Molloy College

Division of Education
Writing

Heading for Coursework

Student____Brad Ulrich________________________ Professor__Brower____________

Course EDU____EDU 527______________________ Date_12/7/2017_________________
Grade______DBQ____________________ Content Area_Social Studies_________

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

Students will build on their understanding of the causes and effects of the American Revolution
through a teacher lead evaluation of the classroom website and their own independent research,
students will demonstrate their learning by writing the introductory paragraph to their unit DBQ
assessment with 90% accuracy based on a teacher created rubric to but submitted in an
interactive notebook over google classroom.

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)
Common Core Standards

ISTE Standards
3. Knowledge Constructor Students critically curate a variety of resources using digital tools to
construct knowledge, produce creative artifacts and make meaningful learning experiences for
themselves and others.
b. evaluate the accuracy, perspective, credibility and relevance of information, media,
data or other resources
Indicator: Students will have to conduct their own research into the assigned class topic
and assess the credibility of their sources.
NYS Standards
Standard and/or Key Idea and/or Key Concept (refer to lesson plan instructions for details)

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

Revised 10/25/16
*edTPA academic language
7.3d The outcome of the American Revolution was influenced by military strategies, geographic
considerations, the involvement of the Haudenosaunee (Iroquois) and other Native American
groups in the war, and aid from other nations. The Treaty of Paris (1783) established the terms of
peace.
Indicator: This will be evident while the students are researching and discussing the
effects of the Revolutionary War.

7.3b Stemming from the French and Indian War, the British government enacted and attempted
to enforce new political and economic policies in the colonies. These policies triggered varied
colonial responses, including protests and dissent.
Indicator: This will be evident while the students research and discuss the causes of the
Revolutionary War.

INSTRUCTIONAL RESOURCES

- Weebly website
- how to write a DBQ worksheet
- How to evaluate a scholarly source reference sheet
- DBQ Rubric

MOTIVATION (Engaging the learner(s)*)

Students will be beginning to learn how to evaluate a scholarly source. During the Do Now the
teacher will inform the students of the importance of this skill and tie it into college readiness.

DEVELOPMENTAL PROCEDURES
(including Key Questions)
-This lesson requires the use of technology. It would have to either be conducted in the computer
lab or done with the laptop cart in the classroom.
-Do Now: Before logging on, consider how can we use technology to find more information for
our DBQ essays?
-Teacher models the class weebly putting an emphasis on information and links that students can
use for their essays.
-After distributing the research evaluation sheet teacher models how to evaluate a scholarly
source.
-Students will need a total of two outside sources in their essays

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

Revised 10/25/16
*edTPA academic language
-Formative assessment: The teacher will put 3 examples of scholarly sources and 2 examples of
non-scholarly sources on the smartboard. Students will be asked to put a thumbs up if source is
scholarly and a thumbs down if the source is not scholarly.
-If more than 25% of the class is answering incorrectly the teacher will back track and go
over scholarly sources again.
-Students can use weebly website to begin and then expand their research.
-Students will end lesson by writing a sample body paragraph using information that they learned
from the weebly or their own research.
-The assignment will be submitted on google classroom

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Strategy
Formative Assessment to check for understanding
Indicator: This will be evident when the teacher uses the thumbs up or down method to
assess the understanding of the entire class. The portion of the class that answers correctly or
incorrectly will help the teacher assess the classes understanding.
Do Now
Indicator: This will be evident when the class participates in the discussion of the Do Nw
question.
Cooperative learning
Indicator: Students will be able to discuss research and evaluate sources together during
the research portion of class.
ADAPTATIONS (Exceptionality*)
-ELL students will have the option of using google translate or spanish speaking websites during
the lesson

-Students with attention difficulties will use their self-assessment sheet to help them stay on task.
The teacher will sign the assessment if they agree with it at the end of the period.
-Those students will have the option of writing a sentence summarizing their chosen source in
place of writing the paragraph.

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
Students who are struggling will have the opportunity to conference with the teacher while other
students are writing their introduction. The teacher will model how to write a introductory
paragraph. These students will the conference and work together to create common introduction
to be used by them all.

Average Students
Average students should be able to stay on task and complete the regular lesson.

Advanced Students

Advanced students will have the option of continuing their research and adding more scholarly
outside sources for extra credit.

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

Students will write a sample body paragraph for their DBQ, the paragraph must contain at least
one scholarly outside source from the students own research. The teacher will return these to the
students with feedback before they begin to write their draft DBQ essay. Students will upload all
of their writing to their google classroom and submit to the teacher online.

INDEPENDENT PRACTICE

-Students will ,after receiving feedback on their introductions from the teacher, begin to
construct their DBQ essays. The students will have one follow up class period to work on their
assignments, the rest will have to be completed at home.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

Direct Teacher Intervention

Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
-Students who are struggling with the content or withe the writing process of the DBQ will have
the conference with the teacher, while the rest of the class is working on their research.

Academic Enrichment
All students will have the opportunity to add additionally scholarly sources to their essays for
extra credit. Students may gain 1 additional point per source for a maximum of 3 extra points.

REFERENCES

New York State K-12 Social Studies Framework. (n.d.). Retrieved December 08, 2017, from
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework

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

Revised 10/25/16
*edTPA academic language