EdTPA Indirect Instruction Lesson Plan Template

Artistic Expressions in NC
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Central Focus/Big Idea: Artistic expression in NC and how theyve been a part of the states heritage
Subject of this lesson: Social Studies
Grade Level: 4th
NC Essential Standard(s): 4.C.1.2 Explain how the artistic expression of various groups represents the
cultural heritage of North Carolina.
21st Century Skills:
Collaboration: Students work in cooperative learning groups to complete their groups web quest, as
well as work together to create their groups IMovie.
Creativity: Students use creativity to make their IMovie on their assigned artistic expression.

Critical Thinking: Students have to read and interpret information to answer the different questions on
their web quest. Students also use critical thinking to take and interpret their assigned topic to create
their movie and present it to teach their peers.

Informational literacy: Students use the articles that are part of the web quest to read them and learn
content.
Media Literacy: Students watch a video as a part of their web quest to learn content.

Technology: Students use IPads in their group to complete the web quest and put together their IMovie,
and their videos are presented on the smart board.
Academic Language Demand

Language Function: In the table below highlight the one most important language function for
your lesson. Explain why you chose this.

Analyze

Argue

Categorize

Compare/contrast Describe

Interpret

Predict

Question

Retell

Explain

Summarize

Students have to describe what artistic expression is and how it has been important to NC
heritage. Specifically, they will describe to the whole class their specific artistic expression

during their presentation. Also students through this lesson will learn examples of different NC
artistic expressions and describe what they are like.

Vocabulary:
Heritage, Artistic expression

Instructional Objective: After completing a group web quest, students will create an educational quality
IMovie that addresses their groups assigned artistic expression topic that they will present and use to
teach to the rest of the class. (See attached rubric for quality standards)
Prior Knowledge (student): Experiences with fine arts, including dramatic art, music, dance, and art that
involves making things out of a variety of art supplies. Experience living in NC.
Content Knowledge (teacher): Artistic expression are ways that people express themselves. Its how
people show different feelings and ideas that they have. It can also be a way for people to share their
thoughts. This can include movies, storytelling, putting on a play ; it can include singing a song or doing a
dance; it can even include making something or painting something, and even drawing is artistic
expression. NC has examples of artistic expression that are famous to the state .
The word heritage means how something came about, the history of something in other words. Our state
of NC has its own heritage, and one of the things that has been important to our states heritage and our
states culture is artistic expression. Our state has some artistic expressions that began here or that have
been popular here for many years. One of these artistic expressions is quilting. Quilting has been around
for a very long time in our state. Quilting is the act of making quilts with different colored square
patterns. There are some buildings in an area of western NC that have quilts patterns painted on the side
of them. It attracts lots of tourists who come to drive around and see these buildings. This area is called
the quilt trail. People do make lots of quilts in NC and they sell them to people.
Another popular artistic expression in our state is the shag, which is a popular dance that is done with a
partner. This dance originated from the coastal area of NC and SC along beach cities. Its very popular in
beach areas. In this dance the male is usually the leader. Another popular artistic expression in NC is
pottery. Pottery is the act of using clay and molding things together to make something that hardens from
the clay. Pottery includes making things such as cups, plates, bowls and pots. The Moravian Native
Americans were actually the first ones to do pottery in our state. Not as many people do pottery in NC
anymore as they did hundreds of years ago. Seagrove is a city in NC that is still today a site where a lot of
pottery takes place. People go to visit Seagrove to site see and see all the pottery action going on today.
NC has lots of clay in the ground, and so this is one reason why pottery has been popular for a while now
in our state. Finally, another example of artistic expression in NC is bluegrass music. Another word for
bluegrass is mountain music because it originated and became very popular in the mountain areas of NC.
Bluegrass music has been around since the 40s. It was really popular in the Blueridge Mountains and
Foothills. This type of music uses instruments such as the banjo, fiddles, guitars, and bass.

Accommodations for special needs Students will be grouped heterogeneously. High, middle, and low
students will be mixed together in groups. Jobs will be assigned based on ability level. Higher level

readers will be given the reader job; students who have the ability to write for their group will be given
the writer job. Lower students can be given the job as task manager or even movie director if they are
experienced with IMovie. This lesson is targeted towards all learning styles. Its targeted towards auditory
learners because students are talking together about their topic; they are listening to the reader read their
article; they are listening and discussing with the teacher about the material; they also listen and ask
questions and/or make comments during presentations. Visual learners are targeted by incorporating the
viewing of videos during the web quest; also watching the video presentations is another way the material
is being presented visually. Finally, this lesson targets kinesthetic learners because students actively work
together as a group in many ways to learn material, such as putting together an IMovie.
Materials and Technology requirements:
Smart Board
4 IPads (1 for each group of 4) with internet access and IMovie app
Wiki brandonmhorton.webly.com
Copy of web quests printed out (1 copy for each group)
Total Estimated Time: 5 sessions (30 minutes each)
Source of lesson: My own creativity, including creating my web quest, creating my Wiki, and having
students make an IMovie.

Content and Strategies (Procedure)

Engage: Begin by asking students what heritage means. Allow students to respond, and then discuss
the definition. Next ask students what the term artistic expression means and discuss. Have students
turn and talk about different types of artistic expression they have seen in NC. Have a few students
share .
Explore:
The class will be split into 4 groups of 4. Each group will be assigned a famous artistic expression in NC heritage,
including pottery, the shag, quilting, and bluegrass music. Each group will complete a web quest for their groups
particular topic. Each group will be given 1 paper copy of the web quest, and they will also have access to it on a wiki at
http://brandonmhorton.weebly.com/nc-artistic-expression-web-quest.html so that they are able to click on links that
will take them to articles and videos on their topic and that will help them in answering the questions on their web
quest. Note this document has now been filled in with students answers by the teacher. Each web quest involves
students reading an article and watching one video on their assigned topic. Every group member will be assigned a
cooperative learning role; the roles will include task manager, reader, writer, and movie director. The task manger is in
charge of making sure everyone in their group stays on tasks throughout the activities. The reader is in charge of reading
their groups article aloud to their group. The writer will write down their groups answers to their web quest on their
sheet. Finally, the movie directors job will come into play later after the web quest, when each group puts together an
IMovie on their topic. For now, each group will use their jobs to help and work with each other; they will utilize the wiki

and their web quest handout to complete their web quest and learn and explore specifically about their assigned artistic
expression.

Explanation: After students have completed their web quest, the teacher shall meet briefly with each
group to ask students what they have learned about their artistic expression. The teacher shall use open
ended questions with each group such as; what is your artistic expression exactly? What has made your
artistic expression special in NC? What interesting things have you learned about your topic? The teacher
will tie in what students say back to how it relates to NC heritage. As the teacher is meeting with groups,
students will be finishing up their web quest or beginning their IMovie. Students will have been told on
day 2 about the IMovie project.
Elaborate:
After students finish completing their web quest, students will work together as a group to create an IMovie on their
IPad about their artistic expression. The movie directors job is to help guide the group in the movie making process and
is the one who physically puts together the movie. Group members will collaborate on ideas for their video and the
content. The selected movie director students are familiar already with IMovie. As a group, students must create a video
to show and represent what their artistic expression is all about and how its important in NC heritage. Students will use
text, audio both narration and music, and pictures to create these movies. After groups finish completing their video,
they will present their videos to the class. The purpose of students creating and presenting their videos to the class is to
teach other students about other examples of NC artistic expression outside of what they have already learned in their
group. Before presenting the video each group shall introduce their topic to the class. At the end of each group
presentation the class will open up a questions and comments time, which will allow the class 5 questions or comments
to give each group regarding their presentation and the artistic expression presented.

Evaluate: Students will be evaluated informally during this lesson. Groups responses on web quests will
be examined to see if students were able to answer a majority of their questions accurately. Students
discussion during the explain phase with the teacher will be taken into account to check to see if students
are understanding what artistic expression means, if they understand their groups expression, and if they
are able to connect NC heritage and artistic expression together. Students presentations will be evaluated
informally based on the attached rubric. Questions and comments during the presentations will also be
taken into account for informal evaluation purposes.

Project Checklist for North Carolina Artistic Expression Movies

1. Our movie is at least 3 minutes long.

2. Our movie has pictures that relate to our
topic.

3. Our movie has audio including

narration and music.
4. Our movie has text.
5. Our movie has important facts about
our NC artistic expression topic.
6. Our movie is educational and can
teach others about our topic
effectively.

Reflection on lesson:
On a scale of 1 to 10, I would have to rate my lesson a 9. Overall I really can
reflect and say that my lesson went very well with my 4th grade class. I felt my
ideas and lesson plan design and preparation was effective. By me creating my
wiki, by me designing my lesson plan, and by me creating my web quest, I felt I
was very well prepared to teach my lesson to the class. My preparation and
organization really paid off. I know that because of my lesson my students walked
away really knowing more about our topic.
When I was told that the topic for my social studies lesson would be NC
artistic expression I was a little bit worried about how I would teach this because I
just moved to NC 3 years ago from Florida, and I had no prior knowledge or
experience about this topic. As a teacher, before I designed and implemented my
lesson, I had to be a student and learn about the topic myself. I used the social
studies textbook in my classroom, and did some research of my own; I also did
some research online about different artistic expressions in NC. As I began to learn
some this, I felt a little better. I then decided I wanted to have my students use 21st
century skills and collaborative learning skills in this lesson, so I decided to use the
IPads in my classroom and have students do a web quest, which was an indirect
instruction teaching strategy I had recently learned about in my social studies

methods class. I also knew some of my students had experience with IMovie, so I
decided that students could create an IMovie on their topic.
I really liked how I designed and prepared my lesson. It felt like the planning
process was intense, but it was well organized. I first started with creating my web
quests. Then I created my wiki; then I posted everything to my wiki. Fortunately it
was through designing my web quest that I myself learned more about the topic
and content that my students were going to be learning.
In addition the implementation of my lesson plan was very good. The only
part I fell short in was one of the articles I chose to be a part of my pottery groups
web quest was above their reading level, making it hard for them to read it and do
half of their web quest. I had to scaffold them and guide them in their reading so
that they could effectively read it as a group and take away information and
understand the concept.
The most effective part of this lesson was the amount of student engagement
that was involved in this lesson. Students were very engaged in their learning
during this lesson. Students had a variety of activities they did to learn the content.
Instead of me standing up and lecturing to the class, students were actively
engaged in the lesson by reading, writing, watching videos, creating a presentation,
teaching each other, and having discussion.

One thing I would have changed was possibly to have made the engage part
of my lesson longer and added in a portion where we as a class discuss why its
important to learn about NC artistic expression, just basically asking students why
itd be important to learn this. Overall, I was very proud of this lesson, as it was
my first social studies lesson.