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Molloy College

Division of Education

Student: Mervete Azemi Professor: Brower

Course: EDU 527 Date: April 20, 2018

Grade: Third Topic: Christopher Columbus Content Area: Social Studies

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

After reading chapter 3 on the Weebly website, students will identify where Christopher

Columbus voyaged to and what he brought back from each country by creating an interactive

timeline using www.readwritething.org and will identify at least three out of four voyages and at

least one thing he brought back from each voyage.

NYS/ISTE STANDARDS AND INDICATORS

ISTE.3c: Students evaluate the accuracy, perspective, credibility and relevance of information,

media, data or other resources.

Indicator: This will be evident when students use readwritethink.org to create a timeline

of Christopher Columbus’ voyages.

INSTRUCTIONAL RESOURCES

- Chrome books

- Teacher created Google slides

- YouTube video

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


Revised 10/25/16
*edTPA academic language
MOTIVATION (Engaging the learner(s)*)

Students will watch a video about Christopher Columbus,

https://www.youtube.com/watch?time_continue=4&v=-yzzCYJDPrQ, giving a short

introduction to Columbus Day.

DEVELOPMENTAL PROCEDURES

(including Key Questions)

1) Teacher will introduce Christopher Columbus as a voyager by showing them a short

YouTube video

https://www.youtube.com/watch?time_continue=2&v=-yzzCYJDPrQ (Who can tell me

something they learned from the song? What year did Columbus fist set sail? Do you

remember the names of the ships?)

2) Students will share what they already know about Christopher Columbus with the class.

(Who is Christopher Columbus? Why is he important to American history?)

3) Teacher will project teacher created slides, going through Christopher Columbus’

voyages and accomplishments.

4) Students will share something new they learned about Christopher Columbus. (Name one

thing that you learned today that you didn’t know before going through these slides

together?)

5) Teacher will ask students to show what they know by creating a timeline on their

Chromebooks. (Students will be instructed to take out their Chromebooks, open up the

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


Revised 10/25/16
*edTPA academic language
slides presentation and follow the link to access the site

http://www.readwritethink.org/files/resources/interactives/timeline_2/

6) Teacher will demonstrate how to use the timeline creation program. (Access the site,

enter your full name and project title. Once you see the timeline on your screen, click

where you want your fist voyage to appear. Once the box appears, where is says “label”,

add the year of the voyage, where it says “short description”, add where the voyage was,

and where is says “full description”, add details about the voyage including at least one

detail about what he found or brought back from that voyage.)

7) Students will utilize the teacher created Weebly website to research and complete their

timeline.

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Direct Instruction

Indicator: This will be evident when teacher goes over the slides displayed on the smart

board.

Modeling

Indicator: This will be evident when teacher demonstrates how to use the given website

to create their interactive timelines.

ADAPTATIONS (Exceptionality*)

Student #1 – Expressive Language Disorder

Instruction will be modified by providing students with a copy of the slides on their Chrome

books in order to follow along as the teacher administers the lecture.

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


Revised 10/25/16
*edTPA academic language
Student #2 – ADHD - Student is easily distracted.

Instruction will be modified by seating the student close to the teacher in order to minimize

distractions.

DIFFERENTIATION OF INSTRUCTION

Struggling Students

Students will be directed to utilize the given the slides as well as the e-textbook to complete their

interactive timeline.

Average Students

Students will complete the interactive timeline using knowledge learned during the lecture.

Advanced Students

Students will create an interactive timeline identifying at least three out of four voyages and at

least one thing he brought back from each voyage.

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

 Informal: Teacher will monitor students’ progress by walking around the room as the

students work on their interactive timeline.

 Formal: Students will create an interactive timeline using www.readwritethink.org and


will identify at least three out of four voyages and at least one thing he brought back from

each voyage.

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


Revised 10/25/16
*edTPA academic language
INDEPENDENT PRACTICE

As homework, students will access

http://www.ducksters.com/biography/explorers/christopher_columbus.php and read the

biography of Christopher Columbus and write a passage in their notebook, noting at least two

new details they learned about the explorer.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

Direct Teacher Intervention

Teacher will sit one-on-one with struggling students to walk them through the process of creating

an interactive timeline.

Academic Enrichment

After reading the Christopher Columbus biography located at

http://www.ducksters.com/biography/explorers/christopher_columbus.php, students will take the

online quiz located at

http://www.ducksters.com/biography/explorers/christopher_columbus_questions.php,

REFERENCES

ISTE Standards for Students. (n.d.). Retrieved from https://www.iste.org/standards/for-students

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


Revised 10/25/16
*edTPA academic language

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