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DIRECT INSTRUCTION LESSON PLAN Name: Olivia Stott Lesson #: Lesson Title: NC state symbols 4th Grade Social

Studies Topic: NC state symbols

Grade Level/Subject:

Social studies NCES: 4. H.2 Understand how notable structures, symbols and place names are significant to North Carolina. 4.H.2.2 Explain the historical significance of North Carolinas state symbols Listening and Speaking CCSS: CCSS.ELA-Literacy.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles. Students are learning what the state symbols of North Carolina are, so this Revised Blooms level of thinking/type of knowledge (1) involves remembering knowledge. Students are then applying this knowledge when they are competing in the scavenger hunt. After doing a scavenger hunt in pairs with assigned roles, students will be Behavioral Objective (2) able to state the symbols of North Carolina with 90% accuracy. This is important for students to know because as residents of North Objective Rationale (1) Carolina, it is important to know about your state and the symbols of the state. The symbols are highlights of things that represent the state, and as a resident of a state, it is important to be knowledgeable about what represents the state. This pertains to students lives as it helps them to be informed residents of North Carolina, and it will help them to make connections about other things in North Carolina history. Also, it is important for students to know how to work in groups where group members have assigned roles, so the scavenger hunt would also help students to improve communication and teamwork skills. Students should know what a symbol is and already have a basic Prerequisite Knowledge and knowledge of North Carolina state history which will help them to have Skills (1) background knowledge of some of the symbols. For the scavenger hunt, students should understand how a scavenger hunt works and should be able to efficiently and effectively communicate and collaborate in a team with other students. Symbol/symbolism/symbolize, flag (know its purpose) Key Terms and Vocabulary (1) Content and Strategies Instructional Strategies Ask the students what the purpose of a flag is and why For pairs, I will Focus/Review (prepares countries, pirate ships, and states have flags. Students use who the students for the lesson) (2) should answer that flags are things that symbolize or students already represent a certain area. Tell students that today we will sit beside be learning about the symbols of North Carolina, and because they one example of these symbols is the flag of North are seated next Carolina. Tell students that different states and to people they countries all have different flags and symbols. get along with NCES/CCSS Standard and Objective (1)

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)

Divide the students into pairs based on seat partners. already. I will Each pair will be given a sheet of paper with an also give the envelope taped on the back with the word clues students a written in a color to let the pair know what their team countdown of color is (this will be used to place clues during the how much time scavenger hunt in guided practice.) Each pair will have they have each 5-6 minutes to design a flag using markers, and this minute. flag will be a symbol for their group. The only guideline is that the flag must incorporate their group color which is shown on the envelope that is taped on the back. These pairs and flags will be used for the scavenger hunt in guided practice. Today we will learn about the symbols of North Carolina, and then we will practice these symbols of North Carolina by doing a Scavenger Hunt around the classroom to find the different symbols. By the end of the lesson, you will know the symbols of North Carolina. Present the PowerPoint presentation about NC state The repetition symbols to the class. Tell students that just like NC has and choral flags and symbols, other states and countries also have response will symbols. Explain the state flag, beverage, bird, flower, help students to insect, stone, vegetable, rock, mammal, and tree of remember the North Carolina by explaining the PowerPoint slides. state symbols. After each slide, ask the students what the state symbols are from all previous slides to check for understanding. For example, present the first state symbol. Next, present the second state symbol (state beverage), and then ask students about the first state symbol (colors of the state flag.) After you present the third state symbol (state bird,) ask students what the state beverage is and what colors the state flag. Continue this pattern of repetition (similar to the 12 days of Christmas song.) Next, explain to the students what the scavenger hunt is and how each team member in the pair will have a specific role. Explain these roles to the students. One team member will be the clue keeper and checker who will put all paper clues in the envelope on the flag and check to make sure they are taking clues with their appropriate team color. The second team member will be the flag carrier and clue reader. They will be in charge of carrying the flag and reading each clue before handing it to the clue keeper. Both team members will work to answer the questions and solve the next step of the scavenger hunt. Students will now participate in the scavenger hunt. Students should Each pair of students that created a flag together will be using the form a group. The pairs need to make sure they have appropriate their flag and a pencil. Each pair will be given the first group roles in clue which will lead them to their 1st state symbol at a the scavenger destination somewhere in the classroom. The first state hunt. Remind

Independent Practice (application activities to help students use and demonstrate what they have learned) (2) Closure (provides a wrap-up for the lesson) (1) 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)

symbol they travel to should have a 1 on it in their students to only team color. Each group will carry their flag around to take clues with symbolize their group. They will have 90 seconds to their group find this destination and get the clue with their group color on it (their color on it at the destination. No 2 groups will be at the group color is same destination at the same time. The outside of the on the flag they clue will have a question they must answer. The pair of carry around.) the students will then write the appropriate answer on Remind the clue card underneath the question. Pairs will walk students also to to the center of room when they have finished only open up answering their question. When all groups have come the inside of the to the center of the room, groups may open their clue clue when and find their next clue that will have a 2 marked on prompted to do it in their team color. This process will repeat until so. each group visits all 10 destinations. The scavenger hunt is set so that the groups in constantly at different locations, so 2 groups should never be at the same location. Remind the students to use their appropriate team member roles throughout the scavenger hunt. The teacher will walk around to make sure groups are answering questions correctly. Review appropriate answers at the end of the scavenger hunt. This summative assessment will be filling in a foldable that contains 10 state symbols of North Carolina. The foldable has 10 flaps with a category on each flap (flag, beverage, bird, flower, insect, stone, vegetable, rock, mammal, and tree.) The students can use these flaps to write the state symbols of North Carolina. Review as a class the 10 state symbols of North Carolina by reading through the foldables that were made. Ask students again what the significance is of having state symbols. Formative: During teacher input, the teacher is consistently asking the students what the state symbols are as they continue to learn more state symbols. These are also reviewed during the scavenger hunt. The teacher will also be walking around to make sure students are providing correct answers during the scavenger hunt. Summative: The summative assessment is the foldable made at the end of the lesson. Full mastery: At least 9 state symbols are correctly stated. Partial mastery: At least 7 state symbols are correctly stated. No mastery: Less than 7 state symbols are correctly stated. A couple of the students in the class cannot write well without seeing spelling, so I would make clear that the spelling does not need to be perfect on the assignments. Also, only one team member has to write during guided practice, so this would take pressure off of students who are not comfortable writing. One student in the class is not verbal, and a couple of students cannot read fluently aloud, so I will make sure those students are not given the role of clue reader. This lesson helps visual learners because of the PowerPoints, auditory

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) Culturally Responsive Teaching (must be in three lessons)

learners because of the repetition in saying the symbols, and tactile learners through moving around the classroom with the scavenger hunt. 8 papers with envelopes taped on the back for state flags Markers PowerPoint presentation about state symbols (attached sheet) Prepared scavenger hunt clues taped around the room (attached sheet) Initial clue sheet (below) Foldable print out (below) Scavenger hunt key (flow of clues and destinations and where groups will be at each time rotation) (below) Communication: students must communicate clearly in the scavenger hunt. Collaboration: students must work together, share ideas, and perform assigned roles in the scavenger hunt. Critical thinking: students must solve the clues in the scavenger hunt. It is important that students understand where they live and that other states and other countries have symbols and flags as well. Other states and countries have flags and symbols as well, and this is discussed in focus and review and in teacher input. In a future lesson, the class could compare symbols and flags from different countries that the students are from or from different states that the students were born in

PowerPoint slide in attached document Scavenger hunt key below Initial clue sheet below Foldable printout below Scavenger Hunt sheets on attached document. Each sheet should be cut in half hamburger style and folded in half and taped. Print out 8 copies of the scavenger hunt sheets and tape around the room at the appropriate locations as listed below on the scavenger hunt key:

Flow of clues and destinations: State flag question (under American flag): Clue to next destination: Choice 1 or choice 2 State beverage (near lunch count): Clue to next destination: Take a look outside its a beautiful day! State bird (window): Clue to next destination: This mouse doesnt want cheese! State flower (computer mouse): Clue to next destination: Your pencils looking a little dull! State insect (pencil sharpener): Clue to next destination: Made of wood from trees, and when sitting in class it sets above your knees! 6. State stone (desks): Clue to next destination: Ms. Gordons home in the classroom 7. State vegetable (Mrs. Gordons desk): Clue to next destination: Dont travel all over all the continents searching for this! 8. State rock (on the continent carpet): Clue to next destination: Knock, knock! Whos there? 9. State mammal (door): Clue to next destination: Time to wash hands! 10. State tree (sink): Clue to next destination: Attention, salute, pledge Where groups will be at each time rotation 1st rotation: Red- flag, brown- sink, purple-door, orange-carpet, gray-teachers desk, yellow-desks, green- sharpener, blue-computer 2nd rotation: Red-lunch, brown-flag, purple-sink, orange-door, gray-carpet, yellow-teachers desk, green-desks, bluesharpener 3rd rotation: Red-window, brown-lunch, purple-flag, orange-sink, gray-door, yellow-carpet, green- teachers desk, blue-desks 4th rotation: Red-computer, brown-window, purple-lunch, orange-flag, gray-sink, yellow-door, green-carpet, blueteachers desk 5th rotation: Red-sharpener, brown-computer, purple-window, orange-lunch, gray-flag, yellow-sink, green-door, bluecarpet 6th rotation: Red-desks, brown-sharpener, purple-computer, orange-window, gray-lunch, yellow-flag, green-sink, blue-door 7th rotation: Red-teachers desk, brown-desks, purple-sharpener, orange-computer, gray-window, yellow-lunch, green-flag, blue-sink 8th rotation: Red-carpet, brown-teachers desk, purple-desks, orange-sharpener, gray-computer, yellow-window, green-lunch, blue-flag 9th rotation: Red-door, brown-carpet, purple-teachers desk, orange-desks, gray-sharpener, yellow-computer, greenwindow, blue-lunch 10th rotation: Red-sink, brown-door, purple-carpet, orange-teachers desk, gray-desks, yellow-sharpener, greencomputer, blue-window 1. 2. 3. 4. 5.

Initial Clue: Attention, Salute, Pledge Initial Clue: Dont travel all over the continent looking for this! Initial Clue: Ms. Gordons home in the classroom Initial Clue: Knock, knock! Whos there?

Initial Clue: Made of wood from trees, and when sitting in class it is above your knees. Initial Clue: Your pencils looking a little dull! Initial Clue: This mouse doesnt want cheese!

Initial Clue: Time to wash hands!

Stats Flag


Stone State Beverage

State Vegetable

State Bird

State Rock

State Flower

State Mammal

State Insect State

State Tree