the following
requirements: the year it was chosen, a physical description, at
least one “fun fact” about the bird or it’s selection as state bird of
North Carolina, or a cited resource.
0 points: ​Student does not successfully identify the cardinal as the
state bird of North Carolina and/or fails to include two or more of
the following requirements: the year it was chosen, a physical
description, at least one “fun fact” about the bird or it’s selection
as state bird of North Carolina, and/or a cited resource.
2 points:​ Student successfully identifies the dogwood flower as the
state flower of North Carolina, and includes the year it was chosen
as the state flower, a physical description of the dogwood flower,
and at least one “fun fact” about the flower or it’s selection as
state flower of North Carolina. The student also cited where they
found their information.
1 point: ​Student successfully identifies the dogwood flower as the
state flower of North Carolina, but fails to include one of the
following requirements: the year it was chosen, a physical
description, at least one “fun fact” about the flower or it’s
selection as state flower of North Carolina, or a cited resource.
0 points: ​Student does not successfully identify the dogwood
flower as the state flower of North Carolina and/or fails to include
two or more of the following requirements: the year it was chosen,
a physical description, at least one “fun fact” about the flower or
it’s selection as state flower of NC, and/or a cited resource.
2 points:​ Student successfully identifies the gray squirrel as the
state animal of North Carolina, and includes the year it was chosen
as the state animal, a physical description of the gray squirrel, and
at least one “fun fact” about the gray squirrel or it’s selection as
state animal of North Carolina. The student also cited where they
found their information.
 1 point: ​Student successfully identifies the gray squirrel as the
state animal of North Carolina, but fails to include one of the
following requirements: the year it was chosen, a physical
description, at least one “fun fact” about the animal or it’s
selection as state animal of North Carolina, or a cited resource.

0 points: ​Student does not successfully identify the gray squirrel as

the state animal of North Carolina and/or fails to include two or
more of the following requirements: the year it was chosen, a
physical description, at least one “fun fact” about the animal or it’s
selection as state animal of NC, and/or a cited resource.

Insect 2 points:​ Student successfully identifies the honey bee as the state
insect of North Carolina, and includes the year it was chosen as the
state insect, a physical description of the honey bee, and at least
one “fun fact” about the honey bee or it’s selection as state insect
of North Carolina. The student also cited where they found their
information.
1 point: ​Student successfully identifies the honey bee as the state
insect of North Carolina, but fails to include one of the following
requirements: the year it was chosen, a physical description, at
least one “fun fact” about the insect or it’s selection as state insect
of North Carolina, or a cited resource.

0 points:​ Student does not successfully identify the honey bee as

the state insect of North Carolina and/or fails to include two or
more of the following requirements: the year it was chosen, a
physical description, at least one “fun fact” about the insect or it’s
selection as state insect of NC, and/or a cited resource.

Tree 2 points: ​Student successfully identifies the pine tree as the state
tree of North Carolina, and includes the year it was chosen as the
state tree, a physical description of the pine tree, and at least one
“fun fact” about the pine tree or it’s selection as state tree of North
Carolina. The student also cited where they found their
information.

1 point:​ Student successfully identifies the pine tree as the state

tree of North Carolina, but fails to include one of the following
requirements: the year it was chosen, a physical description, at
least one “fun fact” about the tree or it’s selection as state tree of
North Carolina, or a cited resource.

0 points: ​Student does not successfully identify the pine tree as the
state animal of North Carolina and/or fails to include two or more
of the following requirements: the year it was chosen, a physical
description, at least one “fun fact” about the tree or it’s selection
as state tree of NC, and/or a cited resource.
 Flag 2 points:​ Student successfully illustrates the state flag of North
Carolina, and includes the year it was designed. The student also
cited where they found their information.

1 point: ​Student successfully illustrates the state flag of North

Carolina but fails to include one of the following requirements: the
year it was designed, at least one “fun fact” about the flag or it’s
selection as the state flag of of North Carolina, or a cited resource.

0 points: ​Student does not successfully illustrate the state flag of

North Carolina and/or fails to include two or more of the following
requirements: the year it was designed, at least one “fun fact”
about the flag or it’s selection as the state flag of of North Carolina,
and/or a cited resource.

If time allows, students may share the fun facts that they collected
about the state bird, flower, animal, or flag of NC. At the end of the
learning segment, he teacher should collect students’ research
worksheets for assessment.

Exit ticket - ​Welcome to North Carolina Sign​: ​if students 5 - 15

7. Closure
complete their research and their flapbooks and have checked minutes
with Ms. McNamara, they may collect materials and create a
welcome sign for North Carolina! The sign should include ALL of
the state symbols that students researched. On the back,
students will define “state symbols” in their own words, and give
an example of a state symbol.

8. Assessment Results of
all objectives/skills:

Note: Most students provided

accurate information; a
majority of points were
deducted for failing to provide
the source of their information
and failing to include the year
the flag was designed/
established.

82.4% of students demonstrated mastery per the instructional objective.

Small Group Modifications: ​Students will be working in (10) groups of three to complete their research and
flapbooks. Before moving on to each phase of the independent practice, groups will conference with Ms. Mc to
make sure that their information is accurate and that their research is complete.

Note: if there is a large group of struggling readers in the class, they may be pulled as a small group to conduct their
research and complete their assignments with the support of a teacher.

Accommodations: ASD - ​because having students surrounding them working at different paces and collaborating,
students with Autism Spectrum Disorders would have the option to work at the teacher’s conference table, in the
teacher’s office attached to the classroom but separated with a door, or in a spot of their choice around the
classroom; if they have trouble with research or computer use, they may have a classmate’s assistance; if
overwhelmed or overstimulated, students may take a break from the activity and use the hallway or teacher’s office
for isolation; if they struggle with illustration or coloring, they may use a coloring page or use other multimodal
materials (construction paper to create a sort of collage of the flag, Play Dough, etc.).

ADD/ADHD - ​students may stand up to complete their work; they may use the teacher’s office for isolation if
needed; they may use stress balls, rubbing stones, or Play Dough, or any other tools they may use them to help
concentrate; they may take a break if needed; they may have water on their desk if it helps them to focus.

Multilingual Learners - ​students may use translation apps to translate the questions or directions as needed;
students may use multilingual resources to conduct their research; students may provide their responses in their
home language and translate them to English later with the help of a translation app or a teacher; if there are
multiple multilingual learners in a class, they may work together to support one another in their home language.

Materials/Technology:
Copy of “​How Much Do YOU Know About North Carolina?​” worksheet for every student; pencil for every student;
research worksheet​ for every student + copy for teacher, desk cam, smart board/projector, pencil for every student,
pen for teacher, computer for every student (internet, Student Links page available from CMES website), flapbook
for every student + one for teacher, ​Welcome to NC​ signs for students, coloring supplies

References:​ ​https://www.ncpedia.org/symbols
https://ncstatesymbolsandbuidlings.weebly.com/
https://www.teacherspayteachers.com/Product/North-Carolina-Flip-Book-3455118
https://statesymbolsusa.org/symbol-or-officially-designated-item/state-flower/rose
https://statesymbolsusa.org/symbol-or-officially-designated-item/state-bird/american-bald-eagle
https://www.cabarrus.k12.nc.us/Page/21882

Resources Designed by Kellyn McNamara:

https://docs.google.com/document/d/15PuIbOzfcYAZZ12ybZB8oFQTNZ5Wm39szSO5MN8nW6k/edit?usp=sharing
https://docs.google.com/document/d/1XQgjsaaPGl4362-N6E0Bp8QOJvhdwEVWEAsxUndGFvU/edit
https://docs.google.com/document/d/1YflQ44n0VLB8LUanJB8k7_PwG32DmLsCL9t8cxmrmEY/edit?usp=sharing
Reflection on lesson: ​Of all of the lessons I taught this semester, this Social Studies lesson was my favorite and
most successful. I believe it had a tremendous amount to do with what I had learned from each of my lessons;
every time I teach, I add another skill or procedure to my repertoire! The certified teacher who observed my
lesson agreed that it was a very successful lesson; she said it was very engaging for the students, she
respected my classroom management skills, and admired the fact that I took the time to conference with each
student before they moved onto the next activity.

As far as strengths of the lesson are concerned, I think I finally perfected the direct instruction procedure with
respect to the transition from “I do” to “we do”. It definitely showed in the students’ performance, because
students modeled their work after what I demonstrated during the Teacher Input segment of the lesson. I am
also very proud of my management of the class. There were 32 students, and I felt that letting them do paired
research was definitely taking a risk. But between my countdown attention grabber and the control I
maintained over the many moving parts of the lesson - with students conferencing to move on to the next
segment of the lesson and working together and turning their projects in and working on the three different
assignments simultaneously - I felt very collected and like I handled it incredibly well!

Unlike all of my other lessons, there was no instance where improvisation was necessary. However, I did find
myself thinking on my feet. There was a moment when I felt overwhelmed by those many moving parts; I had
5 - 6 different assignments in my hand, some flipbooks and some research because the students were working
at their own pace, 5 - 8 students standing in front of me with different needs and questions, and a whole class
working behind them that I was responsible for managing. But I took a breath, disconnected myself for half a
second - like resetting a phone when something freezes up or stops working - and re-established myself in the
controlled chaos unfolding before me. I worked my way through the pages one at a time trying to maintain
the one-on-one attention I had been giving the students through the lesson, just focusing on individual
students and their individual needs to reframe it and not allow myself to feel pulled in so many different
directions. Before I knew it the pile was gone, the students were back to their work, and I had done it! It was a
moment of pride for me because I proved to myself I was entirely capable as a teacher.