Professional Documents
Culture Documents
Caroline Chiusano
Prior Knowledge: The students took a trip to Raleigh. The students learned what the statues in Raleigh represent and some
of the festivals that are celebrated in Raleigh. Ask students if they have ever been to a festival and what their experience
was like.
Activity
2. Statement of Objective
for Student
3. Teacher Input
Time
4. Guided Practice
5. Independent Practice
Now that I have introduced the class with what this lesson is about, I will now
have them read in groups a section given by the teacher to read silently to
themselves. After they read the section they were assigned, they will discuss
in their group what they read about. The students will be given a guided
questions to discuss what they read in their small groups. The questions will
be what is the main idea of this section? What are some supporting details that
make the main idea? While students are discussing what they have read, I will
walk around the room to support any student or group who may have some
questions about the section that they read. After groups have discussed for
about three minutes, I will pull the class back together to ask the students what
they read in their section. I will ask them questions like, why is what your
read about important for North Carolinians to know? How many days does the
North Carolina State Fair last? What kind of festivals take place in North
Carolina?
At this point in the lesson, the students will answer the seven questions at the
end of this lesson on page 196 independently. These questions will be
answered in the textbook and the students will tear out the page from the book
so that the teacher can collect the students answers to check to see if they
mastered the objective. Be sure the directions are clear. Make sure that the
students are answering questions one and two in complete sentences. They are
writing down the letter clearly for three and four. Also, be sure for questions 5,
six, and seven that the students are writing down the question and next to the
statement they are writing the matched statement next to the questioned
statement.
Collect the questions that the students answered at the end of the lesson to use
as a summative assessment.
7. Closure
After all papers are collected, go over the questions with the students. Allow
students to raise their hand to answer the question instead of the teacher
answering them all. Having students answer the questions will clear up
possible confusions that the students may have.
8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations:
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.)
PowerPoint
SmartBoard
Textbook
References:
Berson, M. (2009). Culture in North Carolina. In Harcourt social studies North Carolina geography, history, and
culture (North Carolina ed., pp. 191-196). Orlando, Florida: Harcourt.
Reflection on lesson:
,