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Molloy College

Division of Education

Student: Nicole Fochi Professor Rickey Moroney


Course EDU 5230 02 Date 4/17/2019
Grade5 Topic Independence Day Traditions and Customs Content Area TESOL Social Studies

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

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.

NYS-CCLS / +NYS STANDARDS AND INDICATORS


(You may need more than one standard, all content areas need a content area
standard as well as an ELA standard)
Standard and/or Key Idea and/or Key Concept (refer to lesson plan instructions for details)
5L3: Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
Indicator: This will be evident when students respond to the reading about Independence Day
traditions and include vocabulary acquired from the reading.

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.

ISTE Standard 1 Empowered Learner


a. Articulate and set personal learning goals, develop strategies leveraging
technology to achieve them and reflect on the learning process itself to
improve learning outcomes.

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
Indicator: This will be evident when students are assessed with the Quizziz application. Students
will be able to reflect on their learning by reviewing the results of this assessment.

ISTE Standard 3 Knowledge Constructor


c. Curate information from digital resources using a variety of tools and methods
to create collections or artifacts that demonstrate meaningful connections or
conclusions.
Indicator: This will be evident when students create a Buncee presentation including their
writing response based on what they read in class.

INSTRUCTIONAL RESOURCES

 Student iPad
 SMARTboard
 Nonfiction Graphic Organizer
 Blank Venn Diagram

MOTIVATION (Engaging the learner(s)*)


The teacher will present a ThingLink and facilitate a discussion on Independence Day in the
United States. It will provide students with background knowledge and opportunities to
understand why they are engaging in a lesson on the traditions of Independence Day.
https://www.thinglink.com/scene/1145886141942071297

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

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
types of food are eaten on Independence Day? What type of celebrations do people
partake in? What kind of clothing do people wear on Independence Day?
4. After completing the article, the teacher will explain the Nonfiction Graphic Organizer
and have students complete this with three facts about Independence Day.
5. Students will use this graphic organizer to make a presentation about Independence Day
on Buncee. Buncee will be used to type in the written response using full sentences and
vocabulary acquired during the lesson. Students may also add graphics to enhance their
project, as long as they are related to Independence Day. The teacher will use Buncee for
guided practice on the SMARTboard, making her own presentation. Then, students will
complete the independent practice on their iPads, by creating a presentation.
6. Once students have completed their presentation, the teacher will gather students around
the SMARTboard to review for their formative assessment. The teacher will present a
SMART Notebook activity, reviewing what the students learned about Independence Day
traditions. Students will be asked to participate by raising their hand and the teacher will
select students to answer each question.
7. Students will return to their desks with their iPads and complete a formative assessment
on Quizizz.
8. The teacher will end the lesson by asking students which tradition they would most like
to participate in on Independence Day.

INSTRUCTIONAL STRATEGIES (Learning Strategies*)


Strategy
Direct instruction
Indicator: This will be evident when the teacher is discussing the facts from Pebble Go.
Strategy
Cooperative Learning
Indicator: This will be evident when students participate in the SMART Board activity.
Strategy
Independent Practice
Indicator: This will be evident when students complete the Nonfiction Graphic Organizer
with fact about the traditions of Independence Day.

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.

ASSESSMENT (artifacts* and assessment [formal & informal]*)


Students will successfully complete a Buncee presentation with a written response about the
traditions of Independence Day. The written response will be graded using a rubric created on
Rubistar. Students will also be assessed by completing a Quizizz assignment on their Ipads.

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.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND


ACADEMIC ENRICHMENT

Direct Teacher Intervention


The teacher will work with the students who did not meet the objective in a small group. They
will read over the information given and re-take the Quizizz assessment with the guidance of the
teacher.

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.

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
Teacher References

Fochi, N. (2019). Independence Day Rubric. Retrieved from


http://rubistar.4teachers.org/index.php

Fochi, N. (2019). Independence Day Traditions. Retrieved from


https://quizizz.com/admin/quiz/5caca6ef46871e001a30a9fd

Fochi, N. (2019). Independence Day. Retrieved from https://my.visme.co/projects/pv0pojgw-


independence-day

Fochi, N. (2019). Independence Day. Retrieved from


https://www.thinglink.com/scene/1145886141942071297

Independence Day. (2019). Retrieved from http://www.pebblego.com/

ISTE Standards. (2016). Retrieved April 17, 2019, from https://www.iste.org/standards

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

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language