DIRECT INSTRUCTION LESSON PLAN GUIDE AND TEMPLATE

Name: Kelly Shaw

Lesson #:

Lesson Title: Change in NC

Grade Level/Subject: Fourth Grade

Topic: Change in NC

NCES/CCSS Standard and

Objective (1)

4.G.1.1 Summarize changes that have occurred in North Carolina since

statehood (population growth, transportation, communication, landscape)

Revised Blooms level of

thinking/type of knowledge
(1)
Behavioral Objective (2)

2.4 Summarizing abstracting a general theme or major point(s)

Objective Rationale (1)

This material is important and relevant to students lives because they

currently use various pieces of technology. They should be able to connect
their use of technology with the past to see that what they use hasnt
always been available. They will also be able to see that technology has
assisted North Carolinas development in many ways.

Prerequisite Knowledge and

Skills (1)

Students should know basic information about modern day technology.

Students should also know about modern day transportation and
communication.

Key Terms and Vocabulary

(1)

Students will gain knowledge of technology, transportation,

communication and change in North Carolina.

Students will be able to summarize and illustrate changes in transportation

and communication because of technology, with 80% accuracy.

Content and Strategies

Instructional
Strategies
Question
Choices

Focus/Review (prepares
students for the lesson) (2)

Start out the lesson by asking students What is

technology? and How do you use it? to get them to
think about technology and how they use it daily. Make
a list on the power point of the things that they list. Ask
students how they use technology in the classroom and
list these items as well.

Objective as stated for

students (helps students set
their own goals for the lesson)
(1)

Today we will be learning about technology and how it has changed North
Carolina. By the end of the lesson, you will know more about the change
in communication and transportation and you will be able to summarize
these changes.

Teacher Input (provides the

content to students in a
teacher-directed manner) (3)

Introduce the topic to the class, starting with the

PowerPoint. Talk about technology and tell students
that technology has changed North Carolina in a
variety of ways. Use PowerPoint to tell students how
much technology has helped improve transportation
and communication. Then show the various examples
Revised for spring, 2012

Question
Choices

of how these have changed as a result of technology.

Go through check points along the way in the
PowerPoint with the questions, which will help ensure
students are understanding the material.
Guided Practice (scaffolded
practice with the content;
helps students make sense of
the content provided in
Teacher Input) (3)

Tell students that they will be making a foldable to

Question
summarize what they know and have learned about the Choices
changes in transportation, communication, and
technology in North Carolina. Using the slide in the
PowerPoint, model how this strategy is used. Have
students give suggestions for the information to put in
the chart on the slide. Do one or two examples for each
(transportation, communication, and technology) in the
slide. Explain that they will be receiving their own
pieces of paper where they will draw the same chart on
their foldable and they will continue to add in bullets of
information about the changes in these three topics in
NC. Check to make sure they understand what they
will be doing by asking several students to tell you
what they are supposed to do now. Tell them their time
limit (15 minutes) and pass out their papers.

Independent Practice
(application activities to help
students use and demonstrate
what they have learned) (2)

Students will take one piece of paper each to make the foldable chart
containing six blocks. They will be required to draw one picture
demonstrating technology, one picture demonstrating communication, and
one picture demonstrating transportation. These three drawings should be
drawn in the left hand column. In the right hand column, they will write at
least 4 bullet points of how each have changed, beside the corresponding
picture that they have drawn.

Closure (provides a wrap-up

for the lesson) (1)

Once the timer goes off, bring students back together on the carpet for a
closing discussion. Ask for volunteers to give their answers on what they
wrote about technology, communication, and transportation changes.
Once enough students have answered to cover the information, continue
to the last slides of the slideshow, which will summarize the information
that they have just learned to put a closing on the lesson.

Evaluation (How will you

assess students learning so
that you can determine if they
met the objective of the
lesson?) (2)

The formative assessment will be taken during the teacher input section,
when they answer the questions from the PowerPoint.
The summative assessment will be taken from the independent practice
activity, where students will be making a foldable to show the information
they have learned during the lesson. They will have the opportunity to
earn 15 points. They will receive one point per drawing that they
complete. They will also receive one point per bullet of information. They
are supposed to have four bullets for transportation, four for
communication, and four for technology. This will add up to twelve
points, plus the three points from the pictures. In order to reach the
standard in the objective, they should earn 12 points.

Plans for Individual

Individual differences will be accounted for by partnering students with

Revised for spring, 2012

Differences (differentiations
needed for students) (1)

learning difficulties up with students who perform at grade level.

Additionally, more time will be given if the time allowed is not enough
for students to finish the task.

Materials used in the lesson;

Resources used in developing
the lesson (1)

Materials used in this lesson will be computer paper for the students to
make their foldables with, crayons/colored pencils, timer, and
smartboard/PowerPoint.
Resources: Coordinating Teacher; Foldable idea from ELED 3221
One 21st century skill that is addressed in this lesson is Learning and
Innovation skills, specifically communication and collaboration. This will
occur during independent practice while they are communicating and
collaborating with their partner. It will also address Life and Career skills,
specifically initiative and self-direction, because they will have to stay on
task in order to get all parts of their assignment completed. This will also
occur in independent practice.

21st Century Skills (must be

in three lessons)

Global Awareness (must be in

two lessons)

Global awareness is addressed in this lesson during Teacher Input. It is

addressed when mentioning how North Carolina was able to achieve what
it has and get to where it is today. Our resources for technology,
communication, and transportation did not come from North Carolina, it
has come from various places around the world. By students realizing that
what they use every day came from various parts of the world, it will
increase their sense of global awareness.

Culturally Responsive
Teaching (must be in three
lessons)

When teaching this lesson, the teaching will acknowledge various cultures
by noting where all of North Carolinas resources come from. Also,
students will be drawing their idea of communication, technology, and
transportation. This could differ depending on the students culture and
background.
Overall alignment in the lesson (2):
The behavioral objective must be aligned to the lesson objectives (NCES/CCSS).
The instructional activities must help students meet the behavioral objective and be successful on the
lesson assessment.
The lesson assessment must provide enough reliable and valid data so the teacher can determine if
each student has met the lesson objectives or not.
Add any instructional materials needed for the lesson here (worksheets, assessments, PowerPoints,
slides from SmartBoard programs, etc.) (2)

Revised for spring, 2012