Student Teaching edTPA Lesson Plan Template

Subject:
4th grade
Learning the different regions of North Carolina and
being familiar with the land, community, and
languages in those areas.

Central Focus: Learn about the different regions of North

Carolina and what it was like for the people that settled there.

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 (languages, foods
and traditions

Date submitted: 4/4/16

Date taught: 3/24/16

Daily Lesson Objective:

Performance: Students will briefly learn about the different features of land throughout the 3 regions of North Carolina.
They will also read about their assigned region and write about the houses built there, the language the settlers spoke, the
government setup, and the way the community worked.
Conditions: Students will work in groups on their assigned region and make a graphic organizer to display the four
elements of the region. They will then present their information to the class and provide enough information to complete a
3 question quiz at the end of class. They will have a rubric to follow to help with the information needed.
Criteria: Students are expected to earn 3 out of 4 points for their graphic organizer. They will also be expected to earn 2
out of 3 points on the quiz.
21st Century Skills:
Learning and Innovation Skills

Academic Language Demand (Language Function and

Vocabulary):
Landforms: A natural feature of the Earths surface
Wetlands: Land consisting of marshes or swamps, land that is
partially covered by water.
Barrier Islands: long, narrow island that is close to the mainland,
surrounded by water. Example: Outer Banks
Plateau: land that rises up surrounded by more land
Government: a system in a community for making rules and
decisions for the people.
Democracy: a government where the people of the community
can help make the decisions
Ceremony: a celebration that honors a specific event
Confederation: small groups from different communities that
make up a government working for the same goals

Prior Knowledge:

Students should know about the regions and have a broad idea about what they are like. They must be able to
read facts and pick out what is important to know.
Activity

Description of Activities and Setting

Time

1. Focus and Review

Okay class today we will be learning about North Carolinas regions. I

will have them talk about what they know about the regions in NC.
They can discuss what they think the regions might be and how many
they think there are. How many regions do you think there are? Look
at this picture of NC and tell where you think we might draw lines to
separate the state. I will go over the different regions with them and
the landforms that each has specific landforms in that region.

2. Statement of Objective
for Student

Today you will be reading in your Social Studies books about the
regions in North Carolina. I will teach you some vocabulary words that
may be in your regions section that has to do with the way the
community was ran or events that happen in the region.

3. Teacher Input

First I will bring up a North Carolina map and ask them where they
think the different regions are after I tell them the three regions. I will
use the smartboard to draw on the map of NC to show them the three
sections with lines. I will have a power point with a list of landforms
vocabulary words that we will read about together in the different
regions of NC. We will go over the list first and I will show them
pictures of each of the landforms before I read the passage to them.
They will have the definition of landform and how it is connected to the
regions in NC. What do you think a landform is? They will talk about
it and share it with the class and discuss it together. A Landform is a
feature or form of land like a valley or a hill or a mountain. I will show
them a picture of a valley, hill, and mountain. I will show them some
landforms that are specific to their region such as a plateau, wetland,
and barrier islands. Next I will go over a list of words that are in the
passages they will read in their groups that may be new or confusing to
them. The words are government, democracy, confederation, and
ceremony. After we read over the vocab words I will have them break
up into their groups.

10 mins

2 mins

10 mins

20 mins

4. Guided Practice

They go through the assigned pages on their given region and make
graphic organizers on the information they collected. They will have to
write about the houses that would be built in their region and what they
were made of, the languages they spoke, the way they worked as a
community whether it be gender roles or events that go on, and where
they built their houses near or around (what types of land?) They will
have to make a graphic organizer on the four main points they read
about. There will be a rubric for this because they will present the
information they find to the other two groups. The groups that are
listening will need to take notes and pay attention because there will be
a 3 question quiz at the end for them to complete for assessment.

5. Independent Practice

I will make a 3 question quiz or exit ticket for them to complete on

what they learned for the other two groups. There will be a fact from
each of the three regions for them to answer correctly.

7 mins

6. Assessment Methods of
all objectives/skills:

I will collect the quizzes and grade them to assess whether they grasped the
concepts or not.

7. Closure

After the lesson we can discuss their favorite facts they learned and
why. If we have time I will have them write out what they liked most
about the activity and turn it in to me to read.

8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations
1. If there are any students that have a hard time seeing
the board they can come to the front of the room and sit
on the carpet with their notebook to write down the
directions.
2. If there are any students that have a hard time
hearing I will read the directions to them independently
so that they have a better understanding of what they
are doing.
3. For my lower level students I made sure to make the
groups specifically so that they have higher learning
students in them to help and guide.
Materials/Technology:
Smartboard
Social studies books
Notebooks
Pencils
Markers
Reflection on lesson:

CT signature: Courtney Stallmann

Date: 3/24/16

Student/Small Group Modifications/Accommodations

For the group work I have students that are on different levels
of learning. Some of them are on the lower levels therefore
need a little extra help and guidance, while others are in the
talented development levels where they are advanced so they
can help the others in their group that need help. I will also be
walking around to make sure the groups are staying on task and
answer any questions they might have for the work. I also
provided them with a rubric to follow so that they had all four
things they needed to write about listed to go back to and check
off.

US signature: Jennifer Rinehults

Date: 4/4/16