Direct Instruction Lesson Plan Template

Grade Level/Subject: 4th grade Social

Studies

Central Focus: Impact of technology on North Carolina

Essential Standard/Common Core Objective:

4. G.1.4 Explain the impact of technology (communication, transportation
Date submitted:
Date taught:
and inventions) on North Carolinas citizens, past and present.
3/20/2015
NCSCOS: 3.04 Compare and Contrast ways in which people, goods, and
ideas moved in the past with their movement.
Daily Lesson Objective: After reading the social studies Lesson 3 of Unit 3 (p 99-104) aloud as a class and answering the
TextWork questions to monitor comprehension, students will correctly answer at least 7 of 8 of the review questions to
demonstrate an understanding of the growth in technology and communication North Carolinas industries grew quickly
causes goods to be made inexpensively.
21st Century Skills:
Academic Language Demand (Language Function and Vocabulary):
Information, media, and technology:
Function: Demonstrates text comprehension, Summarize, Recall, Identify
A document camera will be used to show
Academic vocab:
the class which page to be on and going
Technology- the use of knowledge and tools to make or do something
through the chapter with them by modeling
Manufacturing- The making of products
strategies for finding and obtaining
information.
Prior Knowledge: North Carolinas early statehood and effects of the Civil War in North Carolina

Activity

1. Focus and Review

2. Statement of Objective
for Student

3. Teacher Input

4. Guided Practice

Description of Activities and Setting

Ask students: What was the period after the civil war? Answer:
Reconstruction. What did president Lincoln sign that freed enslaved
people? Answer: Emancipation proclamation What amendment ended
slavery? Answer: 14th amendment. Discuss these questions that how this
brought a wave of change within the United States.
Today we will be learning about how technology improved transportation
and communication, which caused a growth in many industries. By the end of
this lesson, you will be able to describe different changes throughout history
that made it easier for people to communicate and manufacture goods quickly
and inexpensively.
Have students turn to page 99 in their textbooks, teacher will read the textbox
out loud. The teacher will model underlining key information while she reads
the box aloud. Underline People developed new ways to travel, move goods,
and share ideas. Keep reading. Underline New technology improved.
Elaborate on that, with technology is always growing and expanding, just
think about cell phones, look at how much they have changed. Going from a
little flip phone to a smart phone, to a touch screen, and now all the phones
have new fancy widgets and gadgets. Technology has continued to grow and
will continue to grow and we will create bigger and better things and invent
new inventions. So, how do we think this lesson will help us improve changes
in transportation and communication? Allow for two or three students to
share loud enough for the room to hear.
The teacher and the class will read pages 100-103 in the textbooks aloud to
the class. While the teacher is reading she will pause and highlight/underline
important information that matches the questions they will be doing for their
independent practice. Instruct the class to underline/ highlight, and write in
their book the same way Ive done in my book. They will be expect to follow
along with the class and participate. The students will number each of the
paragraphs on the pages, so when an answer is heard from the Textbox
questions they can write the paragraph number beside it to know where to

Time

3 min

1 min

6 min

15 min

reference.
Page: 100Read the questions and number the paragraphs
1. What effects did the railroad have on movement of people and good
Im thinking about paragraph 3 because thats where I heard the word
goods.
Answer: Allows people to travel faster and move goods quicker and
inexpensively
2. Study the mapDraw an arrow to the map and point out they are
looking for Greensboro and Goldsboro
Page 101Read the questions and number the paragraphs
3. Draw Ms. Hines
Page 102Read the questions and number the paragraphs
4. Manufacturing paragraph 4 its the highlighted word
5. Use the map 400,000
Page 103
6. Rudders- The rudders helped keep the flyer stable. (Use illustration)

5. Independent Practice

6. Assessment Methods of
all objectives/skills:

7. Closure

Give students 7 minutes to work through the TextWork questions on pages

100 to 103 with the person sitting beside them to come up with all 6 answers.
7 min
Walk around and monitor students, asking questions like Are you both
working together? Do you agree on the answers? Is there anything you
are confused about?
The students will do the Lesson Review on page 104 in their text book. They will be doing
this page independently and turning it in as a grade for a formal summative assessment.
They will answer 7 of 8 questions correctly to demonstrate mastery of the lesson. I will
observe and monitor them talking with their partners as well as the Textbox questions as an
informal formative assessment.
Have students talk about different inventions that have been created through
our state history. Technology has caused many changes and growth within our
state history and in U.S. history. Explain that next week, you will learn about
3 min
some of the challenges that North Carolina was facing during the early
twentieth century and how they were still able to make changes and grow as a
state.

8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations:
For struggling readers, the passages are being read out
loud first so they will be able to follow along with the
text. We are also working in groups so if students dont
understand something they can ask their partner or the
teacher during the lesson.

Student/Small Group Modifications/Accommodations:

For students who are struggling, teacher will walk around and
monitor and provide scaffolding to students or groups as
needed. I will walk them through the text again slower and at
their level.
For advance students, screen time to look up more recent
industries or inventions that paved the way for North Carolina
today.

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.)

Textbook
Pencil
Document Camera
References:
Classroom teacher, textbook
Reflection on lesson: