Molloy College

Division of Education

Lesson Plan

Student ​Scott Stiene Professor ​Brower

Course EDU ​527 Date ​4/24/18
Grade ​4 Content Area ​English Language
Arts

INSTRUCTIONAL OBJECTIVES (Lesson Objectives)

After watching a brief video of the ships captained by Columbus, students will construct
a ThingLink identifying each of the three ship’s destination, cargo, crew, and design,
with at least four historically correct facts about each ship.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

ELA Standard: New York State Next Generation English Language Arts Learning
Standard
Reading Standards (Literary and Informational Text)
Integration of Knowledge and Ideas
4R7
Identify information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, timelines, animations, illustrations, and explain how the information
contributes to an understanding of the text. (RI&RL)

Indicator:​ This will be evident when students view the video presented in class
and create a ThingLink explaining four historically correct facts about each of Columbus’
ships, and graded according to a teacher created rubric.

INSTRUCTIONAL RESOURCES

Smart Board Textbook

YouTube videos iPad/Computer/Chromebook
ThingLink Rubric
Projector Example ThingLink
SurveyMonkey website

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

Revised 10/25/16
*edTPA academic language
 MOTIVATION ​(ENGAGING THE LEARNERS)

A brief YouTube video: ​https://www.youtube.com/watch?v=Q80Udi-_Taw

DEVELOPMENTAL PROCEDURES

Students will create a ThingLink where they will identify each of Christopher Columbus’
three ships and key attributes that help to make each ship an integral part of his voyage.
The teacher will review the concept of a caravel ship and the amount of labor required
to captain each ship. The teacher will provide an example ThingLink as a model and
students will design at least three circle points within the ThingLink with four facts in
each, one circle point for each ship. (​What was some of the different sailing technology
that was used? How much crew did each ship carry? Which ship was the fastest?
Which ship was the slowest?)

To close the lesson, students will be given the opportunity to discuss with their
classmates each of the facts they uncovered about Columbus’ ships. Students will then
gain a deeper understanding of the content by learning from their peers.

INSTRUCTIONAL STRATEGIES ​(Learning Strategies)

Demonstration​ (showing, explaining, clarifying the correct way to do something)

Indicator: ​This will be evident when the teacher is explaining to the students how
to create a ThingLink based on the model provided.

Cooperative Learning ​(engaging groups of students in working together on a

structured activity)
Indicator: ​This will be evident when students work in groups to discuss their
findings within their ThingLinks at the conclusion of the lesson.

ADAPTATIONS (​Exceptionality)

● The student who struggles to work in small groups will be encouraged to select
his/her own peer groups in order to discuss their ThingLink at the conclusion of
the lesson.
● The student who struggles with graphomotor challenges will be provided with a
touch screen iPad or tablet to construct the ThingLink.

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

Revised 10/25/16
*edTPA academic language
 ● The student who struggles to focus and concentrate on the YouTube video will
be re-directed through the use of non-verbal cues and will be permitted to view
the video multiple times.
● The student who is an English Language Learner (ELL) will be provided with a
closed captioned version of the YouTube video and an auditory version of the
instructions.
● The Smart Board can be used to provide pictures of the ships and cargo for
students with Cognitive Delay.

DIFFERENTIATION OF INSTRUCTION

Struggling Students: Students will be given the option to consult other YouTube videos
for additional information provided by the teacher, as well as the class textbook.

Average Students: Process will be differentiated: After successful completion of the

ThingLink, students will be able to present their ThingLink to the class for extra credit.

Advanced Students: Students will be tasked with selecting a second European explorer
and creating a second ThingLink in the same fashion.

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

● Students will use the information contained in the visual presentation of the
YouTube video to create a ThingLink, producing at least four historically correct
facts about each ship.
● Students will ensure the ThingLink contains three circle points, one point for each
ship, graded according to the teacher created rubric.
● Students will form small groups and discuss their facts with their classmates.
● Students will optionally present their ThingLink to the class for extra credit.

INDEPENDENT PRACTICE

● Following the creation of the ThingLink, students will design a Kahoot interactive
game with at least five questions pertaining to the information they recently
learned.
● After studying the exploration of Columbus and the ships he used, students will
create a SurveyMonkey poll asking students in different classes which of the
three ships they would have preferred to sail on if they accompanied him on the

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

Revised 10/25/16
*edTPA academic language
 voyage. The students in the other classes would be provided with the student
created ThingLinks for reference.

FOLLOW-UP ACTIVITIES:
DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT

Direct Teacher Intervention​: The student and teacher will, together, view an additional
YouTube video (​https://www.youtube.com/watch?v=uGtIHZMr0vQ​)​ that will provide
more information to aid in creating the ThingLink.

Academic Enrichment​: The student will research an additional European explorer and
create a Quizizz with at least five historically correct facts.

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

Revised 10/25/16
*edTPA academic language
 REFERENCES

Columbus' Modern Ships. (2015, June 28). Retrieved May 1, 2018, from
https://www.youtube.com/watch?v=Q80Udi-_Taw

English Language Arts Learning Standards. (2017). Retrieved May 1, 2018, from
http://www.nysed.gov/curriculum-instruction/new-york-state-next-generation-english-lan
guage-arts-learning-standards

H. (2012, September 30). Columbus Day: Christopher Columbus Sets Sail | History.
Retrieved May 1, 2018, from ​https://www.youtube.com/watch?v=uGtIHZMr0vQ

RubiStar. (n.d.). Retrieved May 1, 2018, from

http://rubistar.4teachers.org/index.php?screen=CustomizeTemplatePrint&

https://www.thinglink.com/scene/1019070088256421890

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

Revised 10/25/16
*edTPA academic language