Student Teaching Lesson Plan Template (Direct) – Fall 2017 Final

Subject: Social Studies Central Focus: North Carolina Geography

Essential Standard/Common Core Objective: Date submitted: 3/22/18 Date taught: 3/22/18
3.G.1.5 Summarize the elements (cultural, demographic, economic
and geographic) that define regions, community, state, nation and
world.
3.G.1.6 Compare various regions according to their characteristics.

Daily Lesson Objective: Students will individually read the passage to collect facts about the region of mountain range
and fill out the column on the worksheet that will be made into a foldable. Students will earn at least 10 out of 12 points
to show mastery.

21st Century Skills: Academic Language Demand(s)

Regions
Climate
Landforms
Minerals
Economy
Prior Knowledge:
Students should know that they live the state of North Carolina, and there are different parts of the state.

Activity Description of Activities and Setting Time

1. Focus and Review
2. Statement of Objective
for Student
Teacher says, “I know you guys have been learning about planets in our 1 minute
solar system. Today we are going to zoom in on Earth, to the United
States, and then to North Carolina and learn about the state we live in.”
Teacher says, “Today we will learn about the three regions of North 1 minute
Carolina and how each region is different from the others. By the end
of the day, you will make a foldable with the facts that will be
collected.”

Teacher will pass out a worksheet and passage to each student. The
worksheet includes three columns, one for each region, with boxes to
fill in information about that region including climate, major cities,
landforms, minerals, economy, and interesting fact. They will be asked
to sit on the carpet with the worksheet, a clipboard and a pencil. The
teacher will project the passage onto the smart board. “Today we will
3. Teacher Input
use this passage to find facts about each of the three regions of North
Carolina. Can anyone tell me what the three regions of North Carolina
are? Right, the three regions are the Coastal Plains, the Piedmont
region, and the Mountain region. We are going to be looking for
information about each region. Information we are looking for is
climate or the weather of the region, the major cities in that region,
landforms or what type of land the region has, minerals or the can be
Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty
 found that is made naturally like sand, economy or how that region
makes the most money, and lastly something interesting about that
region. I am going to go through and show you how to pick out
information about the Coastal Plains. First I need to read through the
paragraph. Next I will read through again and underline terms I see that
I think will be helpful information to include on my worksheet. Then I
will go through, find and then write down information about that
region.” The teacher will go through the steps of picking out important
information from the text for the Coastal Plains. The students will write
down as she finds the information on their worksheet.

After the teacher has gone through and found all relevant information
about the coastal plains, the class will go through and find all relevant
information about the piedmont region. The teacher says, “Now I want
your help for this next region. Now that you know what to do, I am sure
you guys will be a big help.” The teacher will read through the
4. Guided Practice paragraph for the students. The students will be expected to underline
anything as they listen to the teacher read. The students will then help
to underline important information and tell the teacher what
information to write down where. The students will be writing down
the information as well on their worksheets. The students will be
expected to raise their hands to offer ideas.

Students will go back to their desks and independently complete the

section on the mountain region. Once everyone is back at their desks,
the teacher will read the paragraph once for the students. The students
will then be tasked with finding all relevant information for their
worksheet. After students are finished, they will have the teacher check
5. Independent Practice
their answers. If they showed mastery, they will be given directions on
how to make their worksheet into a foldable. This included cutting out
the worksheet, gluing the pieces onto construction paper, cutting the
construction paper, and gluing down a map of North Carolina.

6. Assessment Methods Students will be expected to earn 10 out of 12 points on their worksheet. Two
of all objectives/skills: points will be awarded to each section of the worksheet. Students must find at least
one detail for each section to receive full credit.
After students complete their foldables, the teacher will ask students to
7. Closure share out information their found about the Mountain region. The
Tip: This should bring teacher will ask 6 students to share one detail they found, each student
lesson full circle and sharing about a different topic (landforms, climate). Teacher says,
address the Daily “Today we learned about the three regions of North Carolina. Can I
Objective and the have students share what they learned about the mountain region? What
Language Function(s) region would you prefer to live in? The mountain region, piedmont
region, or the coastal plains?
Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty
 13 Students received a 12 out of 12.
8. Assessment Results of 3 Students received a 10 out of 12.
all objectives/skills: 4 Students received a 8 out of 12.

Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

Students who are on a lower reading level will be
asked to listen carefully when the teacher is
reading. The teacher will read all three paragraphs
for the students so students can focus on the
important information.
During the independent practice, if students are having a hard
time with the vocabulary, the students will be able to ask their
neighbor what a word means. If both students are unsure, they
may ask the teacher.

Materials/Technology: smart board, clipboards, pencils, passages for students, worksheets, construction paper, maps of
North Carolina, scissors.
Reflection on lesson:

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______

Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty