1
Interdisciplinary Instructional Planning Project
Sydney Fontenot
School of Education, Liberty University
2
Table of Contents
Mission Statement, Character Principles, and Biblical
Worldview.............................................3............................................4
Lesson Plan #1.....................................................................................5
Lesson Plan #2.....................................................................................9
Lesson Plan #3...................................................................................12
Lesson Plan #4...................................................................................16
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
Mission Statement, Character Principles, and Biblical Worldview
[I Name of School]
Location: Hanscom AFB, Ma
School Population: 439
Mission
Statement:
At Hanscom Primary and Middle School, we are devoted to encouraging the
allinclusive development of each student, guiding them to become lifelong
leaners, kindhearted, respectful, and resilient. We celebrate the toughness and
inclusivity of our students by promoting a solid feeling of community, stability,
and support for all children that walk through our doors.
C Principles
Perseverance Hanscom Primary and Middle School promotes
3
perseverance in each of its students by supporting them
when they face challenges or even setbacks. Students
display perseverance by upholding a positive mindset,
finding help from peers or educators during challenging
times, and keeping their eyes set on their goals
academically and personally.
Responsibility At Hanscom Primary and Middle School, students are
encouraged to take ownership for their choices and
commitments. Students can do this by satisfying their
commitments personally and academically, completing
their obligations on time, and being active and positive
members of their community.
Gratitude At Hanscom Primary and Middle School, we instill
gratitude into our students by showing them how to
acknowledge and welcome the compassion of others
around them, the opportunities provided to them, and
the community that is built around them.
Integrity Hanscom Primary and Middle School promotes integrity
by fostering a culture of honesty and responsibility every
day. Staff is expected to lead by example and promote
classroom discussions that aid in the support of a solid
foundation regarding dependance and responsibility.
Courage At Hanscom Primary and Middle School the staff inspire
students to have courage by encouraging them to take
risks in their learning and stand up for what is right even
if it is hard. Through supportive classrooms and
leadership opportunities, students build the confidence
to
face challenges and express themselves respectfully.
Respect Hanscom Primary and Middle School teaches respect
through social-emotional learning lessons, classrooms
discussions and school-wide behavior expectations.
Teachers model respectful behavior and guide students in
practicing active listening, empathy, and positive
communication in daily interactions.
Service Hanscom Primary and Middle School encourages the
service by influencing students to participate in
4
ageappropriate tasks and community projects. By
encouraging service, they learn how a positive presence
can directly impact the world around them.
Compassion Hanscom Primary and Middle School fosters compassion
by helping students recognize and respond to the
emotions and challenges of others. Through community
service, collaborative learning, and everyday acts of
kindness, students are guided to treat others with
empathy and care.
5
Lesson Plan #1
PRELIMINARY INFORMATION
Social Studies Grade Level: Kindergarten
Unit Topic/Learning
Segment Theme:
Patriotism
Thanksgiving Day
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.11 The student will develop an understanding of how
communities’ express patriotism through events and symbols by d)
recognizing the holidays and the people associated with the
holidays Thanksgiving Day; Martin Luther King Jr. Day, President’s
Day, and Independence Day.
Common Core State
Standards:
Click or tap here to enter text.
LEARNING OBJECTIVE(S)
The students will be able to describe Thanksgiving Day via a drawing and a sentence with
100% accuracy.
RESOURCES, MATERIALS, AND TECHNOLOGY INTEGRATION
Resources and
Materials:
Writing paper with picture box, pencil, crayons, projector, smart
board
Technology
Integration (if
:
The teacher will use the projector to display a slideshow that
displays the key words and photos depicting Thanksgiving Day.
ACADEMIC LANGUAGE DEMANDS
Language Demands: Students will use essential vocabulary as stated below to describe
Thanksgiving and to go over their own traditions that they use to
celebrate Thanksgiving.
Language Supports: Language supports will include sentence starters, trick and sight
word cards, sentence modeling during group instruction, and guided
partner discussions.
Essential Vocabulary: Thanksgiving, Native Americans, Mayflower, pilgrim
INSTRUCTION
Instruction/Modeling
The teacher will gather all students on the rug for the lesson. The
teacher will open the lesson with a pre-assessment by asking the
students what they know about Thanksgiving and what their families
do to celebrate the holiday. The teacher will make a point to provide
6
positive feedback to the students that do share in order to
encourage the other students to share. The teacher will then display
the slide that has the key words listed. The teacher will go over the
words and explain their meaning and how they are connected to
Thanksgiving
Day. The teacher will then move on the picture slides and ask the
students questions about what they see. The teacher will go over
what Thanksgiving is, why we celebrate the holiday, and why it is so
important to our country. The teacher will then have the students
turn and talk to their partner about the ways they celebrate
Thanksgiving. The teacher will float around the groups providing
positive feedback and support to ones that may need a little extra
guidance with sharing. Finally, after the group turn and talk, the
teacher will put on a short video about Thanksgiving. The students
will then be transitioned to their tables to start their guided work.
Guided Practice: Once at their tables, the students will take part in a discussion about
the traditions that come along with Thanksgiving. For instance,
family gatherings, large spread of food, turkey, etc. The students will
then be given a Thanksgiving worksheet that will be completed
together as a group. The teacher will then go around the room and
ask each student to share one tradition that their family does on
Thanksgiving. Students will then move on to independent practice.
Independent Practice: The teacher will then pass out the writing worksheet. Students have
crayons and pencils at their tables. The teacher will introduce the
worksheet and explain to the students that they must write one
sentence about Thanksgiving and draw a picture that matches their
sentence. The teacher will encourage creativity, taking their time,
and adding details to their drawings.
Closure: The teacher will end the lesson with a short review. The teacher will
share their favorite part of Thanksgiving, and then encourage the
students to go home and share one thing they learned about
Thanksgiving with their family members.
DIFFERENTIATION
Supporting Students
with Special Needs:
These students will be provided with additional support via their
peers and teachers. These students could be placed with students
that are known to work well with them or they could be placed at a
small group table for instructor support. The teacher will make sure
all necessary accommodations as stated in the 504/IEP plans are
provided. The students will also be offered extra time during the
7
assessment and independent activity.
Strategies to Challenge
AboveAverage
Learners:
A way to challenge the above-average learners could be to provide
them with additional key words and having them come up with a
definition for those words. Another way would be to have them
write 3-4 sentences versus only one during the independent
practice.
Facilitating a
Classroom
Environment that
Supports Student
Learning:
Visual/ Auditory leaners: the video played at the end of the direct
instruction. Kinesthetic learners: The independent practice writing
activity allows the students to be hands on with their work and pulls
out their creative side.
Extension: The students that finish early will be placed on their iPad and
transitioned to their library app to be read to or independent
read books about Thanksgiving.
Culturally
Responsive Teaching:
This lesson is culturally responsive because it includes
discussions about the Native Americans and who lived in our
country way before us. I used age-appropriate videos about
the background of
Thanksgiving. I also encouraged discussions about the
traditions that our students have with their families for the
Thanksgiving holiday. This allows students to see the
traditions of their friends based on their cultures.
ASSESSMENT
Diagnostic/PreAssessment(s): The teacher completed this at the very opening of the lesson
by asking students about their knowledge of Thanksgiving
Day, the traditions they follow, the food they eat, etc.
Formative
Assessments/Feedbac k to
Learners:
The formative assessments are completed via the turn and
talk and open discussions throughout the lesson.
Summative Assessment: The summative assessment was completed via the
independent activity where the students had to write a
sentence about
Thanksgiving and draw/color a picture that depicts their
sentence.
CONNECTIONS TO RESEARCH, THEORY, AND BEST PRACTICE
(5-6 professional references in current APA format)
8
Pluck, E. (2003). The Making of the Domestic Occasion: The History of Thanksgiving in the
United States. Journal of Social History, 32(4), 773–789.
https://www.jstor.org/stable/3789891
Ravanes, K., & Bagkis, G. (2000). Science Education in Kindergarten: Sociocognitive
perspective. International Journal of Early Years Education, 6(3), 315–327.
https://doi.org/10.1080/0966976980060306
Smith, A. F. (2003). The First Thanksgiving. Gastronomica, 3(4), 79–85.
https://doi.org/10.1525/gfc.2003.3.4.79
Smithsonian Institution. (2019). Thanksgiving in North America. Smithsonian Institution;
Smithsonian Institution. https://www.si.edu/spotlight/thanksgiving/history
Villena-Taranilla, R., Tirado-Olivares, S., Cózar-Gutiérrez, R., & González-Calero, J. A. (2022).
Effects of Virtual Reality on Learning Outcomes in K-6 education: a metaanalysis.
Educational Research Review, 35(35), 100434.
https://doi.org/10.1016/j.edurev.2022.100434
9
Lesson Plan #2
PRELIMINARY INFORMATION
Social Studies Grade Level: Kindergarten
Unit Topic/Learning
Segment Theme:
The American Flag
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.11 The student will develop an understanding of how
communities’ express patriotism through events and symbols by
a) recognizing the American Flag
Common Core State
Standards:
Click or tap here to enter text.
LEARNING OBJECTIVE(S)
After the direct instruction and guided discussions about the American Flag, the student will
be able to draw the American Flag and write 2 sentences about the meaning behind the stars
and stripes with 100% accuracy.
RESOURCES, MATERIALS, AND TECHNOLOGY INTEGRATION
Resources and
Materials:
Writing paper with drawing box, crayons, pencils, smart board and
projector, Youtube
Technology
Integration (if applicable):
The students will watch an age-appropriate video on the American
Flag. The smart board and projector will also be utilized.
ACADEMIC LANGUAGE DEMANDS
Language Demands: The students will be expected to use essential vocabulary provided
in the lesson such as the words “symbol,” “stripes,”and “stars” to
describe the American Flag during group discussions and
independent practice.
Language Supports: The students will be provided with sentence starters, a labeled
picture of the flag, and trick and sight word charts,
Essential Vocabulary: Stars, Stripes, Symbol
INSTRUCTION
Direct
Instruction/Modeling:
The students will be transitioned to the rug for this part of the
lesson. The teacher will have the American Flag displayed in the
front of the room. The teacher will ask probing questions to assess
the students knowledge on the flag pre lesson such as: what is
this?, what do you notice about the flag?, etc. The teacher will take
this time to introduce the essential vocabulary for the lesson. The
10
teacher will then introduce the book, “F is for Flag” by Wendy
Lewison. While reading the book, the teacher will stop and ask
questions throughout to assess their understanding of the flag. The
teacher can asks questions such as: What do the stars stand for?,
How many stripes does the flag have?, etc. The teacher will then
display a labeled diagram of the American Flag. The teacher will
point to each labeled part and go over the meaning behind that
symbol. While doing this, the teacher will be modeling appropriate
language while using the essential vocabulary. This can done by
saying, “The stripes represent…”. The teacher will then instruct
students to turn and talk about he certain symbols on the flag using
the modeled sentence starters. The students will then be
transitioned to their table spots to begin the guided practice.
Guided Practice: The students will be given a picture of the flag. They will use their
peers at their table to fill in the symbols on the flag. They will then
color the flag appropriately to show the correct American Flag. As
the students are working, the teacher will be floating around
providing positive feedback, asking probing questions, and providing
support to students that may need extra help.
Independent Practice: The students will be given writing paper and asked to draw their
own American Flag that contains the correct number of stripes and
stars. They will be instructed to label the symbols and write
corresponding sentence to state what each symbol means.
Closure: The teacher will close the lesson by asking questions about the flag
to reinforce the main points of the lesson. The teacher will remind
the students that the flag represents our country in more ways than
just one. The teacher will then ask for everyone to share one thing
they learned about the flag during the lesson.
DIFFERENTIATION
Supporting Students
with Special Needs:
The teacher can provide visual aids such as a large poster with the
labeled diagram of the flag, essential vocabulary cards, and/or
sentence starters for extra support as needed. The teacher can also
pull students to a small group table to provide more one-on-one
support when needed. The teacher will make sure to provide all
necessary accommodations has required in the IEP/504 plans. The
teacher can also pair up these students with peers that are excellent
at providing support.
Strategies to
Challenge Above-
These students could be paired up with peers that are needing extra
support. By doing this, these students will be reinforcing their
11
Average Learners: knowledge by re teaching the information to someone else.
Facilitating a
Classroom
Environment that Supports
Student Learning:
This lesson supports all learning styles by including a Youtube
video, labeled flag diagram images, essential vocabulary word
cards for the visual learners, a read-aloud and group
discussions for the auditory learners, and drawings and
sentence writing for the kinesthetic learners.
Extension: Students could be encouraged to create their own flag that
represents who they are. They will be asked to include 3
symbols on their flag that directly relates to them.
Culturally Responsive
Teaching:
This lesson is culturally responsive by catering to the diverse
learning types in the classroom. There are elements
incorporated that cater to each typer of learner. It also
provides an extension that allows students to share symbols
that represent who they are.
ASSESSMENT
Diagnostic/PreAssessment(s): This is done at the introduction of the lesson when the
teacher displays the flag at the front of the room and asks
probing questions about the American flag. These questions
include: What is this?,
What does the flag represent?, What do you notice about the
flag?
Formative
Assessments/Feedback to
Learners:
This will be completed during throughout the lesson during
the turn and talks and the guided practice activity where
students must label the flag with the correct symbols. The
teacher will be walking around asking probing questions about
the meaning of the symbols and listening in on their group
discussions with their peers.
Summative Assessment: This is done with the independent practice where students are
required to draw the flag, correctly label the symbols, and
write corresponding sentences about what the symbols
represent. They must be able to do this with 100% accuracy.
CONNECTIONS TO RESEARCH, THEORY, AND BEST PRACTICE
(5-6 professional references in current APA format)
Cox, C. (2019). Engelmann, S., & Carnine, D. (1982). Theory of Instruction: Principles and
Applications. New York: Irvington Publishing, Inc. Nifdi.org.
https://www.nifdi.org/85research/article-abstracts/411-engelmann-s-carnine-d-1982-
theory-of-instructionprinciples-and-applications-new-york-irvington-publishing-
12
inc.html
Marzano, R. J. (2007). The new art and science of teaching: A comprehensive framework for
effective instruction. Association for Supervision and Curriculum Development.
Rutherford, P. (2010). Meeting the needs of diverse learners. Just Ask Publications &
Professional Development.
Subban, P. (2006). Differentiated instruction: A research basis. International Education
Journal, 7(7), 935–947. https://files.eric.ed.gov/fulltext/EJ854351.pdf
13
Lesson Plan #3
PRELIMINARY INFORMATION
ELA Grade Level: Kindergarten
Unit Topic/Learning
Segment Theme:
Sequencing
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.RL The student will use textual evidence to demonstrate
comprehension and build knowledge from a variety of literary
texts heard, to include fantasy, humor, fable/fairy tale, realistic
fiction, historical fiction, and folklore/tall tale.
K.RL.1 Key Ideas and Plot Details
A. With prompting and support, activate prior (experience)
and background (content) knowledge and make
connections to what is read.
B. With prompting and support, demonstrate knowledge
of story structure by orally identifying characters,
setting, important events, and details.
C. With prompting and support, orally re-tell a familiar
story in sequential order (beginning, middle, end).
D. With prompting and support, generate predictions
about story characters and events using the text.
Common Core State
Standards:
Key Ideas and Details
•RL.K.1 . With prompting and support, ask and answer
questions about key details in a text.
•RL.K.2 . With prompting and support, retell familiar stories,
including key details.
•RL.K.3 . With prompting and support, identify characters,
settings, and major events in a story.
`````
LEARNING OBJECTIVE(S)
After the read-aloud, “Duck for President” by Doreen Cronin and Betsy Lewin, students will be
able to name 3 key points from the book in the correct sequential order with 2/3 correct.
RESOURCES, MATERIALS, AND TECHNOLOGY INTEGRATION
Resources and “Duck for President” by Betsy Lewin and Doreen Cronin,
14
Materials: sequencing worksheet, sequencing cards
Technology The teacher will utilize the smartboard and projector to provide the
Integration (if applicable):read-aloud via YouTube.
ACADEMIC LANGUAGE DEMANDS
Language Demands: The students will be required to use sequencing terms such as: first,
next, last, before, after, and finally to correctly sequence events. The
students will also be required to use essential vocabulary words
during the sequencing.
Language Supports: The teacher can offer support by modeling how to correctly use the
sequencing terms. The teacher can also provide visual aids such as
sequencing cards. The teacher can also provide students with
sentence starters using the sequencing terms.
Essential Vocabulary: President, election, vote, ballot, first, next, last, finally, after, before
INSTRUCTION
Direct
Instruction/Modeling:
The teacher will open the lesson with the students on the rug. The
teacher will begin by asking the students what means to retell a
story. The teacher will then ask for someone to share how they get
ready for school making it a point to pick out all the sequencing
terms as the student uses them. The teacher will then retell how
they get ready for school making sure to accentuate the sequencing
terms. The teacher will then go ahead and explain sequencing and
why it is so important. The teacher will introduce the book, “Duck
for President”, and ask the students what they think is going to
happen in the story. At this point, the teacher will introduce the
words: election, vote, ballot by asking students if they have ever
heard of these terms and what they think they mean. After
discussing the key terms, the teacher will read the book for the
class with briefly stopping throughout the book pointing out key
details with students and asking guided questions to make
predictions. After the story, the teacher will model sequencing the
book using the specific sequencing terms.
Guided Practice: The teacher will transition students to their table spots and pass out
sequencing cards that include a sentence and a picture that
represents the sentence. The teacher will have the students pair up
with a peer at their table and ask them to look through their
sequencing cards. The teacher will then work out loud with student
help to correctly sequence the cards in a way that correctly
15
represents the events in the book. Between each event the teacher
will ask the students to discuss which card they think comes next.
Teacher will make sure to guide this practice by making certain to
asking guided questions such as: What happened first? Next,
Duck…?, etc.
Independent Practice: The students will be provided a worksheet with different steps that
need to be cut out and glued in the correct order. The worksheet
will
include sentences with matching pictures. Students will cut
out each sentence and picture and correctly put the events in
order.
Closure: Teacher will gather students back on the rug and reinforce the
lesson by asking students to retell the story. The teacher will
be listening for the sequencing terms and providing feedback
where needed. The teacher will end the lesson by asking
students, “Why is it important to put events in order?” , and
“How does it help us understand?”
DIFFERENTIATION
Supporting Students with
Special Needs:
The teacher will provide the students with visual aids such as
sequencing cards that include the sentence and a picture that
depicts the sentence. The teacher can provide peer support if
needed. The students may also receive extra time, and any
other necessary accommodation as supported in their
IEP/504. The teacher can also pull students to the small group
table as need for extra support.
Strategies to Challenge
AboveAverage Learners:
These students will be encouraged to retell how they get
ready for school They will then cut out the sentences and
switch with a peer to practice sequencing. The students could
also be asked to retell the entire story in their own words
using the sequencing terms and including all the key points.
Facilitating a
Classroom
Environment that Supports
Student Learning:
For the visual learners, there will be sequencing cards
provided with pictures. For the auditory learners, the teacher
will use the read aloud on the projector. These students will
also be a part of the group discussions on sequencing terms
and the importance. For the kinesthetic learners, the students
will be able to behands on by having to cut out he sentences
and glue them in order.
Extension: The students that finish early will be encouraged to create
their own story involving their own character and key events.
16
They will then share their story with the class and
demonstrate how they would sequence the events from their
story.
Culturally Responsive
Teaching:
This lesson is culturally responsive in the sense of it being
about the process of an election. This a major characteristic of
America, but leadership is also shown in different ways around
the world. The students will be encouraged to share different
forms of leadership they see in their life every day.
ASSESSMENT
Diagnostic/PreAssessment(s): This is done at the beginning of the lesson when the teacher
introduces the concept of sequencing and asks probing
questions to gain their understanding of the concept. The
questions could be, “What do you do first when getting ready
for school?”, “What do you do next?”, etc.
Formative
Assessments/Feedback to
Learners:
During the guided practice, when the students are putting
their cards in the correct order the teacher will be floating
around providing feedback and/or support where needed.
The teacher will also be asking probing questions encouraging
the students to critically think.
Summative The students will be provided with a worksheet that has the
events
Assessment: of the story mixed up. They will need to cut the sentences out and
glue them in the correct order. The students will also be asked to
circle the term that represents sequencing.
CONNECTIONS TO RESEARCH, THEORY, AND BEST PRACTICE
(5-6 professional references in current APA format)
17
Coyne, M. D., Kameenui, E. J., & Carnine, D. (2018). Effective teaching strategies that
accommodate diverse learners. Pearson.
Gouldthorp, B., Katsipis, L., & Mueller, C. (2017). An Investigation of the Role of Sequencing
in Children’s Reading Comprehension. Reading Research Quarterly, 53(1), 91–106.
https://doi.org/10.1002/rrq.186
Petscher, Y., Cabell, S. Q., Catts, H. W., Compton, D. L., Foorman, B. R., Hart, S. A.,
Lonigan, C. J., Phillips, B. M., Schatschneider, C., Steacy, L. M., Terry, N. P., &
Wagner, R. K. (2020). How the science of reading informs 21st century education.‐
Reading Research Quarterly, 55(S1), S267–S282.
https://doi.org/10.1002/rrq.352
Sayeski, K. L. (2018). Putting High-Leverage Practices Into Practice. TEACHING Exceptional
Children, 50(4), 169–171. https://doi.org/10.1177/0040059918755021
Lesson Plan #4
PRELIMINARY INFORMATION
Social Studis Grade Level: Kindergarten
Unit Topic/Learning
Segment Theme:
President’s Day
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.11 The student will develop an understanding of how
communities’ express patriotism through events and symbols
by c) knowing that the president is the leader of the United
States; and
d) recognizing the holidays and the people associated with the
holidays Thanksgiving Day; Martin Luther King, Jr., Day;
George Washington Day (Presidents’ Day); and
Independence Day (Fourth of July).
Common Core State Click or tap here to enter text.
18
Standards:
LEARNING OBJECTIVE(S)
After watching a video on President’s Day, the students will be to state 2 facts about
President’s Day and what the President’s role is with 100% accuracy.
RESOURCES, MATERIALS, AND TECHNOLOGY INTEGRATION
Resources and
Materials:
President’s Day video, YouTube, Smartboard and projector,
Technology
Integration (if applicable):
The teacher will use the smartboard and projector to show a video
on President’s Day and the President.
ACADEMIC LANGUAGE DEMANDS
Language Demands: Students will use essential vocabulary to participate in group
discussions and the required activities. Students will use the
essential vocabulary to demonstrate their understanding on the
lesson. They will be expected to discuss the role of the President
and why we celebrate the President using complete sentences.
Language Supports: The teacher can use visual aids such as pictures on the board. The
teacher can also provide support via modeling how to use the
essential terms in a sentence. The teacher can also provide support
by providing students with sentence starters. BY using turn and talk
during group discussion, the teacher is allowing students to gain
support from their peers.
Essential Vocabulary: President, President’s Day, government, celebration, leader
INSTRUCTION
Direct
Instruction/Modeling:
The teacher will open the lesson with the students on the rug. The
teacher will then introduce the lesson on President’s Day by telling
the students we will be talking about the President and what he/she
does along with President’s Day. The teacher will display a photo of
the current president next to the first president on the board. The
teacher will then ask the students to share what they believe the
president does. The teacher will then share with the class that
President’s Day is a day to celebrate the birthday of the first U.S.
president. The teacher will break down the role of the president in
simple terms and introduce our essential vocabulary. The teacher
will then start the video on YouTube talking about President’s Day.
19
Guided Practice: After the video, the teacher will provide students with a graphic
organizer worksheet that includes 3 questions about the video.
Under the video is a sentence starter for the answer. The teacher
will work together with the students to fill in the blanks. While the
students are working, the teacher will be floating around guiding
students and providing support where needed.
Independent Practice: The students will be provided writing paper and asked to write two
facts they learned regarding President’s Day and the president. The
students will be provided sentence starters and a word bank to
guide their facts.
Closure: The teacher will end the lesson asking probing questions to
reinforce the information from the lesson. The teacher will
encourage the students to go home and share once fact they
learned about President’s Day.
DIFFERENTIATION
Supporting Students
with Special Needs:
The teacher can provide visual aids and sentence starters to
complete the activities. The teacher can break down the lesson into
small chunks with reinforcement between each chunk instead of all
at once. The teacher can provide students with peer support where
needed. The teacher can pull students to the small group table for
one-on-one support.
Strategies to Challenge
AboveAverage
Learners:
Th teacher can challenge advanced students by asking them more
in-depth questions regarding the president. These questions may
include, “What makes a good president?”, “How does the president
make decisions for the United States?”
Facilitating a
Classroom
Environment that
Supports Student
Learning:
This lesson caters to auditory and visual learners by providing group
discussion and a YouTube on President’s Day along with photos of
the president. This lesson also provides kinesthetic learners with
hands on activities such as filling in the group organizer and writing
2 facts. The teachers also provide positive feedback and support
which in turn encourages a successful and safe classroom.
Extension: Students can write about characteristics that are unique to them
that would make them a good president. They can also include what
they
would do as president.
ASSESSMENT
Diagnostic/PreAssessment(s): The teacher completed this at the beginning of the lesson by
asking students probing questions to gain an understanding of
20
the knowledge that the students already have on the topic.
Formative
Assessments/Feedback to
Learners:
This took place during the guided practice when the students
were given their graphic organizer. The teacher held a group
discussion with peer support to fill out the worksheet. The
teacher was also able to walk around and se the responses
that students were writing and provide support or feedback
as needed.
Summative Assessment: The students were given writing paper and asked to write 2
facts they learned about the president and President’s Day
using the sentence starters on the board to guide their
responses.
CONNECTIONS TO RESEARCH, THEORY, AND BEST PRACTICE
(5-6 professional references in current APA format)
Reis, S., & Renzulli, J. (2018). The Five Dimensions of Differentiation. International Journal
for Talent Development and Creativity, 6(1), 87–94.
https://files.eric.ed.gov/fulltext/EJ1296874.pdf
Strachan, S. L. (2015). Kindergarten students’ social studies and content literacy learning from
interactive read-alouds. The Journal of Social Studies Research, 39(4), 207–223.
https://doi.org/10.1016/j.jssr.2015.08.003
Tyner, A., & Kabourek, S. (2021). How Social Studies Improves Elementary Literacy. Social
Education, 85(1), 32–39. https://www.socialstudies.org/sites/default/files/viewarticle-
2021-02/se-85012132.pdf
Unal, A., Unal, Z., & Bodur, Y. (2022). Differentiated Instruction and Kindergarten through
5th Grade Teachers. Georgia Educational Researcher, 19(2).
https://doi.org/10.20429/ger.2022.190202
Waid, N. (n.d.). ScholarWorks Social Studies Teachers’ Use of Differentiated Instruction to Help
Struggling Learners Part of the Elementary and Middle and Secondary Education
Administration Commons, and the Secondary Education and Teaching Commons.
https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?
21
article=3346&context=dissertations&httpsredir=1&referer=
22
Lesson Plan #5
PRELIMINARY INFORMATION
Mathematics Grade Level: Kindergarten
Unit Topic/Learning
Segment Theme:
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.PS.1 The student will apply the data cycle with a focus on object
graphs and picture graphs
a) Sort and classify concrete objects into appropriate subsets based
on one attribute
Common Core State
Standards:
Measurement and Data K.MD
Classify objects and count the number of objects in each category.
3. Classify objects into given categories; count the numbers of
objects in each category and sort the categories by count.
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
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.
Click or tap here to enter text.
DIFFERENTIATION
23
Supporting Students
with Special Needs:
Click or tap here to enter text.
Strategies to Challenge
AboveAverage Learners:
Click or tap here to enter text.
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/PreAssessment(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)
24
Click or tap here to enter text.
Lesson Plan #6
I
Lesson Structure or Grouping:
Whole Class Small Group 1:1 ☐ ☐ ☐
Other (specify): Click or tap here to enter text.
CONTENT STANDARDS
Click or tap here to enter text.
Click or tap here to enter text.
LEARNING OBJECTIVE(S)
Click or tap here to enter text.
RESOURCES, MATERIALS, AND TECHNOLOGY INTEGRATION
Click or tap here to enter text.
(if applicable):
Click or tap here to enter text.
ACADEMIC LANGUAGE DEMANDS
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
INSTRUCTION
Instruction/Modeling:
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.
25
PRELIMINARY NFORMATION
Subject: Click or tap Grade Level: Click or tap here to enter text. here to
enter text.
Facilitating a
Classroom
Environment that Supports
Student Learning:
Extension: Click or tap here to enter text.
Culturally Responsive
Teaching:
Click or tap here to enter text.
ASSESSMENT
Diagnostic/PreAssessment(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)
DIFFERENTIATION
Supporting Students
with Special Needs:
Click or tap here to enter text.
Strategies to Challenge
AboveAverage
Learners:
Click or tap here to enter text.
26
Click or tap here to enter text.
Lesson Plan #7
I
Lesson Structure or Grouping:
Whole Class Small Group 1:1 ☐ ☐ ☐
Other (specify): Click or tap here to enter text.
CONTENT STANDARDS
Click or tap here to enter text.
Click or tap here to enter text.
LEARNING OBJECTIVE(S)
Click or tap here to enter text.
RESOURCES, MATERIALS, AND TECHNOLOGY INTEGRATION
Click or tap here to enter text.
(if applicable):
Click or tap here to enter text.
ACADEMIC LANGUAGE DEMANDS
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
INSTRUCTION
Instruction/Modeling:
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.
27
PRELIMINARY NFORMATION
Subject: Click or tap Grade Level: Click or tap here to enter text. here to
enter text.
Facilitating a
Classroom
Environment that Supports
Student Learning:
Extension: Click or tap here to enter text.
Culturally Responsive
Teaching:
Click or tap here to enter text.
ASSESSMENT
Diagnostic/PreAssessment(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)
DIFFERENTIATION
Supporting Students
with Special Needs:
Click or tap here to enter text.
Strategies to Challenge
AboveAverage
Learners:
Click or tap here to enter text.
28
Click or tap here to enter text.
Lesson Plan #8
I
Lesson Structure or Grouping:
Whole Class Small Group 1:1 ☐ ☐ ☐
Other (specify): Click or tap here to enter text.
CONTENT STANDARDS
Click or tap here to enter text.
Click or tap here to enter text.
LEARNING OBJECTIVE(S)
Click or tap here to enter text.
RESOURCES, MATERIALS, AND TECHNOLOGY INTEGRATION
Click or tap here to enter text.
(if applicable):
Click or tap here to enter text.
ACADEMIC LANGUAGE DEMANDS
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
INSTRUCTION
Instruction/Modeling:
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.
29
PRELIMINARY NFORMATION
Subject: Click or tap Grade Level: Click or tap here to enter text. here to
enter text.
Facilitating a
Classroom
Environment that Supports
Student Learning:
Extension: Click or tap here to enter text.
Culturally Responsive
Teaching:
Click or tap here to enter text.
ASSESSMENT
Diagnostic/PreAssessment(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)
DIFFERENTIATION
Supporting Students
with Special Needs:
Click or tap here to enter text.
Strategies to Challenge
AboveAverage
Learners:
Click or tap here to enter text.
30
Click or tap here to enter text.
Lesson Plan #9
PRELIMINARY INFORMATION
Grade Level: 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
Click or tap here to enter text.
Click or tap here to enter text.
LEARNING OBJECTIVE(S)
Click or tap here to enter text.
RESOURCES, MATERIALS, AND TECHNOLOGY INTEGRATION
Click or tap here to enter text.
(if applicable):
Click or tap here to enter text.
ANGUAGE DEMANDS
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
INSTRUCTION
Instruction/Modeling:
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.
DIFFERENTIATION
Click or tap here to enter text.
31
Strategies to Challenge Click or tap here to enter text.
Facilitating a
Classroom
Environment that Supports
Student Learning:
Extension: Click or tap here to enter text.
Culturally Responsive
Teaching:
Click or tap here to enter text.
ASSESSMENT
Diagnostic/PreAssessment(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)
Lesson Plan #10
PRELIMINARY INFORMATION
Grade Level: 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
Click or tap here to enter text.
32
Click or tap here to enter text.
Click or tap here to enter text.
LEARNING OBJECTIVE(S)
Click or tap here to enter text.
RESOURCES, MATERIALS, AND TECHNOLOGY INTEGRATION
Click or tap here to enter text.
(if applicable):
Click or tap here to enter text.
ACADEMIC LANGUAGE DEMANDS
Click or tap here to enter text.
Click or tap here to enter text.
Click or tap here to enter text.
INSTRUCTION
Instruction/Modeling:
Click or tap here to enter text.
Click or tap here to enter text.
Independent Practice: Click or tap here to enter text.
Click or tap here to enter text.
DIFFERENTIATION
Click or tap here to enter text.
Strategies to Challenge Click or tap here to enter text.
Facilitating a
Classroom
Environment that Supports
Student Learning:
Extension: Click or tap here to enter text.
Culturally Responsive Click or tap here to enter text.
33
Teaching:
ASSESSMENT
Diagnostic/PreAssessment(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)
34
Block-Style Lessons 11 – 20
L #11 L #12 L #13 L #14
Click or tap here to enter 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 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 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 Click or tap here to enter
text.
Click or tap here to enter
text.
Click or tap here to enter
text.
L #15 L #16 L #17 L #18
Lesson Topic
35
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.
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.
36
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
