Direct Instruction Lesson Plan Template

Name: Samantha Horne Central Focus/Big Idea of the Lesson:

Key historical events shape a region’s history and the
Grade Level/Subject: 4th grade/ Social Studies stories they pass down.

Essential Standard/Common Core Objective:

CCSS.SS – History – 4.H.1.2 – Explain how and why North Date taught: 2/19/18
Carolina was established
Daily Lesson Objective: Students will be able to analyze a text about the Lost Colony in order to describe what they think
happened to the Lost Colony.
21st Century Skills: (Go to this link for more info about these Academic Language Demand
skills:
Creativity Language Function: Analyze
Problem-Solving
Critical Thinking Vocabulary:
Colony, charter, expedition

Discourse: Exit ticket (graphic organizer); Think-Pair-

Share; Turn and Talk vocabulary (define in your own
words)

Syntax: Interactive notebook (where vocabulary is

written down); Studies Weekly Text
Prior Knowledge: Previous to my lesson, I did a pre-assessment. The students had no prior knowledge about what the
Lost Colony was. The week before I teach my lesson, the student will have studied more about this time frame. They will
know about the expedition over to the colony.

Activity Description of Activities and Setting Time

1. Focus and Review
2. Statement of Objective
for Student
3. Teacher Input
I want you to think about what you have read and learned about the past
week. Quickly take out your interactive notebook and review the vocabulary
2 min
we have discussed. Turn and talk with a partner next to you and define 2 or 3
of the vocabulary in your own words. Give them a minute to discuss
Today we are going to look at how historical events like the Lost Colony shape
our regions and the stories passed down are still important.
As we are reading day 5 and conclusion, introduce and engage the students in
this Historical Inquiry question: What happened to the Lost Colony of
Roanoke?
As we read the 2 sections today, keep this question in mind. When we are 10 min
reading, make sure to highlight 3 interesting facts.
Read each section to them. After done with one section give them 1-2
minutes to highlight something they found interesting
 On this sheet I am passing out, you are going to write 2 interesting facts that
you found in todays readings. When you are done with that, you are going to
write about what you think happened at the Lost Colony of Roanoke. You
4. Guided Practice must make sure to include at least 2 clues from the reading. If you finish 3 min
early, you may draw a picture on the back of what happened. Keep in mind
that these stories have been passed down, documented and they are still
important today. Are there any questions?
Write a short paragraph about what you think happened to the lost colony.
5. Independent Practice 12 min
Include clues from todays reading to support what you think.
Graphic Organizer writing activity
Student does not Student somewhat Student meets
meet benchmark meets benchmark benchmark
The first interesting There is no There is an The interesting fact
fact interesting fact or it interesting fact but is stated in the text
is not from the text it is something they (3 points)
(0 points) already knew and
did not come from
the text (1 point)
6. Assessment Methods of The second There is no second There is an The interesting fact
all objectives/skills: interesting fact interesting fact or it interesting fact but is stated in the text
is not from the text it is something they (3 points)
(0 points) already knew and
did not come from
the text (1 point)
Using clues to The student did not There is only 1 clue There are two clues
support what they use any clues from from the reading to from the reading
think happened to the text to support support their that support their
the Lost Colony their reasoning (0 reasoning (2point) reasoning (4 points)
points)
Students may share out their stories or just a simple idea that they have on
7. Closure what happened at the Lost Colony. on their graphic organizer. Remind them 3 min
that WORKS IN PROGRESS ARE WELCOME
8. Assessment Results of 100 – 12 students
all objectives/skills: 90 – 0 students
80 – 9 students (all were due to having only one clue from the reading to support their
reasoning in their paragraph)
70 – 1 student (there is only 1 clue and it is a partial clue but explained their paragraph
more to me verbally)
60 – 3 students (all were due to no given clues from the text to support their reasoning in
the paragraph)
50 – 2 students (1 student had only 1 interesting fact and 1 clue from the reading to
support their reasoning in their paragraph; 1 student did not given any clues from the
reading to support their reasoning in the paragraph, gave the second interesting fact but
the first interesting fact is that he “CROATOAN is a word that I don’t know” I gave 2 points
credit because it is interesting to him and the word CROATOAN came from the text)
 40 – 0 students
30 – 1 student (there was only 1 interesting fact and not a second interesting fact and no
clues from the reading to support their reasoning in the paragraph)

Overall, the most points came off of not using enough text evidence to support what they
thought happened to the Lost Colony.
Targeted Students Modifications/Accommodations: Student/Small Group Modifications/Accommodations:
English Language Learners: Use the online system with Struggling readers: Students can refer to the text as it is being
the bilingual narration. Provide support for the read; encouraging re-reading; allow students to work with
vocabulary with pictures of colony, charter, and partners
expedition.
Early finishers: Students who finish early may illustrate their
Autism spectrum: Allow for fidget as needed with. summary on the graphic organizer.
Also, allow the student to use a piece of paper to only
see one part of the graphic organizer at a time.

The student who must wear headphones during the

lesson is allowed to do so.

Materials/Technology:
Studies Weekly, interactive notebooks, graphic organizer

References: Studies weekly, Dr. Byker

Reflection on lesson: (Write several paragraphs about what you learned from this lesson. What were the strengths?
What were the weaknesses? What did you learn about teaching and student learning? How would you teach this lesson
differently in the future?
Some of the weaknesses of this lesson was that it was too fast. There was a lot of empty time while they were writing
their paragraphs. I should have figured out a way to make the reading of the article a little more interactive. If I could go
back and change it, I would have asked more questions as I read out loud. I know it is important to do this, but I wasn’t
sure at the time what questions to ask. I should have asked my clinical teacher more about that but didn’t think about it
until I got my feedback back. I should have also said the “big idea” more throughout my lesson which is something I need
to work on for next time. Since most of the points came off because they didn’t use enough clues, I might also emphasis
that more next time. I would also use the word text evidence instead of “clues”.
A strength was how fast the lesson was as well. They aren’t given much time so knowing that I can get an effective lesson
done in a short amount of time was a good thing. I think the graphic organizer was a strength. This allowed me to see
what students got from the readings and how to be creative with it. I really liked being able to see what they thought
and why. Something I liked was that I wrote the inquiry question on the board for them to constantly keep in mind as we
were reading.
I learned that social studies isn’t hard and it can be fun when you have the right tools. I also learned from students that
they love to share their ideas. They love highlighting and coming up with their own ideas. They also love collaboration.
If I were to do this differently, I would ask more questions as I am reading out loud and bring in the “big idea” more. I
would also change the rubric to fit 2 points to be the paragraph. I also might go over the details of a paragraph really
quickly.