Direct Instruction Lesson Plan Template

Grade Level/Subject: 4th/ History Central Focus: American Revolution

Essential Standard/Common Core Objective: 4.H.1.4 Analyze North Carolinas role in major conflicts and wars Date submitted: Date taught: From the Pre-Colonial period through Reconstruction. Daily Lesson Objective: The students will be engaged in the completion of a timeline while the teacher lectures on the American Revolution in order to synthesize the information for later use. 21st Century Skills: Academic Language Demand (Language Function and Vocabulary): *Sequencing-students will use their timeline to put the events of the American Revolution into the appropriate sequence *Organization-the timeline will help students to organize the information they receive to use for studying later on

Prior Knowledge: *13 colonies *America was founded by the British and was formerly under their government Activity Description of Activities and Setting Start of by pulling up the first slide with vocabulary terms on it and ask the students if they know what each word means (independent-not dependent on British rule, representation-colonists had to representation in the government and were completely under British rule, protest-marches, speeches, refusing to buy something, etc., revolution-a sudden and abrupt change, constitutiongovernment layout, bill of rights-list of freedoms). If they answer incorrectly and nobody figures it out, do not tell them the correct answer, simply tell them that they will discover the words meaning in the reading. Turn to the next slide with the Thirteen Colonies map and list each colony, then ask the students who was in control of this land at the time. (Britain) Ask the students if they notice anything strange about NC (NC colony was not the same size or shape as NC now). Point out that a lot of the colonies differed from their corresponding states because they had not yet expanded westward due to the Proclamation line of1763 which prevented colonists from settling in Indian territory. Today were going to read about the American Revolution, focusing on the most important things that happened as well as the part that North Carolina played in it all. Ive given you a timeline with dates and events missing that youll fill out as we go. The teacher will read the first section aloud, stating that she saw one of their vocab words (representation). I noticed that the word representation was in bold in this section which means its important. (Goes back to vocab slide) Oh yeah, this is one of our vocabulary words for today. I know that normally if an important word is in bold in a text, its definition is right before or after it. So lets re-read that sentence.so in this case, representation means a leader to represent you in the government. Lets write that in our notebooks. Pick a student to read the next portion, stopping them after two paragraphs and asking the class if they noticed any bold words (protest), and take answers as to what the word means. Pick another student to read the next paragraph about the Boston Tea Party and Edenton Tea Party, stopping them afterwards. Remind the students that these are important events on their timelines, and to fill out the missing information about them. These timelines are quite easy because if you look ahead to the next event you can tell what date or event youre looking for to write down next. Time

1. Focus and Review

5-7 min

2. Statement of Objective for Student

1 min

3. Teacher Input

7-10 min

4. Guided Practice

5. Independent Practice 6. Assessment Methods of all objectives/skills: 7. Closure 8. Assessment Results of all objectives/skills:

Continue calling on students to read a paragraph or so, stopping them after theyve read one with something important. Ask the students each time you 10 min stop them what they think was important about what they read, continuing to fill in the timelines and discover vocabulary definitions. The students should fill out their timelines while the class is all reading together, but after reading is finished the teacher should ask if there is anyone 5-7 min missing events or dates on their timeline. If so, give the students time to independently flip back through the reading and fill in anything they missed. Informal Assessment-teacher will collect timelines to be checked for completion and accuracy, returning them afterwards to be used as a study aid in the future. The teacher will ask for and answer any student questions before picking up the timelines. 1-3 min

Targeted Students Modifications/Accommodations:

Student/Small Group Modifications/Accommodations: Students are seated on the carpet in front of the teacher according to high and low levels, so if a low level student is struggling the higher can help them, and if the higher student finishes quickly they can help the low students around them.

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.)

-Prezi -reading packets -timelines References: -Google Images -teacher copy of social studies book (Unit 2, Lesson 6, pages 73-80) Reflection on lesson: