Professional Documents
Culture Documents
Division of Education
After discussing the traditional ways American people celebrate Independence Day, students will
read about the different customs. Students will be able to identify and describe the customs in a
writing response, obtaining a minimum score of 12 out of 16. Students will be able to complete a
formative assessment which includes sixteen multiple choice questions using an iPad with 100%
accuracy.
5W2a: Introduce a topic clearly, provide a general focus, and organize related
information logically.
Indicator: This will be evident when students create a written response using information learned
about the traditions of Independence Day.
INSTRUCTIONAL RESOURCES
Student iPad
SMARTboard
Nonfiction Graphic Organizer
Blank Venn Diagram
DEVELOPMENTAL PROCEDURES
(Including Key Questions)
1. Teacher will have students take out iPads and log on to their PebbleGo application. The
teacher will also open the website on the SMARTboard, so that students may follow
along with the instructions. Teacher will explain to students step by step which icons to
click. The first icon listed is Social Studies, then Holidays, then Independence Day.
2. The teacher will have each fact sheet read aloud on the SMART board, pausing for
questions. After the first tab is read, pause and ask the class, “What is Independence
Day?” and “What day is Independence Day celebrated on?” After the tab labeled A
National Holiday is read ask, “How was the first Independence Day in 1777 celebrated?”
After the tab labeled Independence Day Today is read ask, “How do Americans celebrate
Independence Day today?”
3. After discussing the reading and the traditions of Independence Day, the teacher will
present an Infographic on Independence Day using Visme. The teacher will lead a class
discussion about Independence Day traditions by asking the following questions, “What
ADAPTATIONS (Exceptionality*)
The teacher will wear an FM trainer for a student with a hearing impairment.
The teacher will provide a task checklist for a student with ADHD.
DIFFERENTIATION OF INSTRUCTION
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
Sample way to differentiate
Struggling Students
These students will get sentence starters and lines on their Nonfiction Graphic Organizer. They
will also receive an individual IPad, so that they can follow along as the PebbleGo fact sheet is
read aloud. The words will highlight on the screen as they are read.
Average Students
The students will read along with the teacher on Pebble Go, listening to the words being read on
the SMART Board. The words are highlighted as they are read, to help ensure students follow
along.
Advanced Students
These students will be expected to research more information for their Buncee presentation using
the links provided on the Visme infographic.
INDEPENDENT PRACTICE
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
Students will complete a graphic organizer with the facts that they learned about the traditions of
Independence Day.
Academic Enrichment
Students who easily met the objective will complete a Venn diagram comparing the traditions of
Independence Day to a holiday celebrated in their own culture.
REFERENCES
See attached page.
New York State Next Generation English Language Arts Learning Standards. (2017). Retrieved
2019, from http://www.nysed.gov/common/nysed/files/programs/curriculum-
instruction/nys-next-generation-ela-standards.pdf