Biblically Integrated Lesson Plan Subject: Teacher: Grade Level: Concept: Standards Addressed: Materials: 1. Lesson Objective: ©2008 Biblical Integration Ideas.com 2. Instruction: Anticipatory Set (lead-in/hook): Procedures/Instruction: 3. Assessment: 4. Biblical Principle: 6. Biblical Integration: (verses, questions, ideas) 7. Biblical Integration Assessment: 5. Biblically Integrated Lesson Objective: Reteaching and/or Extension:

SAMPLE PLANNING CHARTS 5

 

 

 

 

 

 

Oregon Standards Sample Curriculum Planning Charts: Eighth Grade

 

John Doe

Liberty University

 

Legend

 

A: Art

AS: Assessment

BS: Brainstorming

CE: Character Education

CON: Conferencing

D: Discussion

DA: Differentiation/Accommodation

E: Evaluation

ED: Editing

ELA: English Language Arts

EX: Teacher Modeling/Example

GA: Group Activity

GO: Graphic Organizer

HW: Homework

IA: Independent Activity

L: Literacy

LE: Listening Exercise

M: Math

MU: Music

MO: Movement/Physical Education

NT: Note taking

OA: Opening Activity

PER: Peer Review

PED: Peer Editing

PS: Public Speaking

PW: Partner Work

R: Reading

RS: Research

SS: Social Studies

T: Technology

TH: Theatre

VC: Video Clip

W: Writing

SAMPLE PLANNING CHARTS 1

 

PLANNING CHARTS 2

WS: Worksheet

 

 

 

WEEK 91
Character Trait: Commitment
M- DAY 91 T-DAY 92 W-DAY 93 TH-DAY 94 F-DAY 95
OCCS 8.RH.4 and OSOL 8.32

The Road to Revolution: Trust

OCCS 8.RH.4 and OSOL 8.32

The Road to Revolution: Control

OCCS 8.RH.4 and OSOL 8.32

The Road to Revolution: Commitment

OCCS 8.RH.5 and OSOL 8.32

The Road to Revolution: Tyranny

OCCS 8.RH.5 and OSOL 8.32

The Road to Revolution: Rebellion

OA/CE/VC/BC: The students will view a short clip from a Peanuts cartoon and brainstorm the characteristics of people, or entities, who are committed. Focus word: “trust”

 

SS/R/M: The teacher will review the, “French and Indian War,” scenario leading to the debt and ensuing financial demand upon the colonies; therefore, the strain on commitment and trust between King George III and the colonies. Contrasting with other wars, “costs of war” columns will be sketched on the whiteboard. Retrieved from: https://online.norwich.edu/academic-programs/masters/military-history/resources/infographics/the-cost-of-us-wars-then-and-now. Students will read portions from texts about the Proclamation of 1763, the Sugar Act, The Currency Act, and the Quartering Act and list the ways trust and commitment could be injured by the Acts and how the colony responded.

 

D/GO: The teacher will host discussion on the importance of trust in commitment and how trust between Britain and its colonies was damaged by these Acts. Students will note dates, and British and Colonial positions on their ‘Revolutionary Dominoes” graphic organizer worksheets.

 

A/GA/MU/PW: The teacher will divide the class into Colonial and British groups/teams. While listening to 18th century compositions the Colonists may have been listening to, students will cover two prepared rectangular, student-height, frame structures with paper-mache and leave to dry over night. The teacher will ask students to imagine listening to this background music while they did their homework in 1764.

 

DA: Students with exceptionalities will partner together in small groups on each stage of this assignment.

OA/A/GA/MU/PW: While listening to 18th century compositions the teacher will provide a video slide with the composer, instruments, and name of the song. Students will complete painting their two, paper-mache dominoes: white with blue dots for the colonies, and white with red dots for Britain. One outer edge (15 inches) of each domino will become a paired, timeline-record of the Acts and responses of the colonial-British relationship. The two Revolutionary Dominoes will take turns leaning on one another to reflect the class discussion about the colonial versus British perspectives until the colonial one is too decorated and falls, knocking down the British domino.

 

CE/R/RS/SS/GA: Students will read and research the background, motivations, proposals, and responses around the Acts of King George, and the matching colonial responses.

 

D/E: The teacher will ask students in multiple small groups to conclude how, and why trust was being whittled away and the determination to, ‘try again,’ was diminishing on both sides.

 

IA/ELA/W: Each student will write a note of support to their colonial representative, or their member of parliament, and share two reasons they support their position. With each letter being read, the teacher will lean one of the dominoes against the other.

 

DA: The teacher will encourage Talented and Gifted (TAG) students to write additional details and, or with higher grammar, vocabulary, and detail. At-level and Individual Learning Plan (IEP) students will be partnered to write their position.

OA/CE/A/SS: Students will be asked to reflect on a goal they have for the school year and write down three steps to achieve it. Next, they will reflect on the goals of their community of loyalty (British or Colonial) and write down the most important goal that should be pursued at that time on blue or red note cards and placed on their domino of loyalty. A student will lean the dominoes back and forth to picture the stress and strain of the, ‘Road to Revolution.’

 

NT/R/RS: Students will read the text regarding, “The Stamp Act,’ and ‘Taxation without Representation,’ portion of their text. The teacher will provide modern allusions for compare and contrast.

 

IA/PER: Students will share in, “all colonial, and all British,” peer groups their support, questions, and evaluation of the initiatives and responses of both groups.

 

PER/PED/R/AS: Students will be paired in teams for an assessment exercise. Each team will have 10 minutes to compile a timeline on paper in part one. In part two, a teacher-assigned leader on each team will have 3 minutes delegate the transfer of their timeline’s to a whiteboard. The first team completing the timeline with the most details and accuracy wins a ‘Holly Party,’ (1-minute dance and dessert choice).

 

 

DA: TAG students and IEP students will be partnered together with on-level students to write their position.

 

OA/GA: With the paper mache British Domino leaning against the Colonial Domino, the class will begin with a Kahoot competition between the two student teams on the pre-revolutionary Acts of British Parliament. Retrieved from: https://create.kahoot.it

 

L/ELA/IA/RS: The teacher will provide each student with a “Script of Tyranny.” There are sentences with blanks for adjectives, dates, names of Acts, motivations and expected results to fill in that capture a conversation between King George and the British Chancellor, George Grenville, dictating the causes, the proposals, and the acts decided upon through 1775 including, “The Townshend Acts.”

 

PS/GA/TH/PED: The two groups will be combined and select the best script among them to be read that typifies the voice and actions of tyranny. Two from each group will be selected to read their scripts. The class will select the best two and attach them to the British Domino. The two scripts chosen will be read in pairs dramatically by four students: One wearing a crown (King George) and the other a white, cotton ‘wig,’ (Grenville).

 

 

 

DA: TAG students and IEP students will be partnered together. The teacher will assist IEP students and those with other exceptionalities to review the feelings, emotions, and motivations of the British government dealing with their war debt.

 

 

OA/GA: With the paper mache Colonial Domino leaning against the British Domino, the class will begin with a Kahoot competition between the two student teams whose subject is the pre-revolution, rebellious acts of rebellion of the Colonies against Britain. Retrieved from: https://create.kahoot.it

 

L/ELA/IA/RS: The teacher will provide each student with a “Script of Rebellion.” There are sentences with blanks for adjectives, dates, names of the actions, motivations and expected results to fill in that capture a conversation between a Sons of Liberty leader, Samuel Adams, and a fellow-patriot. Adams is reflecting on the plea for colonial unity, proposals toward independence, and the appropriate responses to British oppression and laws decided upon through 1775 including, “Fight or Die”.

 

PS/GA/TH/PED: The two groups will be combined and select the best script among them to be read that typifies the voice and actions of tyranny. Two from each group will be selected to read their scripts. The class will select the best two and attach them to the Colonial Domino. The two scripts chosen will be read in pairs dramatically by four students: One wearing a white, cotton ‘wig,’ (Samuel Adams) and the other wearing a tri-corner hat (Patriot).

 

DA: TAG students and IEP students will be partnered together. The teacher will assist IEP students and those with other exceptionalities to review the feelings, emotions, and motivations of the Colonial leaders in dealing with their sense of burden and torn feelings of loyalty and distrust.

 

 

 

 

WEEK 92
Character Trait: Empathy
M- DAY 96 T-DAY 97 W-DAY 98 TH-DAY 99 F-DAY 100
OCCS 8.RH.5 and OSOL 8.32

The Road to Revolution: “Fight or Die”

OCCS 8.RH.5 and OSOL 8.28

The Road to Revolution: Boston Massacre

OCCS 8.RH.5 and OSOL 8.28

The Road to Revolution: Tea

OCCS 8.RH.5 and OSOL 8.28

The Road to Revolution: Congress

OCCS 8.RH.2D and OSOL 8.23

The Road to Revolution: Paul Revere

OA/A/HW/MO/MU/T/RS: Military drum and fife military tunes and videos will be played as background while commencing with the floor map of the Revolutionary War Battlefield. With some preliminary markings and outlines by the teachers, and after-school work by students, partnership with the Art Department and other 8th grade classes, the desks will be pushed to the edges of the classroom for Battle-Weeks. Using painters tape, butcher paper, and magazine cut-outs, the 8th grade history and art students will research, measure to scale, and recreate the 13 colonies, the Atlantic coast, the James and the Charles rivers, and a larger scale map section of Boston and the surrounding area.

 

R/NT/GA/IA: The teacher will review the timeline to date and highlight the Tea Act, The Coercive Acts, and the Townshend Acts as a review of assigned prior reading. Students will pair-up in their Colonial or British teams and continue building their graphic organizer with these additional facts and dates – 1767.

 

 

AS/D/BS/E/W: Students will evaluate causation of the Revolutionary War based on primary and secondary sources using and reading map information, texts, and geographically descriptive journal articles.

 

A/E/AS: Students will sketch a general map and predict the main points of attack and defense around Boston and along the northern Atlantic coast as though planning an attack or a defense, depending on their loyalty.

 

 

DA: IEP students will be provided fill-in-the-blank notes pages and map guides to assist with learning position, troop movement, and other geographical information.

 

 

OA/CE/D/EX: The teacher will show a brief segment from the John Adams docudrama series as the main character, walks inadvertently into the scene of the Boston Massacre. After pausing the scene during his description to his wife, students will be asked to write a description and a response to the Boston Massacre from John Adams’ point of view. Students will empathize by putting themselves in Adams’ shoes. The teacher will lean the British Domino into the Colonial one.

 

NT/D/E/AS: Viewing a primary source by Paul Revere, an engraving titled, The Bloody Massacre, students will share their impressions of what it must have been like to witness the event. They will be asked to contrast this event with Black Lives Matter, protests, and Civil Rights marches from the 1960’s that incited governments to use firearms against their citizens. Students will hear exerpts from a primary source eye-witness. Students will write a paragraph that details at least 5 crucial events, dates and subjects, and, or individuals and their actions that led up to this pivotal conflict.

 

GO/PW/SA/T: Students will be paired up and placed at different stations. Each station will provide clues/hints to information about the main idea and themes of the book. Some stations may have video clips, texts, or short presentations. As the pairs move from each station, they will fill out a graphic organizer to help them make conclusions.

 

PER/PED: Students will share their conclusions with a partner and edit one-another’s products toward a fuller rendition of the precipitant events to the Boston Massacre.

 

DA: In groups, same-level students will be paired together. IEP students will compare and contrast answers based on a teacher-provided rubric with important facts, events, persons, and dates.

OA/ELA/W/CE: Students will arrive to class with an invitation to have a small cup of colonial-style tea poured from a colonial period pewter teapot. The teacher will ask students to share if they like the tea, with or without milk and sugar, or not. The teacher will provide students with a K-W-L card. Students will write down what they know (K), what they want to know (W), and what they learned (L).

 

D/RS/VC/E: Students will watch a protest going on currently regarding a socio-political issue and compare and contrast that with the Boston Tea Party. Students from both, the Colonial and British teams, will write their view of the Boston Tea Party and place those tea-shaped note cards on the appropriate domino; Colonial Domino leaning into the British Domino.

 

BS/E/GA/PER: In a game of Pondjeapordy,* each student on the two teams will write 3 questions from their notes. Colonial versus British will compete to see which Domino is lying onto whose domino at class’ end.

 

 

DA: Students with an IEP will be partnered with students who are at grade level or are TAG. TAG students will be made captains and delegators on each team to provide leadership. Additional, teacher-written questions will be offered to students with exceptionalities that cannot configure questions.

 

* Pondjeapordy: My classroom has a large, 14 chair, round table called, “the pond.” The remainder of the classroom is called the forest. At ‘the pond,’ Pondjeapardy is a points-based competition. A student that stumps three students gets three points. When a student answers correctly, they receive a point and it becomes their turn to ask; can be played individually or as teams.

OA/CE/D: The student body president will open class with two options (with a ‘yes’ or ‘no’ answer) for the 8th grade history class to consider regarding an upcoming school assembly. After some discussion, the class will conclude and agree. The president will affirm that their choice will be taken into consideration, but the final decision will be made by the Student Council and the faculty sponsor. The teacher will review the state of the colonies – each with an independent leadership team, that prevents a pure form of unification, warranting the formation of the first Continental Congress.

 

R/CE/D/E/SS: The students will read-aloud portions of Patrick Henry’s speech while looking at his picture addressing the Virginia House of Burgesses. They will share emotions that he, or attendees to that meeting, might have been feeling. The teacher will compare and contrast the imminence of the Revolutionary War with Presidents Wilson and Roosevelt entering WWI and WWII, respectively.

 

ELA/IA/HW: Students will write a paragraph to their colony’s representative declaring their support or opposition to going to war with Britain and state 3 reasons with evidence from the textbook, primary readings, paintings, or class discussions to affirm their conclusion.

 

PER/PED/D/GA: Students will be paired with a member of the opposite team (Colonial/British) and share their view in support of war or not. The teacher will lead a summary discussion at the conclusion of the partner-sharing time and lean the Colonial Domino against the British Domino, or not.

 

DA: Students working with an IEP will be given the opportunity to write 3 reasons they would be for the war or against. TAG students will be encouraged to add additional reasoning and references as they recall them.

 

OA/ELA/D/MU/RS/THE/PW/EX: The teacher will have placed a dotted line on the floor map of Paul Revere’s ride as well as the locations of the Old North Church and Lexington and Concord. The class will be provided props and online links when tasked with creating a Classic, or Rap version of Paul Revere’s Midnight Ride to share with their second-grade little buddies. Students will be sorted into the Story, Music, Drama, and Production groups. Each group will have a script with an outline of the necessary tasks needed to produce a 5 minute rendition and retelling of Paul Revere’s ride. The teacher will assign a leader in each group to make sure that each person has at least one responsibility and that they are prepared to carry it out.

 

PER/PED/GA/D/HW: Students will practice their performance in small groups. The teacher will then add each group’s performance until they are over-lapping one another and complimentary. This rehearsal will be solidified in practices during some class periods and after school until presented to the little buddies one week later.

 

VC/LA/ELA: The teacher will show a short clip from “Sons of Liberty,” and ask students to briefly reflect and write a letter to their friend or family member from the perspective of Paul Revere right before his great ride. Students will be provided a rubric that requires facts, good grammar, flow, and concise summary to assess their analysis of the movement toward the Declaration of Independence.

 

 

DA: IEP students will be offered the option of sharing these feelings orally, or will provide three facts or feelings they imagine having from Paul Revere’s perspective. TAG students will be encouraged to meet all of the Rubric requirements.

 

 

 

PLANNING CHARTS 3

SAMPLE PLANNING CHARTS 4

 

References

Apple, M., (Editor), (1994). History alive: Engaging all learners in the diverse classroom. Reading, MA: Addison-Wesley Publishing Company, Inc.

Common Core States Standards Initiative {CCCS}. (2020). History/Social Studies. (grade eight) [PDF file]. Retrieved from http://www.corestandards.org/ELA-Literacy/RH/6-8/.

Davidson, J. W., Lytle, M. H., (Editors), (1990). The united states: A history of the republic. (pp. 666-687; and 722-762). Englewood Cliffs, NJ: Prentice Hall.

Hoffer, P. C., (1994). Reading and writing American History: An introduction to the historian’s craft.

Vol. I. Lexington, MA: D. C. Heath and Company.

Marcus, R. D., Burner, D., (Editors), (1989). John smith: Description of Virginia. (pp. 24-27). America firsthand: From settlement to reconstruction; Vol. I.

Morison, S., E., (1965). The Oxford history of the American people. “Virginia,” (pp. 49-51). New York, NY: Oxford University Press.

National Geographic Learning, (2018). American stories: Beginnings to 1877. (pp. 88-99). Chicago, IL: National Geographic – Cengage.

Oregon Department of Education (2010). Introduction to Common Core Standards for Literacy in History/Social Studies. (grade eight) Retrieved from: https://www.ode.state.or.us/wma/teachlearn/commoncore/oregon-common-core-state- standards.pdf

Oregon Department of Education (2018). Oregon K-12 Social Sciences Academic Content Standards. [PDF file]. (grade eight) Retrieved from: https://www.oregon.gov/ode/educator- resources/standards/socialsciences/Documents/Adopted%20Oregon%20K- 12%20Social%20Sciences%20Standards%205.18.pdf

Oregon Department of Education (2018). Oregon K-12 Content Standards. (grade 8) [PDF file]. Retrieved from: https://www.oregon.gov/ode/educator- resources/standards/socialsciences/Pages

EDUC 571

 

Curriculum Project: Sample Curriculum Planning Charts Project – Secondary Assignment Instructions

MAT in Secondary

For Module 4: Week 4, consult the Horizontal Mapping Project you have already completed (Module 3: Week 3) and create daily planning charts to correspond to 2 weeks of mapping. Submit a legend and 2 weeks of Curriculum Planning Charts. Each week of curriculum should fit on one page (your submission will be a total of five pages—title page, legend, two charts, and a reference page). Utilize grading feedback from this sample submission to complete the final Curriculum Project submitted during Module 7: Week 7. No retroactive credit for the Sample Curriculum Planning Charts Project can be given from submission of the final Curriculum Project.

For this project you should consider yourself to be a curriculum planner that is providing an overview of what would be involved in a lesson. As the curriculum planner you are creating the block plan and the classroom teacher would then use your overview to create a very detailed daily lesson plan.

Your curriculum planning charts (block plans) should have:

· The standard number and standard topic clearly identified (e.g. VA Math AII.13 linear inequalities and linear programming)

· What the teacher and students will do for each lesson

· The legend symbols to show integration (see description below)

Your curriculum planning charts (block plans) should exhibit:

· Effective use of allotted time for instruction as well as learning activities

· Creative, engaging, hands-on, and age-appropriate learning activities and assignments

· Thorough explanation of learning concepts, activities, and experiences

Your curriculum planning charts (block plans) will include:

A. Integration of content areas. Show how content areas relate to each other by using a legend. The legend is a “symbol list” of the many parts that should make up the curriculum. A legend helps you easily view where you are making holistic learning experiences for your students. For example:

· If you are teaching grids and how to plot points in math, you could teach map skills (using longitude and latitude) in Social Science.[M, SS,] The M stands for Math and the SS stands for Social Science and you are integrating the two together.

· If you are teaching poetry in English / Language Arts class, you could introduce your history lesson with a poem such as “O Captain, My Captain” by Walt Whitman (an homage to Abraham Lincoln after his assassination following the Civil War.) [LA, SS,] The LA stands for Language Arts and the SS stands for Social Science and you are integrating the two together.

· If you are teaching the water cycle in Science and a “Rain Dance” from the Native American culture in SS, you are integrating 3 subjects. [S, SS, D] The S stands for Science, and the SS stands for Social Science, and the D stands for Dance.

· If you are teaching how to read and create Historical timelines in Social Science class, you could have your students create a timeline using Power Point. [SS, T] The SS stands for Social Science, and the T stands for Technology.

B. Integration of content and curriculum components. Make sure to integrate the following content and components:

· Integrate Fine Arts (Visual Art, Music, Theatre, or Dance); Health (e.g. You could teach about cell growth in math class, etc.); and PE (eg. You could teach a dance popular in the Civil War era. )

· Highlight in yellow (as seen in the example) how you are frequently providing diverse instruction and accommodations for exceptional learners.

· Promote critical thinking and use problem solving activities.

· Provide active learning experiences. Plan multiple hands-on learning experiences and projects. Paper and pencil worksheets should be used very sparingly.

· Leverage technology. Teachers and students should use various apps to design and complete projects and reinforce learning.

· Use a variety of informal and formal assessments (paper /pencil, projects, reports, portfolios, etc.)

· Collaborate with colleagues, families, and communities (consider team-teaching and using other faculty members to help form smaller groups in the classroom, using families to help with classroom experiences or field trips, using community guest speakers and area resources and field trip opportunities).

· Use diverse resources (books, apps, websites, and journal articles). If you use an app or website, paste the web address within the block plan. However, you will formally cite the resource as a reference in current APA format at the end of the project in the reference section.

 

 

 

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