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Division of Education
Writing
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.
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)
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
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
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
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.
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.
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