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Amber Tolman

Grade Level/Subject: 4/SS, Reading

Direct Instruction Lesson Plan Template


Central Focus: People of the Piedmont/Text Structures

Essential Standard/Common Core Objective: 4.C.1.1: Explain how the settlement of people from various cultures affected the development of regions in North Carolina (specifically the Piedmont region) Date submitted: RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text

Date taught:

Daily Lesson Objective: After getting on a train (pretend) to Raleigh (field trip on Thursday), students will read an informational text article on the Peoples of the Piedmont. Students will use their reading notebooks (has notes on text structures) to help them identify as many different text structures within the article as possible. After sharing examples of different text structures with the rest of the passengers, students will be required to hand in 3 coins (assessment paper of what they learned) of information on the Piedmont of North Carolina and the text structures they found (with justifications). To be successful, students must include accurate responses for at least 2 out of 3 information pieces on the coins. 21st Century Skills: Academic Language Demand (Language Function and Vocabulary): Language function: piedmont, text structure; essential vocabulary: piedmont region, all types of text structures; syntax: using the article to absorb piedmont information and identify text structures Prior Knowledge: According to the RI.3.5, students should be able to identify text features (this will help them better identify text structures). Plus, referring to the RI.4.4, students should be able to determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. Also, according to 3.C.1, students should be able to understand how diverse cultures are visible in local and regional communities.

Activity

Description of Activities and Setting You all have been learning about the Mountain region of NC in your theme studies. Can someone tell me where the mountain region is in NC? (west) Does anyone know where the Piedmont region is? (here) You have also been learning how to identify text structures in informational texts. Can someone tell me at least two different text structures? (Answer: cause/effect, compare/contrast, problem/solution, etc.) Great! What are some key words we can look for to determine these text structures? (Answer: because, as a result, alike, different, answer, this led to, etc.) Today we will be learning about the Piedmont region of NC, specifically the people of the Piedmont. Also, we will be practicing our text structures again by digging deeper into the concept. You will be completing these tasks with an article provided about the Piedmont. Understanding the Piedmont of NC will help us better understand the society around us today. Good readers can identify many text structures hidden in articles and justify their discoveries. Learning about the Piedmont in our article, we will discover different details than that of the Mountain region. As discussed in the article, you will learn about the Hogue Site, Wall Site, Villages and Pee Dee Culture. By skimming over the articles, can anyone tell me some key words they might see to help us learn about the sites, villages or culture? (Answers: living conditions, perspectives, etc.) Identifying text structures means knowing the type of organization the text is in. When we identify these text structures we are looking at key words (because, as a result, alike, different, answer, this led to) to help us see how the text is organized. Sometimes we try to identify the organization of the text while reading and sometimes we wait until we are

Time

1. Focus and Review

4 min.

2. Statement of Objective for Student

1 min.

3. Teacher Input

20 min.

finished reading. Being able to identify these text structures in texts that contain many different ones will help us become good readers. This will help us have a better understanding of what the text really means. Explain to the students that while they are trying to identify the organization (structure) of the text that they will be looking out for key words to help recognize structure. Ask the students to recall all different types of expository text structures (description, sequence, compare/contrast, cause/effect, and problem/solution). Introduce the article, Peoples of the Piedmont, to the students. Ask the students to skim through the article and by raising hands, give the class ideas of what topics will be discussed in the article (Hogue Site, Wall Site, Villages, Pee Dee Culture and other sub-topics listed in the article). Then ask the students of any key words or phrases they already notice while skimming the article to help identify the organization of the text. The teacher will write these responses on the board. The teacher will read sub-titles within the article to help jump-start the students reading on their own. They can work with a partner (the person sitting next to them on the train) to read the information on the Piedmont and 15 min. identify text structures. The teacher and the two assistants will be monitoring the students as they absorb the social studies and reading content. Students will be reading the article on their own (it is 7 pages so there is plenty to read over the time period given between guided and independent practice) and learning information about the Piedmont region of NC and 20 min. identifying different types of text structures. Students can begin thinking of the 3 ideas they want to use with their coins and share with the class during closure. Students are handing in 3 coins (exit slip) of 3 key things they took from the article on the Piedmont of NC. These 3 key things should be Piedmont discoveries and examples of informational text structures (3) about the Piedmont of NC (3). Criteria for the 3 coins are as follows: Full Mastery: All 3 coins contain accurate information Partial Mastery: 2 out of 3 coins contain accurate information No Mastery: 1 or no coins contain accurate information *Accurate information includes any referable information (text structures or info) about the Hogue Site, Wall Site, Villages or Pee Dee Culture. After all students have exited the train, have the students gather on the front carpet. By raising hands, have students share some of their coins (items they 5 min. learned) today of the Piedmont and examples of text structures within the article.

4. Guided Practice

5. Independent Practice

6. Assessment Methods of all objectives/skills:

7. Closure 8. Assessment Results of all objectives/skills:

Targeted Students Modifications/Accommodations:

Student/Small Group Modifications/Accommodations: Struggling Learners: Students will be pulled as a small group and given a more guided approach to the article. An assistant (Mr. Jeff or Mr. David) will host the small group and give them any guidance necessary to meet the standard objective.

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.)

-Peoples of the Piedmont Article (21- 1 per student) - 3 coins (63- 3 per student, 21 packets of coins) (These coins are paper cut circles that are blank for writing answers on) References: www.learnnc.org//lp/editions/nchist-twoworlds/2643 (This is the Peoples of the Piedmont article). Reflection on lesson: