T.J.

Rendino
DIRECT INSTRUCTION LESSON PLAN GUIDE AND TEMPLATE
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Name: T.J. Rendino

Lesson #: 2 Lesson Title: Culture Groups of North Carolina Regions

Grade Level/Subject: 4th Grade Social Studies Topic: Culture Groups, North Carolina Regions

NCES/CCSS Standard and 4.C.1.1 Explain how the settlement of people from various cultures affected
Objective (1) the development of regions in North Carolina (languages, foods, and
traditions)

Revised Blooms level of
thinking/type of knowledge (1) Analyzing: Classify
Behavioral Objective (2)
Objective Rationale (1)
Prerequisite Knowledge and
Skills (1)
Key Terms and Vocabulary
(1)
Focus/Review (prepares
students for the lesson) (2)
Objective as stated for
students (helps students set
their own goals for the lesson) which cultural elements are part of which section of North Carolina.
(1)
4.C.1.2 Explain how the artistic expression of various groups represents the
cultural heritage of North Carolina
Creating: Design, Organize
Applying: Illustrate, Discover, Discuss, Prepare
Understanding: Classify, Summarize, Paraphrase
Remembering: List
Students will make culture posters in groups to show they know the
culture of the region they are working on.
Students should know about culture because it is their life and the life
of their family and friends. They should be aware of their culture and
those around them and be able to understand it and want to learn
more about it.
Be aware of their own culture
Know that North Carolina is a diverse place with many different
types of cultures.
Culture- the way of life of a group of people
Piedmont, Coastal, and Mountain Regions of North Carolina
Content and Strategies Instructional
Strategies
Alright class, before we begin. Lets go over Share Ideas
culture. Can anyone tell me what they remember and Opinions,
culture is? Students may respond with, Traditions, Compare and
Religion, or maybe What you believe. What Contrast Ideas
cultures do each of you have? They could respond
with their heritage, religion, or traditions. How does
this culture affect your life? Do you have your
own culture?
Today we will learn about the cultures of the different regions of
North Carolina and by the end of the lesson you will be able to tell

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T.J. Rendino
Teacher Input (provides the
content to students in a
teacher-directed manner) (3)
Guided Practice (scaffolded
practice with the content;
helps students make sense of
the content provided in
Teacher Input) (3)
Independent Practice
(application activities to help
First I am going to show you North Carolina and Adapt Content,
the different sections it has. Before I do, do any of Share Ideas
you know how many regions North Carolina has? and Opinions,
Students may answer many different numbers but Take Notes,
someone may say, 3. North Carolina does have 3 Compare and
sections. Can anyone tell me what they are called? Contrast Ideas
Students could give a variety of answers. The regions
are Coastal, Piedmont, and Mountain. Where do
you think the regions are? How do they divide the
state? The students could respond with North to
South horizontal divisions or vertical divisions. I will
show North Carolina with the regions divided.
Here is what the regions look like. Can any of you
tell me what you think an aspect of these regions
may be? The will probably respond with mountain
being a mountain region and coastal being the beach.
Now, lets go to the definition of culture. Culture is Adapt Content,
the way of life of a group of people. Different people Share Ideas
all over the world have different cultures and have and Opinions,
different ways in which they all live. This can be Take Notes,
from what they eat to what they do in their free Compare and
time. Contrast Ideas
Do you think physical features of where someone
lives can affect culture? Students may respond
Yes or No. Can you tell me different places
where people live? Students may say, Houses,
Neighborhoods, Apartments, Condos, The
Street, Cabins, or many other things. What about
places like mountains, the beach, or on a farm?
Would those be physical places that can affect
culture? Students will probably respond, Yes.
Could history affect someones culture? Students
may respond Yes or No. How can history affect
someones culture? Students may respond, War can
affect someones culture, The type of government
can affect someones culture, and/or If a country is
free or run by a king or queen can affect a culture.
Very good. All of these things and many things
that have happened in the past can affect someones
culture. An example of how history can affect
someones culture is if someones relative fought in
a war because that would affect their culture and
what they do or where they may live.
If students are not understanding, I would explain why
the state is broken into regions and explain how culture
can be based off nearly anything in someones life
because it affects and influences their life.
Students will be broken up into 6 groups; 2 groups taking each
region. Coastal Group 1 (pg. 206), Coastal Group 2 (pg. 207),
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T.J. Rendino
students use and demonstrate
what they have learned) (2)
Closure (provides a wrap-up
for the lesson) (1)
Evaluation (How will you
assess students learning so
that you can determine if they
met the objective of the
lesson?) (2)
Plans for Individual
Differences (differentiations
needed for students) (1)
Materials used in the lesson;
Resources used in developing
the lesson (1)
21st Century Skills (must be
in three lessons)
Piedmont Group 1 (pg. 208), Piedmont Group 2 (pg. 209), Mountain
Group 1 (pg. 210), Mountain Group 2 (pg. 211). Each group will
make a culture poster of their region and write facts about their
region on their poster and can draw pictures to help. They will
organize their facts and group them into what each part of the culture
is for their section. For example, Music, Food, Sports, Festivals, etc.
In my PowerPoint, I will have an example of culture that the students
can base their poster on. After they are done, they will all present
their posters to the class.
To connect with an assignment they are already doing in class, Based
on what you have learned about culture, since you are learning about
and researching China, what is the culture of China? Students will
tell me the government, food, and traditions that China has.
By seeing and learning about the culture of the world, we can learn
about things that we do not do but can come to appreciate the things
others may do in their lives and see how it affects what they do and
how they do it.
Formative: The students will divide their paper in their notebook into
3 sections, one for each region. They will write down the facts about
each region during the presentations (Independent Practice).
Summative: Students will do questions 3-7 in the Unit 6 Lesson 3
Review. Students getting at least 6 out of 7 show mastery of the
material.
For autistic students, they can work with other groups and work
together to find the culture aspects from pictures and from text so
they can contribute to the poster.
For higher level students, they can write about the details of the
cultures and not just state what the culture is.
For lower level students, they can discuss the different types of
cultures with their group while their group reads the text and talks
about what they can write down.
Harcourt Social Studies: North Carolina Geography, History, and
Culture Textbooks, Poster Paper, Smart Board, PowerPoint
Harcourt Social Studies: North Carolina Geography, History, and
Culture Textbook: Teacher Edition by Dr. Michael J. Berson, Dr.
Tyrone C. Howard, and Dr. Cinthia Salinas; Talked to Teacher for
Personal Resources for Ideas
Learning Skills: Collaborating and Communicating is done during
the project so they can work together to make a poster that talks
about the culture of their North Carolina region.
Literacy Skills: Information Literacy since they read the page in the
textbook during Independent Practice to learn what to write for their
regions culture.
Life Skills: Social Skills because during the project in Independent
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T.J. Rendino
Practice, they need to be social to figure out the best way to talk about
the cultural aspect of their region.
Global Awareness (must be in Culture: the different aspects of each region of North Carolina and
two lessons) how it affects how those people live which is done during the
Independent Practice for the projects.

North Carolina Regions: the different regions of North Carolina are

Culturally Responsive
Teaching (must be in three
lessons)
learned during Teacher Input and they come to see that North
Carolina has these divisions and each has their own unique culture.
Learning Within the Context of Culture: The most apparent time in
which this is done is during the Independent Practice because they
come to have a more personal and in-depth understanding of culture
to show diversity in the world and where they live

Culturally Mediated Instruction: Throughout the lesson, but mostly

during the Independent Practice, the students learn about cultural
history, values, and contributions

Teacher as Facilitator: During the project in the Independent

Practice, the students are learning themselves by reading about the
regions culture and putting it on the poster
Overall alignment in the lesson (2):
The behavioral objective must be aligned to the lesson objectives (NCES/CCSS).
The instructional activities must help students meet the behavioral objective and be successful on the
lesson assessment.
The lesson assessment must provide enough reliable and valid data so the teacher can determine if
each student has met the lesson objectives or not.

Add any instructional materials needed for the lesson here (worksheets, assessments, PowerPoints,
slides from SmartBoard programs, etc.) (2)

Revised for spring, 2012