Social Studies Clinical Lesson Grade Level/Subject: 4th Grade, Social Studies Topic: The Lost Colony Rationale:

Students will understand why the Lost Colony is important to North Carolina history Common Core/ Essential Standards Reference: 4.H.1.2 Explain how and why North Carolina was established. Behavioral Objective: To obtain an understanding of the Lost Colony and be able to make inferences to what happened to the Lost Colony Prerequisite Knowledge and Skills: Be aware of the Lost Colony and Sir Walter Raleigh Materials/ Resources: The Lost Colony of Roanoke reading guide Content and Strategies Focus/Review: I will ask the students to inform me about what they have been learning about recently in social studies. I will ask the students to share with me some new things they have learned recently, specifically about the Lost Colony Objective: Student will be able to identify what the Lost Colony is, will be able to write an idea of what may have happened to the Lost colony, and will be able to name main figures during this time period. Teacher Input: I will pretend I am Sir Walter Raleigh and will tell the class interesting facts about him. The students will have to guess who I am by the facts that I am stating to the class. After they guess who I am, I will give them some more information on Sir Walter Raleigh. Guided Practice: Students will be paired up into groups and will read The Lost Colony of Roanoke. After they are done reading with one another, they will pair up with one another and in their own words, explain to one another the big idea of the article. Independent Practice: Students will write a journal entry in their day books based off the article. They will write a journal entry on what they think happened to the Lost Colony. They can be as creative as possible but will also have to include facts from the article to back up their statements. Closure: When students are done writing in their day books they will gather back on the carpet. We will pay the game connection with their journal entries. The class will be split up into two teams and will stand in a circle. One person from the team will start by reading off their own

journal entry of what they believed happened to the Lost Colony with educational facts to back it up. When someone else in the group had a similar idea they will yell connection! When someone has connected with a group member they will take a seat. The point of the game is to make educational connections as quickly as possible while also hearing others opinions of what may have happened to the Lost colony. After playing the game, we will sit on the carpet and some students will read their journal entries to the class. Evaluation: Formative Assessment- I will look in students notebooks and read their last colony centers. I will see what they know about the Lost colony and will identify what students still need to learn. Summative Assessment- I will read the students entries in their notebooks to see if they comprehended the reading by making sure they stated facts from the article to defend their argument. Plans for individual learners: I will put some students who may struggle with reading into groups with students who excel in reading. I will also pull students to come read with me so that I can ask them questions and make sure they comprehend the information. If students finish early they can silently read or work on further centers. My lesson will be beneficial for auditory readers because I will allow them to read the information out loud if they need too. My visual learners will be able to draw information instead of writing it if they need too.