1
Interdisciplinary Instructional Planning Project
Ijhanaya Ingram
School of Education, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Ijhanaya Ingram.
Email: [email protected]
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Table of Contents
Mission Statement, Character Principles, and Biblical Worldview 3
Lesson Plan #1 4
Lesson Plan #2 6
Lesson Plan #3 8
Lesson Plan #4 10
Lesson Plan #5 12
Lesson Plan #6 14
Lesson Plan #7 16
Lesson Plan #8 18
Lesson Plan #9 20
Lesson Plan #10 22
Block-Style Lessons 11 – 20 24
Community Engagement Flyer 27
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Mission Statement, Character Principles, and Biblical Worldview
[L Early Childhood Center]
Location: [Lakewood, New Jersey]
School Population: [247 Studenst]
Mission
Statement:
[The mission of the Lakewood School District is to provide a supportive and
inclusive learning environment that fosters academic achievement, personal
growth, and social responsibility for all students from preschool through grade
12. Guided by a dedicated team of educators, staff, and community partners, we
are committed to nurturing the whole child by promoting critical thinking,
creativity, resilience, and a passion for lifelong learning. By embracing diversity,
equity, and empathy, we empower our students to become compassionate
leaders and global citizens who contribute positively to society.]
C Principles
Creativity: At the Lakewood Early Child Center(LECC) creativity
provides the capacity to come up with fresh concepts,
methods, and answers to issues. It calls for using
creativity, imagination, and the fusion of many ideas.
Exodus 31:3 “and I have filled him with the Spirit of God,
with wisdom, with understanding, with knowledge and
with all kinds of skills”
Resilient: With resilience, you may not always agree with the
situations you are put in. One can not let one situation
define who you are as a person. With the support of one
another, you can push through the hard times. James 1:2-4
Consider it pure joy, my brothers and sisters, whenever
you face trials of many kinds because you know that the
testing of your faith produces perseverance. Let
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perseverance finish its work so that you may be mature
and complete, not lacking anything.
Safety: Safety is the number one priority in the school. From our
quarterly drills, surveillance, clear backpacks, well-trained
security, etc they ensure the safety of all students and
staff. Psalms 121:5-8 "The Lord will keep you from all
harm, he will watch over your life; the Lord will watch
over your coming and going both now and forevermore".
Respect: At LECC staff show respect not only to the students but to
each other. Our school has a huge selection of people in
the Orthodox community, so their beliefs must be
respected when things are done in the school. Things
taking place must accommodate all parties so no one is
left out. John 13:34 “A new command I give you: Love
one another. As I have loved you, so you must love one
another.”
Diversity: Diversity is acknowledging, accepting, understanding, and
celebrating differences among others. As mentioned
before many staff and students are orthodox, as well as
other diverse people. We serve everyone well and equally
no matter where they come from, sex, appearance, etc.
Corinthians 14:10 KJV. “ There are, it may be, so many
kinds of voices in the world, and none of them is without
signification.”
Integrity: Within the Lakewood school systems, we place a strong
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emphasis on moral conduct and honesty. They encourage
students to follow the school's Code of Conduct. As for
faculty, you play a critical role in our students'
achievement. Integrity is taught and practiced in many
higher education settings. For a student to be considered
morally upright, honest, and reliable, they must possess
these qualities. Proverbs 11:3 “The integrity of the upright
guides them, but the unfaithful are destroyed by their
duplicity.”
Pride: When it comes to Piner Pride , its not just about repping
the school colors at sporting events, participating in spirit
week, and other activities but kind gestures from our
students play a great role. Students look forward to
performing kind gestures and hearing their name on the
loud speaker to pick from the prize box. Acknowleding
how a student has overcome throughout the year is
something LECC also takes pride in. 2 Corinthians 7:4
“Great is my confidence in you; great is my boasting on
your behalf. I am filled with comfort; I am overflowing
with joy in all our affliction.”
Communication:When it comes to communication staff must be able to
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communicate with one another. Communication between
two adults is a different type of communication with a
student. You must listen and understand differently, to be
sure that you don’t misunderstand or misinterpret. James
1:19 “My dear brothers and sisters, take note of this:
Everyone should be quick to listen, slow to speak and
slow to become angry.” By being patient and attentive
listeners, we can better understand the needs and concerns
of others and communicate with them more effectively.
Lesson Plan #1
PRELIMINARY INFORMATION
Subject: Science Grade Level: 2
Unit Topic/Learning
Segment Theme:
Habitat/Place Value
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:
2.5 The student will investigate and understand that living things are
part of a system. Key ideas include b) an animal’s habitat provides
all of its basic needs, and c) habitats change over time due to many
influences.
Common Core State
Standards:
CCSS.ELA-Literacy.RI.2.3
Describe the connection between a series of historical events,
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scientific ideas or concepts, or steps in technical procedures in a
text.
LEARNING OBJECTIVE(S)
By the end of the lesson, students will be able to define what a habitat is and who belongs to
which habitat.
RESOURCES, MATERIALS, AND TECHNOLOGY INTEGRATION
Resources and
Materials:
-smartboard
- pictures
- youtube video
- pencil
- notebook
- KWL chart
Technology
Integration (if
applicable):
Smartboard
ACADEMIC LANGUAGE DEMANDS
Language Demands: Vocabulary: Students may need to learn new words and symbols
related to habitats.
Discourse: Students may need to engage in discussion and oral
discourse to show their understanding of the topic.
Syntax: Students may need to learn how to use text features and
structure to understand how details are connected.
Language Supports: Define a habitat as the environment where an organism lives, and
explain that it provides everything an animal needs to survive.
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Essential Vocabulary: -Habitat
-Forest
-Desert
-Arctic
-Jungle
-Needs
-Adaptations
INSTRUCTION
Direct
Instruction/Modeling:
Have students make a model of their home habitat using shoe boxes,
paper, glue, scissors, and markers
Guided Practice: Place the students in groups.
Each group should be given pictures of habitats and pictures of
animals.
Have students consider which habitat would NOT be good for each
animal.
Independent Practice: The students will draw on cards pictures of animals that would live
in each habitat.
Closure: As a class, discuss which animals should be in each habitat.
Ask the students to think about the habitats that exist in their
community.
Call on a few students to share.
DIFFERENTIATION
Supporting Students
with Special Needs:
The students will work with a partner on a habitat worksheet
guessing which animal habitat each animal live in. Then print the
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name of the animal in each space.
Strategies to
Challenge Above-
Average Learners:
The students will work on drafting a short essay comparing two
different habitats.
Facilitating a
Classroom
Environment that
Supports Student
Learning:
●Communicate learning outcomes. Being explicit about what
you want students to do—and why it matters—can increase
their motivation.
●Be open and productive while assigning grades. Make
student-friendly rubrics that specify the requirements for
each assignment in detail. Student work should be promptly
graded and returned, along with useful commentary that
enables them to see their strengths and areas for
development.
●Make sure the course materials are accessible so that
students with motor, cognitive, visual, and aural impairments
can successfully navigate, use, and profit from the
information. Including heading structures in documents,
captioning videos, and offering alternative language for
images are some ways to improve accessibility and user-
friendliness of your course materials.
Extension: Allow students to create a habitat journal. The journal allows
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students a place to respond and write about what they are learning in
science.
Culturally Responsive
Teaching:
ASSESSMENT
Diagnostic/Pre-
Assessment(s):
Students will complete a KWL handout where they will write what
they already know, want to know, and what they have learned
during the lesson.
Formative
Assessments/Feedbac
k to Learners:
Teacher will have a class discussion about habitats, encouraging
students to share their ideas and knowledge.
Summative
Assessment:
Students will choose a habitat and write about it.
Ex: Ocean- discuss what animals live in this habitat, how they
survive, etc.
CONNECTIONS TO RESEARCH, THEORY, AND BEST PRACTICE
(5-6 professional references in current APA format)
Habitats. Generation Genius. (2024, April 15).
https://www.generationgenius.com/videolessons/habitats-video-for-kids/?
g_campaign=Teachers%2B-%2BSci%2B-%2BTopics%2B-%2BK-
2&g_adtype=search&g_adgroupid=111794222587&g_campaignid=11097636202&g_
keyword=habitats+science+lesson&g_network=g&g_adid=648955513561&g_acctid=
279-897-8338&g_keywordid=kwd-
536645445968&utm_source=google&utm_medium=cpc&utm_term=habitats+science
+lesson&gad_source=1&gclid=Cj0KCQjwrp-
11
3BhDgARIsAEWJ6SyZX_FB7ds5CBeasbOZTkd1lb1rSOXEhlLMeXrZxS6TsuXLXE
vOsaIaAhuzEALw_wcB
Kamp, L. (2022, December 10). Hands-on habitats activities for second grade scientists.
Around the Kampfire. https://aroundthekampfire.com/hands-on-habitats-activities-for-
second-grade-scientists
KS1 animal habitats scheme of learning. (n.d.-a).
https://www.marwell.org.uk/wp-content/uploads/2021/05/ks1_animal_habitats_scheme
_of_work_apr_19.pdf
Open courseware initiatives in India | OER commons. (n.d.-b).
https://oercommons.org/courseware/lesson/57131/student/?section=2
Shaping a positive learning environment. Teaching and Learning Resource Center. (n.d.).
https://teaching.resources.osu.edu/teaching-topics/shaping-positive-learning
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Lesson Plan #2
PRELIMINARY INFORMATION
Subject: Mathematics Grade Level: 2
Unit Topic/Learning
Segment Theme:
Habitats/ Place Value
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:
2.NS.2 The student will demonstrate an understanding of the ten-to-
one relationships of the base 10 number system to represent,
compare, and order whole numbers up to 999. b) Read, write, and
represent three-digit numbers in standard form, expanded form, and
word form, using concrete or pictorial representations. c) Apply
patterns within the base 10 system to determine and communicate,
orally and in written form, the place (ones, tens, hundreds) and
value of each digit in a three-digit whole number (e.g., in 352, the 5
represents 5 tens and its value is 50). d) Investigate and explain the
ten-to-one relationships among ones, tens, and hundreds, using
models.
Common Core State
Standards:
CCSS.Math.Content.2.NBT.A.1
Understand that the three digits of a three-digit number represent
amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds,
0 tens, and 6 ones.
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LEARNING OBJECTIVE(S)
Students will be able to identify different place value digits within a number.
RESOURCES, MATERIALS, AND TECHNOLOGY INTEGRATION
Resources and
Materials:
● smartboard
● youtube video
● chromebook
● dry erase boards
● dry erase markers
● base ten blocks
● pencil
● paper
● crayons
● place value chart
Technology
Integration (if
applicable):
Smartboard
chromebook
ACADEMIC LANGUAGE DEMANDS
Language Demands: Students will be able to compare the worth of digits within
three-digit numbers with content specific vocabulary using
place value charts and base-ten blocks for support.
Language Supports:
Essential Vocabulary: ● place value
● ones
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● tens
● hundreds
● digit
● more
● fewer
INSTRUCTION
Direct
Instruction/Modeling:
Students will complete a Models Scoot recording page. They will
complete the place value chart and write the correct number that
represents the model being displayed.
Guided Practice: Teacher will show students a step by step video on plave values.
https://youtu.be/iIhSNgZqdJE?si=8pzScsAWCQUtLK9b
Independent Practice: Students will use ixl to gain practice on identifying place values
Closure: Students will use base ten blocks to show number representation.
Ex: number 228- student will use 2 hundred blocks 2 ten blocks and
8 ones blocks.
DIFFERENTIATION
Supporting Students
with Special Needs:
Teacher will work one-on-one with students who require extra help
to be sure they understand.
Strategies to
Challenge Above-
Average Learners:
Have students draw 3 hundreds blocks, 5 tens blocks, and 7 ones
blocks. Ask students to write the number that is represented by the
blocks and explain their answer.
Facilitating a Provide explicit guidelines for interactions and feedback, as well as
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Classroom
Environment that
Supports Student
Learning:
ground rules for how students are to behave both with you and with
one another.
Include tools and programs that foster a sense of community and
allow kids to work together and socialize with one another.
To accommodate various learning styles, offer students other ways
to participate and encourage them to take risks and share their
knowledge.
Extension:
Culturally Responsive
Teaching:
Build conections with students, allowing all students to feel
comfortable in classroom environment. Be sure to use several
teaching styles to be sure all students needs are being met.
ASSESSMENT
Diagnostic/Pre-
Assessment(s):
Teacher will display number on board and have students give idea
and understanding of its value.
Formative
Assessments/Feedbac
k to Learners:
Students will be giving a practice test to take and teacher will give
feedback to students based on their assessment score.
Summative
Assessment:
Students will work in groups and teacher will assess students as a
whole group and score students based on group work.
CONNECTIONS TO RESEARCH, THEORY, AND BEST PRACTICE
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(5-6 professional references in current APA format)
(2022). Building Numbers with Base Ten Blocks, Hundreds, Tens and Ones. Retrieved
September 17, 2024, from https://youtu.be/iIhSNgZqdJE.
B, K. (n.d.). Teaching with Kaylee B. https://www.teachingwithkayleeb.com/place-value-
standards-how-to-best-teach-them-to-2nd-grade-students/
IXL: Identify a digit up to the hundreds place: 2nd grade math. IXL Learning. (n.d.).
https://www.ixl.com/math/grade-2/identify-a-digit-up-to-the-hundreds-place
Place value: Ones, tens & hundreds. Generation Genius. (2022, November 4).
https://www.generationgenius.com/videolessons/place-value-ones-tens-hundreds/?
g_campaign=Teachers%2B-%2BMath%2B-%2BTopics%2B-%2BK-
2&g_adtype=search&g_adgroupid=120631543170&g_campaignid=14141500988&g_
keyword=place+value&g_network=g&g_adid=648906291773&g_acctid=279-897-
8338&g_keywordid=kwd-
24468163&utm_source=google&utm_medium=cpc&utm_term=place+value&gad_sou
rce=1&gclid=CjwKCAjw0aS3BhA3EiwAKaD2ZYHqKSWEuJvQ6PjYgy-
ktLmbgf662irXp1z1c07aKka0qkL9k0uaSRoCgdQQAvD_BwE
Understanding place value: Lesson Plan. Lesson Plan | Education.com. (n.d.).
https://www.education.com/lesson-plan/el-support-lesson-understanding-place-value/?
_gl=1%2As6bbqo%2A_up
%2AMQ..&gclid=CjwKCAjw0aS3BhA3EiwAKaD2ZSwh6Ax-FCT-
17
Om05Szx1CsQnskU_DF6qTmUXYhT2bV2v7Nn5qpPwkBoC4bgQAvD_BwE
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Lesson Plan #3
PRELIMINARY INFORMATION
Subject: History/Social
Studies
Grade Level: 2nd
Unit Topic/Learning
Segment Theme:
Memorial/Veterans
Day
Lesson Structure or Grouping:
Whole Class ☐ Small Group ☐ 1:1 ☐
Other (specify):
CONTENT STANDARDS
Virginia Standards of
Learning:
2.5 The student will describe why United States citizens celebrate
major holidays, including
c) Memorial Day;
e) Labor Day;
Common Core State
Standards:
CCSS.ELA-Literacy.RL.2.7
Use information gained from the illustrations and words in a print or
digital text to demonstrate understanding of its characters, setting, or
plot.
LEARNING OBJECTIVE(S)
Each student will be given 5 different pictures for Memorial Day and Veteran’s day. After
being taught the differences each student will be able to correctly sort each picture into the
correct column.
RESOURCES, MATERIALS, AND TECHNOLOGY INTEGRATION
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Resources and
Materials:
● scissors
● glue
● sorting chart
● papers with aspects of each holiday to cut out and sort.
Technology
Integration (if
applicable):
smartboard
ACADEMIC LANGUAGE DEMANDS
Language Demands: Vocabulary: Students may need to learn new words and symbols
related to major holiday
Discourse: Students may need to engage in discussion and oral
discourse to show their understanding of the topic.
Language Supports: word wall
labels
pictures
Essential Vocabulary: ● Holiday
● Veteran’s Dat
● Memorial’s Day
● symbols
INSTRUCTION
Direct 1. Teach each student what the differences are.
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Instruction/Modeling: 2. Show the students which picture goes where
Guided Practice: One -on one time with teacher. Teacher will provide students with
pictures that they will identify and sort while verbalizing which
column each picture belongs too.
Independent Practice: Students will be given a handout with pictures. They should cut and
paste them in correct holiday column.
Closure: Teacher should have students state one fact about what was taught
in the lesson.
DIFFERENTIATION
Supporting Students
with Special Needs:
To help suppprt students with special needs, not only have the
pictures have what it is to make the sorting easier for them and see
if they can match it.
Strategies to
Challenge Above-
Average Learners:
Add in more major holiday pictures to the sorting.
Ex: along with Memorial/ Veterans day add in Fourth of July, and
Columbus day
Facilitating a
Classroom
Environment that
Supports Student
Learning:
Teacher will be sure to reach all students needs by incorpting
visuals, a vocabulary chart/ word wall, be sure to be clear and speak
slowly when teaching lesson, etc.
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Extension: Students will complete a craft that pertains to the holiday of their
choice that they have learned (Memorial/ Veterans Day) and discuss
why we celebrate this holiday.
Culturally Responsive
Teaching:
Teacher will make all students feel comfortable with lesson being
taught.
ASSESSMENT
Diagnostic/Pre-
Assessment(s):
Determine if student know how to cut and sort
Formative
Assessments/Feedbac
k to Learners:
Guide students on on cutting and sorting of pictures
Summative
Assessment:
Testing each student on placement of pictures given by teacher.
CONNECTIONS TO RESEARCH, THEORY, AND BEST PRACTICE
(5-6 professional references in current APA format)
Home. Memorial Day Lesson Plans and Activities | Education World. (n.d.).
https://www.educationworld.com/holidays/archives/memorial_day.shtml
Twinkl.com. (n.d.). https://www.twinkl.com/resource/memorial-day-wreath-craft-us-ac-
1640291774
U.S.A holidays, customs, & Celebrations - 2nd Grade Social Studies Lessons. TPT. (n.d.).
https://www.teacherspayteachers.com/Product/USA-Holidays-Customs-Celebrations-
22
2nd-Grade-Social-Studies-Lessons-3875305?st=142535ddfa4cad9c39f7ed35d435a259
Lesson Plan #4
PRELIMINARY INFORMATION
Subject:
Reading/Writing
Grade Level: 2nd
Unit Topic/Learning
Segment Theme:
What is the Main Idea?
Lesson Structure or Grouping:
Whole Class ☐ Small Group ☐ 1:1 ☐
Other (specify):
CONTENT STANDARDS
Virginia Standards of
Learning:
The student will read and demonstrate comprehension of fictional
texts. g) Identify the main idea.
Common Core State
Standards:
CCSS.ELA-Literacy.RL.2.7
Use information gained from the illustrations and words in a print
or digital text to demonstrate understanding of its characters,
setting, or plot.
LEARNING OBJECTIVE(S)
In five fiction text passages at the second grade level, each with one paragraph, students will
be able to identify the main idea of each paragraph with 80% accuracy, or four out of five
times. Students will also be able to recognize the main idea and supporting details in a
nonfiction text.
RESOURCES, MATERIALS, AND TECHNOLOGY INTEGRATION
Resources and Main Idea worksheets
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Materials: Short Readings
Main Idea activitiy
Technology
Integration (if
applicable):
Youtube
ACADEMIC LANGUAGE DEMANDS
Language Demands: Students will be able to recognize and identify a text's main idea.
They will also be able to distinguish a text's supporting details from
its main idea. Finally, they will be able to explain how a text's
supporting details are written in order to support the text's main
idea.
Language Supports: The teacher is going to make a word wall with definitions for the
following terms: main idea, supporting details, support, recognize,
analyze, and explain.
Essential Vocabulary: ● Support
● Main ideas
● Details
● Analyze
● Discuss
● Explain
INSTRUCTION
Direct
Instruction/Modeling:
Students will follow along with teacher as they explain definition of
main idea and supporting details on smartboard
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Guided Practice: Students will observe and participate in “ Whats the Bag Idea”
worksheet and given oppurtunity to ask questions about bag #1
Independent Practice: Students will work in groups as they work together to complete
worksheet on bag #2. The use of new vocabulary words will come
into effect as student move around classroom.
Closure: Students will complete a handout that pertains a short story and
answer the questions that follow.
Ex: “ what is the main idea of passage above?”
DIFFERENTIATION
Supporting Students
with Special Needs:
The teacher will give the students additional reading materials at the
appropriate level for students with special needs to complete on
their own or with assistance.
Strategies to
Challenge Above-
Average Learners:
To help meet the needs of the above average students, the teacher
will assign a reading passage of a higher grade level; this passage
may be longer and contain more advanced vocabulary; it should also
correspond to the students' Lexile reading level or STAR score
Grade Equivalent.
Facilitating a
Classroom
Environment that
Supports Student
Learning:
● Retrieve feedback from students
● Encourage discussion that allows students to think critically
Extension: Teacher will give students a sentence from a familiar book that
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determines main idea and have students identify the title of book.
Culturally Responsive
Teaching:
1. learn your students
2. accommodate all teaching styles
3. call on all students
ASSESSMENT
Diagnostic/Pre-
Assessment(s):
Give students a 6 question quiz to test knowledge on Main Idea.
Formative
Assessments/Feedbac
k to Learners:
As students work through the "What's in the BAG?" worksheet in
groups, the teacher will observe how well the students collaborate
and use vocabulary that is relevant to the learning objective and
standard. This formative assessment will take place during that time.
Summative
Assessment:
The final worksheet will serve as the summative assessment. To
attain mastery, students must read the passage aloud and correctly
identify each paragraph's main idea with 80% (4 out of 5) accuracy.
CONNECTIONS TO RESEARCH, THEORY, AND BEST PRACTICE
(5-6 professional references in current APA format)
Award-winning, EdTech nonprofit organization. ReadWorks. (n.d.).
https://www.readworks.org/lessons/grade2/main-idea
Main idea pre assessments. TPT. (n.d.). https://www.teacherspayteachers.com/browse?
search=main+idea+pre+assessments
says, R. S., Says, J., says, T. P. T., says, E. E., says, J., says, H., says, K., says, Mrs. L., says,
F. G. B., says, K., says, T. P.-S., & Says, E. (2016, July 22). Main idea freebies. The
26
Brown Bag
Teacher. https://brownbagteacher.com/5-for-friday-and-7-hour-work-day/
YouTube. (n.d.). https://youtu.be/xJGQIYU_xhs?si=IZM7_r3UgJhydpy6
27
Lesson Plan #5
PRELIMINARY INFORMATION
Subject: Science Grade Level: 2nd
Unit Topic/Learning
Segment Theme:
Matter
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:
2.3 The student will investigate and understand that matter can exist
in different phases. Key ideas include a) matter has mass and takes
up space; b) solids, liquids, and gases have different characteristics;
and c) heating and cooling can change the phases of matter.
Common Core State
Standards:
CCSS.ELA-Literacy.RI.2.8
Describe how reasons support specific points the author makes in
a text.
LEARNING OBJECTIVE(S)
Students will be able to differentiate between a solid, liquid, and gas and give
examples of changes in states of matter caused by heating and cooling.
RESOURCES, MATERIALS, AND TECHNOLOGY INTEGRATION
Resources and
Materials:
● Pencil
● Crayons/markers
● Smartboard
● Video on SOM
28
Technology
Integration (if
applicable):
Smartboard
ACADEMIC LANGUAGE DEMANDS
Language Demands: To be sure students are understanding the lesson, display pictures of
different states of matter and have students identify which category
the picture belongs too.
Language Supports: ● Wordwall
● pictures with definition
Essential Vocabulary: ● Matter
● States of Matter
● Solid
● Liquid
● Gas
● Weight
INSTRUCTION
Direct
Instruction/Modeling:
Begin by telling students they will be learning about states of
matter, and see how many students are familiar with term. Next
explain that everything in our lives is made up of matter. It includes
the air we breathe, the clothes we wear, the books we read, the food
we eat, etc. Teacher should then write the 3 states of matter on
smart board with description and pictures.
Guided Practice: Have students break into groups of 3-4 to conduct experiment on
29
what happens when a gas needs more room than its container
provides. Students will determine how many Alka Seltzer tablets
can create enough gas inside a baggie to cause the baggie to break.
Students should record their observation to be later discussed as a
whole.
Independent Practice: Students will be giving 4 handouts. First handout has student
matching the states of matter pictures in column 1 to column 2.
Handouts 2-4 students will complete the “What Is A…” worksheet,
circling which picture matches the handout title. Be sure to walk
around to make sure students are understanding correctly.
Closure: Students will work independently on worksheet, matching the
correct definition to words provided. (states of matter, liquid, solid,
gas) Discuss the answer to worksheet as well what the students
observed during the alka seltzer experiment.
DIFFERENTIATION
Supporting Students
with Special Needs:
Students with special needs will work alongside teacher and give
one example of each of the 3 states of matter.
Strategies to
Challenge Above-
Average Learners:
To challenge students that may be above the average learners, have
students identify what all 3 states of matter have in common.
Facilitating a
Classroom
Environment that
Teacher should be sure to display visuals for students to refer to as
they are being taught lesson.
30
Supports Student
Learning:
Extension: States of Matter for Kids | Solids, Liquids, and Gases video
https://youtu.be/24Yromifcss?si=JUidu3z6z3QwLm2P
Culturally Responsive
Teaching:
● Be sure to incorporate all teaching styles
● Give students a chance to ask questions that has relevance to
lesson
ASSESSMENT
Diagnostic/Pre-
Assessment(s):
To start the lesson off give students a worksheet with three pictures
relating to the states of matter and have the students write down
what each picture is. Once all students have completed worksheet
discuss what answers they have written. Teacher should then
proceed to inform students on states of matter.
Formative
Assessments/Feedbac
k to Learners:
Give students a blank piece of paper and have students fold it into
three. Students should label each column (Solid, Liquid,Gas) and
either write or draw 2-3 things that relate to one of those S.O.M.
Have students verbalize why what they chose belongs to that
category.
Summative
Assessment:
Students will take a combination assessment with multiple choice,
labeling, and short writing prompting stating the differences
between 3 states from an everyday example like ice
31
CONNECTIONS TO RESEARCH, THEORY, AND BEST PRACTICE
(5-6 professional references in current APA format)
Solids liquids and gases assessment. TPT. (n.d.).
https://www.teacherspayteachers.com/browse?
search=solids+liquids+and+gases+assessment#:~:text=States%20of%20Matter
%20Assessments&text=This%20product%20includes%20two%20assessments,is
%20included%20for%20both%20assessments%20.&text=This%20product
%20includes%20two%20assessments,is%20included%20for%20both%20assessments
%20.
Solids, liquids and gases | reading material | grades K-2. (n.d.).
https://www.generationgenius.com/wp-content/uploads/reading-material/solids-liquids-
and-gases-reading-material-grades-k-2.pdf
States of matter: Identifying solids, liquids, and gases: Lesson Plan. Lesson Plan |
Education.com. (n.d.). https://www.education.com/lesson-plan/states-of-matter/
UNC-TV Science. (2022, October 15). Phases of matter: 5E lesson: PBS NC science. PBS
LearningMedia. https://thinktv.pbslearningmedia.org/resource/phases-of-matter-5e-
lesson-plan/phases-of-matter-5e-lesson-unc-tv-science/
YouTube. (n.d.). https://youtu.be/24Yromifcss?si=JUidu3z6z3QwLm2P
32
33
Lesson Plan #6
PRELIMINARY INFORMATION
Subject: Math Grade Level: 2nd Grade
Unit Topic/Learning
Segment Theme:
Telling Time/
Measurement and
Geometry
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:
2.MG.2 The student will demonstrate an understanding of the
concept of time to the nearest five minutes, using analog and digital
clocks. Students will demonstrate the following Knowledge and
Skills: a) Identify the number of minutes in an hour (60 minutes)
and the number of hours in a day (24 hours). b) Determine the unit
of time (minutes, hours, days, or weeks) that is most appropriate
when measuring a given activity or context and explain reasoning
(e.g., Would you measure the time it takes to brush your teeth in
minutes or hours?). c) Show, tell, and write time to the nearest five
minutes, using analog and digital clocks. d) Match a written time
(e.g., 1:35, 6:20, 9:05) to the time shown on an analog clock to the
nearest five minutes.
Common Core State CCSS.Math.Content.2.MD.C.7
34
Standards: Tell and write time from analog and digital clocks to the nearest
five minutes, using a.m. and p.m.
LEARNING OBJECTIVE(S)
Students will be able to tell time using analog and digital clocks.
RESOURCES, MATERIALS, AND TECHNOLOGY INTEGRATION
Resources and
Materials:
● Smartboard
● Analog Clock
● Digital Clock
● Dry-erase board/markers
●
Technology
Integration (if
applicable):
● Smartboard
ACADEMIC LANGUAGE DEMANDS
Language Demands: Display a variety of clocks for students to use as a reference, both
digital and analog.
Language Supports: - Anchor chart
- Word wall
Essential Vocabulary: -analog clock
-digital clock
-hour hand
-minute hand
-second hand
35
INSTRUCTION
Direct
Instruction/Modeling:
Ask students if they know the difference between an analog and a
digital clock. Proceed to explain to students that an analog clock
uses moving hands to display time while a digital clock shows
numbers. Display the same time on both clocks and have students
decide which clock is easier to use.
Guided Practice: Using the smartboard the teacher will display different times and
call on students to verbalize what time the teacher is showing.
Independent Practice: Have students work in groups with number time cards. Students will
place cards face down giving each other a turn to be the reader. The
reader picks up a card and reads the time, while the other students
try to set their clocks to the correct time. Remind students to be sure
each hand is on the correct numbers.
Closure: Students will be given worksheets with different times shown and
blank analog clocks. Students must then show the correct time on
the analog clock.
DIFFERENTIATION
Supporting Students
with Special Needs:
Students with special needs will have a supportive teacher alongside
them to help guide them throughout the lesson.
Strategies to
Challenge Above-
Average Learners:
Students who need more of a challenge will be given a worksheet
that displays one time and they have to show the time 5 minutes
before or after the time that is shown.
Facilitating a ● Display of visuals
36
Classroom
Environment that
Supports Student
Learning:
● Have a playback sound to comprehend what is being said for
all students to understand
● Anchor charts
● Word Wall
Extension: Give students a “Time To Do Things” worksheet to complete.
Students can think of things they like to do and draw pictures
of them. First, they will tell what they like to do and at what
time during the day. After they complete the sentences using
logical times, they will draw a picture to illustrate what they
like to do. Students must reason abstractly here to think about
what time it is when they do certain daily tasks.
Culturally Responsive
Teaching:
To incorporate culturally responsive teaching be sure to have all
work in different languages to accommodate all students, as well as
what is being verbalized.
ASSESSMENT
Diagnostic/Pre-
Assessment(s):
Students will be given a pre-assessment handout on telling time. The
pre-assessment will consist of a series of questions, such as: How
many minutes are in an hour?
Formative
Assessments/Feedbac
k to Learners:
During the closure, the teacher will assess students as they work on
their worksheets. This will help the teacher know where each
student stands in the lesson.
Summative At the beginning of the lesson teacher will give each student a
37
Assessment: “Time Check” worksheet. Throughout the day teacher will call out
different times for students to jot down their worksheets. At the end
of the day, students will hand in their worksheets to be graded.
CONNECTIONS TO RESEARCH, THEORY, AND BEST PRACTICE
(5-6 professional references in current APA format)
2nd grade math worksheets: Telling time. K5 Learning. (n.d.).
https://www.k5learning.com/free-math-worksheets/second-grade-2/telling-time
9 activities for Telling time. Saddle Up for 2nd Grade. (2022, October 13).
https://saddleupfor2ndgrade.com/9-activities-for-telling-time/
Betterlesson coaching. (n.d.). https://teaching.betterlesson.com/lesson/537821/it-is-about-time
Lesson Plan: Telling time. (n.d.).
https://kourcv22portfolio.weebly.com/uploads/4/9/4/3/49433699/telling_time_lesson_
plan_.pdf
Telling time pretest. TPT. (n.d.). https://www.teacherspayteachers.com/browse?
search=telling+time+pretest
Time to tell time: Showing and Writing time: Lesson plan. Lesson Plan | Education.com. (n.d.).
https://www.education.com/lesson-plan/time-to-tell-time/
Lesson Plan #7
PRELIMINARY INFORMATION
Subject: Reading Grade Level: 2nd
38
Unit Topic/Learning
Segment Theme:
Identify the 5 W’s(who,
what, when, where,
why)
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:
2.8 The student will read and demonstrate comprehension of
fictional texts. c) Ask and answer questions about what is read. d)
Locate information to answer questions.
Common Core State
Standards:
CCSS.ELA-Literacy.RL.2.1
Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
LEARNING OBJECTIVE(S)
Students will be able to retell a story when asked by teacher using 5 W’s
RESOURCES, MATERIALS, AND TECHNOLOGY INTEGRATION
Resources and
Materials:
Pencil
crayons
paper
book
anchor chart
Technology Smartboard
39
Integration (if
applicable):
ACADEMIC LANGUAGE DEMANDS
Language Demands:
Language Supports: Always be sure to answer all students questions. Pause to allow
students to ask and answer questions about lesson
Essential Vocabulary: Who
What
When
Where
Why
INSTRUCTION
Direct
Instruction/Modeling:
Display a picture of children playing at the beach. Discuss with
students what they see in the picture and record their answers.
Guided Practice: Read aloud : Have You Seen My Acorn? by Dk Ryland. Display a
chart with words who, what, when, where, why on it and as you
read the story ask questions for students to answer. Who are the
characters in the story? Where does it take place? Why is squirrel so
upset?
Independent Practice: Break students into groups and have them read the short passage “ A
Stormy Day” On the smartboard display who, what , when, where,
why questions about the story. As students are in their groups they
40
should discuss/ answer the 5 questions. We then will regroup as a
whole and reread the passage aloud and go over questions and
answers.
Closure: Students should create their own story, but to be sure that it pertains
the 5W’s. They will be given a pre-made booklet where they will
give their story a title , draw illustration and words to follow. We
will then share our stories with the class.
DIFFERENTIATION
Supporting Students
with Special Needs:
To support students with special needs they will work alongside a
teacher and be guided with everything that we will do throughout
lesson
Strategies to
Challenge Above-
Average Learners:
To challenge students they will write a summary of the book they
have read using their answers to the 5 W’s to deepen their
understanding of the 5 W’s, and their ability to write to inform.
Facilitating a
Classroom
Environment that
Supports Student
Learning:
display of a anchor chart
Extension: Read short story of Three Little Pigs, ask students questions about
the sequence of events or details about The Three Little Pigs.
Questions can include: “Who wanted to blow down the pigs’
home?” and “What did the first pig build?”
41
Culturally Responsive
Teaching:
working along with a partner who can help explain what students
needs to do.
pictures with words
ASSESSMENT
Diagnostic/Pre-
Assessment(s):
Display the 5 W’s( who, what, when, where, why) and have
students give their own meaning to words displayed with an
example.
Formative
Assessments/Feedbac
k to Learners:
Students will be giving a question worksheet displaying who, what,
when , where , why. They will then use the word bank displayed on
worksheet to answer questions.
Summative
Assessment:
Teacher will take students 1-1 and evaluate students' ability to use
the 5 W's (who, what, when, where, why) to understand a text.
CONNECTIONS TO RESEARCH, THEORY, AND BEST PRACTICE
(5-6 professional references in current APA format)
The 5 WS and an H. TeachHUB. (2023, January 27). https://www.teachhub.com/in-the-
classroom/lesson-plans/2020/08/the-5-ws-and-an-h/
5 W’s worksheet (who, what, when, where, & why). TPT. (n.d.).
https://www.teacherspayteachers.com/Product/5-Ws-Worksheet-Who-What-When-
Where-Why-7933805?st=dbf99696c3bb8b67e1922e34b9a9149f
Ryland, D. (2024). Have you seen my acorn? Flamingo Books.
Twinkl.ca. (n.d.). https://www.twinkl.ca/resource/the-five-w-questions-activity-us-e-
252#:~:text=4%20years%20ago-,How%20do%20I%20use%20this%205%20W’s
42
%20Worksheet%20Questions%20Activity,each%20question%20up%20with%20why.
Using the 5 W’s: Lesson Plan. Lesson Plan | Education.com. (n.d.).
https://www.education.com/lesson-plan/el-support-lesson-using-the-five-ws/
Who, What, When, Where, Why & How Worksheets with Short Stories {Wh Questions}.
(n.d.). https://www.teacherspayteachers.com/browse?search=who%20what%20when
%20where%20why%20how%20story%20passage
43
Lesson Plan #8
PRELIMINARY INFORMATION
Subject: Fine Arts Grade Level: 2nd Grade
Unit Topic/Learning
Segment Theme:
Creative Process
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:
2.1 The student will apply creative thinking to artmaking. a)
Incorporate unanticipated results of artmaking into works of art. b)
Depict imaginary characters, scenes, or experiences.
Common Core State
Standards:
CCSS.ELA-Literacy.RL.2.7
Use information gained from the illustrations and words in a print
or digital text to demonstrate an understanding of its characters,
setting, or plot.
LEARNING OBJECTIVE(S)
Students will get creative by using different objects in and out of the classroom to create a
picture made from different patterns.
RESOURCES, MATERIALS, AND TECHNOLOGY INTEGRATION
Resources and
Materials:
● paper
● pencil
● objects
● crayons
● markers
44
Technology
Integration (if
applicable):
NONE
ACADEMIC LANGUAGE DEMANDS
Language Demands: Remind students that they can be as creative as possible. Having to
little or too much does not effect the picture , as long as they are
being creative.
Language Supports: Display of different pictures with different patterns using 2-4
objects.
Essential Vocabulary: Pattern
Creativity
Color
INSTRUCTION
Direct
Instruction/Modeling:
Show students a picture of a creation made of different patterns. Ask
students when they look at this picture “What do you see?” Inform
students that they will be creative by creating a picture using
different patterns from different objects
Guided Practice: Show students a video on patterns. Ask what pattern did they use in
video.Explain to students that they will be creating their own
patterns using their name and how everyones name pattern will not
be the same. https://youtu.be/UuAYp6O8GwU
Independent Practice: Each student will get a graph paper. They must use the letters in
45
their name and place one letter in every box. Students should then
chose what pattern they would like to use for each letter. EX: the
name MYA will cover the whole graph paper, the letter M box will
be lines, Y will be circles and A will be triangles. Have students go
over letters of their name with a black sharpie.
Closure: Gather the class together and review what they have learned today.
Allow 2-3 students at a time to share their artwork. Ask questions:
what patterns did you use? what did you create? is there a similarity
to other students? how is your picture different?
DIFFERENTIATION
Supporting Students
with Special Needs:
To help support students with special needs give them two options.
Option one: choose a pre-drawn picture to color and make it their
own. Option two: limit the choice of object picking to only 3 objects
rather than 5 objects.
Strategies to
Challenge Above-
Average Learners:
To challenge students have students create a building by connecting
different cutouts of shapes of different sizes
Facilitating a
Classroom
Environment that
Supports Student
Learning:
● pictures of basic and not-so-basic patterns
● easy to trace objects
● Step-by-step directions
● traceable templates
Extension: Ask the class to point out patterns they see in their room and when
46
walking around the school.
Culturally Responsive
Teaching:
Be sure that all instructions can be followed by having it readable to
students of all cultures
ASSESSMENT
Diagnostic/Pre-
Assessment(s):
Have students look at picture and write down what they see in the
picture. This will test the students creativity as there is no right or
wrong answer, to see how creative their minds can get.
Formative
Assessments/Feedbac
k to Learners:
Give a students a blank piece of paper and describe what it means to
be creative. Then have students draw a picture only using 3 patterns
with a description.
Summative
Assessment:
Display picture of The Starry Night by Vincent Van Gogh. Students
will answer a series of questions about the picture.
CONNECTIONS TO RESEARCH, THEORY, AND BEST PRACTICE
(5-6 professional references in current APA format)
Fall leaf patterns: Lesson Plan. Lesson Plan | Education.com. (n.d.).
https://www.education.com/lesson-plan/fall-leaf-patterns/
Kalil, P. (2023, April 5). Six art lesson plans that anyone can use to teach, virtually. Digital
Meaning. https://digitalmeaning.co/content/six-art-lesson-plans-that-anyone-can-use-
to-teach-virtually/#lesson-6
KinderArt. (2024, May 1). Pattern drawing and painting art lesson plan for kids.
https://kinderart.com/art-lessons/painting/patterns/
Pattern paintings (Lesson Plan). Pattern Paintings – NCMALearn. (n.d.).
47
https://learn.ncartmuseum.org/lesson-plans/pattern-paintings/
Summative assessments. TPT. (n.d.-a).
https://www.teacherspayteachers.com/browse/independent-work/worksheets/art/visual-
arts?search=summative+assessments
Two Fun Triangle Building & Pattern Challenges (grades 3-5+). TPT. (n.d.-b).
https://www.teacherspayteachers.com/Product/Two-Fun-Triangle-Building-Pattern-
Challenges-Grades-3-5-8759783?st=e912d3bd73888b5130f0117a928409b0
48
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.
49
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.
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 Click or tap here to enter text.
50
Teaching:
ASSESSMENT
Diagnostic/Pre-
Assessment(s):
Click or tap here to enter text.
Formative
Assessments/Feedbac
k 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)
51
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.
52
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.
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 Click or tap here to enter text.
53
Teaching:
ASSESSMENT
Diagnostic/Pre-
Assessment(s):
Click or tap here to enter text.
Formative
Assessments/Feedbac
k 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)
54
Block-Style Lessons 11 – 20
L #11 L #12 L #13 L #14
Lesson Topic
Content Standards Click or tap here to enter
text.
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text.
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text.
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text.
Learning Objectives Click or tap here to enter
text.
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text.
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text.
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text.
Instructional Idea(s) Click or tap here to enter
text.
Click or tap here to enter
text.
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text.
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text.
Assessment Idea(s) Click or tap here to enter
text.
Click or tap here to enter
text.
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text.
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text.
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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.
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text.
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text.
Learning Objectives Click or tap here to enter
text.
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text.
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text.
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text.
Instructional Idea(s) Click or tap here to enter
text.
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text.
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text.
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text.
Assessment Idea(s) Click or tap here to enter
text.
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text.
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text.
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text.
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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.
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text.
Instructional Idea(s) Click or tap here to enter
text.
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text.
Assessment Idea(s) Click or tap here to enter
text.
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text.
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