SAMPLE PLANNING CHARTS
Tracy Malone
School of Education, Liberty University
Tracy Malone
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Tracy
Malone. Email: tmalone20@liberty.edu
1
Author Note
Curriculum Project: Sample Curriculum Planning Charts Project
SAMPLE PLANNING CHARTS 2
A
CI
CIV
CC
CE
CL
CM
CT
D
DA
E
EC
EVAL
GA
GEO
L
LI
LS
HE
HI
HS
HW
M
MA
MU
OL
PE
PS
R
S
T
W
Legend
Art
Community involvement activity
(collaboration) Civics
Collaboration with colleagues
Character education
Cultural literacy and diversity
Communication
Critical thinking
Dramatic Arts
Differentiation/diversity/accommodation
English
Economics
Evaluation (assessment)
Group activity
Geography
Literacy
Listening
Life skills
Health
History
Home/school connection (collaboration)
Homework
Math
Manipulative activity
Music
Oral language/presentations (public speaking)
Physical education/movement
Problem solving
Reading
Science
Technology
Writing
SAMPLE PLANNING CHARTS 3
Day 16
Character Trait: Collaboration
English/Language Arts
State Standard(s):
VA SOL, reading 2.3, a 2.4c:
Writing 2.2, 2.8
Cursive; write w/purpose;
phonics
Math
State Standard(s):
VA SOL MATH 2. 1, 1:
Operations and algebraic
Thinking.
Science
State Standard(s):
VA SOL SCIENCE 2. 2.5
Living Systems and Processes
Social Science
State Standard(s):
VA SOL HISTORY 2.2
The History of United States
of America
Fine Arts, Health, and
PE / Movement Connections
SAMPLE PLANNING CHARTS 4
ENG/HI: Students will gather M/CT: The teacher will
information and compile a list of introduce the concept of
all unknown content related to operations such as addition and
phonics/topics about subtraction.
Communication Skills (SEE
COMMUNICATION SKILLS) The teacher will begin the lesson
by encouraging students to work
ENG/T/R/GA/W/CM: The independently.
teacher will explain to grade 2
students that fiction writing As the lesson continuous, the
involves the use of illustrations teacher will divide the students
to provide information about a into small groups and ask them to
specific topic the reader of a identify various numbers that
specific content. demonstrate either addition or
The teacher will ask students to subtraction concepts.
pair up in and discuss an equal
number of phonics content M/S/A: The teacher will use
words/topics to each pair. The different strategies to make
use of various strategies and concept addition and subtraction
resources such as technological more interesting through the use
tools will be involved to make of counting balls.
learning phonics more engaging
manners to all students. The Students will use manipulatives
teacher will encourage students to better understand addition and
to use their computers and tablets subtraction concepts.
to look for mire information
about phonics on the internet. The teacher will give each
This will enable learners to student equal amount of balls
answer relevant questions that which they will use during the
relate to phonics. whole lesson.
The teacher will also divide
students into small groups for Then the teacher will give
them to work together and come students in their groups various
up with different definitions of questions and encourage them to
phonics and create short answers use the counting balls to obtain
for the relevant questions that the correct answers.
will make phonics concepts more
relatable to all students. They
will answer the questions through EVAL: The teacher will actively
writing by employing their best monitor how students discuss the
cursive handwriting skills, while concepts of addition and
using the correct spelling and subtraction in their various grammar.
groups.
S/T/HW: Students will research
a variety of habitats and
organisms that inhabit them, and
then present their discoveries in a
oral presentation. After the
lesson, the teacher will give
students homework to do at
home. The homework will
involve students discussing with
parents about the living things in
their home environment.
EVAL: The teacher will collect
all the answers from every
student to enable her to
understand the concept of living
systems and processes easily.
DA: For students who have
difficulties accessing
technological resources at home,
they will be given extra time to
use the resources in the
classroom to do their research.
HI: The teacher will introduce
the lesson by asking students to
name some of the things they
know in regards to American
history.
HI/MU/T/LI: Students will be
provided with technological
resources such as tablets, iPads
and computers to learn more
about the American history from
the internet.
From the internet they will come
across different content relating
to the history of America which
are already done by others
including videos.
DA: For students who are recent
immigrants, they will be treated
equally when it comes to asking
questions about the history of
America.
Music- Singing the
popular BINGO song.
Visual- Creation of pie
charts.
The teacher will start
the lesson by explaining
to students what the
lesson is about. The
teacher will describe to
students some of the
protective measures
they can take when
planting crops.
Encourage all students
to take part in the
indoor PE activity by
dancing
as they sing the BINGO
song.
HEALTH
FINE ARTS
MOVEMENT/PE-
SAMPLE PLANNING CHARTS 5
English/Language Arts
State Standard(s):
Math
State Standard(s):
Science
State Standard(s):
VA SOL SCIENCE 2. 2.5
Social Science
State Standard(s):
VA SOL HISTORY 2.2
Fine Arts, Health, and
PE / Movement Connections
EVAL: After the completion of
group discussion, the teacher will
gather and review the definitions
and answers provided by the
students regarding phonics. This
will enable the teacher to
determine the understanding of
students about the topic and how
they use correct spelling and
grammar in their writing skills.
Day 17
Character Trait: Collaboration
SAMPLE PLANNING CHARTS 6
VA SOL, reading 2.3, a 2.4c:
Writing 2.2, 2.8
Cursive; write w/purpose;
phonics
E/W:
VA SOL MATH 2. 1, 1:
Operations and algebraic
Thinking.
M:
Living Systems and Processes
The History of United States of
America
HEALTH
FINE ARTS
MOVEMENT/PE
This part is a continuation
of the topic phonics guided by
fiction writing. The teacher will
continue to use illustrations in
the classroom to teach phonics
as a reminder of the concept of
fiction writing. The teacher will
ask the students to use different
illustrations to demonstrate their
understanding of the concept
fiction. She will remind them to
learn how to differentiate
between fiction and non-fiction
writing.
E/W/GA/H: During their group
discussion, students will be
encouraged to write various
words, sentences and phrases
that relate to phonics. The
phonics should be describing the
concepts of communication
skills. The teacher can illustrate
the importance of having the
proper communication skills to
students. All students should be
encouraged to actively
participate and contribute in the
reading and writing process.
DA: Incase there are students
who struggle with reading, they
can write down their answers,
and those who struggle with
writing can read out their
answers as well.
In this part, the lesson will
still be on the topic of addition
and subtraction.
M/PE/GA/CT/PS/CM/CC: All
students in this grade two will
work together to find the correct
answers to the numbers
provided to them.
Students will be encouraged to
take part in outdoor activities by
answering various addition and
subtraction questions presented
on the playground.
During PE activities, the teacher
will encourage the students to
continue practicing the concepts
of addition and subtraction as
they group themselves.
They will be encouraged to learn
addition and subtraction through
the play materials available on
the playground.
S/A: Students will review HI: The lesson relating to the
different types of animals and history of American will
plants in their environment. They continue.
will them note down some of the The teacher will describe the
key living systems and processes history of America into more
they encounter in their details and support her
environment. description using charts, maps
and other resources.
S/H/W: The students will discuss
among themselves and explore HI/T/GA/CM: The teacher will
more about the key details of organize students into small
plants and animals. groups and encourage them to
discuss about the history of
America together.
S/A/RB: Students will take part Within their groups, students will
in be asked to take part in future watch a video related to history
planting exercises and taking of America.
care of animals around them. https://www.youtube.com/watch?
v=KxqHQ1ZNbc4
Music- Encourage to
dance to addition
and subtraction
songs.
The teacher will
describe importance of
taking care of oneself
just like the people in
the past did.
The students will be
encouraged to take part
in physical planting of
crops within the school
as a physical activity.
SAMPLE PLANNING CHARTS 7
Day 18
Character Trait: Collaboration
English/Language Arts
State Standard(s):
Math
State Standard(s):
Science
State Standard(s):
Social Science
State Standard(s):
VA SOL HISTORY 2.2
The History of United States
of America.
Fine Arts, Health, and
PE / Movement Connections
VA SOL MATH 2. 1, 1:
Operations and
algebraic Thinking.
SAMPLE PLANNING CHARTS 8
FINE ARTS
E/HI/GA/CC/D: In this section,
learners will continue to improve
their understanding of phonics
concept and dive deeper into the
concept of fiction. Students will
be encouraged to engage in
various activities during group
work such as play that promote
their understanding of phonics.
E/CE: Creating the play activity
would be a great opportunity to
enable students to learn more
concepts about phonics. The
commitment and engagement
that is associated with play
would enable students to enjoy
learning phonics. The teacher can
provide students will various
videos that relate to phonics,
communication skills and fiction
writing skills to motivate
students to be active during the
lesson.
DA: Students who struggles with
writing may use various play
materials such as flash cards to
demonstrate their understanding
of phonics.
EVAL: After the playing, each
student will be given a sheet of
questions and encouraged to use
the concepts of addition and
subtraction to answer them
correctly. The teacher will
monitor each student and provide
assistance where necessary.
S/R/W/CM: The teacher will
begin the lesson by
reviewing the previous
science lesson. She will then
introduce the new topic
which Living Systems and
Processes. The teacher will
define the key terms in the
simplest language for the
grade 2 students to easily
understand.
The teacher will describe the
living system to students by
showing them some of the
pictures of living things
around us.
S/CM: The students will be
paired into 2 members and
encouraged to discuss the
differences between plants
and animals. They will be
encouraged to discuss the
habitats of plants and
animals,
and their interdependent.
DA/T: Students will watch a
popular video related to
living system and process
for children
https://www.youtube.com/w
atch? v=SIbFuiCfkr8
HI/T: As the lesson continues,
the History of American lesson
topic will be made more
interesting by through the use of
real materials such as the stones
that represent the remains of the
people who lived in America in
the past.
HI/D/CC/A/GA: The teacher
will encourage all students
collaborate in interpreting the
history of America.
The teacher will divide students
into small groups of 6 members
to identify some of the key aspect
that make up the history of
America.
Visual Art- Collecting and
gathering play addition and
subtraction counting materials.
HEALTH
Discuss the history of America
with all students, and explain
how the people in the past kept
themselves safe from diseases.
MOVEMENT/PE
Involve students in addition
activities such as building blocks
as a concept of addition
SAMPLE PLANNING CHARTS
9
References
Kids Academy (2021). US History for Kids. https://www.youtube.com/watch?v=KxqHQ1ZNbc4
Smile and Learn (2022). The Classification of Living: Things 5 Animal Kingdoms, Science for
Kids: (Video). YouTube. https://www.youtube.com/watch?v=SIbFuiCfkr8&t=19s
Virginia Department of Education. (2008). History and social science standards of learning for
Virginia public schools: Grade two introduction to history and social science.
http://www.doe.virginia.gov/esting/sol/standards_docs/history_socialscience/next_version/std
shistory3.pdf
Virginia Department of Education. (2010). Grade two science standard of learning for Virginia
public schools. http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/k-
6/stds_science3.pdf
Virginia Department of Education. (2010). English standards of learning curriculum
framework.
http://www.doe.virginia.gov/testing/sol/frameworks/english_framewks/2010/framework_engli
sh_k-5.pdf
Virginia Department of Education. (2013). Music standards of learning for Virginia public
schools.
http://www.doe.virginia.gov/testing/sol/standards_docs/fine_arts/2013/music/std_finearts_m
usic.pdf
Virginia Department of Education. (2013). Visual arts standards of learning for Virginia public
schools.
http://www.doe.virginia.gov/testing/sol/standards_docs/fine_arts/2013/visual_arts/std_fineart
s_visualarts.pdf
Virginia Department of Education. (2015). Physical education standards for Virginia public
schools.
http://www.doe.virginia.gov/testing/sol/standards_docs/physical_education/index.shtml
Virginia Department of Education. (2016). Mathematics standards of learning for Virginia
public schools: Grade two.
http://www.doe.virginia.gov/testing/sol/standardsdocs/mathematics/2016/stds/stds-
grade3.pdf
