1
Interdisciplinary Instructional Planning Project
Abbie Golden
EDLC 571
School of Education, Liberty University
Table of Contents
Mission Statement………………………………………..pg. 3
Lesson Plan #1……………………………………………pg. 5
Lesson Plan #2……………………………………………pg. 7
Lesson Plan #3……………………………………………pg. 9
Lesson Plan #4……………………………………………pg. 11
Lesson Plan #5……………………………………………pg. 13
Lesson Plan #6……………………………………………pg. 15
Lesson Plan #7……………………………………………pg. 17
Lesson Plan #8……………………………………………pg. 19
Lesson Plan #9……………………………………………pg. 21
Lesson Plan #10……………………………………………pg. 23
Lesson Plans #11-20………………………………………pg. 25
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M Sta , Char Principles, and Biblical W
B Christian Academ
Location: Buckhannon, WV
School Population: 143
Mission
Statement:
At Hodgesville Elementary School, our mission is to provide a safe, respectful, and kind learning
environment where all students can grow academically, socially, and emotionally. We believe in
hands-on, engaging instruction that meets the needs of every learner and encourages curiosity,
creativity, and confidence. As a family-oriented school, we value strong partnerships between
home, school, and community to support each child’s success. We aim to help students develop
character, faith, and a lifelong love of learning that empowers them to serve others with
compassion and integrity.
C Principles
Safety Students are taught to make safe choices in the classroom, on the playground,
and online. Safety means thinking before acting, caring for others, and
creating an environment where everyone feels comfortable to learn and grow.
This principle is guided by Psalm 91:2 which says, “The Lord is my refuge and
my fortress” (Psalm 91:2).
Respect Respect is at the heart of our school culture. Students learn to listen, use kind
words, and value the feelings and ideas of others. We celebrate differences
and encourage empathy in all interactions, following the biblical truth to
“show proper respect to everyone” (1 Peter 2:17).
Kindness Kindness is modeled and practiced daily through encouragement, helpfulness,
and compassion. Whether through classroom teamwork, service projects, or
simple acts of friendship, students learn that kindness builds community and
reflects God’s love (Ephesians 4:32).
Responsibility We teach students that being responsible means doing their best, following
through, and taking ownership of their learning. By keeping commitments and
caring for materials, they demonstrate integrity and faithfulness—living out
the principle that “whoever can be trusted with very little can also be trusted
with much” (Luke 16:10).
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Perseverance Students learn to keep trying even when learning feels challenging. Through
encouragement and hands-on practice, they discover that mistakes are
opportunities to grow. Perseverance helps them develop confidence and faith,
remembering that “with God all things are possible” (Matthew 19:26).
Gratitude We encourage students to notice and appreciate the good in each day—
classmates, teachers, family, and learning. Expressing gratitude fosters joy and
humility, reminding them to “give thanks in all circumstances” (1
Thessalonians 5:18).
Cooperation Students participate in engaging, hands-on lessons that require teamwork and
communication. By working together, they learn patience, respect, and unity,
reflecting the truth that “two are better than one” (Ecclesiastes 4:9).
Service As a family-oriented school, we emphasize helping others both inside and
outside the classroom. Students engage in simple acts of service—sharing,
encouraging, and contributing to group success—showing love through action
and fulfilling God’s command to “serve one another humbly in love”
(Galatians 5:13).
Preliminary Information
Subject: George Washington Grade Level: 2nd Grade
Unit Topic: Lesson Structure or Grouping:
Lesson Plan #1
Famous Americans · Whole Class Small Group 1:1 Other ☐ ☐
(specify):
Content Standards
Virginia Standards of Learning: VA History SOL 2.11a - Describe George Washington’s leadership and
independence
VA Reading SOL 2.9 - Comprehend nonfiction texts
VA Writing SOL 2.12 - Write short paragraphs
Common Core State Standards: CCSS.ELA-Literacy.RI.2.2 - Identify the main topic and key details
Learning Objective(s)
After listening to a biography read-aloud about George Washington, students will identify three key facts and
contribute one accurate entry to a class KWL chart.
Resources, Materials, and Technology Integration
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Resources and Materials: Biography text (PebbleGo or print) -
https://app.pebblego.com/pgnplayer/articles/9945
chart paper, sticky notes, markers
Technology Integration (if
applicable):
Who Was George Washington? - https://www.youtube.com/watch?
v=gQsVhebhJ0A
Brain Pop Video -
https://jr.brainpop.com/socialstudies/biographies/georgewashington/
Academic Language Demands
Language Demands: Explain facts, respond orally, write factual statements
Language Supports: Sentence frames, visuals, modeled examples
Essential Vocabulary: Leader, independence, contribution, fact, nonfiction
Instruction
Direct Instruction/Modeling: Introduce biography and add prior knowledge to K column.
Read the passage from PebbleGo aloud, model identifying important
facts
Add facts to L column
Discuss leadership qualities
Instruction
Guided Practice: Read the next paragraph.
Turn and talk to brainstorm facts.
Add accurate facts to chart.
Pick 5 students and have them act out of examples of being a leader.
Independent Practice: Students will write or draw one new fact on sticky notes and add them
to the L column on the chart.
Closure: What did we learn from the text about George Washington?
Supporting Students with Special
Needs:
Visuals, sentence frames, picture supported text
Strategies to Challenge Above-
Average Learners:
Write 2-3 facts with explanation
Facilitating a Classroom
Environment that Supports Student
Learning:
Collaboration with making the KWL chart, visual supports
Extension: Create a quick fact card
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Culturally Responsive Teaching: Students talk about what leadership looks like in their own families,
communities, and daily lives. This helps them connect personally and
culturally to George Washington’s leadership. I use visuals, real-life
examples, and open conversations to make sure every child feels seen,
valued, and represented.
Assessment
Diagnostic/Pre-Assessment(s): KWL-K column
Formative Assessments/Feedback to
Learners:
Sticky note fact accuracy
Summative Assessment: 1 accurate written or oral fact
Connections to Research, Theory, and Best Practice (5-6
professional journal references in current APA format)
This lesson fits well with Vygotsky’s idea that kids learn through discussion and thinking together. Using a KWL
chart and discussions gives my students a chance to build meaning with each other. The UDL framework also
supports using visuals, read-alouds, and digital tools like PebbleGo so every learner can access the biography.
Tomlinson’s differentiation work shows the importance of offering choices and supports, which I do through
sentence frames and simple fact writing. Jones’ Teaching and Learning Cycle reinforces how reading and
writing should be incorporated into content lessons, which is exactly what happens here. Explicit vocabulary
instruction (Fisher & Frey) helps my students understand big ideas like leadership and independence.
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Lesson Plan #2
Preliminary Information
Subject: Abraham Lincoln Grade Level: 2nd Grade
Unit Topic:
Famous Americans
Lesson Structure or Grouping:
· Whole Class Small Group 1:1 Other ☐ ☐
(specify): Click or tap here to enter text.
Content Standards
Virginia Standards of
Learning:
VA History SOL 2.11b: Abraham Lincoln - honesty and courage
VA Art SOL 2.8 - Create portraits
VA Writing SOL 2.11 - Describe people in writing
Common Core State
Standards:
CCSS.ELA-LITERACY.RI.2.3 - Describe connection between events.
Learning Objective(s)
Students will create a portrait and write one descriptive sentence identifying a leadership trait Lincoln
demonstrated with 80% accuracy.
Resources, Materials, and Technology Integration
Resources and Materials: Lincoln biography text, portrait examples, crayons/markers, trait vocabulary
chart,
Technology Integration (if
applicable):
BrainPop Jr. - Abraham Lincoln -
https://jr.brainpop.com/socialstudies/biographies/abrahamlincoln/
Abraham Lincoln for kids - https://www.youtube.com/watch?
v=TXogccEsbBg
Academic Language Demands
Language Demands: Describe traits, connect events
Language Supports: Sentence frames, vocabulary bank
Essential Vocabulary: Courage, honesty, president, leader
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Direct Instruction/Modeling: Watch BrainPop Jr. clip
Read biography and highlight different traits
Model: “Lincoln showed courage when_____”
Guided Practice: Students brainstorm examples and begin portrait with teacher modeling.
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Independent Practice: Students create a portrait and write a trait sentence.
Closure: “What did we learn from the text about George Washington?”
Differentiation
Supporting Students with
Special Needs:
Pre-drawn templates, picture cards for vocab words
Strategies to Challenge
Above-Average Learners:
2-3 descriptive sentences
Facilitating a Classroom
Environment that Supports
Student Learning:
Visual art supports learners
Extension: Add symbols (top hat, cabin)
Culturally Responsive
Teaching:
I help students connect Lincoln’s honesty and courage to real moments from
their own families, cultures, and communities. We talk about times when they
have shown honesty or stood up for what’s right, helping them see that these
traits show up in many different homes and backgrounds. I make sure every
child’s voice, story, and perspective is welcomed and valued during our
discussions and artwork.
Assessment
Diagnostic/PreAssessment(s): Discussion questions
Formative Assessments/
Feedback to Learners:
Tally accuracy; discussion
Summative Assessment: Two graph conclusions
Connections to Research, Theory, and Best Practice
(5-6 professional journal references in current APA format)
This lesson connects strongly to research showing that art helps kids remember and understand content.
Having students draw Lincoln while we talk about honesty and courage makes the learning stick. Vygotsky
supports teacher modeling and guided practice, which I use when I model how to pull traits from a biography.
Jones emphasizes connecting reading and writing in real ways, which fits perfectly with students writing a
sentence about Lincoln’s leadership. Tomlinson and UDL both support giving students different ways to show
what they know — drawing, writing, and sharing so that all learners feel successful.
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Lesson Plan #3
Preliminary Information
Subject: Martin Luther King
Jr.
Grade Level: 2nd Grade
Unit Topic:
Famous Americans
Lesson Structure or Grouping:
Whole Class Small Group 1:1 ☐ ☐
Other (specify): Click or tap here to enter text.
Content Standards
Virginia Standards of
Learning:
VA History SOL 2.11c — MLK: equality and fairness
VA Reading SOL 2.9 — Nonfiction comprehension
VA Writing SOL 2.12 — Write short paragraphs
Common Core State
Standards:
CCSS.ELA-LITERACY.RI.2.6 — Identify purpose of text
Learning Objective(s)
Students will write a 2–3 sentence dream for the world that demonstrates understanding of fairness with 80%
accuracy.
Resources, Materials, and Technology Integration
Resources and Materials: MLK biography or video, writing materials “I Have
a Dream” Picture Book (Read Aloud)
https://www.youtube.com/watch?v=H0y5vFs8D3I
Technology Integration (if
applicable):
MLK Jr. for Kids - https://www.youtube.com/watch?v=kwZxJEUOvS0 MLK Jr.
Day - https://www.youtube.com/watch?v=WNnu2cj3-pU
Academic Language Demands
Language Demands: understanding fairness, expressing ideas
Language Supports: templates, word banks
Essential Vocabulary: fairness, equality, dream, rights
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Direct Instruction/Modeling: Discuss fairness.
Watch MLK biography video.
Model writing.
Pull a small group of students that need extra help with writing.
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Guided Practice: Students brainstorm examples and begin portrait with teacher modeling.
Independent Practice: Students create a portrait and write a trait sentence.
Closure: Students share portraits and sentences.
Differentiation
Supporting Students with Special
Needs:
Drawing and dictation, graphic organizer for paragraphs
Strategies to Challenge
AboveAverage Learners:
Multi-sentence paragraph with reasons
Facilitating a Classroom
Environment that Supports
Student
Learning:
Review safe discussion norms
Extension: Mini poster
Culturally Responsive Teaching: I help students connect Lincoln’s honesty and courage to real moments
from their own families, cultures, and communities. We talk about times
when they have shown honesty or stood up for what’s right, helping them
see that these traits show up in many different homes and backgrounds. I
make sure every child’s voice, story, and perspective is welcomed and
valued during our discussions and artwork.
Assessment
Diagnostic/Pre-Assessment(s): Fairness discussion
Formative
Assessments/Feedback to
Learners:
Writing conferences
Summative Assessment: Completed dream paragraph
Connections to Research, Theory, and Best Practice (5-6
professional journal references in current APA format)
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Culturally responsive teaching supports connecting MLK’s message to my students’ real lives, families, and
experiences. When students talk about what fairness looks like in their own homes and communities, the
learning becomes meaningful and personal. Vygotsky reminds us that kids learn through talking and thinking
together, which is exactly what happens during our structured discussions in this lesson. Jones’ reading–
thinking–writing cycle fits perfectly with the flow of this lesson as students listen to MLK’s story, process it
together, and then write their own dreams. Tomlinson supports offering different levels of writing support so
every child can feel successful. UDL encourages giving students multiple ways to express their big ideas—
writing, drawing, sharing—which helps all learners communicate what fairness means to them.
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Lesson Plan #4
Preliminary Information
Subject: Rosa Parks Grade Level: 2nd Grade
Unit Topic:
Famous Americans
Lesson Structure or Grouping:
Whole Class Small Group 1:1 ☐ ☐
Other (specify): Click or tap here to enter text.
Content Standards
Virginia Standards of Learning: VA History SOL 2.11d — Rosa Parks: bravery and respect
VA Art SOL 2.8 — Create visual art
VA Communication SOL 2.1 - participate in discussions
Common Core State Standards: CCSS.ELA-LITERACY.RI.2.1 —Ask and answer detail questions
Learning Objective(s)
Students will create a bus craft and write one accurate sentence describing Rosa Parks’ bravery with 80%
accuracy.
Resources, Materials, and Technology Integration
Resources and Materials: Biography text, bus craft template pieces, construction paper, crayons/
markers, glue sticks, scissors
Technology Integration (if
applicable):
Biography video - https://www.youtube.com/watch?v=7sqiZ7agt4Q
Academic Language Demands
Language Demands: understanding fairness, expressing ideas
Language Supports: templates, word banks
Essential Vocabulary: fairness, equality, dream, rights
Instruction
Direct Instruction/Modeling: Define bravery (doing something even when you're scared, not that you
aren't afraid at all) and model the sentence.
Sentence: Rosa Parks was brave because she stood up for what was right
Guided Practice: Students brainstorm examples and begin piecing the template for the
portrait and bus craft. Show a completed example.
Independent Practice: Students create the portrait and then write their sentence on the lined
paper and glue everything together.
Closure: Students share portraits and sentences.
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Differentiation
Supporting Students with
Special Needs:
Drawing and dictation, sentence frame and examples provided
Strategies to Challenge
AboveAverage Learners:
Multi-sentence paragraph with reasons
Facilitating a Classroom
Environment that Supports
Student Learning:
Review safe discussion norms
Extension: Mini poster
Culturally Responsive Teaching: I help students connect Lincoln’s honesty and courage to real moments from
their own families, cultures, and communities. We talk about times when
they have shown honesty or stood up for what’s right, helping them see
that these traits show up in many different homes and backgrounds. I make
sure every child’s voice, story, and perspective is welcomed and valued
during our discussions and artwork.
Assessment
Diagnostic/Pre-Assessment(s): Fairness discussion
Formative
Assessments/Feedback to
Learners:
Writing conferences
Summative Assessment: Completed bravery sentence and craft and an oral explanation of bravery.
Connections to Research, Theory, and Best Practice (5-6
professional journal references in current APA format)
Culturally responsive teaching supports connecting MLK’s message to my students’ real lives, families, and
experiences. When students talk about what fairness looks like in their own homes and communities, the
learning becomes meaningful and personal. Vygotsky reminds us that kids learn through talking and thinking
together, which is exactly what happens during our structured discussions in this lesson. Jones’ reading–
thinking–writing cycle fits perfectly with the flow of this lesson as students listen to MLK’s story, process it
together, and then write their own dreams. Tomlinson supports offering different levels of writing support so
ev-
ery child can feel successful. UDL encourages giving students multiple ways to express their big ideas—
writing, drawing, sharing—which helps all learners communicate what fairness means to them.
13
Lesson Plan #5
Preliminary Information
Subject: Famous Americans
Review
Grade Level: 2nd Grade
Unit Topic:
Famous Americans
Lesson Structure or Grouping:
XWhole Class Small Group 1:1 ☐
Other (specify): Click or tap here to enter text.
Content Standards
Virginia Standards of Learning:
VA History SOL 2.11a–d — Review the contributions of major American
leaders.
VA Math SOL 2.14 — Represent and interpret data using picture and bar
graphs.
Common Core State Standards: CCSS.MATH.CONTENT.2.MD.D.10 — Draw a bar graph to represent data
and answer questions.
Learning Objective(s)
Students will vote for the leader they would most like to meet, help create a bar graph of class results, and
accurately write two conclusions based on the data with 80% accuracy.
Resources, Materials, and Technology Integration
Resources and Materials:
Voting slips, chart paper or digital Google Sheets graph, markers
Optional: printed pictures of each leader
Technology Integration (if
applicable):
Google Sheets or ToyTheater.com graphing tool
Academic Language Demands
Language Demands: interpret data, compare amounts, explain conclusions
Language Supports: Sentence frames, visual supports
Essential Vocabulary: Vote, tally, data, bar, graph, more, fewer, category
Instruction
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Direct Instruction/Modeling: Review each leader briefly.
Model how to tally votes.
Model creating a bar graph using chart paper or Google Sheets.
Demonstrate how to write a conclusion using evidence from the graph.
Guided Practice: Students vote using voting slips.
Class tallies votes together.
Students help fill in or build the bar graph with the teacher.
Independent Practice: Students answer two questions such as:
“Which leader received the most votes?”
“Which leader received the fewest votes?”
“How many more students chose ___ than ___?”
Students write two conclusions using complete sentences.
Closure: Ask:
“What does our graph tell us about our class’s favorite leader and why?”
Students share one observation.
Differentiation
Supporting Students with
Special Needs:
Visual ballots, guided tallying, sentence starters
Strategies to Challenge
AboveAverage Learners:
Vocab cards, modeled conclusions
Facilitating a Classroom
Environment that Supports
Student Learning:
Write 3-4 conclusions or compare categories
Extension: Students create a digital version of the bar graph.
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Culturally Responsive Teaching:
Students connect their personal and cultural backgrounds to the leader they
vote for. Discussions allow students to explain why a leader matters to their
family or community, helping all students feel represented.
Assessment
Diagnostic/Pre-Assessment(s): Group discussion
Formative
Assessments/Feedback to
Learners:
Tallying participation and student responses during graph building
Summative Assessment: Based on the class bar graph
Connections to Research, Theory, and Best Practice (5-6
professional journal references in current APA format)
This lesson supports UDL by allowing students to access data visually and through hands-on graphing.
Vygotsky’s social learning theory is used as students collaborate to tally results and build the graph.
Tomlinson’s work on differentiation supports offering varied writing supports for conclusions. Integrating Social
Studies and Math aligns with Jones’ emphasis on meaningful cross-content instruction.
Lesson Plan #6
Preliminary Information
Subject: Benjamin Franklin Grade Level: 2nd Grade
Unit Topic:
Famous Americans
Lesson Structure or Grouping:
X Whole Class Small Group 1:1 ☐
Other (specify): Click or tap here to enter text.
Content Standards
Virginia Standards of Learning:
VA History SOL 2.11 — Describe contributions of Benjamin Franklin.
VA Science SOL 2.2 — Investigate and understand basic properties of
electricity.
Common Core State Standards: CCSS.ELA-LITERACY.RI.2.3 — Describe the connection between scientific
ideas or concepts.
Learning Objective(s)
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Students will identify two inventions created by Benjamin Franklin and participate in a static electricity
experiment. Students will write or draw one accurate discovery with 80% accuracy.
Resources, Materials, and Technology Integration
Resources and Materials: Franklin biography - https://www.youtube.com/watch?v=5LcMXnZfFFY
balloons, salt/pepper for experiment, wool cloth/fabric, paper plates
Invention picture cards
Technology Integration (if
applicable):
Google Sheets or ToyTheater.com graphing tool
Static electricity demonstration video -
https://www.youtube.com/watch? v=ZF3-mwLq6Q8
Academic Language Demands
Language Demands: interpret data, compare amounts, explain conclusions
Language Supports: Sentence frames, visual supports
Essential Vocabulary: Vote, tally, data, bar, graph, more, fewer, category
Instruction
Direct Instruction/Modeling: Review each leader briefly.
Model how to tally votes.
Model creating a bar graph using chart paper or Google Sheets.
Demonstrate how to write a conclusion using evidence from the graph.
Guided Practice: Students vote using voting slips.
Class tallies votes together.
Students help fill in or build the bar graph with the teacher.
Independent Practice: Students answer two questions such as:
“Which leader received the most votes?”
“Which leader received the fewest votes?”
“How many more students chose ___ than ___?”
Students write two conclusions using complete sentences.
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Closure: Ask:
“What does our graph tell us about our class’s favorite leader and why?”
Students share one observation.
Differentiation
Supporting Students with
Special Needs:
Visual ballots, guided tallying, sentence starters
Strategies to Challenge
AboveAverage Learners:
Vocab cards, modeled conclusions
Facilitating a Classroom
Environment that Supports
Student Learning:
Write 3-4 conclusions or compare categories
Extension: Students create a digital version of the bar graph.
Culturally Responsive Teaching:
Students connect their personal and cultural backgrounds to the leader they
vote for. Discussions allow students to explain why a leader matters to their
family or community, helping all students feel represented.
Assessment
Diagnostic/Pre-Assessment(s): Group discussion
Formative
Assessments/Feedback to
Learners:
Tallying participation and student responses during graph building
Summative Assessment: Based on the class bar graph
Connections to Research, Theory, and Best Practice (5-6
professional journal references in current APA format)
This lesson supports UDL by allowing students to access data visually and through hands-on graphing.
Vygotsky’s social learning theory is used as students collaborate to tally results and build the graph.
Tomlinson’s work on differentiation supports offering varied writing supports for conclusions. Integrating
Social Studies and Math aligns with Jones’ emphasis on meaningful cross-content instruction.
Lesson Plan #7
Preliminary Information
Subject: Thomas Jefferson Grade Level: 2nd Grade
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Unit Topic:
Famous Americans
Lesson Structure or Grouping:
X Whole Class Small Group 1:1 ☐
Other (specify): Click or tap here to enter text.
Content Standards
Virginia Standards of Learning: VA History SOL 2.11 — Describe the contributions of Thomas Jefferson.
VA Reading SOL 2.9 — Read and comprehend nonfiction texts.
VA Writing SOL 2.12 — Write short paragraphs with a topic sentence and
detail.
Common Core State Standards: CCSS.ELA-LITERACY.RI.2.1 — Ask and answer questions about key
details.
CCSS.ELA-LITERACY.RI.2.2 — Identify the main topic and recount key
details of a text.
CCSS.ELA-LITERACY.W.2.2 — Write informative/explanatory texts with
facts and definitions.
CCSS.ELA-LITERACY.SL.2.1 — Participate in collaborative conversations.
Learning Objective(s)
Students will identify Jefferson’s leadership role in government and write one fairness rule with an illustration,
demonstrating 80% accuracy.
Resources, Materials, and Technology Integration
Resources and Materials:
Declaration of Independence – kid friendly version -
https://kids.britannica.com/kids/article/Declaration-of-Independence/
353042
Rule-writing templates
Chart paper and markers
Crayons/colored pencils
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Technology Integration (if
applicable):
Declaration of Independence video - https://www.youtube.com/watch?
v=bYkcmr23J-g
Academic Language Demands
Language Demands: fairness, rules, leadership vocabulary
Language Supports: sentence frames, visuals, modeling
Essential Vocabulary: rights, rule, government, fairness
Instruction
Direct Instruction/Modeling: Read the simplified version of the Declaration of Independence.
Discuss fairness and why rules exist.
Model creating a “fairness rule” and drawing an illustration.
Guided Practice: Class brainstorms fairness rules and chooses one to act out for the class.
Students help decide which rules support fairness at school and compile
a list on chart paper.
Independent Practice: Students write one fairness rule.
Students illustrate their rule.
Early finishers add a second rule or write a sentence explaining why their
rule matters.
Closure: Students share their fairness rules.
Teacher compiles pages into a class book titled “Our Jefferson Fairness
Rules.”
Differentiation
Supporting Students with
Special Needs:
Sentence frames, word banks, pre-drawn rule templates
Strategies to Challenge
AboveAverage Learners:
Vocab picture cards
Facilitating a Classroom
Environment that Supports
Student Learning:
2-3 rules with explanations
Extension: Students design a class fairness poster to display.
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Culturally Responsive Teaching: Students connect fairness rules to what fairness looks like in their families,
homes, communities, and cultures. This helps them see that fairness can
show up in different ways across different backgrounds and experiences.
Assessment
Diagnostic/Pre-Assessment(s): Group discussion
Formative
Assessments/Feedback to
Learners:
Rule drafting
Summative Assessment: Completed faitness rule with correct connection to Jefferson’s leadership
Connections to Research, Theory, and Best Practice (5-6
professional journal references in current APA format)
Vygotsky supports shared talk and modeling before writing. UDL encourages using visuals, templates, and
student choice to support all learners. Tomlinson promotes differentiated writing expectations to meet
students where they are. Jones’ reading–thinking–writing cycle fits the flow of nonfiction → discussion →
writing.
Lesson Plan #8
Preliminary Information
Subject: Susan B. Anthony Grade Level: 2nd Grade
Unit Topic:
Famous Americans
Lesson Structure or Grouping:
X Whole Class Small Group 1:1 ☐
Other (specify): Click or tap here to enter text.
Content Standards
Virginia Standards of Learning: VA History SOL 2.11c — Describe the importance of women gaining the
right to vote.
VA Math SOL 2.14 — Represent data using graphs.
VA Reading SOL 2.8 — Use comprehension strategies to understand
informational text.
21
Common Core State Standards: CCSS.ELA-LITERACY.RI.2.1 — Ask and answer questions about key details
in a text.
CCSS.ELA-LITERACY.RI.2.3 — Describe connections between historical
events.
CCSS.MATH.CONTENT.2.MD.D.10 — Draw a bar graph to represent data.
CCSS.ELA-LITERACY.SL.2.1 — Participate in collaborative conversations.
Learning Objective(s)
Students will participate in a mock election, tally votes, create a bar graph, and write one accurate conclusion
with 80% accuracy.
Resources, Materials, and Technology Integration
Resources and Materials: ballots, allot box, bar graph templates, pencils/markers
Optional: “I Voted!” stickers
Technology Integration (if
applicable):
Google sheets graph creator
Academic Language Demands
Language Demands: Describe data, explain fairness, use voting terminology
Language Supports: Visuals, picture ballots, sentence frames
Essential Vocabulary: Vote, election, equality, rights, graph, tally
Instruction
Direct Instruction/Modeling: Introduce Susan B. Anthony and explain voting rights.
Model how to vote using ballot and ballot box.
Model tallying votes and beginning a bar graph.
Guided Practice: Students vote in a mock election.
Class tallies votes as a group.
Students help complete a large class bar graph.
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Independent Practice: Students complete their own graph template and write one conclusion
such as:
“More students voted for ___ than ___.”
“___ had the least votes.”
Closure: Discuss: “Why is fair voting important?” Students share one idea.
Differentiation
Supporting Students with
Special Needs:
Picture ballots, support with tallying, guided writing
Strategies to Challenge
AboveAverage Learners:
Voting vocab pictures
Facilitating a Classroom
Environment that Supports
Student Learning:
Compare two graphs or write multiple conclusions
Extension: Create a digital bar graph
Culturally Responsive Teaching: Students discuss how decisions are made fairly in their own homes and
communities. This helps them connect equality and voting rights to real-life
experiences across cultures.
Assessment
Diagnostic/Pre-Assessment(s): Group discussion about fairness and voting
Formative
Assessments/Feedback to
Learners:
Tally participation and graph completion
Summative Assessment: One correct written conclusion using graph data
Connections to Research, Theory, and Best Practice (5-6
professional journal references in current APA format)
UDL supports using visuals and hands-on materials during voting and graphing. Vygotsky supports learning
through guided group tasks like tallying. Tomlinson encourages offering multiple ways for students to show
understanding. Jones supports meaningful cross-content instruction by combining Social Studies, Math, and
Reading.
23
Lesson Plan #9
Preliminary Information
Subject: Compare
and Contrast
Famous Americans
Grade Level: 2nd
Unit Topic:
Famous Americans
Lesson Structure or Grouping:
X Whole Class Small Group 1:1 ☐ ☐ ☐
Other (specify): Click or tap here to enter text.
Content Standards
Virginia Standards
of Learning:
VA Reading SOL 2.9 - Compare and contrast two nonfiction texts.
VA History SOL 2.11 - Describe contributions of important Americans.
Common Core
State Standards:
CCSS.ELA-LITERACY.RI.2.9 - Compare and contrast two texts on the same topic. CCSS.ELA-
LITERACY.W.2.2 - Write informative text with facts.
Learning Objective(s)
Students will compare and contrast two leaders using a Venn diagram and write one similarity and one
difference with 80% accuracy.
Resources, Materials, and Technology Integration
Resources and
Materials:
Two short biographies, venn diagram graphic organizer, chart paper, pencil, crayons
Technology
Integration (if
applicable):
Optional: review compare and contrast - https://www.youtube.com/watch?
v=SBTldiZu8Sc
Academic Language Demands
Language
Demands:
Language
Supports:
Sentence frames, visuals, modeled writing
Essential Vocabu- Similar, different, compare, contrast, leader, trait
lary:
I
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Direct
Instruction/Modeling:
Read or re-read two short biographies. Have students vote on their favorites.
Model filling in a Venn diagram on chart paper.
Modeling writing a similarity and a difference.
Guided Practice: Have students find a partner and share/discuss similarities and differences and then
add them to the chart whole class.
Independent Practice: Students complete their own Venn diagram and write two sentences.
1. One way they are similar is ______.
2. One way they are different is ______.
Closure: Thumbs Up/Thumbs Down Activity
- Read examples that students came up with and students will give a thumbs up
for similarity and thumbs down for difference.
Differentiation
Supporting Students
with Special Needs:
Simplified Venn diagram with pictures, sentence starters
Strategies to
Challenge Above-
Average Learners:
Write a full paragraph comparing the leaders
Facilitating a
Classroom
Environment that
Supports Student
Learning:
I create a supportive environment by modeling how to compare ideas and
encouraging students to share their thinking without fear of being wrong. Anchor
charts, visuals, and partner talk help all students feel confident in participating and
learning from one another.
Extension: Students write a short paragraph comparing the two leaders or create a small poster
showing similarities and differences using their own words and pictures.
Culturally Responsive
Teaching:
Students connect leadership traits to leaders in their own families and community,
widening perspective and relevance.
Assessment
Diagnostic/Pre-
Assessment(s):
Students complete a quick sort of picture cards or short statements to show whether
they recognize each leader.
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Formative
Assessments/Feedbac
k to Learners:
Venn diagram completion
Summative
Assessment:
Two correct compare/contrast sentences
Connections to Research, Theory, and Best Practice (5-6
professional journal references in current APA format)
This lesson connects strongly to research showing that comparing and contrasting helps deepen
comprehension and builds higher-level thinking skills. Marzano notes that identifying similarities and
differences is one of the most effective instructional strategies for raising student achievement. Vygotsky
supports guided discussion and teacher modeling, which is exactly what happens when we complete a Venn
diagram together. Using visuals and structured templates aligns with UDL because students have multiple
ways to access information and show understanding. Tomlinson reminds us that differentiation is essential, so
offering picture-supported diagrams or expanded writing supports diverse learners. Jones also highlights the
importance of meaningful reading, thinking, and writing cycles, which fits perfectly with having students
compare two historical leaders after reviewing informational text.
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Lesson Plan #10
Preliminary Information
Subject: Timelines
and Chronology
Grade Level: 2nd
Unit Topic:
Famous Americans
Lesson Structure or Grouping:
X Whole Class Small Group 1:1 ☐ ☐ ☐
Other (specify): Click or tap here to enter text.
Content Standards
Virginia Standards
of Learning:
VA History SOL 2.1 - Interpret timelines.
VA History SOL 2.11 - Describe major contributions of Americans.
Common Core
State Standards:
CCSS.ELA-LITERACY.RI.2.3 - Describe the connection between events. CCSS.ELA-
LITERACY.W.2.2 - Write informative text.
Learning Objective(s)
Students will sequence four key events from one leader’s life on a timeline and write one sentence explaining
why that event was important, with 80% accuracy.
Resources, Materials, and Technology Integration
Resources and
Materials:
Timeline templates, picture cards for events, crayons, markers, chart paper
Technology
Integration (if
applicable):
Digital timeline tool
Timeline example video - https://www.youtube.com/watch?v=Ld7EnSVA-5w
Academic Language Demands
Language
Demands:
Students will use comparison language to describe similarities and differences between
two leaders. They will need to use academic vocabulary to explain traits, contributions,
and historical impact clearly.
Language
Supports:
Picture cards, shared modeling
Essential
Vocabulary:
Timeline, sequence, event, important, past
I
Direct Instruc- Show a timeline sample - https://www.youtube.com/watch?v=Ld7EnSVA-5w
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tion/Modeling: Modeling placing events in correct order (example: seasonal holidays)
Modeling writing a short explanation sentence
Guided Practice: As a class, build a timeline together using a different leader. Example: Donald Trump
Independent Practice: Students create their own 4-event timeline.
Students write one sentence explaining the most important event.
Closure: Share timelines in groups.
Differentiation
Supporting Students
with Special Needs:
Fewer events, picture supported timeline
Strategies to Challenge
Above-Average
Learners:
Create a 6-event timeline with two explanation sentences
Facilitating a
Classroom
Environment that
Supports Student
Learning:
Students work together to sequence events and talk through their thinking, which
builds a collaborative problem-solving atmosphere. Visual timelines and hands-on
picture cards make the activity accessible and engaging for all learners.
Extension: Students add additional events to their timeline, create a digital version, or write 2–3
sentences explaining how the leader’s actions impacted history.
Culturally Responsive
Teaching:
Students discuss important events in their own lives and compare how different
cultures celebrate milestones.
Assessment
Diagnostic/Pre-
Assessment(s):
Students respond to a simple prompt: “What does equality mean?” or “What does
bravery look like?” Teacher records student ideas on a chart to see their current
understanding before discussing the leader.
Formative
Assessments/Feedbac
k to Learners:
Timeline order check
Summative
Assessment:
Correctly sequenced timeline and one explanation sentence
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Connections to Research, Theory, and Best Practice
(5-6 professional journal references in current APA format)
This lesson aligns with research showing that sequencing supports comprehension by helping students
organize information in meaningful ways. According to Duke and Pearson, explicit teaching of comprehension
strategies, like sequencing, strengthens students’ understanding of informational text. Vygotsky’s theory
supports using guided practice before independent work, which is present when the teacher models how to
order events on a timeline. UDL principles guide the use of pictures, verbal explanations, and hands-on
ordering activities to meet the needs of all learners. Tomlinson emphasizes that students need flexible entry
points, which is why offering picture-based timelines or written explanations supports a wide range of abilities.
Jones reinforces that students learn best when reading, thinking, and writing are connected, and this timeline
lesson follows that cycle naturally.
Lesson # Lesson #11 Lesson #12 Lesson #13 Lesson #14
Lesson Topic Vocab Review:
Leadership
Traits
Comparing Leaders Timeline of Famous
Americans
Writing: My Favorite
Leader Paragraph
Lesson Plans #11-20
Content
Standards
RI 2.4, SOL
2.9
RI 2.3, SOL 2.11 RI 2.5, SOL 2.11 W.2.1, SOL 2.12
Learning
Objectives
Students will
define and use
4 leadership
vocabulary
words in
context.
Students will compare
and contrast two leaders
using a Venn diagram.
Students will sequence
4–5 events on a
timeline of famous
Americans.
Students will write a 3–4
sentence opinion
paragraph about their
favorite leader.
Instructional
Idea(s)
Vocabulary
stations
(matching,
drawing, acting
out).
Teacher models Venn
diagram; students
complete with partner.
Students build
timeline using picture
cards and captions.
Teacher models
paragraph structure;
students draft their own.
Assessment
Idea(s)
Students
complete a 4-
word vocab flap
book.
Completed Venn diagram
with at least 3 accurate
comparisons.
Completed timeline in
correct order with
labels.
Opinion paragraph rubric
(topic sentence, 2 details,
closing).
Lesson # Lesson #15 Lesson #16 Lesson #17 Lesson #18 Lesson #19 Lesson #20
Lesson Topic Comparing Rosa Parks MLK Jr.: Create-
aLeader Craft
Graphing Leadership
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Leaders:
Washington
vs. Lincoln
& Fairness
Role Play
Peaceful
Problem
Solving
Activity Leadership
Traits
Vocabulary
Review Game
Content
Standards
RI.2.9, SOL
2.11
RI.2.3, SOL
2.11d
RI.2.6, SOL
2.11c
VA Art SOL
2.12
2.MD.D.10,
SOL 2.14
L.2.4, SOL 2.9
Learning
Objectives
Students will
compare two
leaders using
a Venn
diagram.
Students
will act out
fairness
scenarios
and identify
respectful
choices.
Students will
describe
peaceful
solutions using
MLK examples.
Students will
design a
leader and
explain three
traits.
Students will
sort data and
create a traits
bar graph.
Students will
correctly use 6
leadership
vocabulary
words.
Instructional
Idea(s)
Venn diagram
sorting,
partner
discussion.
Fairness
role play,
small group
scenarios.
Peaceful
problemsolving
cards and
discussion.
Craft: design a
leader with
labeled traits.
Students
graph class
votes on
leader traits.
Vocabulary
rotations
(matching,
acting,
drawing).
Assessment
Idea(s)
Completed
Venn
diagram.
Checklist of
respectful
choices.
Written
peaceful
solution
sentence.
Leader craft
with 3
accurately
labeled traits.
Completed
bar graph + 1
written
conclusion.
6-word vocab
quiz or mini
flap book.
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References
CAST. (2018). Universal Design for Learning guidelines. https://udlguidelines.cast.org Eisner, E. (2002). The arts
and the creation of mind. Yale University Press.
Fisher, D., & Frey, N. (2014). Checking for understanding: Formative assessment techniques for yo
classroom. ASCD.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.).
Teachers College Press.
31
Jones, D. L. (2008). The teaching and learning cycle: Integrating curriculum, instruction, and assessment.
Christian Perspectives in Education, 2(1).
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard
University Press.
