Documente Academic
Documente Profesional
Documente Cultură
Amanda Friedman
Direct Instruction Lesson Plan Template
Grade Level/Subject: 4th Grade,
Central Focus: Identifying the main idea of Roanoke: The
Reading and Social Studies
Lost Colony and inferring what happened to The Lost
Colony.
Essential Standard/Common Core Objective:
Social Studies: 4.H.1 Analyze the chronology of key historical
events in North Carolina history.
Date submitted: 10/28/2015
Reading: CCSS.ELA-LITERACY.RI.4.2 Determine the main
Date taught: 10/28/2015
idea of a text and explain how it is supported by key details;
summarize the text.
Daily Lesson Objective: Students will work independently to complete the worksheet of the
timeline of events from the book Roanoke: The Lost Colony by Brooke Coleman. Students are
expected to receive at least 23 out of 28; two points for each event in the correct order on the
front and the back.
Students will work in pairs to create a Boxes & Bullets for the main idea, and infer what
happened to the Lost Colony. Students are expected to receive at least 25 out of 30 points; 15
points for the correct main idea, and 15 points for their inference.
21st Century Skills: Civic Liberty,
Academic Language Demand (Language Function and
Collaborate with Others, Work
Vocabulary): Infer: Students will infer what happened to
Independently, Interact Effectively
The Lost Colony. Summarize: Students will summarize the
with Others, Communicate Clearly
main idea.
Prior Knowledge: Students will need to have a basic understanding of settlement and
colonization. Students will also need to know how to find the main idea and how to infer, and
what a timeline is.
Activity
1. Focus and Review
Time
~5
minutes
Friedman 2
2. Statement of
Objective
for Student
3. Teacher Input
~1
minute
~20
minutes
Friedman 3
Allow about 10 seconds for students to think and choose 2-3
students to give an answer
Great, the main idea is what the text is all about. We form
the main idea by looking for details, or key points that can
support the main idea. Who can tell me what they think an
inference is?
Allow about 10 seconds for students to think and choose 3-4
students to give an answer
Awesome ideas. When you infer is when you use details from
the text to think beyond what was written. You use your own
background knowledge and clues from the text to make an
inference.
4. Guided Practice
~15
minutes
Friedman 4
5. Independent
Practice
6. Assessment
Methods of
all
objectives/skills:
Friedman 5
7. Closure
8. Assessment
Results of
all
objectives/skills:
Targeted Students
Modifications/Accommodations:
Students will be in pairs based on
ability level; students are gifted and
will be mixed between highest gifted
ability and lowest.
Students who finish first will be asked
to make inferences for different
topics in the book (IE: John White,
Settler-Soliders, Families, etc.)
Students who finish the timeline first
are able to read silently at their desk.
Students who do not finish can
continue to work on their worksheet
during the PL Block.
~5
minutes
Student/Small Group
Modifications/Accommodations:
If students a struggling with independent
timelines I will create a small group at the
back table to help guide them.
Students with ADHD will be allowed to get
up and stand as needed at their desks.
Student will be allowed to walk to the board
to read the objective and walk back to their
desk if they need a reminder of what they
are to be doing.
Materials/Technology:
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to implement the lesson at
the end of the lesson plan.)
Whiteboard, markers, Roanoke: The Lost Colony by Brooke Coleman, Timeline Worksheet
(1/student), Vocabulary List Sheet (1/student), notebook paper, pencil
References:
Coleman, B. (2000). Roanoke: The lost colony. New York: PowerKids Press.
Dr. Vintinners edTPA guide
Reflection on lesson: