CURRICULUM PROJECT 1
Virginia Standards Curriculum Project: Fifth Grade
April R. Mcclary
School of Education, Liberty University
CURRICULUM PROJECT
2
Mission Statement
The staff at Spring Valley Elementary School have a strong commitment to giving our children the
absolute best education for success. We are a school and an institution that is focused on making sure
that all our students' needs are met academically and emotionally. That is why we are fully committed to
our students' success. With the help of parents, students, and staff we can make it happen. Students are
not only our future, but they are a legacy. Let us come together to ensure our students' future is
successful. Thank You!
CURRICULUM PROJECT
3
Horizontal Mapping
Sample:
Week 17
DAY ENGLISH MATHEMATICS SCIENCE SOCIAL
STUDIES
Integration
Possibilities
81 ELAGSE2W5 –
Revising &
Editing
MGSE2.MD.7 –
Tell/ Write Time
with Digital/Analog
S2E3 – Human
Effects on
Environment
SS2G2c –
Effects of
Regions on
Historical
Figures
SCI/SS – Effect
of regions on
Historical
Figures and vice
versa.
MA/SCI – How
humans affect
environment at
different times of
day.
82
83 MGSE2.MD.9 –
Lengths on a Line
Plot
84
85
Template:
Week 1
DAY ENGLISH MATHEMATICS SCIENCE SOCIAL
STUDIES
Integration
Possibilities
1
2
3
4
5
CURRICULUM PROJECT
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Legend
A Art
CI Community involvement activity (collaboration)
CC Collaboration with colleagues
CE Character education
CL Cultural literacy and diversity
CM Communication
CT Critical thinking
D Dramatic Arts
DA Differentiation/diversity/accommodation
E English
EC Economics
EVAL Evaluation (assessment)
GA Group activity
L Literacy
LI Listening
LS Life skills
HE Health
HS Home/school connection (collaboration)
HW Homework
M Math
MA Manipulative activity
MU Music
OL Oral language/presentations (public speaking)
PE Physical education/movement
PS Problem solving
R Reading
S Science
SE Sensory
SP Spelling
SS Social Science and History
T Technology
W Writing
CURRICULUM PROJECT
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Curriculum Planning Charts
Sample:
Week 5 – Day #1
Character Education: Kindness
English/Language Arts
ELAGSE2RL7 – Use
illustrations to demonstrate
understanding of text.
Math
MGSE2.MD.8 – Word
Problems with Money
Science
S2E2c – Use tables/graphs of
length of the day/night to
recognize change in seasons.
Social Studies/History
SS2H2a – Describe Georgia
Creek Indians.
Compare/contrast to today.
Fine Arts,
Health, and
PE/Movement
Day 1: LA/LI/R/L: Teacher reads
My Many Colored Days by Dr.
Seuss.
LA/OL/PS/CE/CM/LS: As a class,
discuss colors and pictures and
what they represent. Discuss
emotions that match colors and how
students can deal with their
emotions in a healthy way.
LA/A/MA/T: As a class, look at
color meaning chart of Native
Americans on classroom iPads.
(https://www.warpaths2peacepipes.
com/native-american-symbols/color
-meanings-symbolism.htm).
Students create a mask using colors
that represent themselves.
Volunteers stand up and share.
LA/W/PS: Students write a journal
entry on colors they used and why
those colors represent them.
LA/R: Students who finish can
read a trade book on day/night,
Day 4: M/LI/R/L/CM:
Teacher reads Follow The
Money by Leedy and
discusses uses for money.
M/CP/PS/MA/OL/CM/LS:
Partners will be given a 4x4
grid of real-world word
problems. They choose a row
to complete. Students use
play money manipulatives to
answer questions. First work
independently, then
collaborate to compare
answers and discuss.
(http://www.k-5math
teachingresources.com/
support-files/money-
board.pdf)
M/DA: Teams who finish
early can pick another row
from the grid.
M/OL/E/CM: Partners
explain each problem to the
class. As an informal
Day 1: S/LI/R/L: Teacher
reads What Makes Day and
Night? by Branley.
S/MA/OL/CM: As a class,
discuss how the Earth moves
around the Sun, creating day
and night. Students complete
the activity in the book. One
student is the earth with a lamp
as the sun. Demonstrate as the
earth turns, different sides have
day and night.
S/GA/MA/MO: Class splits
into two groups. One group is
A and the other group is B. As
the student (Earth) turns, each
side is awake, standing up with
their hands in the air, or asleep,
touching the floor. Students
stand up or squat down the
faster the Earth moves.
S/LI: Teacher reads the Creek
Indian legend on How Day and
Night were Divided:
Day 1: SS/LI/OL/R/L/CM:
Teacher reads the Creek Indians
by Scordato. Discuss and
answer any questions.
SS/T: Teacher uses smart board
to show where the Creek Indians
were located.
SS/H/W/OL/CM: Students
begin a flipbook and add
information during the unit.
First, students locate and color
the area where the Creek Indians
were located. The teacher
emphasizes that locations were
always near rivers and creeks.
As a class, discuss health
reasons to live near water.
Teacher discusses where Creek
Indians live today. Students add
to flipbook page about Indians in
modern times.
SS/CI/CC/CL/MO/T: Students
take a field trip to the Etowah
Indian Mounds Historic Site in
Fine Arts
- Create a mask
Health
- Discuss why its
healthy to live
near water.
PE
- Jumping up and
down for day and
night.
- Brain break:
GoNoodle.
Movement:
- Students
explore Etowah
Indian Mounds in
North Georgia.
CURRICULUM PROJECT
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seasons, or Native Americans. assessment, any problems that
students could not understand
should be addressed first.
http://www.indigenouspeople.n
et/howday.htm
Georgia. Students take pictures
to post on class website.
Template:
Week # 4 Day #1
Character Education: Compassion
English/Language Arts
Standard: VA SOL Writing
5.5 e
The 4 Genres of Writing
Math
Standard: VA SOL Math 5.3
Adding and Subtracting
Whole Numbers and
Fractions
Science
Standard: VA SOL Science
5.1
3 Parts of the Executive
Branch
Social Studies/History
Standard: VA SOL History
5.1
Colonization of the Early
English Settlers
Fine Arts, Health,
and PE/
Movement
Use Legend
E/LA/LI: The teacher will
introduce the class to 4 genres of
writing (narrative, persuasive, and
information expository.
E/GA/L/R/CM: The class has
already been assigned to read the
book “To Kill a Mockingbird”.
After the students finish reading
the book, the class chooses a
writing genre they are interested
in and want to explore. Then have
them split up in groups to discuss
topics they want to include in their
genre papers.
W/GA/E/CM: The instructor will
explain to the class what is
Use Legend
M/PS/R/LI: The instructor will
introduce to the class fractions.
First explain the various parts of a
fraction that makes up the whole
number. The numerator is the top
number, and it represents the
number parts, and the
denominator is the whole. After
the class has mastered the concept
of fractions. Then the instructor
can introduce the class to adding
and subtracting fractions. Show
them diverse ways that they can
find the answers to fractions. One
way is to write out the fraction
first and then add or subtract the
fractions. If both denominators are
the same, then just use that as your
denominator. Use the example 1/5
Use Legend
S/LI/CM: The instructor will
introduce the class to the different
branches of the Federal
Government. The 3 branches of
government are the executive,
legislative, and judicial branch.
All 3 branches make up the
government.
S/T: Have the class watch a
PowerPoint on the 3 branches of
government and the different jobs
that each branch does to keep the
government intact each day.
S/A: Let the students create a
poster with the 3 branches of
government and the jobs that they
do. Then they will present it to the
Use Legend
SS/LI//LI/CM: The instructor
will show the class the importance
of early English settlers and how
much of impact it has made on our
history. One of the greatest
achievements was the founding of
Jamestown which was the first
English settlement.
SS/CM/GA/CT: Give a handout
to each of the kids on the
colonization of Jamestown. Then
the instructor leads a discussion
on how life was like in
Jamestown. What foods did they
eat? Did the Native Americans
eventually trust the early settlers?
Those and other questions the
class can discuss together.
Use Legend
FINE ARTS
-Visual- pictures of
Jamestown during the
colonial times.
-Show the students
what clothes the early
settlers wore during
that time.
HEALTH
-Discuss nutritional
foods with the students.
PE
-To keep the students
focused on their work
and to keep their mind
clear. Let them walk
for 5 minutes or do 10
CURRICULUM PROJECT
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expected of them in their writings.
So, a grading rubric will be
handed out to each student so they
can meet all expectations of the
writing assignment. There will
also be a list of topics they can
choose from or use on their own.
However, each topic must be
approved by the instructor.
W: Have the students write on a
piece of paper of what genre’s,
topics that they have chosen to put
in their paper “To Kill a
Mockingbird”.
add 3/5 equals 4/5.
M/GA/CM/CT: The teacher will
separate the class into groups to
let them work out fractions
together. If they have any
questions or problems, they can
discuss it as a group. The teacher
will hand out worksheets on
fractions for each group to work
together. It will not only help
them with fractions but also make
them critical thinkers as well.
M/ Collect the worksheets on
fractions from the students to see
how well they understood adding
and subtracting fractions.
rest of the class.
S/LI/CM/OL: Each student will
share their posters with the class.
Then they will discuss with the
class which branch of government
that they thought was the most
important?
S/A fter each presentation, the
teacher grades the quality of the
artwork on the poster and how
well each student spoke about
their branch of government.
SS/: After the students learn about
the early colonization of
Jamestown. Then give the
students a quiz on everything that
they have learned. Through the
quizzes the teacher will know if
the students understand the early
settlement of Jamestown.
jumping jacks. It is best
to exercise to let out
any anxiety they are
feeling in class.
MOVEMENT
-To relieve some stress
during recess or break
time suggest to the
students that they can
do push-ups or stand up
for a little while. But
only if they do not
interrupt the rest of the
class
CURRICULUM PROJECT
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Week # 4 Day # 2
Character Education: Kindness
English/Language Arts
Standard: VA SOL Writing
5.5 e
4 Genres of Writing
Math
Standard: VA SOL Math 5.3
Adding and Subtracting
Whole Numbers and
Fractions
Science
Standard: VA SOL Science
5.1
3 Parts of the Executive
Branch
Social Studies/History
Standard: VA SOL History
5.1
Colonization of the Early
English Settlers
Fine Arts, Health,
and PE/
Movement
Use Legend
E/W/R: Before the students turn
their papers in on the book “To
Kill a Mockingbird” they must
make sure that their papers fulfill
all the requirements that the
instructor wants for the
assignment. For example, if the
students are using narrative
writing, then they must make sure
that they meet that writing aim to
be successful. For example,
narrative writing is usually used to
tell stories. That style or genre of
writing is usually found in novels
or sometimes short stories. Each
genre chosen should reflect that
student’s paper.
E/W/SS: Since the students are
learning about the different genres
of writing. It would make sense to
author a narrative paper on the
early English Settlers and what
they experienced during the
colonization of Jamestown.
E/CM/GA: After the students
Use Legend
M/CT: Converting fractions into
mixed numbers and decimals.
M/GA/PS/CT/CM: Students love
to mix food with activities,
especially Math. An effective way
to instruct students about fractions
is to cut a pizza into even parts.
Then put the parts aside and see
what is left of the pizza. Have the
students do the same thing in their
groups as well so they can feel
more confident in learning
fractions. However, instead of
using pizza they can use candy.
After the students finish their
activity then let them eat the
candy.
W: Have the students write and
reflect on whether they liked the
activity? Did they learn a lot from
just doing the activity with the
pizza and candy? Or just put their
personal thoughts on ways that the
lesson or activity can be
improved?
Use Legend
S/OL/LI: The instructor will
introduce to the class the
importance of the constitution and
the reason it is built upon or
around our government that we
have today.
S/T/LI/OL/GA/CM: The students
will watch a PowerPoint
presentation on the American
Constitution. Then they will
discuss as a class the importance
of having the Constitution. The
Constitution is what keeps the
American government in check.
One branch of government does
not have more power over the
other one.
S/A/D: Students can create a play
or a skit on the Constitution. Let
the students dress up as the writers
of the constitution. But also
include props and whatever is
needed to make the play/skit a
success.
Use Legend
SS/CM: The teacher will show
the students how important it was
that the early English settled
Jamestown. It not only gained us a
colony, but it later led to more
colonies being established.
Jamestown taught the early
settlers to learn from their
mistakes.
SS/GA/T/W/CM: To help the
students learn more about the
colonies and the early English
Settlers let them work on their
computers, books, or even iPad or
smartboards. All of them are
excellent ways of learning about
Jamestown. Then let them do
group work with their peers.
Working on handouts together or
even reading books together and
writing their thoughts about what
they have learned in their journals.
Use Legend
FINE ARTS
-Visual art – Draw a
picture of Jamestown.
-Draw the clothes and
the food that they ate
during that time.
HEALTH
-The instructor will
discuss with the class
several types of
diseases. Many early
colonists dealt with
malaria, yellow fever,
and typhoid, causing
many people to die.
MOVEMENT
- Create a chart of the
different exercises that
the student does daily.
Then put your results in
a fraction.
CURRICULUM PROJECT
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finish their papers, they go into
groups and let them discuss with
each other. If there are any
changes to be made, then let their
peers help them make the
necessary changes that they need.
After the end of the discussion the
students can revise and turn in the
final paper for a grade.
A/D: After the students complete
the play/skit. Let their peers grade
them on how well they
performed? Did the students learn
more after seeing the play/skit of
the Constitution?
CURRICULUM PROJECT
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Week # 4 Day # 5
Character Education: Responsibility
English/Language Arts
Standard: VA SOL
READING 5.4
Identifying key words and
their meaning
Math
Standard: VA SOL Math 5.3
Learning place value and
decimals
Science
Standard: VA SOL Science
5.1
The Bill of Rights
Social Studies/History
Standard: VA SOL History
5.1
Native Americans and
Colonization
Fine Arts, Health,
and PE/
Movement
Use Legend
E/W/CT/R/SP: Before the
students turn their paper in to be
graded. Have them go over their
papers again and edit their work.
However, let the students know
that editing work consists of
grammar, spell check, and other
mechanics of the paper. After they
successfully go over their paper
for any mistakes or corrections.
Then have the students pick at
least 5 words in their paper and
find the definition for each one.
E/W/GA/CM/CT: Then put the
students in groups and let them
discuss the words they picked.
How does the vocabulary words
reflect the author’s point of view
in the book “To Kill a
Mockingbird”?
EVAL: Have the students
evaluate each other when they do
their presentations and then let
Use Legend
M/PS/CT/MA/CM: Have a
review with the students about the
one’s, tenths, hundredths, etc.
Place and how it is especially
important to learning not only
math but other concepts as well
like decimals.
M/GA/PS/CT: Students did group
work together to discuss the
various aspects of math, Math is
important because we use it every
day in our lives without us
realizing it. Have the students
bake 6 cookies for their
homework and then eat 2 of the
cookies. How many cookies are
left? Then make the fraction of the
cookies that are left and then turn
it into a decimal.
M/GA/PS/MA/CT: Have the
students work together in solving
the math problem. Then have
them produce another word
problem and see if the other
Use Legend
S/OL/CM: The instructor will
introduce the class to the Bill of
Rights. Show the students the
importance of having the Bill of
Rights and what life would be
without it.
S/LI/GA/CM: The students will
go over the handout the instructor
gave them on the Bill of Rights.
Then as a class discuss what is the
Bill of Rights? Why is it important
even today?
S/A/D: Students can be creative
and put on a play or show on the
Bill of Rights. Also have the
students dress up in their
costumes. They can also be more
creative and draw a picture of the
Bill of Rights.
EVAL: Rate the students on how
well they performed in their plays.
Use Legend
SS/CM/: The teacher will go over
with the class about how
important the Native Americans
are to our nation and our country
.
SS/GA/CL/T/CM: To help the
students with their projects on the
Native Americans and their
migration to North America. Then
have them do research. Just
simply going to the library or
websites that will help gain more
information on the Native
Americans. This is an excellent
way to use both the chrome books
and I pads to keep track of their
research.
Use Legend
FINE ARTS
-Visual art – Draw a
picture of the Native
Americans and the
clothes and food that
they ate.
HEALTH
-The instructor will go
into further detail about
the Native Americans
nutrition. What did
they eat for dinner?
How often did they
eat?
PE
-Let the students walk
for at least 30 minutes
a day and then show
them the importance of
it. If you do not
exercise daily, then
there is a high
probability that you
will have a health
CURRICULUM PROJECT
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them voice their opinions to their
peers.
students produce the same answer. issue.
CURRICULUM PROJECT
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Week # 5 Day #2
Character Education: Responsibility
English/Language Arts
Standard: VA SOL Reading
5.4
Learning new vocabulary
words
Math
Standard: VA SOL Math 5.3
Multiply and Division with
Whole Numbers
Science
Standard: VA SOL Science
5.1
Learning about the 3 diverse
types of rocks
Social Studies/History
Standard: GOVT.4
How does a bill become
Law
Fine Arts, Health,
and PE/
Movement
Use Legend
R/L The students will be
reading and analyzing multiple
texts from books. Then they
will be using the new
vocabulary words that they
learn from reading the texts
and put them in a chart.
GA/CM/R/L Put the students
in groups and let them share
the new vocabulary words
found in the texts. When they
are finished. Have the students
compile a list of vocabulary
words and then put it on a
poster board.
CM At the end of the class.
Have the students present the
words to the class
Use Legend
M/PS Begin class with
introducing students to whole
numbers, multiplication, and
division. Do examples on the
white board with the students
4x5, 8x5, etc.
M/MA/PS As they continue to
work on the problems. Then
give them harder problems to
work on as they become more
confident with multiplying and
dividing whole numbers.
CM/PS After the students
continuously work out their
problems, test what they
learned.
Use Legend
W/S/GA/CM: At the
beginning of class, let the
students write a paragraph
about what they already know
about the 3 types of rocks they
have learned from the lesson
plan. Which rock do they like
the most?
S/ T Continue with the lesson
plan on the 3 diverse types of
rocks. Do a PowerPoint on
rocks and let the students take
notes.
GA/ CM Have the students go
into groups and let them
discuss what they found.
Use Legend
SS/R/W Have the students
read the handout on the
Legislative, and Executive
Branch? Discuss with the class
what the 3 branches of does for
the United States Discuss with
them the process of how it a
bill becomes law.
GA/W Separate the class into
groups and ask each group to
create their own bill and write
it into law.
GA/CM As an activity assign
a student to play speaker of the
house. Let the rest of the
students vote on the bill.
Use Legend
FINE ARTS
-Design a poster with
markers, crayons,
and construction
paper and create a
bill of rights poster
and have the students
hang it up in the
class.
HE/PE
-Let the kids go
outside for 20 min.
After lunch to run
around and exercise
their legs.
Movement/MU
-During PE let the
kids listen to soft
melodies to keep
them calm and
focused.
CURRICULUM PROJECT
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Week # 5 Day # 3
Character Education: Responsibility
English/Language Arts
Standard: VA SOL Writing
5.4
A Review of the Language
and Learning process
Math
Standard: VA SOL Math 5.3
Learning the Order of
Operations
Science
Standard: VA SOL Science
5.1
Continuation of Learning
about the 3 diverse types of
rocks
Social Studies/History
Standard: VA SOL GOVT 2
Benjamin Franklin
Fine Arts, Health,
and PE/
Movement
Use Legend
CM/T/E First day of
presentations on verbs. The
instructor will teach the class
about the importance of verb
usage in sentences and reading
texts.
W/E/R/L Concentration will
mostly be done on the
pronunciation of verbs,
spelling, and using third person
auxiliaries. For example, will,
not, do not, and does not.
E/W R/ L After presenting the
students with diverse ways that
verbs can be used, have them
work independently on making
sentences with verbs and
cognates in them. Just to make
sure they are comfortable with
learning them.
Use Legend
PS/M/CM Instruct the students
about the Order of Operations
to help them learn to use
(PEMDAS). The p represents
parenthesis, e is exponents, m
is multiplication, d is divide, a
represents addition, s is
subtraction. By using this
method, the students can print
the names of the operations in
the correct order.
M/PS /MA Have the students
create their own acronyms. To
remember the order of
operation my teacher taught us
the acronym (Please Excuse
My Dear Aunt Sally). Let them
work on the expressions 2x
(8+7) = or (8,392+20) -1,000=.
M/PS Then let the students
create their own acronyms.
Use Legend
S/ CM Studying rocks and
fossils this class students are
introduced to different rocks;
however, they will concentrate
more on the properties of the
rocks and the environment
around them.
S/ To spark their interest, give
a handout to the students with
the different rocks on it and
identify and match each rock to
its characteristic. The three
diverse types of rocks are
Igneous, Metamorphic, and
Sedimentary rocks.
S/Assign the students as
homework to go out and find
the diverse types of rocks and
have them write a description
of it. Bring it to class the next
day.
Use Legend
SS/R/T Introduce the class to
Benjamin Franklin. But first
ask the students do they have
any prior knowledge of
Benjamin Franklin? Then show
a presentation on Benjamin
Franklin and how he was one
of the Founding Fathers of the
United States.
SS/S Benjamin Franklin also
made other contributions,
especially to science.
S/ Create a handout for the
students to show them all the
contributions that Benjamin
Franklin made to our country.
Use Legend
FINE ARTS
- Create a poster with
Benjamin Franklin
contributions on it to
the United States.
HEALTH
-Discuss the
economy, climate,
and health problems
during that time?
PE
-Let the students
have a free day and
just relax their
bodies.
MOVEMENT
-Just relax your body
and feet sitting next
to a pool or on a
CURRICULUM PROJECT
15
EVAL: Let the students finish
their independent work. Then
give the students a quiz on the
verbs, contractions, and
cognates that they learned in
the class.
Give them some more
examples of Order of
Operations and then at the end
of class give the students a test.
beach.
Week # 5 Day # 2
Character Education: Attentiveness
English/Language Arts
Standard: VA SOL Reading
5.4
Learning the concepts of If +
Clause also infinitive verbs.
Math
Standard: VA SOL Math
5.3
Learning Place Value
Science
Standard: VA SOL Science
5.1
Learning About Minerals
Social Studies/History
Standard: VA SOL GOVT 4
The Constitution
Fine Arts, Health,
and PE/
Movement
Use Legend
E/W/R This is the 2nd day of
learning verbs. The students will
concentrate now on learning
various parts of verbs. Today the
lesson plan is about the If +
Clause and infinitive verbs.
GA/CM Put the students in
groups and give them a list of
vocabulary words and let them
choose which verbs are clauses
or infinitive verbs.
EVAL: To make sure that all the
students understand the lesson
plan and give each student
Use Legend
M/MA Start the class by
making a place value chart to
help them learn the place of
each number in an
expression. For example,
248.12. It will be on the place
value chart as Two hundred
forty-eight and 12
hundredths.
M/MA/GA Put the students
in groups to help them learn
place value. Then let them
use blocks of ten or little
individual cube blocks to
show how they got their
Use Legend
S/ After learning about the
different rocks. Next introduce
the class to Minerals. Also
have them look at the
differences between minerals
and rocks. Have the class look
at their characteristics and tell
them to record their results in a
chart or a graphic organizer.
S/Discuss to the class the
differences between rocks and
minerals.
S/ Do a demonstration to the
class by showing them
Use Legend
SS/ Introduce the class to the
Constitution. The amendments
listed in the Bill of Rights.
Also do a class discussion on
rights and freedom.
SS/Show the class examples of
freedoms and rights that we
have as a country that other
countries do not have.
SS/T/W Let each student talk
about the rights that they have
and record it on the white
board.
Use Legend
FINE ARTS
Create a list of rights
and freedoms and put
them on a poster
board in the class.
HEALTH
Going to health and
wellness class.
PE/MOVEMENT
Run around a track 2
or 3 times.
CURRICULUM PROJECT
16
answers.
M/CT To spark their interest,
create a game for place values
and challenge the students by
putting them in pairs and let
them challenge each other by
answering place value
questions. The group that has
the most right are the winners
of the challenge.
examples of different rocks and
minerals and let them match
their characteristics.
EVAL: Give the students a
quiz at the end of class on the 3
forms of rocks and minerals
they learned.
Week # 6 Day # 4
Character Education: Attentiveness
English/Language Arts
Standard: VA SOL Reading
5.4
Phonics and Word
Recognition
Math
Standard: VA SOL Math 5.4
Learning Distributive
Property
Science
Standard: VA SOL Science
5.1
Continuation of Learning
about the 3 types of rocks
Social Studies/History
Standard: VA SOL GOVT 4
Abraham Lincoln
Fine Arts, Health,
and PE/
Movement
Use Legend
W/R/LI/E The students can
build their vocabulary by
looking at different and new
vocabulary words, particularly
sight words. Learning
unfamiliar words will add to
the vocabulary list of
innovative words as well.
Use Legend
M/PS To learn distributive
property students should
already have a solid foundation
on multiplication, and addition.
Once the instructor does a brief
review on multiplication and
order of operation, the students
will know what the lesson is
about.
Use Legend
S/ Students are introduced to
the terms Igneous,
Sedimentary, and Metamorphic
but this time they are learning
through singing. It is an
excellent way for them to learn
the different rock types.
S/W After introducing the
Use Legend
SS/T Give the students a
presentation on Abraham
Lincoln. Also discuss the
contributions he did for the
United States. He was not only
an excellent President, but he
believed in freedom for all
regardless of their skin color.
Use Legend
FINE ARTS
Have the students do
a skit about Abraham
Lincoln and the Civil
War.
HEALTH
Discuss with the
CURRICULUM PROJECT
17
R/GA/E Let the students' read
books on their grade level and
complete a list of words that
they can add to their list. After
the students collect all the
vocabulary words then define
them.
R/W/E Have the students keep
a journal of all their vocabulary
work so they can continue to
add novel words if needed.
M/ PS Distributive Property is
multiplying a sum by a
number. Example 3 x (4+5) =
(3 x 4) + (3 x 5) =
W/M/T The best way for
students to know about
distributive property is through
demonstration from the
teacher. Let the instructor do
examples on the white board.
M/ After the demonstration let
the students work
independently on learning
distributive property.
students to the rock terms, let
them create their own KWL
chart as an activity they can do
with their classmates.
S/ Put the students in groups
according to their interests in
rocks for example, Igneous,
Sedimentary, and metamorphic
rocks.
SS/ Abraham Lincoln fought
hard for African Americans to
be free from slavery through
the Emancipation of
Proclamation.
SS/ T Have the students create
a graphic organizer on the
contributions that Abraham
Lincoln did for the United
States.
students about dental
Hygiene.
PE
Do 20 push-ups.
MUSIC
Listen to different
melodies while
completing your
work in class.
CURRICULUM PROJECT
18
Week # 6 Day # 5
Character Education: Dedication
English/Language Arts
Standard: VA SOL Writing
5.4
Learning present and past
tense verbs
Math
Standard: VA SOL Math 5.2
Comparing numbers,
fractions, and decimals
Science
Standard: VA SOL Science
5.1
Continuation of the diverse
types of Rocks and its
effects
Social Studies/History
Standard: VA SOL GOVT 4
Civil War (Causes of the
Civil War)
Fine Arts, Health,
and PE/
Movement
Use Legend
E/D/W/R/E Give each student
a handout on verbs presents
and past tense. Then have the
student’s group together in
pairs to create a skit on past
and present tense verbs.
D/R/E The only requirements
are the students can choose
their own props and they must
include in their skit past and
present verbs.
D/ Let the other students grade
each other on how well they
performed the skit. But also
give feedback on ways that
they can make it better.
R/ As a homework assignment
have the students do an
assigned reading practice on
clever.com
Use Legend
M/MA/PS The instructor
creates a number line of whole
numbers on the white board for
students to follow. Have the
students compare the numbers
by using the number line so
they will understand how they
got that number. Go over with
them the greater than, less than,
equal signs (>, <, =).
M/T After the demonstration
on the whiteboard, the students
complete a worksheet
comparing numbers as
homework.
M/ The next day give the class
a test on comparing numbers,
fractions, and decimals.
Use Legend
S/ At the start of class, the
instructor concentrates more on
the rock and water cycles.
Making sure that the students
know the diverse types of
rocks and the water cycle
process.
S/ Do a demonstration to the
class on how each type of rock
can change through the process
of erosion, weathering, and
soil. Also, do small group
activities too.
S/ As an activity have the
students test the best soil for
growing grass. Use 3 diverse
types of soil for the project.
The results can be used for
other projects and research.
Use Legend
SS/ This class is the first of
many more classes in this area
of the Civil War. Introduce the
students to the Civil War and
why it started.
SS/ Have the students created
their own lists of why they
think the Civil War started?
SS/ OL Let the students
present their lists to the class.
Use Legend
FINE ARTS
Collect artifacts and
pictures of the Civil
War.
HEALTH
Eating healthy with
vegetables and
Fruits.
PE/MOVEMENT
Go on a field trip to
the State Park.
CURRICULUM PROJECT
20
Week # 7 Day # 1
Character Education: Dedication
English/Language Arts
Standard: VA SOL Writing
5.7
Learning 5 parts of the
Narrative Story
Math
Standard: VA SOL Math 5.5
Estimating Numbers, whole
and decimal numbers
Science
Standard: VA SOL Science
5.1
Continuation of the rock
cycle and water cycle
Social Studies/History
Standard: VA SOL GOVT 4
Continuation of the Civil
War
Fine Arts, Health,
and PE/
Movement
Use Legend
E/W/R/ Students will learn
about the 5 parts of a narrative
story this week. Each day the
instructor will introduce a
different part of a narrative
story. Today the students will
be concentrating on Character.
E/R/W The instructor will
define a character in a narrative
story as a person in the story
who has thoughts, words, and
actions.
W/R/E Have the students keep
a writing journal on 5 parts of a
narrative story. The more they
learn about the 5 parts of a
narrative they can record it in
their journal.
Use Legend
M/PS/T/MA Put a selection of
whole numbers and decimals
on the white board and have
the students estimate the
numbers. Example 45, 52, 88,
91. After putting them on the
white board then explain to
them how I got that answer.
Then demonstrate and work
with them solving the
problems.
M/Give each student a quiz on
estimation to see how well they
do and whether they
understood the lesson or not.
CM/GA/M To get them
involved have the students
check each other’s work.
Use Legend
S/ In this last section on the
rock cycle and the weathering
process, the students will be
reviewed again.
S/ Give the students the end of
the unit assessment on the rock
cycle and the water cycle.
S/Wrap up the lesson on the
rock and water cycle and then
do an activity at the end of
class. A game of Jeopardy on
the diverse types of rocks and
the water cycle.
Use Legend
SS/ The 2nd day of instruction
on the Civil War. In this class,
the instructor will discuss with
the students the many
perspectives of the war.
SS/ The War was between the
North and the South but about
abolishing slavery. Many
people still wanted slavery to
happen, and others did not.
SS/A Create a map of all the
states who wanted slavery to
be abolished and the ones who
did not.
Use Legend
FINE ARTS
Look up Civil War
pictures, writings,
and artifacts during
that time.
PE
Play 30 mins of
sports outside.
CURRICULUM PROJECT
21
Week # 7 Day # 2
Character Education: Dedication
English/Language Arts
Standard: VA SOL Writing
5.7
Continuation Learning about
the 5 parts of a Narrative
story
Math
Standard: VA SOL Math 5.3
Even and Odd Numbers
Science
Standard: VA SOL Science
5.4
Learning about the various
stages of matter
Social Studies/History
Standard: VA SOL GOVT 4
Continuation of the Civil
War
Fine Arts, Health,
and PE/
Movement
Use Legend
E/W/R This is the 2nd day of
learning about the 5 parts of
the narrative story. Today the
instructor will discuss with the
class the 2nd part of a narrative
story called the setting.
E/W/ Have the students write
their narrative story but
emphasize it on its setting.
R/E/ To help them with ideas
also let them read books and
see examples of different
settings from the book.
Use Legend
M/ PS/ MA/ The instructor
will review with the students
even and odd numbers. The
instructor will also create a
chart on the white board a chart
number from 0-100. The
teacher will use it to show the
pattern of odd and even
numbers and how they
alternate. With the chart
hopefully they will see a
pattern.
M/ Give each student a
handout of the same hundred
chart and let them find a
pattern themselves of even and
odd numbers with using a red
marker for odd and an orange
for even numbers.
Use Legend
S/ The instructor will start a
class discussion on the
different states of matter.
Instructing the students with a
power point presentation
showing that matter is anything
that has mass and takes up
space.
S/ Matter has many forms like
a solid, liquid, or gas.
S/ To help students understand
the teacher will show the class
different examples of matter. A
solid can be a pen, liquid is
water, gas is helium in a
balloon. All these things are
examples of matter.
Let the students share their
own examples of matter.
Use Legend
SS/ The third day of instruction
on the Civil War. This class we
will discuss the Union vs.
Confederacy.
SS/GA/ Do a group discussion
on the differences between red
coats and blue coats. Who
stood for slavery and who did
not?
SS/T/A Create a graphic
organizer of the Union and
Confederacy of where they
fought the war? Who won the
war?
Use Legend
HEALTH
Eating healthy and
nutritious snacks
PE
Jog in place for 3
min.
MOTIVATION
Have the students go
and volunteer
helping the elderly or
other organizations
for their age group.
CURRICULUM PROJECT
22
Then at the end of the activity
have the students show their
charts to the class.
CURRICULUM PROJECT
23
Week # 7 Day # 3
Character Education: Love
English/Language Arts
Standard: VA SOL Writing
5.7
Continuation Learning about
the 5 parts of a Narrative
Story
Math
Standard: VA SOL Math 5.8
Learning perimeter, area,
and volume
Science
Standard: VA SOL Science
5.5
The Five Kingdoms of Life
Social Studies/History
Standard: VA SOL GOVT 4
Continuation of Civil War
Fine Arts, Health,
and PE/
Movement
Use Legend
E/R/W This is the 3rd day of
learning about the 5 parts of
the narrative story. Today, the
instructor will present the 3rd
part of a narrative story called
the problem or its plot.
E/R/W Discuss with the class
what the plot's meaning is and
then read a short story and
have the students find out what
it could be at the end.
E/R/W Then let the students
author their own story with a
plot and let them share it with
the rest of the class.
Use Legend
M/PS The 1st day of instruction
on geometry. Introduce the
class to different shapes like
the square, rectangles, cubes,
and other shapes. Then show
them that each shape can be
measured if they have a
formula.
M/PS/MA Let them study the
concepts perimeter is the
measurement of the distance
around the object. Do a few
examples with the students, for
example p =5+5+5+5, p = 20
in. that will give the distance
around a square.
M/ The students can show their
own examples on the white
board and share their answers
to the class.
Use Legend
S/ Introduce the class to the
Five Kingdom of Life. Show
the students a PowerPoint.
After watching the presentation
write on the white board the 5
kingdoms of Life and list them
as Monera, Protists, Fungi,
Plant, and animal kingdom.
S/Let the students make a
journal of the five kingdoms so
that they can add notes or
record anything new from the
presentation that they did not
already know.
S/The students create a chart or
graphic organizer of the 5
kingdoms of Life.
Use Legend
SS/ This is the fourth day of
the Civil War discussion for
the class. Today the instructor
will discuss the people who
took part in the war. There
were many people that took
part in the Civil War. For
example, Abraham Lincoln,
Ulysses Grant, and others.
SS/ Have the students make a
list of people who made great
contributions to the Civil War?
SS/ Let the students share their
list of people at the end of the
class.
Use Legend
FINE ARTS
Find writings and
newspaper articles
during the civil war.
HEALTH
Recipes that are
healthy for students
to eat.
PE/MOTIVATION
Walk around your
back yard 2 times.
CURRICULUM PROJECT
25
Week # 7 Day # 4
Character Education: Love
English/Language Arts
Standard: VA SOL Writing
5.7
5 Parts of a Narrative Story
Math
Standard: VA SOL Math 5.8
Learning perimeter, volume,
and Area of a shape
Science
Standard: VA SOL Science
5.1
Continuation of the 5
Kingdoms of Life
Social Studies/History
Standard: VA SOL GOVT 4
Continuation of the Civil
War
Fine Arts, Health,
and PE/
Movement
Use Legend
E/W/R The 4th day of
instruction on the 5 parts of a
narrative story. Today the
instructor will talk about the
events of a narrative story.
Each story has its own set of
events that makes a narrative
story interesting.
E/W/R The instructor will let
the students read the book to
their partner and discuss what
they think the story is.
E/R/W Let the instructor read
the story to the class and list its
events in their journal.
Use Legend
M/PS/MA This is the 2nd day
of learning about perimeter,
volume, and area of a shape.
Today the instructor will be
discussing the area of an
object. The formula is a= l x w,
a= 3 x 2, a= 6 units.
M/ Give the class examples of
an object and let them find the
answer. But still use the
formula that the instructor
provided earlier to help them.
M/A Have the students create
their own examples of Area
and then share it with the class
and see if they get the same
answers as their classmates.
Use Legend
S/The instructor will start the
class with a presentation on the
Five Kingdoms of Life. Today
we will start off with the first
kingdom of life, Monera.
S/ This is an excellent time to
take notes in their science
journal. Describe Monera and
that it is a part of the biological
kingdom that is made of
Prokaryotes. Also discuss with
the students its characteristics
and what makes them so
unique.
S/ Let the students create a web
for all 5 parts of the kingdom
of life. Include Monera at the
top of the web.
Use Legend
SS/ This is the fifth day of
instruction on the Civil War.
Today the instructor will
discuss with the class about
some of the events during the
Civil War.
SS/T Show them a presentation
on Gettysburg.
SS/W Let the students record
their feelings and reactions to
what happened at Gettysburg
in their journal.
Use Legend
FINE ARTS
Find pictures of
Gettysburg on the
computer.
HEALTH
Healthy dinner
options.
PE/MOTIVATION
Go on a field trip to a
Civil War Museum.
CURRICULUM PROJECT
26
Week # 7 Day # 5
Character Education: Love
English/Language Arts
Standard: VA SOL Writing
5.7
5 Parts of the Narrative
Story
Math
Standard: VA SOL Math 5.8
Continuation Learning the
Perimeter, Area, and
Volume of a shape
Science
Standard: VA SOL Science
5.5
The Five Kingdoms of Life
Social Studies/History
Standard: VA SOL GOVT 4
Continuation of the Civil
War
Fine Arts, Health,
and PE/
Movement
Use Legend
E/R Today the instructor will
introduce the last part of the
narrative story, the resolution
or ending.
E/R As their project, the
students read a story but do not
give them an ending of the
story. Have the students predict
their own ending of the story.
T/R At the end of the class
each student presents their own
ending to their classmates.
Use Legend
M/PS/MA Introduce the class
to volume. Do a demonstration
with a shape that is 3D and
show the students how you can
get the measurement by
multiplying the length, width,
and height of the object and
that will give you the volume
of the object.
A/M Let the students make
their own shapes with
construction paper, scissors,
and glue and then put them on
a poster board. Next have the
students find the measurements
of the objects. Be sure to let the
students explain how they
produced the answer.
Use Legend
S/ The instructor will go to the
next level of the Kingdom of
Life, called Protists. Since
these details, a lot of
information is vital for the
students to know the concept
and meaning of Protists. Have
them take out their science
journal and record notes.
S/ Give the student an example
of a protist, for example an
Amoeba. But also go over the
characteristics of identifying
them as well.
S/ Let the students do an
activity on identifying whether
the organisms are Protists or
not by using pictures to
Use Legend
“Continuation on
Gettysburg”
Use Legend
FINE ARTS
Have the students
create a writing about
Gettysburg. Share it
with the rest of the
class.
HEALTH/PE
Walk around the
house and give your
heart exercise while
completing chores.
MOTIVATION
Go and clean up the
house for your
parents as a surprise.
CURRICULUM PROJECT
27
PS/MA Give the students a
quiz on volume at the end of
the lesson.
identify them. Add Protists to
the web.
Week # 8 Day # 2
Character Education: Love
English/Language Arts
Standard: VA SOL Writing
5.5
Learning Poetry
Math
Standard: VA SOL Math 5.9
Geometry
Learning Measurements
within the Metric System
Science
Standard: VA SOL Science
5.5
Continuation on the 5
kingdoms of Life
Social Studies/History
Standard: VA SOL GOVT 4
Slavery During the Civil
War
Fine Arts, Health,
and PE/
Movement
Use Legend
W/E/R Introduce the class to
the elements of Poetry. The
elements of poetry that the
instructor will introduce to the
class today are the writer’s
mood, tone, language, and
form. Why are all these
essential to a poem?
W/E/R Give the class
examples of different poets like
Edgar Allen Poe “The Gothic
Poet” or fame Poetess Maya
Angelou “The Heart of Modern
America.”
A/R As an activity let the
students create their own
Use Legend
M/T The instructor will be
introducing the class to the
metric system of length. Use
the whiteboard so that all the
students can see the different
metrics clearly. Do a review on
using the ruler.
M/ Show examples of how
things are measured, like a
pencil tip is measured in
millimeters. A size of a
person’s pinky on their finger
is measured in centimeters. A
student’s foot is measured in
inches. These examples are
ways that a student can better
understand the metric system.
Use Legend
S/ The instructor will introduce
the class to the 3rd level of the
Kingdom of Life called the
Fungi Kingdom. Show the
class examples of fungi
(mushrooms). Some fungi are
good, and others are not for
example mold.
S/ Have the students do a
handout on fungi as an activity.
S/ As for homework let the
students draw pictures of the
fungi and list its characteristics
on the front of it. Let the
students add Fungi kingdom to
Use Legend
SS/ The instructor will begin
class with discussing slavery.
But before the instructor
introduced the class to slavery
have the students write on
paper about what they knew
about slavery? How do they
feel about slavery?
SS/ Begin class with how
slaves were the real cause of
why the civil war began. A lot
of people were against slavery,
and they were called
Abolitionists and others
wanted slavery,
SS/R Let the students read
Use Legend
FINE ARTS
Let the students' read
articles about the
abolitionists during
the Civil War time.
HEALTH
What foods did they
eat during the time of
the Civil War?
PE
Do 25 jumping jacks
MOTIVATION
Ride a bicycle
around your
neighborhood.
CURRICULUM PROJECT
28
poetry and works of art as a
homework assignment. M/A Let the students use their
objects in their book bag or at
their desk to measure items.
the web. short stories on slavery.
CURRICULUM PROJECT
29
Week # 8 Day # 3
Character Education: Love
English/Language Arts
Standard: VA SOL Writing
5.5
Learning the elements of
Poetry
Math
Standard: VA SOL Math 5.9
Geometry
Learning of the Metric-
System
Science
Standard: VA SOL Science
5.5
Learning the 5 Kingdoms of
Life
Social Studies/History
Standard: VA SOL GOVT 4
Abolitionists
Fine Arts, Health,
and PE/
Movement
Use Legend
W/R/E Today, the instructor
will continue the lesson plan
on poetry by instructing the
students about the elements of
poetry such as symbolism,
irony, and stanzas.
W/R/E The instructor should
show students different
examples of poems that have
symbolism, irony, and stanzas
in them. Like Maya Angelou’s
“Caged Bird” or Langston
Hughes “Mother to Son”. All
are excellent examples of
poetry with symbolism, irony,
and stanzas.
E/ Let the students continue to
write their own poetry with
symbolism in it.
Use Legend
M/PS/ Next, we will be
discussing as part of the lesson
plan the weight and the mass
part of the metric system.
Kilograms, ounces, and
pounds.
M/ Show the class examples of
pictures/objects with both
weight and mass. Let the
students figure out whether the
picture is measured in
kilograms, ounces, or pounds.
M/W Tell the students to
record in their notebook their
thoughts on learning about the
metric system. When they are
finished, they can share it with
the class.
Use Legend
S/ In this lesson plan, the
instructor will introduce the
class to the 4th part of the Five
Kingdom of Life. The Plant
Kingdom and its
characteristics.
S/ Have the students take out
their science journal and read
the notes about the Plant
Kingdome and its
characteristics.
S/ Have the students add the
Plant Kingdom to their web.
Use Legend
SS/ Begin the class with a
discussion on Abolitionists.
Give the students a list of
people against slavery during
the Civil War.
SS/ Have the students create
their own lists of names of who
they thought were abolitionists.
SS/W Let the students put the
names in their journals. So that
they can later study them.
Use Legend
FINE ARTS
Let the students
draw pictures of
some of the
Abolitionists.
HEALTH
Discuss with the
students about
nutrition and healthy
eating.
MUSIC
Choose your favorite
CD and listen to it
for 30 min at home.
CURRICULUM PROJECT
30
Week # 8 Day # 4
Character Education: Forgiveness
English/Language Arts
Standard: VA SOL Reading
5.4
Verbs and Adjectives
(Review)
Math
Standard: VA SOL Math
5.10
Diameter, radius, chord, and
circumference of a circle
Science
Standard: VA SOL Science
5.1
Learning the 5 Kingdoms of
Life
Social Studies/History
Standard: VA SOL GOVT 4
Continuation of
Abolitionists
Fine Arts, Health,
and PE/
Movement
Use Legend
E/W/R Create a list of verbs
and adjectives for the students
and have them put together in a
sentence. It will show the
students the importance of
having verbs and adjectives to
make a complete sentence that
makes sense.
E/W/Have the students create
their list of adjectives and
verbs and let the students do a
short skit where the students
act it out in class.
E/R/ Have the students read a
book and pick out all the
adjectives and verbs from the
book and read them in their
journal.
Use Legend
M/T Introduce the class to
finding the area of the circle.
Put the formula on the white
board in the front of the class.
Give the students examples.
A/M Let the students draw
their own circles and let them
find out the area of the circle
that they drew.
M/ Fun activity has the
students pick out a cookie and
find the circumference of the
cookie.
Use Legend
S/ In this lesson, the instructor
will introduce the class to the 5
Kingdoms of Life, called the
animal Kingdom. Which is
made of vertebrates and
invertebrate animal. Learning
the 5 Kingdoms of Life.
S/ Take the students on a field
trip to the zoo so that they can
see all the diverse types of
animals that make up the
Animal Kingdom.
S/W Record in your science
journal all the sights and
sounds seen at the zoo.
Use Legend
“Continuation of Abolitionists”
SS/Do a final project on the
people who made a difference
and contributed to slaves
eventually being freed.
Example Sojourner Truth,
Fredrick Douglass, and
Abraham Lincoln and others.
Use Legend
FINE ARTS
Find articles on
Abolitionists in
books, newspapers,
etc.
HEALTH: Discuss
Hygiene.
PE/MOTIVATION
Jogging around your
back yard for 10-15
min.
CURRICULUM PROJECT
31
Week # 8 Day # 5
Character Education: Forgiveness
English/Language Arts
Standard: VA SOL Reading
5.4
Synonyms and Antonyms
Math
Standard: VA SOL Math
5.12
Classifying right, acute,
obtuse, and straight angles
Science
Standard: VA SOL Science
5.6
Learning about the 4
Weathering Cycles
Social Studies/History
Standard: VA SOL History
US II.3
Fredrick Douglass
Fine Arts, Health,
and PE/
Movement
Use Legend
E/W/Introduce the class to
synonyms and Antonyms and
the importance of using them
in sentences and writings.
Synonyms mean the same as
the word (example delicious
and scrumptious). The
antonyms are the opposite of a
word big/tall.
E/W Give the students a list of
words and let them find out the
antonyms and synonyms for
each word in the given list.
E/W Let the students complete
a quiz on synonyms and
antonyms.
Use Legend
M/ MA/PS First day of
learning triangles. Start a
PowerPoint presentation on
classifying and measuring
right, acute, obtuse, and
straight angles. But first the
students must be able to
identify different triangles. The
first triangle the students will
learn about in this lesson plan
is the right triangle which
measures 90 degrees. Acute
triangle measure less than 90
degrees. Obtuse triangles
measure more than 90 degrees.
M/ Let the students draw their
triangles and let them classify
what their triangle is whether it
is right, acute, or obtuse
triangle.
Use Legend
S/ Introduce the class to the
weathering cycle. Give them
the definition of weathering.
Then explain to them what
weathering is and how it helps
us on earth.
S/ Show the kids a presentation
on weathering and the effects
of it on our earth.
S/ Let the kids draw a picture
of what weathering looks like
and how it can help and affect
our planet
Use Legend
SS/ Start the class with an
introduction on Fredrick
Douglass. Also discuss his
contributions not only to
America but the African
American Community.
SS/Have the students compile a
list of accomplishments he did
for the African American
community during slavery and
the war.
SS/Let the students present to
the class their research or what
they found out new about
Fredrick Douglass.
Use Legend
FINE ARTS
Read an
autobiography on
Fredrick Douglass.
HEALTH
Discuss the effects of
sugar and soda on
children's health.
PE/MOTIVATION
Go out and volunteer
at the church or food
bank.
CURRICULUM PROJECT
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M/ Then as an activity let the
students measure the triangle
for a grade.
CURRICULUM PROJECT
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Week # 9 Day # 1
Character Education: Forgiveness
English/Language Arts
Standard: VA SOL Writing
5.4
Learning about Plurals and
Pronouns
Math
Standard: VA SOL Math
5:12
Classifying Equilateral,
scalene, and Isosceles
Triangles
Science
Standard: VA SOL Science
5.6
Learning about the 4
Weathering Cycles
Social Studies/History
Standard: VA SOL History
US II.3
Lincoln’s Assassination
Fine Arts, Health,
and PE/
Movement
Use Legend
E/W/R Do a review for the
students on plurals and
pronouns. The instructor
should let the students use
them in sentences.
GA/CM E/W Have the
students do a project on plurals
and pronouns and let them use
it in their group activities with
their peers.
R/W/E Read a book and write
down in the journal all the
pronouns and plurals found in
the reading.
E/R/CM/Let the students share
with the class what they did
with plurals and pronouns in
class today.
Use Legend
M/ Introduce the class to 3
triangles Equilateral, Scalene,
and Isosceles.
M/ Have the students draw
their own examples of
Equilateral, Scalene and
Isosceles triangles.
M/ As an activity let the
students use construction
paper, scissors, and glue to
make their own Equilateral,
Scalene, and Isosceles
triangles.
Use Legend
S/ The next step is introducing
the students to various aspects
of weathering. Wind is a
component of the weathering
process, water, ice, and plants
all weather the earth’s surface.
S/ Let the students choose what
aspect of weathering they want
to present to the class. They
can choose from wind, water,
ice, and plants.
S/ As an example, show a
weathered rock to the class and
let them write about it in their
science journal.
Use Legend
SS/Earlier the class already
discuss Abraham Lincoln and
his contributions he made to
the United States. Before he
was assassinated, he created
the Emancipation of
Proclamation. He wanted to
free blacks from slavery. But it
never occurred because he was
assassinated.
SS/T Create a graphic
organizer of Abraham Lincoln
and his contributions.
Use Legend
FINE ARTS
Draw a picture of
Abraham Lincoln
using construction
paper, scissors,
markers, etc.
HEALTH
Discuss the Four
Food Groups
PE/MOTIVATION
Exercise for 30 min.
CURRICULUM PROJECT
35
Week # 9 Day # 2
Character Education: Forgiveness
English/Language Arts
Standard: VA SOL Research
5.9
Technology Research
Math
Standard: VA SOL Math
5.15
Learning Probability and
Statistics
Science
Standard: VA SOL Science
5.2
Force, Motion, and Energy
Social Studies/History
Standard: VA SOL History
US II.3
Reconstruction During Civil
War
Fine Arts, Health,
and PE/
Movement
Use Legend
E/W/T Present the class with a
research project on volcanoes
and have students choose what
websites or technology to use
for their research on their
project.
E/W Present a list of research
websites and search engines to
help the students find all the
necessary information that they
need.
T/To help the students offer
the students the use of
Chromebooks or the computer
lab for help.
Use Legend
M/ Introduce the class to
probability and statistics. Show
them examples of statistics and
probability in sports, charts,
and graphs.
M/ Create a chart with the
class about hotdogs eaten at a
baseball game. But also include
in the chart a projection of
hotdogs expected to be sold
and the hotdogs that were sold
and eaten at the game.
M/A Draw a picture of a
scenario and give the statistics
and probability from it.
Use Legend
S/ Introduce the class to force,
motion, friction, and gravity.
Give the students a handout
and on the whiteboard show
examples of all 3.
S/ Pair the students up in
groups and let them do a skit
on force, motion, friction, and
gravity.
S/W Have the students write
all the notes collected today in
their science journal
Use Legend
SS/ Show the students a map of
the United States and how
much the Civil War effected so
many people lives with
employment, poverty, and the
end of slavery. The United
States had to rebuild again. The
Reconstruction Period
represents that time.
SS/Have the students write a
paper on the Reconstruction
Period.
Use Legend
FINE ARTS
Have the students do
a skit on the
Reconstruction
Period.
HEALTH
Vitamins
PE/MOTIVATION
Leisurely walk
around the park.
CURRICULUM PROJECT
36
Week # 9 Day # 3
Character Education: Grace
English/Language Arts
Standard: VA SOL Writing
5.9
Technology and Research
Math
Standard: VA SOL Math
5.18
Learning Patterns,
Fractions, and Algebra
Science
Standard: VA SOL Science
5.2
Force, Motion, and Energy
(Day 2)
Social Studies/History
Standard: VA SOL History
US II.3
Continuation of
Reconstruction Period
Fine Arts, Health,
and PE/
Movement
Use Legend
(Day 2 Continuation of
Research Project on Volcanos).
E/W/R After the students
compile a research list, the
instructor gives them a
guideline and grading rubric.
GA/CM/W/R Let the students
present their research project to
the class with their groups.
E/R Have the students discuss
each other’s research project at
the end of class.
Use Legend
M/ Introduce the class to
Algebra. Put examples of
algebra problems on the white
board. Go over each example
and step.
M/T Let the students come up
to the whiteboard and work the
problems out themselves and
see what answer they produce.
M/ Assign an algebra handout
for homework.
Use Legend
S/ Last day for discussion on
force, motion, and energy.
Answer any questions that the
students might still have
regarding the lesson.
S/ For their final, the students
assess their end of unit science
test on force, motion, and
energy.
Use Legend
“Continuation of the
Reconstruction Period”
SS/ Wrap Up the
Reconstruction Period with
an end of Unit Test.
Use Legend
FINE ARTS
Create a booklet on
the Civil War.
HEALTH
Nutrition
PE/MOTIVATION
Visit a trampoline
Park and do some
exercises.
CURRICULUM PROJECT
37
Evidence of Curriculum Requirements
Sample:
Critical Thinking and Problem-Solving Activities
Day Best Examples from Curriculum Charts
41 Students complete a Mathematics activity where they choose from a 4x4 grid of word problems to complete. The word
problems concerning money require students to think critically and solve the problem.
43 In a Language Arts assessment, students complete short answer questions about a passage concerning the Creek Indians. The
short answer questions require them to think critically.
50 In Social Studies, students complete a cut and paste activity to identify things that belong with Native Americans historically
and things that belong with Native Americans today. Students are required to think critically to complete the activity.
Template:
Mission Statement Integration
Day Best Examples from Curriculum Charts
2 In my mission statement, I want all students to succeed in school academically.
2 Parents, students, and staff need to work together to make sure the students are successful.
2 Making sure that the students' needs are taken care of academically and emotionally.
Character Education Integration
Day Best Examples from Curriculum Charts
2 Kindness
CURRICULUM PROJECT
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5 Responsibility
3 Love
CURRICULUM PROJECT
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Diversity & Accommodations
Day Best Examples from Curriculum Charts
5 If a student is having a problem with the verbs and adverbs, have a teacher’s assistant in place to help the student and
accommodate their needs in the classroom.
4 If the student has problems with learning distributive math go over the lesson again with them so they will not have any
problems.
Critical Thinking and Problem-Solving Activities
Day Best Examples from Curriculum Charts
1 4 Genres of Writing when the teacher introduces the class to the 4 genres of writing (narrative, persuasive, and information
expository.
2 The 4 Genres of Writing doing a paper on “To Kill a Mockingbird” to make sure the paper fulfills the requirement style of
writing.
3 Adding and Subtracting Whole Number Fractions Converting the fractions into decimals and using a pizza as an example for
the class.
Active Learning Experiences
Day Best Examples from Curriculum Charts
2 Create a chart about hot dogs and about how many hot dogs are sold and how much is eaten at the game.
1 Making triangles the scalene, and Isosceles triangles.
Technology Integration
Day Best Examples from Curriculum Charts
CURRICULUM PROJECT
40
2 To help students learn the early English Colonization to help them with their research have them work on their computers or
iPad.
CURRICULUM PROJECT
41
Assessment
Day Best Examples from Curriculum Charts
1 Day 1
2 Day 2
3 Day 3
Collaboration
Da
y
Best Examples from Curriculum Charts
3 Reconstruction Period
5 Fredrick Douglass
3 Abolitionists
2 Slavery
Fine Arts Integration
Day Best Examples from Curriculum Charts
5 Visual art and the Native American clothes and food.
2 Design a poster for bill of rights.
Health Integration
Day Best Examples from Curriculum Charts
5 What did the Native Americans eat during early colonization.
5 Exercise/PE let them go outside for 20 min after lunch.
CURRICULUM PROJECT
42
PE and Movement Integration
Day Best Examples from Curriculum Charts
2 Run around the track 2-3 times.
5 Go on a field trip to the State Park.
Integration Between Content Areas
Day Best Examples from Curriculum Charts
3 Fine Arts doing a writing assignment, Health giving a student recipe, Walk around back yard 3 times.
4 Fine Arts finding a picture of Gettysburg, Healthy dinner options, PE field trip to the Civil War Museum.
CURRICULUM PROJECT
43
Resources
Learning Tools
Graphic organizer
White boards
Graphic Organizer
Projector
Chromebook
Projectors
Manipulatives
Rocks
Counters
Professional Sources
Fordham, F., & Lee, H. (2018). To Kill a Mockingbird: A graphic novel (First ed.). Harper, an imprint of
HarperCollins Publishers.
Virginia Department of Education. (2008). History and social science standards of learning
for Virginia public schools: Grade 5 introduction to history and social science.
Retrieved from http://www.doe.virginia.gov/esting/sol/standards_docs/
CURRICULUM PROJECT
44
history_socialscience/next version/stdshistoryk-5.pdf
Virginia Department of Education. (2010). English standards of learning curriculum
framework. Retrieved from http://www.doe.virginia.gov/testing/sol/frameworks/
english_framewks/2010/framework_english_5.pdf
Virginia Department of Education. (2010). Grade six science standard of learning for Virginia public schools-
2010. Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/k-
5/stds_science5.pdf
Virginia Department of Education. (2013). Visual arts standards of learning for Virginia public schools.
Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/fine_arts/2013
/visual_arts/std_finearts_visualarts.pdf
Virginia Department of Education. (2015). Physical education standards for Virginia public schools. Retrieved
from http://www.doe.virginia.gov/testing/sol/standards_docs/physical_education/index.shtml
