Molloy College

Division of Education

Student: Christina Carbone Professor: Moroney

Course EDU – 5230 02 Date: 5/7/2019
Grade 5: Topic: The Declaration of Independence Content Area: Social Studies

Instructional Objectives (s) (Lesson Objectives(s)*)

After students gain an understanding about the Declaration of Independence using various
technology resources, students will scan a QR code to complete a worksheet achieving a
minimum score of 4 out of 5.

NYS-CCLS/+NYS STANDARDS AND INDICATOR

Integration of Knowledge and Ideas
7. Integrate visual information (e.g., charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
Indicator: ​This will be evident when students use the KWL chart, pictures, and online
technology to help them gather their information to help them understand the topic.

Research to Build and Present Knowledge

7. Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow for
multiple avenues of exploration.
Indicator:​ This will be evident when the students use a QR code to help them research
information on the Declaration of Independence.

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Indicator:​ This will be evident when students collaborate during a turn and talk.

ISTE Standards

1. Empowered Learner
C. Use Technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.
3. Digital Citizen
C. Curate information from digital resources using a variety of tools and methods to
create collections of artifacts that demonstrate meaningful connections or conclusions.
6. Creative Communicator
B. Create original works or responsibly re-purpose or remix digital resources into new
creations.
 INSTRUCTIONAL RESOURCES
● Brainpop Video
● Worksheets
● Pencils
● iPad
● QR Reader
● KWL chart
● Vocabulary Worksheet
● Weebly
● Instructor Created Rubric

MOTIVATION (​Engaging the learner(s)*)

Students will be given a copy of the Declaration of Independence based on that document they
will complete a “KWL” worksheet.

DEVELOPMENTAL PROCEDURES

1. Students will be given a copy of the Declaration of Independence. ​(What do you think this is?)
(How old do you think this document is?)
2. The students will complete a KWL chart based upon the image they are looking at. ​(What do
you know?) (What do you wonder?) (What did you learn?)
3. Students will view a brief Brainpop video on the Declaration of Independence. ​(Who was
involved?) (What year did this happen?)
4. After students have watched the Brainpop video, students will conduct a turn and talk and
discuss about what they learned in the video.
5. Students will then use iPads independently to scan a QR code which will take them to
Thinglink. Once students scan the QR code, they will answer the questions provided to them.
(What are you learning?) (Does this website relate to the Brainpop video?)
6. After students complete their worksheet, the teacher and students will review their answers
from the worksheet.
7. The teacher will direct students to their seats to complete the last part of the KWL sheet in
which they will answer at least one thing that they have learned. ​(What is one thing you learned
from today?)
8. Students will complete the Kahoot to answer the questions provided on the iPad.
9. The students will then be explained their homework and independent practice that they will do
independently to help them continue the lesson at home.

INSTRUCTIONAL STRATEGIES ​(Learning Strategies*)​ STRATEGY

Cooperative Learning
 Indicator: ​ This will be evident when the students turn and talk.

Modeling

Indicator:​ This will be evident when the teacher shows her students how to complete the
KWL chart, the worksheets, and how to scan a QR code.
Scaffolding

Indicator: ​This will be evident when the students discuss what they had written on their
KWL chart.

Direct Teacher Instruction

Indicator: ​This will be evident when the teacher directs students to work independently
on their final assessment.

ADAPTATIONS ​(Exceptionality*)

● The student who has a ​vision impairment​ will be provided with larger and bolded text.
● The student who has an ​auditory processing disorder​ will be provided with a speaker.

Differentiation

● The ​struggling student​ will be provided with a vocabulary sheet with words to help
them translate during their final assessment.
● The ​average​ ​student​ will be provided the worksheet without a vocabulary sheet.
● The ​advanced student​ will be provided with the worksheet in which they will have to
answer multiple questions.

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

Informal: ​The teacher will circulate the students around the classroom to make sure they are
following directions.

Informal​: The teacher will also assess students by questioning throughout the lesson on the
Declaration of Independence.
Formal​: Students will work independently on their final worksheet in which they will scan a QR
code to answer questions attaining a minimum score of 4 out of 5. This will be graded on a
teacher-created rubric.

INDEPENDENT PRACTICE
Following the lesson on the Declaration of Independence, students will create a FlipGrid in
which they will share if they would sign the Declaration of Indepence and explain why or why
not.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

Direct Teacher Intervention​: Following the lesson on the history of the Declaration of
Independence the teacher and students will play a WordBiz created on a SMART Notebook for a
review.

Academic Enrichment​: The students will create their own worksheet while providing a QR
code with questions pertaining to the Declaration of Independence.
 REFERENCES

Declaration of Independence. (n.d.). Retrieved from

https://www.brainpop.com/socialstudies/ushistory/declarationofindependence/

Get started here. (n.d.). Retrieved from ​https://education.weebly.com/weebly/main.php#/

ISTE Standards. (n.d.). Retrieved from ​https://www.iste.org/standards

Kahoot! needs JavaScript to work. (n.d.). Retrieved from h​ ttps://kahoot.it/

National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and
Assessment. (n.d.). Retrieved from ​https://www.socialstudies.org/standards

ThingLink. (n.d.). My Interactive Image by Christina. Retrieved from

https://www.thinglink.com/scene/1146575075600760835
QR Code Generator and Designer. (n.d.). Retrieved from
https://scanova.io/design-qr-code-generator.html

Vocabulary Worksheet (Struggling).

Document​ --------> a piece of writing with information.

Claimed​ --------> one has owned or earned something.

Symbolic​ ----------> representing something.

Formation​ -----------> the action of something being put

together.

Signed​ ------------> to write someone’s name.

Struggling & Average Student Worksheet.
Scan the QR code above and answer the following questions
in your red notebook.

1. What is the Declaration of Independence?

2. When was the Declaration of Independence signed?
3. Where was the Declaration of Independence signed?
4. Why do we celebrate the Declaration of Independence?
5. How many men signed the Declaration of Independence?

Advanced Student Worksheet.

Scan the QR code above and answer the following
questions in your red notebook.

1. What is the Declaration of Independence?

a. How many colonies were there?
2. When was the Declaration of Independence signed?
a. Who did the 13 colonies claim their
independence from?
3. Where was the Declaration of Independence signed?
a. When was the building completed with
construction in which allowed a meeting to take
place?
4. Why do we celebrate the Declaration of
Independence?
a. What was given to us?
5. How many men signed the Declaration of
Independence?
a. Name three men that signed the document.