Molloy College

Division of Education
Student Andrew Schuster
Course EDU 522
Grade 7

Topic Structures Report

Professor Maria Esposito

Date 4/15/15
Content Area Technology

Instructional Objective(s)
The objective tells the reader the purpose of the lesson. It is possible that a lesson may have more
than one objective. Student attainment of the objective(s) will be measured through the
assessment. A well-stated objective must be measurable and include four components:
conditions, performance (* learning task(s)), product and criterion. The objective should
address the appropriate N.Y. State Standards as well as the Common Core Learning
Standards (CCLS) in English Language Arts & Literacy in (History/Social
Studies, Science, and Technical Subjects) for New York State and CCSS for
Mathematics (CCSSM).
ConditionsAfter a brief class discussion on structures, using the internet
Performance (learning tasks*)
students will research and take notes of a famous structure of their choice
Product- (knowledge and skills*) D
.in order to develop a report...
Criterion-(assessment [formal and informal]*)
two pages long and citing at least three sources.
INSTRUCTIONAL OBJECTIVES:
1. After a brief class discussion on structures, using the internet, students will research and
take notes of a famous structure of their choice in order to develop a report two pages
long and citing three sources.
2. After a brief class discussion on criterion of the assignment, students will concentrate on
researching specific essay topics to help build a foundation for their report.
3. After a class lecture on creating introductory and conclusion paragraphs, students will
create these paragraphs, at least three sentences long, for their report.

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language

STANDARDS AND INDICATORS

ELA & Literacy Standard (CCS): Reading; Key Ideas and Details (R.1)
Students read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
Indicator:
-This will be evident when students respond to research by creating a report
conveying the importance of the structure identified.
STANDARDS FOR TECHNOLOGICAL LITERACY: (Std. 20- Construction Technologies)
Students will develop an understanding of and be able to select and use construction
technologies.
Indicator:
-This will be evident when students answer essay questions about their chosen
structure. They are to identify types and quantities of materials used, dominant
shapes and key parts of their structure.

MOTIVATION
Option to choose a structure of their choice
1 video source is acceptable

MATERIALS
Computers, teacher constructed rubrics and instructions

STRATEGIES
Group discussion, direct instruction, student sharing

ADAPTATIONS
The student who is an English language learner will be provided with key terms translated for
them to help convey important points.
The student who is an ELL will be provided with pictures focusing on dominant shapes of
famous buildings.
The student who is an ELL will be provided with a bilingual student peer helper if possible.
The student who is an ELL will be provided with simplified instructions.
Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11
Revised 8/7/13
*edTPA academic language

DIFFERENTIATION OF INSTRUCTION
Text and video sources are acceptable.
To start each work period, class sharing occurs to help potentially struggling students understand
what is required for each essay question.
Extra time is provided if a note from a parent or special education teacher is presented.

DEVELOPMENTAL PROCEDURES
Developmental Procedures include Activities and Key Questions.
Activities
1. Students will discuss similarities between different types of structures. (What do
bridges, buildings and statues have in common?) (Are living creatures the only things
with skeletons?)
2. Students will observe examples of successful reports from pervious years. (What
made this a successful introduction paragraph? Conclusion?)
3. Students will share their work with the class so others may better grasp what certain
essay questions mean. (What do you think you should include to answer this question
as best as you can?)

ASSESSMENT
The assessment grows from the objective(s) and measures whether or not the objective(s) has
(have) been achieved. The teacher assesses learning during and/or at the conclusion of the
lesson.
EXAMPLES OF ASSESSMENT
Students will successfully write a two page paper answering the essay questions.
Students will provide three valid sources noting information used from each one.
Students will provide clear introduction, body and conclusion paragraph(s).

INDEPENDENT PRACTICE
After researching their structure and participating in class discussions and lectures, students will
use their knowledge to design and create a truss bridge out of balsa wood using dominant shapes
and construction principles.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT
Direct Teacher Intervention:
EXAMPLES OF DIRECT TEACHER INTERVENTION
Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11
Revised 8/7/13
*edTPA academic language

 The student will use West Point Bridge Designer to create a successful truss bridge using
dominant shapes and construction principles.
The student will use their West Point Bridge Designer plans to build their truss bridge out of
balsa wood, cardstock and glue.
Academic Enrichment
The student will observe structures outside of school to share what their new knowledge helped
them notice. They will discuss their findings in class.
The student will use specific construction principles in their bridge designs.

TEACHER REFERENCES
1. McNamara,J.(n.d.).AProperIntroduction.RetrievedApril15,2015,from
http://grammar.ccc.commnet.edu/grammar/intros.htm
2. McNamara,J.(n.d.).ConcludingParagraphs.RetrievedApril15,2015,from
http://grammar.ccc.commnet.edu/grammar/composition/endings.htm
3. WestPointBridgeDesigner.(n.d.).Retrievedfrom
https://bridgecontest.org/resources/download/

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language