Direct Instruction Lesson Plan Template

Name: Ashley Hull

Grade Level/Subject: Grade 4 / Social Studies

Central Focus/Big Idea of the

Lesson: There are various types of
arts and crafts that make up North
Carolinas culture.

Essential Standard/Common Core Objective: 4.C.1 Understand the

impact of various cultural groups on North Carolina.

Date taught: 03/10/2015

Daily Lesson Objective: 4.C.1.2 Explain how the artistic expression of various groups represents the
cultural heritage of North Carolina.
21st Century Skills: (Go to this link for more info about these
skills:
http://www.p21.org/storage/documents/P21_Framework_Defi
nitions.pdf)
Learning and Innovation Skills - Students will use critical
thinking skills when as they read text to derive information to
help find the answers to guided questions. Students will be
doing this throughout the guided practice and the independent
practice.
Critical Thinking and Problem Solving - In the
guided/independent practice students will comprehend the
given information effectively by analyzing, evaluating, and
interpreting information and draw conclusions.

Academic Language Demand

(Language Function and
Vocabulary): arts, crafts, tradition,
potters, quilting, bluegrass,
clogging, shag, music, dance,
pottery, etc.

Prior Knowledge: Students should have a prior knowledge of what a tradition is and how it relates to
North Carolinas culture.

Activity

1. Focus and Review

2. Statement of
Objective for Student
3. Teacher Input

Description of Activities and Setting

Time

Gather students on carpet in front of the smart board. Explain to

students that just like the previous lesson where they discussed
how festivals are types of traditions, that there are arts and
crafts also associated as traditions in North Carolina.

5 min.

Today we will be discussing various types of arts and crafts that

are considered to be North Carolina traditions.

Create a bubble map on chart paper. Explain to students that we

will be discussing North Carolinas arts and crafts traditions.
Inform students to use elbow partners to discuss the answer to
the question and jot down the information theyve collected,
What are some types of arts and crafts that North Carolina
has? Give time for students to collaborate. Then allow them to
answer. Students should answer something similar to: pottery,
basketmaking, quilting, dancing, music [fill in the bubble map for
the topics]. Explain that arts and crafts have been around for
generations and that over time, making certain items by hand
has become a tradition in our state. Explain that there are
various types of musical traditions and dancing that can be found

10 min.

throughout NC.

4. Guided Practice

Relate the topics to a book theyve read previously called How

many days to America by explaining a lot of those individuals
that the book represented where those who had made these
types of things our traditions. In what ways were these different
types of arts and crafts used? Pottery: dishes for
cooking/storage. What type of materials is used to make
pottery? [clay] Basketmaking: to carry/store items. What type
of materials were used to make the baskets? [reeds, grasses, or
wood] Quilting - for protection/warmth. What type of materials
were used to make the quilts? [pieces of different materials]
What types of patterns were used? [swamp patch, bow tie,
star, sunflower, etc.] Glassmaking - creating bowls/vases. What
materials were used in glassmaking? [heat sand and other
materials, shaped by using molds or by blowing] Music and Dance
are also apart of North Carolina traditions. There is a wide
variety of music and dance in our state. What types of music
traditions can be found in Appalachian folk music? [English,
Irish, Scottish, and African] What types of instruments were used
to make Appalachian folk music? [banjos, guitars, fiddles,
dulcimers, etc.] Relate the Appalachian music to the
demonstration of the dulcimer they had the day before. These
instruments are used in a type of music called bluegrass. Does
anyone remember what type of dancing is considered traditional
dance for Appalachian folk music? [clogging] In the coastal areas
of North Carolina, beach music is considered a tradition. What
type of music is considered to be beach music? [rock and roll,
blues, and big band] What style of dance is typically done with
beach music? [shag] Can you name any of the festivals that
relate to dancing and music? [Folkmoot USA and the American
Dance Festival] In the lesson, it discussed the ways North
Carolina has helped to preserve the arts. Do you think it is
important to support the arts? Give students time to answer. In
what ways has North Carolina supported the arts? [NC Museum
of Art and Mint Museum, art councils, NC School of the Arts]
Other art traditions in North Carolina include the NC Symphony
Orchestra and outdoor dramas. Can you name any outdoor
dramas in NC? [Unto these Hills and The Lost Colony]

25 min.

5. Independent
Practice

6. Extensions

Students work in group setting or individually on their North

Carolina Art Traditions - Lesson 2 pamphlet. Students are to read
and discuss information found within the text to answer guided
questions. Then students will work independently on a review
assessment sheet for lesson 2.

20 min.

Have students list cultural characteristics of the main character in their new
library books.
Formative: Teacher asking questions throughout the lesson.

Summative: Teachers assessment is based on their completion of their

6. Assessment Methods
pamphlet work [either individual or group], the amount of correct responses
of all objectives/skills:
reflected on their review assessment for lesson 2, and their daybook answer
to the question, How they would describe culture to others.

7. Closure

Recap the lesson to make sure students have a full understanding

of the content. Have students answer the question, How would
you describe culture to others in their daybooks and allow a few
students to share their answers
Formative: All students were able to provide answers to all the questions
provided during guided practice.

8. Assessment Results
of all objectives/skills:

Summative: All students finished and completed their pamphlet work. For
the review assessment, at least three-fourths of the class had 100% correct
and one-fourth of the class had 50% or more correct. All students had a
cohesive statement explaining how they would describe culture to others?

Targeted Students
Modifications/Accommodations: The guided
practice should be made interactive to
accommodate students. The teacher can assist
these students with their reading if needed.
Early finishers can get a partner and discuss
their findings while waiting for others to finish
[pamphlet worksheet only].

Student/Small Group
Modifications/Accommodations: For students who
may want to work as partners to complete the
assignment and/or who may need to discuss the
information within the text to fully understand it,
students are allowed to work together.

Materials/Technology: North Carolina Art Traditions - Lesson 2 pamphlet, workbooks, pencils, review
sheets.
References: North Carolina Art Traditions - Lesson 2

The lesson I taught was on North Carolina Art and Traditions. I felt quite confident going into this
lesson and I really enjoyed teaching about the different types of traditions. The main discussion of
cultural traditions went well and the students seemed to be engaged in learning about this particular
subject. The students were ready to answer questions and discuss how each subject was made or
used by using their prior knowledge. I feel like I had strong content for my lesson plan, however, I did
forget to add visuals for the students. This was unlike me, I would usually do this. I had planned to
pull them up on the smart-board through the internet but it escaped my mind before I started the
lesson. I found that it can be challenging to think of all the added content that you need to include
when conducting the lesson. Even though I didnt have any pictures, I was able to relate the lesson to
a previous book they had read and to a demonstration on dulcimers that they had the day before. I
believe the students liked finding out about all the different types of traditions and art that North
Carolina has and it was really nice that they got to see the dulcimer in person before we discussed it
during the lesson. My only weakness was that I am so use to using powerpoint to give my lessons that
I wasnt really good at writing on chart paper or using the smart-board. However, I was still able to
use the chart paper well enough to do the lesson, just not as neat as it could have been. I think the
lesson wasnt either too easy or too difficult. The students had previously read about the types of
arts and traditions that we discussed during the lesson so it was easy to keep a steady pace when
discussing the information and the transitions went smoothly. It was a great way to assess whether or
not the students understood the main ideas in the passage that they had already in their pamphlets. I
did have some students that threw a few curve ball questions but I was to answer and redirect their
thinking back to our main topics. Most of the students participated in the lesson by giving their ideas
and for others I think they do better just listening as others talked. All students participated in the
elbow partner discussions. When the students returned to their desks the were on task, Mrs.
Prevettes class is mostly self disciplined while doing independent work. Looking at class
management, the students did really well at paying attention so there was no need for any
refocusing. I feel like my instructions were clear and the students know their routines well. I felt that
I had a lot of strong points during the lesson but there are still many things that I need to work on
when teaching lessons. I feel that the comments provided by Mrs. Prevette will help me in perfecting
my teaching style and preparation of lessons. I will make sure to include all aspects that bring more
valuable and meaningful connections to my students and will remember to include more visuals into
the lesson. I always welcome constructive criticism for I am still learning how to improve my skills
and the feedback provides an opportunity for professional development and improvement for future
lessons.