1
Interdisciplinary Instructional Planning Project
Abigail Rayner
School of Education, Liberty University
2
Table of Contents
Mission Statement, Character Principles, and Biblical Worldview................................................3
Lesson Plan #1.................................................................................................................................5
Lesson Plan #2.................................................................................................................................9
Lesson Plan #3...............................................................................................................................13
Lesson Plan #4...............................................................................................................................17
Lesson Plan #5...............................................................................................................................20
Lesson Plan #6...............................................................................................................................22
Lesson Plan #7...............................................................................................................................24
Lesson Plan #8...............................................................................................................................26
Lesson Plan #9...............................................................................................................................28
Lesson Plan #10.............................................................................................................................30
Block-Style Lessons 11 – 20.........................................................................................................32
Community Engagement Flyer......................................................................................................35
3
Mission Statement, Character Principles, and Biblical Worldview
S Heart Elementary
Location: Magnolia, Texas
School Population: 250 students
Mission
Statement:
At Sacred Heart Elementary school our goal is to empower students to be able to
reach their full potential and become kind responsible Christ minded citizens
Our priorities are providing students with safe, positive learning environments
that will challenge and promote Christian values. Our main goal is to educate
students in biblical principles to help them have a Christian worldview to help
guide them throughout their life.
C Principles
Character: Character is a huge part of Sacred Heart Elementary
community students are encouraged to hold each other
accountable for their actions The students character
reflects the school, and we want ours to show beliefs and
morals that reflect Christ through us. 1st Corinthians.
15:33 “Do not be deceived: “Bad company ruins good
morals.””
Fairness: Fairness is a challenging principle but a necessary one at
Sacred Heart Elementary students are given all of the
same opportunities, but also know that fair does not mean
equal. Students will understand that some classmates may
need help in certain areas and vice versa. Proverbs 16:11
“A just balance and scales are the Lord’s; all the weights
in the bag are his work”
Respect: Respect is a very important value at Sacred Heart
Elementary. We emphasize the importance of treating
each other with empathy and kindness. Students who
follow this are listening to classmates intently, speaking
kindly to others, and treating others with open hearts.
Philippians 2:3 “Do nothing out of selfish ambition or
vain conceit. Rather, in humility value others above
yourselves.”
Teamwork: Teamwork is a crucial and key principle at Sacred Heart
Elementary. Students are expected to work within or
another using the other principles to help foster our
community. Teamwork helps students build connections
and communicate effectively. Ecclesiastes 4:9-12 “ Two
are better than one, because they have a good return for
4
their labor: If either of them falls down, one can help the
other up. But pity anyone who falls and has no one to help
them up. Also, if two lie down together, they will keep
warm. But how can one keep warm alone? Though one
may be overpowered, two can defend themselves. A cord
of three strands is not quickly broken.”
Integrity: Integrity helps build trust and honesty at Sacred Heart
Elementary students are expected to do the right thing,
even when no one is watching. Proverbs 10:9 “Whoever
walks in integrity walks securely, but he who makes his
ways crooked will be found out.”
Perseverance: Sacred Heart Elementary strives for perseverance,
determination and resilience within its students when
students are faced with challenges and are persistent.
They learned the value of dedication and hard work.
Galatians 6:9 “And let us not grow weary of doing good,
for in due season we will reap, if we do not give up.”
Responsibility: Being responsible for your actions and behavior is key to
our character principles at Sacred Heart Elementary
Students are held accountable for their actions and
behaviors and encouraged to take ownership of their
actions and behaviors. Galatians 6:5 “For each will have
to bear his own load.”
Kindness: At Sacred Heart Elementary kindness is what we strive
for students are encouraged to show compassion and care
for others they are to treat others that they would want to
be treated but as well as show as how Jesus would want us
to treat others. Ephesians 4:32 “Be kind to one another,
tenderhearted, forgiving one another, as God in Christ
forgave you.”
5
Lesson Plan #1
PRELIMINARY INFORMATION
Subject: Science Grade Level: Kindergarten
Unit Topic/Learning
Segment Theme:
Physical Properties/
Knowing the five
physical properties
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:
K.3 The student will investigate and understand that physical
properties of an object can be described. Properties include
a) colors (red, orange, yellow, green, blue, pink, purple, brown,
white, black, grey, etc.
b) shapes (circle, square, triangle, rectangle, oval etc.) and forms.
c) textures (soft, scratchy, itchy, smooth, rough, etc.) and feel; and
d) relative sizes and weights of objects.(big, small, light, heavy)
K.8 The student will expand their vocabulary.
a) Discuss meanings of words.
b) Develop vocabulary by listening to a variety of texts read aloud.
Common Core State
Standards:
Know and apply grade-level phonics and word analysis skills in
decoding words
LEARNING OBJECTIVE(S)
After learning about the different types of physical properties students will be able to identify
3/5 of the physical properties correctly
RESOURCES, MATERIALS, AND TECHNOLOGY INTEGRATION
Resources and
Materials:
- Slide show
-https://www.youtube.com/watch?v=veUUii1U8-o&t=93s
- Physical properties worksheet
- Describing Objects book
- Chart with the different physical properties with examples
Technology
Integration (if
applicable):
- Smart Board with slideshow
- Video about different physical properties
ACADEMIC LANGUAGE DEMANDS
Language Demands: Identify, differentiate, match
Students will need to be able to identify the different physical
properties. Students will need to be able to differentiate between the
different physical properties as well as match objects to the different
physical properties.
Language Supports: Teacher will provide students with examples/definitions of each
physical property. As a class we will create an anchor chart over the
physical properties with examples as a visual aid to help students.
6
Essential Vocabulary: Physical properties, color, shape, size, weight, texture
INSTRUCTION
Direct
Instruction/Modeling:
- Slide show introducing physical properties will be on the
smart board
- We will watch a video over the different physical properties
- Then we will start the slide show talking about each physical
property; on each slide we will talk about things we see
every day with each physical property
- After we are done with the slide show I will begin to talk
about our describing book.
- This book has all of the different physical properties
- Students will complete the guided practice and independent
practice within this book- we will go over the instructions
for each page together
- Students will come back to the front of the classroom in
between pages to get new instructions
Guided Practice: Students will work on the describing book; students will work on
writing their name and the names of all of the different physical
properties.
Independent Practice: In the students’ describing book they will work on the additional
pages that go along with each physical property. For the color one
they will need to color the fruit the correct color, for the shape one
they will need to follow the instructions on the page, same goes for
the sixe, texture and weight pages as well.
Closure: Students will walk around the classroom with a sticky note that has
a physical property on it and will need to find an object that matches
that physical property.
DIFFERENTIATION
Supporting Students
with Special Needs:
-Students with hearing disabilities will have the option to sit up
front closest to the teacher as well as having the option to listen to
books on the computer
- Students with visual disabilities will have worksheets in bigger
font as well as seats closets to the smart board- and notes printed out
if needed.
- These students will also have extra time to complete assignments
Strategies to
Challenge Above-
Average Learners:
I will have students label (to the best of their ability) the physical
properties they notice on the cover of their describing objects book.
Students will also be able to describe objects with more than one
physical property.
Facilitating a
Classroom
Environment that
Supports Student
-Students will know that our classroom is a welcoming, positive
learning environment where students can ask questions and help
when needed.
-Students will also know the rules of the classroom and how we are
7
Learning: to treat others in the classroom
Extension: Students will select an object from the classroom and will need to
write a description about it using two or more physical properties.
Culturally Responsive
Teaching:
A parent will come in and bring an object that is in their culture to
talk about. We will also talk about the physical properties this object
has.
ASSESSMENT
Diagnostic/Pre-
Assessment(s):
Before beginning the lesson, I will ask if students know what
physical properties are. And if they do if they could tell me one.
This will allow me to see what students understand about physical
properties before starting the lesson.
Formative
Assessments/Feedback
to Learners:
During the closure activity it will allow me to see what students
understood about the physical properties and if they understood
them and how to identify them.
Summative
Assessment:
n/a
CONNECTIONS TO RESEARCH, THEORY, AND BEST PRACTICE
(5-6 professional references in current APA format)
- Barbod, A. (2021). Early Childhood Educators and Childcare Providers’ Perspectives
on Diversity Integration: A Qualitative Case Study (Order No. 28868353). Available
from ProQuest Central; ProQuest Dissertations & Theses Global; Social Science
Premium Collection. (2611999848). https://go.openathens.net/redirector/liberty.edu?
url=https://www.proquest.com/dissertations-theses/early-childhood-educators-
childcare-providers/docview/2611999848/se-2
- Hamilton, B. (2018). Integrating technology in the classroom : tools to meet the needs
of every student (Second edition.). International Society for Technology in Education.
- Hertzog, N. B., & Leppien, J. H.,Professor Emerita. (2024). Essential Teaching
Strategies to Challenge Advanced Learners. Teaching for High Potential, , 1-19.
https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/
scholarly-journals/essential-teaching-strategies-challenge-advanced/docview/
3101308258/se-2
- Reisberg, L. (1998). Facilitating inclusion with integrated curriculum: A
multidisciplinary approach. Intervention in School and Clinic, 33(5), 272.
https://doi.org/10.1177/105345129803300503
- Thoren, J. E. (2016). Exploring Preschool Teachers' Perceptions Regarding the Barriers
to Selecting Literature Genres and Utilizing Extension Activities: A Qualitative
Multiple Case Study (Order No. 10240705). Available from ProQuest Central;
ProQuest Dissertations & Theses Global; Social Science Premium Collection.
(1853474967).
https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/
dissertations-theses/exploring-preschool-teachers-perceptions/docview/1853474967/se-
2
9
Lesson Plan #2
PRELIMINARY INFORMATION
Subject: Writing Grade Level: Kindergarten
Unit Topic/Learning
Segment Theme:
Physical Properties:
Color
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:
K.12 The student will write to communicate ideas for a variety of
purposes.
a) Differentiate pictures from writing.
b) Draw pictures and/or use letters and phonetically spelled words to
write about experiences.
c) Use letters and beginning consonant sounds to spell phonetically
words to describe pictures or write about experiences.
d) Write left to right and top to bottom.
Common Core State
Standards:
With guidance and support from adults, respond to questions and
suggestions from peers and add details to strengthen writing as
needed
LEARNING OBJECTIVE(S)
After learning about colors students will be able to draw two pictures of objects that go with
each color getting 18/20 correct.
RESOURCES, MATERIALS, AND TECHNOLOGY INTEGRATION
Resources and
Materials:
- Slide show
- Book: “The color of us” By: Christie Hainsby
- Describing color flip book for students
- What Color Is It? | Color Song for Kids | Learn your Colors
Jack Hartmann - YouTube
- Color sorting worksheet
Technology
Integration (if
applicable):
- Smart board for the slide show over colors
- For the closure activity students will watch a video about
colors
ACADEMIC LANGUAGE DEMANDS
Language Demands: Identify, sort, describe
Students will need to identify the different colors and be able to sort
the colors into the correct groups. Students will also need to describe
objects by color.
Language Supports: - Anchor chart with color names with the correct color next to
it
- Color pictures along the wall in the classroom with examples
10
Essential Vocabulary: Color, red, orange, yellow, blue, green, pink, purple, grey, black,
white, object, sort
INSTRUCTION
Direct
Instruction/Modeling:
- I will start by asking the class to name the colors that they
are wearing
- We will start the slideshow learning about the different
colors.
- With each color we will talk about things that we see every
day that go with each color.
- After the slideshow I will show them the describing color
book that they will be working on.
- I will show the class how we are to write our name and what
we are to do on each page.
- I will do an example for them that they will be able to look
back at.
- They will be completing their guided practice and
independent practice with this book.
- Students will come back to the carpet in between pages for
further instruction.
- The top and bottom parts of the pages and the describing
color book will be separate parts.
Guided Practice: Students will work on the Describing Color book. They will be
reading the color name, tracing the letters, and coloring the pictures
with that color.
Independent Practice: Students will be completing the bottom portion to the Describing
Color book pages. This will have the students draw 2 objects that go
with each color.
Closure: Students will watch “What color is it” video reviewing colors and
everyday objects.
DIFFERENTIATION
Supporting Students
with Special Needs:
-Students with hearing disabilities will have the option to sit up front
closest to the teacher as well as having the option to listen to books
on the computer
- Students with visual disabilities will have worksheets in bigger
font as well as seats closets to the smart board- and notes printed out
if needed.
- These students will also have extra time to complete assignments
Strategies to
Challenge Above-
Average Learners:
These students will choose an object and write a sentence about the
object describing its color.
Facilitating a
Classroom
Environment that
Supports Student
-Students will know that our classroom is a welcoming,
positive learning environment where students can ask
questions and ask for help when needed.
- Students will also know the rules of the classroom and how
11
Learning: we are to treat others in the classroom
Extension: Students will have a worksheet and pieces to cut out and color to
sort by their correct color
Culturally Responsive
Teaching:
For this lesson we will read about the color of our skin and how it
makes us unique!
ASSESSMENT
Diagnostic/Pre-
Assessment(s):
At the beginning of the lesson, I will ask students to name colors
that they are wearing. This will allow me to see what students know
without any help
Formative
Assessments/Feedbac
k to Learners:
This will be done during the guided/independent practice. This will
allow me to see how students are differentiating between words and
pictures as well as how well they know their colors.
Summative
Assessment:
n/a
CONNECTIONS TO RESEARCH, THEORY, AND BEST PRACTICE
(5-6 professional references in current APA format)
- Barbod, A. (2021). Early Childhood Educators and Childcare Providers’ Perspectives
on Diversity Integration: A Qualitative Case Study (Order No. 28868353). Available
from ProQuest Central; ProQuest Dissertations & Theses Global; Social Science
Premium Collection. (2611999848). https://go.openathens.net/redirector/liberty.edu?
url=https://www.proquest.com/dissertations-theses/early-childhood-educators-
childcare-providers/docview/2611999848/se-2
- Hamilton, B. (2018). Integrating technology in the classroom : tools to meet the needs
of every student (Second edition.). International Society for Technology in Education.
- Hertzog, N. B., & Leppien, J. H.,Professor Emerita. (2024). Essential Teaching
Strategies to Challenge Advanced Learners. Teaching for High Potential, , 1-19.
https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/
scholarly-journals/essential-teaching-strategies-challenge-advanced/docview/
3101308258/se-2
- Reisberg, L. (1998). Facilitating inclusion with integrated curriculum: A
multidisciplinary approach. Intervention in School and Clinic, 33(5), 272.
https://doi.org/10.1177/105345129803300503
- Thoren, J. E. (2016). Exploring Preschool Teachers' Perceptions Regarding the Barriers
to Selecting Literature Genres and Utilizing Extension Activities: A Qualitative
Multiple Case Study (Order No. 10240705). Available from ProQuest Central;
ProQuest Dissertations & Theses Global; Social Science Premium Collection.
(1853474967).
https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/
13
Lesson Plan #3
PRELIMINARY INFORMATION
Subject: Science Grade Level: Kindergarten
Unit Topic/Learning
Segment Theme:
Physical properties:
Shapes
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:
K.3 The student will investigate and understand that physical
properties of an object can be described. Properties include…
b) shapes (circle, square, triangle, rectangle, oval etc.) and forms.
Common Core State
Standards:
n/a
LEARNING OBJECTIVE(S)
After learning about shapes, students will be able to correctly identify and draw shapes of
everyday objects with getting 7/8 correct.
RESOURCES, MATERIALS, AND TECHNOLOGY INTEGRATION
Resources and
Materials:
- Slideshow
- Describing Shape book
- Anchor chart
- Video: https://www.youtube.com/watch?v=USIQ-
DN15Oo&t=1s
-https://www.youtube.com/watch?v=hQO1soadGAA
- Sorting texture worksheet
Technology
Integration (if
applicable):
Slide show over shapes
Videos over shapes
ACADEMIC LANGUAGE DEMANDS
Language Demands: Identify, sort, describe
Students will need to be able to identify different shapes, sort
objects by shape and describe shapes by their property.
Language Supports: - There will be an anchor chart with the different shapes and
attributes.
- There will be posters around the room as well with different
shapes.
Essential Vocabulary: Shape, circle, triangle, square, rectangle, identify, sort, describe
INSTRUCTION
Direct
Instruction/Modeling:
- I will start by asking the class to name shapes that they see in
the class.
14
- We will start the slideshow learning about the different
shapes.
- With each shape we will talk about things that we see every
day that go with each shape.
- After the slideshow I will show them the describing shape
book that they will be working on.
- I will show the class how we are to write our name and what
we are to do on each page.
- I will do an example for them that they will be able to look
back at.
- They will be completing their guided practice and
independent practice with this book.
- Students will come back to the carpet in between pages for
further instruction.
- The top and bottom parts of the pages and the describing
shape book will be separate parts.
Guided Practice: Students will work on the Describing Shape book. They will be
reading the shape name, tracing the letters, and coloring the pictures
with that shape.
Independent Practice: Students will be completing the bottom portion to the Describing
Shape book pages. This will have the students draw 2 objects that go
with each shape.
Closure: At the end of the lesson we will play a game. Students will have
30seconds to find a certain shape that I say within the classroom. If
they don’t find a shape or the correct shape they are out.
DIFFERENTIATION
Supporting Students
with Special Needs:
-Students with hearing disabilities will have the option to sit up front
closest to the teacher as well as having the option to listen to books
on the computer
- Students with visual disabilities will have worksheets in bigger
font as well as seats closets to the smart board- and notes printed out
if needed.
- These students will also have extra time to complete assignments
Strategies to
Challenge Above-
Average Learners:
Have students sort by shape and color. Also, I will add in other
shapes that they should know but that were not included in the
lesson.
Facilitating a
Classroom
Environment that
Supports Student
Learning:
-Students will know that our classroom is a welcoming, positive
learning environment where students can ask questions and ask for
help when needed. -Students will also know the rules of the
classroom and how we are to treat others in the classroom
Extension: Sort objects by shape worksheet- coloring and cutting
Culturally Responsive I will talk about the bible- and the shape of the bible. Depending on
15
Teaching: what type of school I am teaching at I will also include other
religions and their books as well.
ASSESSMENT
Diagnostic/Pre-
Assessment(s):
Before the lesson I will have student name off shapes they see in the
class. This will help me see
Formative
Assessments/Feedbac
k to Learners:
The closure activity will be the formative assessment. This game
will allow me to see how well students know their shapes.
Summative
Assessment:
n/a
CONNECTIONS TO RESEARCH, THEORY, AND BEST PRACTICE
(5-6 professional references in current APA format)
- Barbod, A. (2021). Early Childhood Educators and Childcare Providers’ Perspectives
on Diversity Integration: A Qualitative Case Study (Order No. 28868353). Available
from ProQuest Central; ProQuest Dissertations & Theses Global; Social Science
Premium Collection. (2611999848). https://go.openathens.net/redirector/liberty.edu?
url=https://www.proquest.com/dissertations-theses/early-childhood-educators-
childcare-providers/docview/2611999848/se-2
- Hamilton, B. (2018). Integrating technology in the classroom : tools to meet the needs
of every student (Second edition.). International Society for Technology in Education.
- Hertzog, N. B., & Leppien, J. H.,Professor Emerita. (2024). Essential Teaching
Strategies to Challenge Advanced Learners. Teaching for High Potential, , 1-19.
https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/
scholarly-journals/essential-teaching-strategies-challenge-advanced/docview/
3101308258/se-2
- Reisberg, L. (1998). Facilitating inclusion with integrated curriculum: A
multidisciplinary approach. Intervention in School and Clinic, 33(5), 272.
https://doi.org/10.1177/105345129803300503
- Thoren, J. E. (2016). Exploring Preschool Teachers' Perceptions Regarding the Barriers
to Selecting Literature Genres and Utilizing Extension Activities: A Qualitative
Multiple Case Study (Order No. 10240705). Available from ProQuest Central;
ProQuest Dissertations & Theses Global; Social Science Premium Collection.
(1853474967).
https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/
dissertations-theses/exploring-preschool-teachers-perceptions/docview/1853474967/se-
2
17
Lesson Plan #4
PRELIMINARY INFORMATION
Subject: Reading Grade Level: Kindergarten
Unit Topic/Learning
Segment Theme:
Physical properties:
Texture
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:
K.8 The student will expand their vocabulary.
a) Discuss meanings of words.
b) Develop vocabulary by listening to a variety of texts read aloud.
Common Core State
Standards:
Know and apply grade-level phonics and word analysis skills in
decoding words.
LEARNING OBJECTIVE(S)
After learning about texture and what it means, students will be able to correctly describe
texture with getting 6/8 correct.
RESOURCES, MATERIALS, AND TECHNOLOGY INTEGRATION
Resources and
Materials:
- Slide show
- Anchor chart and markers
- Book: “Lucy’s Picture” By: Nicola Moon
- Describing texture book
- Sorting texture worksheets
Technology
Integration (if
applicable):
Slideshow over the different textures.
ACADEMIC LANGUAGE DEMANDS
Language Demands: Identify, sort, describe
Students will be able to identify the different types of texture. They
will need to be able to sort by the different types of texture and be
able to describe the different types of texture.
Language Supports: - There will be an anchor chart with each type of check texture
and a picture example to go with it.
Essential Vocabulary: Texture, smooth, rough, hard, soft, sort, describe, identify
INSTRUCTION
18
Direct
Instruction/Modeling:
- I will start by asking the class if they know what texture is. And if
they do to give an example.
- We will read our book “Lucy’s Picture” before our slide show
- We will start the slideshow learning about the different textures.
- With each texture we will talk about things that we see every day
that go with each texture.
-After the slideshow I will show them the describing texture book
that they will be working on.
-I will show the class how we are to write our name and what we are
to do on each page.
-I will do an example for them that they will be able to look back at.
- They will be completing their guided practice and independent
practice with this book.
- Students will come back to the carpet in between pages for further
instruction.
- The top and bottom parts of the pages and the describing texture
book will be separate parts.
Guided Practice: Students will work on the describing texture book. They will be
reading the texture name, tracing the letters, and coloring the
pictures with that texture.
Independent Practice: Students will be completing the bottom portion to the Describing
texture book pages. This will have the students draw 2 objects that
go with each texture.
Closure: At the end of class I will have a bucket full of objects. I will stand at
the front and students will name off the texture of that object.
DIFFERENTIATION
Supporting Students
with Special Needs:
-Students with hearing disabilities will have the option to sit up front
closest to the teacher as well as having the option to listen to books
on the computer
- Students with visual disabilities will have worksheets in bigger
font as well as seats closets to the smart board- and notes printed out
if needed.
- These students will also have extra time to complete assignments
Strategies to
Challenge Above-
Average Learners:
Students will sort objects by more than one texture ( hard and rough,
soft and smooth, etc.)
Facilitating a
Classroom
Environment that
Supports Student
Learning:
-Students will know that our classroom is a welcoming, positive
learning environment where students can ask questions and ask for
help when needed. -Students will also know the rules of the
classroom and how we are to treat others in the classroom
Extension: Sort objects by texture
Culturally Responsive
Teaching:
I will have a parent bring in a fruit or vegetable that is in their
culture. We will hear about this fruit or vegetable and describe its
19
texture both on the outside and the inside.
ASSESSMENT
Diagnostic/Pre-
Assessment(s):
I will ask students if they know what texture is and to give an
example. This will help me know what students might know about
texture and what students do not know anything at all.
Formative
Assessments/Feedbac
k to Learners:
This will during guided/independent practice when students are
working on their describing texture books. During this time it will
allow me to see what students understand about texture and what
they learned from the lesson.
Summative
Assessment:
Click or tap here to enter text.
CONNECTIONS TO RESEARCH, THEORY, AND BEST PRACTICE
(5-6 professional references in current APA format)
- Barbod, A. (2021). Early Childhood Educators and Childcare Providers’ Perspectives
on Diversity Integration: A Qualitative Case Study (Order No. 28868353). Available
from ProQuest Central; ProQuest Dissertations & Theses Global; Social Science
Premium Collection. (2611999848). https://go.openathens.net/redirector/liberty.edu?
url=https://www.proquest.com/dissertations-theses/early-childhood-educators-
childcare-providers/docview/2611999848/se-2
- Hamilton, B. (2018). Integrating technology in the classroom : tools to meet the needs
of every student (Second edition.). International Society for Technology in Education.
- Hertzog, N. B., & Leppien, J. H.,Professor Emerita. (2024). Essential Teaching
Strategies to Challenge Advanced Learners. Teaching for High Potential, , 1-19.
https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/
scholarly-journals/essential-teaching-strategies-challenge-advanced/docview/
3101308258/se-2
- Reisberg, L. (1998). Facilitating inclusion with integrated curriculum: A
multidisciplinary approach. Intervention in School and Clinic, 33(5), 272.
https://doi.org/10.1177/105345129803300503
- Thoren, J. E. (2016). Exploring Preschool Teachers' Perceptions Regarding the Barriers
to Selecting Literature Genres and Utilizing Extension Activities: A Qualitative
Multiple Case Study (Order No. 10240705). Available from ProQuest Central;
ProQuest Dissertations & Theses Global; Social Science Premium Collection.
(1853474967).
https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/
dissertations-theses/exploring-preschool-teachers-perceptions/docview/1853474967/se-
2
21
Lesson Plan #5
PRELIMINARY INFORMATION
Subject: Click or tap
here to enter text.
Grade Level: Click or tap here to enter text.
Unit Topic/Learning
Segment Theme:
Click or tap here to
enter text.
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:
Click or tap here to enter text.
Common Core State
Standards:
Click or tap here to enter text.
LEARNING OBJECTIVE(S)
Click or tap here to enter text.
RESOURCES, MATERIALS, AND TECHNOLOGY INTEGRATION
Resources and
Materials:
Click or tap here to enter text.
Technology
Integration (if
applicable):
Click or tap here to enter text.
ACADEMIC LANGUAGE DEMANDS
Language Demands: Click or tap here to enter text.
Language Supports: Click or tap here to enter text.
Essential Vocabulary: Click or tap here to enter text.
INSTRUCTION
Direct
Instruction/Modeling:
Click or tap here to enter text.
Guided Practice: Click or tap here to enter text.
Independent Practice: Click or tap here to enter text.
Closure: Click or tap here to enter text.
DIFFERENTIATION
Supporting Students
with Special Needs:
Click or tap here to enter text.
Strategies to
Challenge Above-
Average Learners:
Click or tap here to enter text.
22
Facilitating a
Classroom
Environment that
Supports Student
Learning:
Click or tap here to enter text.
Extension: Click or tap here to enter text.
Culturally Responsive
Teaching:
Click or tap here to enter text.
ASSESSMENT
Diagnostic/Pre-
Assessment(s):
Click or tap here to enter text.
Formative
Assessments/Feedback
to Learners:
Click or tap here to enter text.
Summative
Assessment:
Click or tap here to enter text.
CONNECTIONS TO RESEARCH, THEORY, AND BEST PRACTICE
(5-6 professional references in current APA format)
23
Lesson Plan #6
PRELIMINARY INFORMATION
Subject: Click or tap
here to enter text.
Grade Level: Click or tap here to enter text.
Unit Topic/Learning
Segment Theme:
Click or tap here to
enter text.
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:
Click or tap here to enter text.
Common Core State
Standards:
Click or tap here to enter text.
LEARNING OBJECTIVE(S)
Click or tap here to enter text.
RESOURCES, MATERIALS, AND TECHNOLOGY INTEGRATION
Resources and
Materials:
Click or tap here to enter text.
Technology
Integration (if
applicable):
Click or tap here to enter text.
ACADEMIC LANGUAGE DEMANDS
Language Demands: Click or tap here to enter text.
Language Supports: Click or tap here to enter text.
Essential Vocabulary: Click or tap here to enter text.
INSTRUCTION
Direct
Instruction/Modeling:
Click or tap here to enter text.
Guided Practice: Click or tap here to enter text.
Independent Practice: Click or tap here to enter text.
Closure: Click or tap here to enter text.
DIFFERENTIATION
Supporting Students
with Special Needs:
Click or tap here to enter text.
Strategies to
Challenge Above-
Average Learners:
Click or tap here to enter text.
24
Facilitating a
Classroom
Environment that
Supports Student
Learning:
Click or tap here to enter text.
Extension: Click or tap here to enter text.
Culturally Responsive
Teaching:
Click or tap here to enter text.
ASSESSMENT
Diagnostic/Pre-
Assessment(s):
Click or tap here to enter text.
Formative
Assessments/Feedback
to Learners:
Click or tap here to enter text.
Summative
Assessment:
Click or tap here to enter text.
CONNECTIONS TO RESEARCH, THEORY, AND BEST PRACTICE
(5-6 professional references in current APA format)
25
Lesson Plan #7
PRELIMINARY INFORMATION
Subject: Click or tap
here to enter text.
Grade Level: Click or tap here to enter text.
Unit Topic/Learning
Segment Theme:
Click or tap here to
enter text.
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:
Click or tap here to enter text.
Common Core State
Standards:
Click or tap here to enter text.
LEARNING OBJECTIVE(S)
Click or tap here to enter text.
RESOURCES, MATERIALS, AND TECHNOLOGY INTEGRATION
Resources and
Materials:
Click or tap here to enter text.
Technology
Integration (if
applicable):
Click or tap here to enter text.
ACADEMIC LANGUAGE DEMANDS
Language Demands: Click or tap here to enter text.
Language Supports: Click or tap here to enter text.
Essential Vocabulary: Click or tap here to enter text.
INSTRUCTION
Direct
Instruction/Modeling:
Click or tap here to enter text.
Guided Practice: Click or tap here to enter text.
Independent Practice: Click or tap here to enter text.
Closure: Click or tap here to enter text.
DIFFERENTIATION
Supporting Students
with Special Needs:
Click or tap here to enter text.
Strategies to
Challenge Above-
Average Learners:
Click or tap here to enter text.
26
Facilitating a
Classroom
Environment that
Supports Student
Learning:
Click or tap here to enter text.
Extension: Click or tap here to enter text.
Culturally Responsive
Teaching:
Click or tap here to enter text.
ASSESSMENT
Diagnostic/Pre-
Assessment(s):
Click or tap here to enter text.
Formative
Assessments/Feedback
to Learners:
Click or tap here to enter text.
Summative
Assessment:
Click or tap here to enter text.
CONNECTIONS TO RESEARCH, THEORY, AND BEST PRACTICE
(5-6 professional references in current APA format)
27
Lesson Plan #8
PRELIMINARY INFORMATION
Subject: Click or tap
here to enter text.
Grade Level: Click or tap here to enter text.
Unit Topic/Learning
Segment Theme:
Click or tap here to
enter text.
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:
Click or tap here to enter text.
Common Core State
Standards:
Click or tap here to enter text.
LEARNING OBJECTIVE(S)
Click or tap here to enter text.
RESOURCES, MATERIALS, AND TECHNOLOGY INTEGRATION
Resources and
Materials:
Click or tap here to enter text.
Technology
Integration (if
applicable):
Click or tap here to enter text.
ACADEMIC LANGUAGE DEMANDS
Language Demands: Click or tap here to enter text.
Language Supports: Click or tap here to enter text.
Essential Vocabulary: Click or tap here to enter text.
INSTRUCTION
Direct
Instruction/Modeling:
Click or tap here to enter text.
Guided Practice: Click or tap here to enter text.
Independent Practice: Click or tap here to enter text.
Closure: Click or tap here to enter text.
DIFFERENTIATION
Supporting Students
with Special Needs:
Click or tap here to enter text.
Strategies to
Challenge Above-
Average Learners:
Click or tap here to enter text.
28
Facilitating a
Classroom
Environment that
Supports Student
Learning:
Click or tap here to enter text.
Extension: Click or tap here to enter text.
Culturally Responsive
Teaching:
Click or tap here to enter text.
ASSESSMENT
Diagnostic/Pre-
Assessment(s):
Click or tap here to enter text.
Formative
Assessments/Feedback
to Learners:
Click or tap here to enter text.
Summative
Assessment:
Click or tap here to enter text.
CONNECTIONS TO RESEARCH, THEORY, AND BEST PRACTICE
(5-6 professional references in current APA format)
29
Lesson Plan #9
PRELIMINARY INFORMATION
Subject: Click or tap
here to enter text.
Grade Level: Click or tap here to enter text.
Unit Topic/Learning
Segment Theme:
Click or tap here to
enter text.
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:
Click or tap here to enter text.
Common Core State
Standards:
Click or tap here to enter text.
LEARNING OBJECTIVE(S)
Click or tap here to enter text.
RESOURCES, MATERIALS, AND TECHNOLOGY INTEGRATION
Resources and
Materials:
Click or tap here to enter text.
Technology
Integration (if
applicable):
Click or tap here to enter text.
ACADEMIC LANGUAGE DEMANDS
Language Demands: Click or tap here to enter text.
Language Supports: Click or tap here to enter text.
Essential Vocabulary: Click or tap here to enter text.
INSTRUCTION
Direct
Instruction/Modeling:
Click or tap here to enter text.
Guided Practice: Click or tap here to enter text.
Independent Practice: Click or tap here to enter text.
Closure: Click or tap here to enter text.
DIFFERENTIATION
Supporting Students
with Special Needs:
Click or tap here to enter text.
Strategies to
Challenge Above-
Average Learners:
Click or tap here to enter text.
30
Facilitating a
Classroom
Environment that
Supports Student
Learning:
Click or tap here to enter text.
Extension: Click or tap here to enter text.
Culturally Responsive
Teaching:
Click or tap here to enter text.
ASSESSMENT
Diagnostic/Pre-
Assessment(s):
Click or tap here to enter text.
Formative
Assessments/Feedback
to Learners:
Click or tap here to enter text.
Summative
Assessment:
Click or tap here to enter text.
CONNECTIONS TO RESEARCH, THEORY, AND BEST PRACTICE
(5-6 professional references in current APA format)
31
Lesson Plan #10
PRELIMINARY INFORMATION
Subject: Click or tap
here to enter text.
Grade Level: Click or tap here to enter text.
Unit Topic/Learning
Segment Theme:
Click or tap here to
enter text.
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:
Click or tap here to enter text.
Common Core State
Standards:
Click or tap here to enter text.
LEARNING OBJECTIVE(S)
Click or tap here to enter text.
RESOURCES, MATERIALS, AND TECHNOLOGY INTEGRATION
Resources and
Materials:
Click or tap here to enter text.
Technology
Integration (if
applicable):
Click or tap here to enter text.
ACADEMIC LANGUAGE DEMANDS
Language Demands: Click or tap here to enter text.
Language Supports: Click or tap here to enter text.
Essential Vocabulary: Click or tap here to enter text.
INSTRUCTION
Direct
Instruction/Modeling:
Click or tap here to enter text.
Guided Practice: Click or tap here to enter text.
Independent Practice: Click or tap here to enter text.
Closure: Click or tap here to enter text.
DIFFERENTIATION
Supporting Students
with Special Needs:
Click or tap here to enter text.
Strategies to
Challenge Above-
Average Learners:
Click or tap here to enter text.
32
Facilitating a
Classroom
Environment that
Supports Student
Learning:
Click or tap here to enter text.
Extension: Click or tap here to enter text.
Culturally Responsive
Teaching:
Click or tap here to enter text.
ASSESSMENT
Diagnostic/Pre-
Assessment(s):
Click or tap here to enter text.
Formative
Assessments/Feedback
to Learners:
Click or tap here to enter text.
Summative
Assessment:
Click or tap here to enter text.
CONNECTIONS TO RESEARCH, THEORY, AND BEST PRACTICE
(5-6 professional references in current APA format)
33
Block-Style Lessons 11 – 20
L #11 L #12 L #13 L #14
Lesson Topic
Content Standards Click or tap here to enter
text.
Click or tap here to enter
text.
Click or tap here to enter
text.
Click or tap here to enter
text.
Learning Objectives Click or tap here to enter
text.
Click or tap here to enter
text.
Click or tap here to enter
text.
Click or tap here to enter
text.
Instructional Idea(s) Click or tap here to enter
text.
Click or tap here to enter
text.
Click or tap here to enter
text.
Click or tap here to enter
text.
Assessment Idea(s) Click or tap here to enter
text.
Click or tap here to enter
text.
Click or tap here to enter
text.
Click or tap here to enter
text.
34
L #15 L #16 L #17 L #18
Lesson Topic
Content Standards Click or tap here to enter
text.
Click or tap here to enter
text.
Click or tap here to enter
text.
Click or tap here to enter
text.
Learning Objectives Click or tap here to enter
text.
Click or tap here to enter
text.
Click or tap here to enter
text.
Click or tap here to enter
text.
Instructional Idea(s) Click or tap here to enter
text.
Click or tap here to enter
text.
Click or tap here to enter
text.
Click or tap here to enter
text.
Assessment Idea(s) Click or tap here to enter
text.
Click or tap here to enter
text.
Click or tap here to enter
text.
Click or tap here to enter
text.
35
L #19 L #20
Lesson Topic
Content Standards Click or tap here to enter
text.
Click or tap here to enter
text.
Learning Objectives Click or tap here to enter
text.
Click or tap here to enter
text.
Instructional Idea(s) Click or tap here to enter
text.
Click or tap here to enter
text.
Assessment Idea(s) Click or tap here to enter
text.
Click or tap here to enter
text.
36
Community Engagement Flyer
