Lesson Plans For 5-7 Days of Instruction

Social Studies Lesson Plans
PBL Lesson Plan

Subject: Social Studies Topic: Citizenship
Author: Taylor Jacobson Approx. Time: Tues-Fri
Standards of The student will explain the responsibilities of a good citizen,
Learning with emphasis on
a) respecting and protecting the rights and property of
others;
c) describing actions that can improve the school and
community;
e) practicing honesty and trustworthiness; and
f) describing the purpose of rules.
Objective(s) The student will be able to identify at least 5 responsibilities

of a good citizen by making a list.
Using a poster, the student will be able to present an idea for

a solution for a problem in their community.
Prerequisite Meaning of the words “citizenship” “citizen” “responsibilities”

Understandings/ “rights” “community” “honesty” “trustworthiness” and “rules.”
Knowledge/
Skills
Compelling What does it mean to be a good citizen?

Question
Instructional Staging the Question: Everyday, we wake up in Virginia
Design Beach, turn on our water that comes from Virginia Beach, eat
food, some of which that comes from Virginia Beach, and
then come into a school that is in Virginia Beach. Virginia
Beach does so much for us, right? But what can we do to for
Virginia Beach? We can be good citizens.
Supporting Question One: What are the responsibilities of a

citizen?
Instruction:
1. Have each student draw a picture of themselves on a
worksheet. There would be bubbles pointing to both hands,
the heart, the head, and the mouth. Direct students to fill out
something in that box a good citizen could do. For example,
you could pick up litter with one of your hands.
2. After students have mostly filled out the worksheet, have
them turn and talk to their shoulder partner and come up
with two things they want to share with the class.
3. Have anchor chart at the front of the room/write on the
board “good citizens.” Have one student from each pair come
up and write their trait on the board. Talk about whether or
not the class agrees as a whole or if they don’t. If they don’t,
persist with a way to change it to make it good.
4. Watch Rights and Responsibilities BrainPOP
5. Look at U.S Constitution and Bill of Rights for information
on responsibilities.
Formative Performance Task:

1. Create a pledge to be a responsible citizen on an anchor
chart. Use some of the traits from the brainstorm and
responsibilities from the movie. Ensure SOL responsibilities
are listed (respect of property, protection of property, voting,
honesty, golden rule, etc.)
2. Have each child sign the bottom of the pledge.
3. Have them paste their person on a piece of construction
paper and put it around the pledge and post it in the
classroom.
Featured Sources:
- Refer to U.S. Constitution and rights laid out there.
Supporting Question Two: What are some actions that third

graders can take in order to make a difference?
Instruction:
1. Show students pictures of Rosa Parks on the bus, Susan B.
Anthony and the suffragettes, the Civil War, etc. Have
students think about why they are significant. What is similar
about them and the stories?
2. Ask if they think the world would be different today if they
had not taken action?
3. Talk about the importance of taking action

1. Have students work together to think of a way to take
Assessment Diagnostic: Citizenship Survey
Formative: Pledge/Brainstorm – Graphic Organizer
Summative: Presentation
Diversity/UDL Diversity: Our students are mostly from a middle-class
background and some come from low-income homes. We are
in a collab class where we have five students with Special
Education services. Three of the students have IEPs for
learning disabilities, but two students have 504s for ADHD.
These students have support from a SPED teacher who co-
teaches in the classroom with our general education teacher.
The diversity in Virginia Beach is moderate; out of 23, 12
students are Caucasian, 7 are Black, 2 are Hispanic/Latinx, 2
are Asian, and 2 are Mixed/Other Races.
Engagement: Lots of brainstorming, students are working

together, students are able to choose their topic and their
groups. Making pictures, being creative. Students are
engaged in a topic that matters to them due to its real world
application. Students are constantly getting new directions
and interacting with materials, letting the ADHD kids continue
to thrive.
Expression: Information is expressed in a way that students

are able to interact and brainstorm these things themselves
before it is expressed by a teacher. Then information is
expressed with multiple resources in order to make it
understandable to all kids.
Representation: Students are able to represent themselves on

the paper. Students can represent what is important to them
rather than what’s important on paper. They can represent
their research in anyway that’s comfortable. Brainstorming is
done with partners, then whole group, then is written on the
board – giving students multiple areas to receive information.
PBL Lesson Plan

Subject: Social Studies Topic: Citizenship
Author: Taylor Jacobson Approx. Time: Mon-Thurs
Standards of The student will explain the responsibilities of a good citizen,
Learning with emphasis on
c) describing actions that can improve the school and
community;
f) describing the purpose of rules.
Objective(s) The student will be able to create a “sea monster” from

recycled trash.
The student will be able to explain how the “sea monster” is an

action that would help the community improve in a
presentation at the Clean the Bay Day.
Prerequisite Meaning of the words “citizenship” “citizen” “responsibilities”

Understandings/ “rights” “community” “honesty” “trustworthiness” and “rules.”
Knowledge/
Skills
Compelling How do our actions today affect the future generations?

Question
Instructional Staging the Question: We’re going to start this lesson plan by
Design watching Wall-E. Students will stay in and eat lunch in the
classroom in order to watch the movie.
Supporting Question One: Can what we do today change the

future?
Instruction:
1. Discuss themes of Wall-E. Who was the audience? What was
the lesson they were trying to teach us? Is it important for us
to do something now to affect tomorrow?
2. In class we’ve been talking about the impact of pollution on
the oceans around us and on Friday we’re going to the clean
the bay day. What are some reasons as to why you all think
we’re doing this? Does this have any impact on our future?
What would happen if we didn’t clean the bay?

1. Remember last week when everyone planned an action to
take from a certain issue? We’re going to do this as a class
for pollution and our action is going to be related to the
project you started in art.
2. In order to start this action, we’re going to do a class
graphic organizer like the ones we did last week. Be sure to
take students ideas into consideration but guide them in the
direction of the sea monsters.
What’s the problem? Pollution
What’s the action to Public Art Piece

take?
Where to take action? Clean the Bay Day
Who’s your audience? VB Residents
How will you do this? Make Sea Monsters that show

how the real sea monster is the
vast amounts of trash in the
oceans
Supporting Question Two: How can you make an action the
most impactful for future generations?
Instruction:
1. Can anyone tell me what a generation is? Use this to figure
out if you need to add instruction on this. Explain what a
generation is and what that means. Use
parents/grandparents/etc. Explain what you mean by future
generations. If they don’t understand this, just nix using
“generation” and say “your kids and your kids’ kids”
2. What are some successful actions you have seen people
preform in the world? Refer back to actions from last week
and also actions students have created.
3. What made these actions successful? What are ways that
could make them go beyond the day you presented the
action/did the action. For example, if you helped build a
house for a family in need, how could this help effect future
generations.
4. How can we make our sea monsters the most impactful for
future generations? What are some ways to advertise our sea
monsters?

1. Make blueprints for their sea monster using the recyclables
that they have accumulated.
2. Students need to note what materials they are going to
need and any extra materials (glue, scissors, etc.) as well.
Workshop and Post-Assessment
Instruction:
Students will spend the next two days on their trash
monsters. If they finish their monsters, they will have extra
time to work on their work from other subjects.
On the last day, we will go over SOL lingo (rights,
responsibilities, etc.) and give post assessment on the last 10
minutes before we switch subject.
Assessment Diagnostic: Graphic Organizer from last lesson plan
Formative: Class graphic organizer/blueprints for sea

monster
Summative: Citizenship Survey & Sea Monster

Diversity/UDL Diversity: Our students are mostly from a middle-class
background and some come from low-income homes. We are
Engagement: Lots of brainstorming, students are working

together, and being creative. Students are engaged in a topic
that matters to them due to its real-world application in their
city. Students are constantly getting new directions and
interacting with hands on materials, letting the ADHD kids
continue to thrive.
Expression: Information is expressed in a way that students

are able to interact and brainstorm these things themselves
before it is expressed by a teacher. Students are given full
liberty to create the sea monster any way that they want.
Representation: Most of the instruction is whole group,

helping students with visual needs as well as students who
thrive from whole group instruction. Most instruction is
question based, asking students to apply more higher level
thinking but also forces them to participates.
Art Lesson Plan
PBL Lesson Plan

Subject: Art Topic: Sculpture
Author: Taylor Jacobson Approx. Time: Mon
Standards of VISUAL ARTS SOL 3.6
Learning The student will create works of art that communicate
idea, themes, and feelings.
Objective(s) The student will be able to sculpt a piece out of

random objects and write three sentences on its
meaning.
Prerequisite None needed.

Understanding
s/
Knowledge/
Skills
Instructional 1. Show students plethora of materials and tell

Design them to create anything that tells a story or has
a meaning.
2. Let students create. If students struggle with
lack of direction, give them some time to think.
Encourage them to draw some and look around
at the materials. If they’re really frustrated,
speak with them one-on-one.
3. At around 35 minute mark, have them “push
their pause button” and put their work in a
cubby for them to finish next week.
4. Explain how art communicates ideas, themes,
and feelings.
5. Show examples of this -
a. The Scream
b. The Blind Man’s Meal
c. Free Your Mind and the Rest Will Follow
d. The Fearless Girl and Charging Bull
6. Have students think about which example meant
the most or particularly intrigued them and have
them fill out an exit ticket.
Resources Lots of random art materials…

● Scrap paper
● magazines/newspapers
● Broken crayons
● Broken pencils
● Wrappers
● Boxes
● Pom poms
● Felt
● Pipe Cleaners
Glue
Scissors
Clay
Assessment Diagnostic: n/a

Formative: n/a
Summative: Sea Monster produced for social
studies/unit
Follow/Up Students will write a description of their art piece

Extension that helps others understand the meaning. Students
who finish this first will help other students.
Diversity/UDL Diversity: Our students are mostly from a middle-

class background and some come from low-income
homes. We are in a collab class where we have five
students with Special Education services. Three of the
students have IEPs for learning disabilities, but two
students have 504s for ADHD. These students have
support from a SPED teacher who co-teaches in the
classroom with our general education teacher. The
diversity in Virginia Beach is moderate; out of 23, 12
students are Caucasian, 7 are Black, 2 are
Hispanic/Latinx, 2 are Asian, and 2 are Mixed/Other
Races.
Engagement: Students are allowed to be creative and

are perplexed by the idea of making something out of
nothing.
Expression: Students have complete leeway to create

any piece that shows what they want it to show. As
long as they can tell a story and explain the choices
they made, they have shown understanding.
Representation: For some students, the lack of

guidance could be frustrating, so the teacher will use
the frustration as a cue to go talk them through
creating their piece. This one-on-one will help the
students. Instruction will be done with multiple modes
of representation (sculpture, picture, technology, etc.)
Language Arts Lesson Plans
Language Arts Lesson Plan 1 (Tuesday and Wednesday)
Mary Anderson
Grade: 3rd
Writing Trait: Voice
Focus Area: Audience
Curriculum Standards
SOL(s):
Language Arts 3.8 The student will write in a variety of forms to include narrative, descriptive,
opinion, and expository.
a) Engage in writing as a process.
b) Identify audience and purpose.
c) Use a variety of prewriting strategies.
d) Use organizational strategies to structure writing according to type.
e) Write a clear topic sentence focusing on main idea.
f) Elaborate writing by including supporting details.
g) Use transition words to vary sentence structure.
h) Express an opinion about a topic and provide fact-based reasons for support.
i) Write a well-developed paragraph focusing on the main idea.
j) Revise writing for clarity of content using specific vocabulary and information.
Essential Question(s):
How do we change our writing based on our audience?
BCC Objective(s):
The students will be able to write a story to fit a specific audience with a given prompt with
100% accuracy.
Assessment of Objectives:
Students will sort cards that are examples of formal and informal writing. Once sorted, the
teacher will check the sort to check for understanding.
Students will be given the same writing prompt to respond to. They will be assigned different
audiences to write to and they must fit their writing to their specific audience. The teacher will
read these paragraphs to assess understanding of audience.
Prerequisite Understandings/Knowledge/Skills
● Understand what audience means
● Writing in response to a prompt
Introduce Writing Trait:

● Begin with a class discussion on shopping for clothes. Do you buy your mom the same
size clothes you buy for your little brother? What you buy is different based on who
you are shopping for. This is the same for writing.
● Brainstorm a list of people you can write for. (Teachers, friends, grandparents, mayor,
scientists, etc).
● Talk about how you would not write or tell a story the same way to your friends as you
would your grandparents.
● Introduce voice and how it makes writing more fun and interesting to read. Voice
includes personality and emotions.
● Explain that the words you choose in your writing change based on who you are
writing to.
Modeling (Mentor Text, Teacher Writing):

● Explain again that we change our writing and voice depending on who we are writing
to.
● Introduce to the students that I am going to write about my new iPhone. I am going to
write one to my best friend, and one to my grandma!
● Model the writing for the student, thinking aloud as I write.
● Best friend writing:
○ Hey ___! Guess what? I just got the new iPhone X! It is really cool. It has that
feature where it unlocks by just looking at the phone! We can also do group
FaceTime calls now. Have you seen the new emojis? They are so cute! You
can send animojis now, too. I will send you one soon! This phone is so
awesome.
● Grandparent writing:
○ Hello Grandma(pa). I wanted to write you and tell you that I purchased the new
iPhone X. It has a lot of new features that are really amazing. The phone can
unlock and open if you hold the phone up in front of your face. It uses the
camera and scans your face to recognize you and unlock the phone. You can
also video chat with multiple people at once. It is called FaceTime. There are
things called emojis. They are little faces and pictures you can send in texts to
show emotion! There are also animojis, where it takes a video of you talking
and turns it into an emoji! I will send you one so you can see an example. It is a
great phone!
● Ask students how I changed the writing based on who I was writing to and why.
○ Grandparent writing had more explanations because they don’t understand the
technology as well as someone that is my age.
● Explain that writing to a friend is informal, and sounds more like how you speak.
Writing to your grandparent is more formal.
Guided Practice:
● Students will be given sentence cards to sort into two categories: formal versus
informal writing. They will do this independently and then ask the teacher to check for
accuracy.
● After students have completed the sort, they will get to pick a card that either has
“friend” or “grandparent” on it. That will be their chosen audience. They must write a
paragraph to that audience explaining some type of technology (video game, cell
phone, computer, car, etc.). They must use voice to fit the writing to their audience.
● The teacher will read the paragraph the students write and conference with students.
They will edit their paragraph as needed to write to their audience.
● The students will share their writing with the class when everyone is finished.
● Explain to the students that we will be making brochures at the end of the week for
Clean the Bay Day. The goal of the brochures is to get people to sign up to come to
Clean the Bay Day, encourage people to conserve water, and get them to recycle
more.
Follow Up/Extensions
● Students will respond to the prompt for both audiences instead of the one assigned
audience.
Sources:
http://www.bookunitsteacher.com/writing/audience.pdf
Diversity/UDL
Our students are mostly from a middle-class background and some come from low-income
homes. We are in a collab class where we have five students with Special Education services.
Three of the students have IEPs for learning disabilities, but two students have 504s for
ADHD. These students have support from a SPED teacher who co-teaches in the classroom
with our general education teacher. The diversity in Virginia Beach is moderate; out of 23, 12
students are Caucasian, 7 are Black, 2 are Hispanic/Latinx, 2 are Asian, and 2 are
Mixed/Other Races.
Engagement: Class discussions, modeled writing, independent writing
Expression: Independent writing, students can type writing if they need to
Representation: Visual, auditory, kinesthetic/hands-on activity

Sentence Cards:
Language Arts Lesson Plan 2 (Thursday)
Mary Anderson
Grade: 3rd
Writing Trait: Word Choice
Focus Area: Descriptive Words
SOL(s):
How can word choice impact our writing?
BCC Objective(s):
The students will be able to write to reveal an emotion they have using voice with 100%
accuracy.
Students will write a paragraph describing an assigned emotion. Their writing will reveal what
emotion they have.
● Understanding what adjectives are
● Writing in response to a prompt
● Understanding what emotions are

● Explain that word choice is basically the words we choose when we write. Explain that
word choice is important because the words we choose can make our writing more
exciting and interesting to read.
● Discuss descriptive words and adjectives with the class. Brainstorm a list of them on a
chart for the students. Talk about emotions. What are some ways to describe feeling
happy, sad, tired, etc? List these on the chart.
● Read The Memory String by Eve Bunting. Have students listen for how the author
uses emotions and descriptive words in her writing to make the story more interesting.
● After reading the story, have a class discussion about how the story used adjectives
and descriptive words to show the emotions in the story.
Guided Practice:
● Cards that have emotions on them will be cut up and put into a hat. Explain to students
that they will each get an emotion. When they get their emotion, they have to write a
paragraph describing it but they can’t say what the emotion is. They must use word
choice and be descriptive to reveal their emotion.
● Do a model with the class:
○ Emotion: nervous
○ Paragraph: “My hands were so sweaty I could barely hold the microphone in
my hand. Butterflies were bouncing off the walls of my stomach, and my knees
were shaking. As the announcer called my name, I watched the curtain slowly
rise to reveal the hundreds of people in the audience. I was blinded by the
brightness of a spotlight shining down on me. "You can do this," I whispered to
myself.” (Scholastic).
● Have students guess the emotion. Talk about what in the paragraph shows
nervousness.
● Go over each of the emotions that students might get so that they understand what
each one is.
● Let students write their paragraphs based on the emotion card they got.
● After everyone is finished, have students share their paragraphs with the class and let
other students guess what emotion they had. Talk about how they used descriptive
words and adjectives to make it more interesting and explain their emotion without
saying it.
● Remind students that when they begin working on their brochures they must think
about how they can include adjectives and descriptive words to make it more
interesting.
Follow Up/Extension
● Students will choose a different emotion and write a paragraph for a new emotion.
Sources:
https://www.scholastic.com/teachers/lesson-plans/teaching-content/adding-strong-voice-your-
writing/
Emotion cards: https://www.scholastic.com/content/dam/teachers/lesson-plans/migrated-
featured-files/voice_cards.pdf
Diversity/UDL
Mixed/Other Races.
Engagement: Class discussions, anchor chart, reading mentor text, kids get emotion card at
random
Expression: Independent writing, sharing writing out loud, class discussion
Representation: Visual, auditory, kinesthetic
Language Arts Lesson Plan 3 (Friday)

Mary Anderson
Grade: 3rd
Writing Trait: Ideas
Focus Area: Developing main points

SOL(s):
How can we persuade others through our writing?
BCC Objective(s):
The student will develop a list of reasons why they should be able to do something (students
will decide) in school to give to the principal, with at least 3-5 reasons.
The list of reasons to chew gum in school will be used to see if students understand that the
reasons need to focus around the main idea, chewing gum in school, in order to persuade the
principal.
● Voice
● Word choice
● How to write a letter
● How to write a list

● Explain that when we try to persuade, we try to get people to do something. We can
do this with our writing.
● When has someone persuaded you to do something? List answers on the board. Talk
about what they did that was persuasive.
● Having a sold main idea helps us persuade people. Explain what main idea is and how
it is the central message of our writing. Showing you know what you are talking about
and supporting your main idea helps persuade the reader to do something.

● Read aloud to the class The Day the Crayons Quit by Drew Daywalt. Before reading,
discuss with the class how the crayons are writing to Duncan and are trying to
persuade him to do something. Have them think about what they are persuading him
to do, and how they are doing it. How are they developing their main ideas in each
letter?
● After reading, discuss with the class the answers to the questions listed above. Talk
about how the crayons developed their main ideas on why they were unhappy and
how they used those ideas to explain to Duncan why they should be used the way
they want to be used.
Guided Practice:
● Brainstorm things that the students might want to persuade the principal to let them do
(chewing gum, using phones, etc.).
● Have the class vote on one to write about. Students will brainstorm a list of reasons as
a class on why they should be able to do the thing they voted on.
● After a list of reasons has been developed, write a letter, as a class, to the principal
explaining why they should be allowed to do the action.
● Discuss how on Monday students will begin creating their brochures for Clean the Bay
Day. They will have to come up with reasons of why people should come out to Clean
the Bay Day. They should use information they have learned about in social studies
and science. Students already know how to create brochures because they have done
so in the past.
● Before students are done, they must brainstorm with a partner a list of reasons why
people should come to Save the Bay Day. Monday will be a workshop day solely for
working on the brochures. They will be due on Tuesday and we will hand them out
around the school then.
Follow Up/Extensions
● Students will begin working on their brochures for Save the Bay Day.
Diversity/UDL
Mixed/Other Races.
Engagement: Class discussions, mentor text read aloud, relating content to school life
Expression: Class discussions, writing
Representation: Visual, auditory, kinesthetic

Language Arts Lesson Plan 4 (Wednesday)
Mary Anderson
Grade: 3rd
SOL: 3.2 The student will present brief oral reports using visual media.
a) Speak clearly.
b) Use appropriate volume and pitch.
c) Speak at an understandable rate.
d) Organize ideas sequentially or around major points of information.
e) Use contextually appropriate language and specific vocabulary to communicate ideas.
Objective(s): The student will be able to practice presenting their brochures with a partner.
Assessment: The teacher will observe student practice presentations.
Prerequisite Knowledge/Skills: Social skills, oral communication skills, active listening

Essential Question: How can we be good presenters?
Instructional Design:
● Talk about how handing out brochures around the school went.
● Discuss with the class that they will be presenting their brochures and information inside
to the class tomorrow (Thursday) and Clean the Bay Day will be on Friday.
● Talk about what it looks like to be a good presenter. Model good presenting and a non-
example. Have students point out the differences.
○ Speak clearly and distinctly
○ Use proper volume so the class can hear well
○ Make eye contact with the audience.
● Students will get with a partner and practice presenting their brochures to their partner.
● The teacher will walk around the room and watch students, give them praise and areas
for improvement, and answer any questions.
Library Lesson Plans

Library Lesson Plan 1 (1 day)
Subject: Library
Topic: Conducting Online Research
Author: Mary Anderson Approx. Time: 35 min.
Standards of C/T 3-5.7 Draw conclusions from research and relate these
Learning findings to real-world situations.
A. Use research to support written and oral presentations.
• Apply research derived from digital resources to original work.
• Demonstrate how to cite digital resources when developing
nonfiction reports and presentations.
B. Apply knowledge when conducting research to develop
accurate and balanced reports.
• Use best practice guidelines for evaluating research results.
Objective(s) The students will be able to use at least 3 online databases to

conduct research and find facts on how humans impact our
oceans.
Prerequisite ● Know how to use the computers and go to the library
Understandings/K website
nowledge/Skills ● Understand what a database is
● Know how to find data on a database
Instructional ● Discuss with students how not everything on the internet is

Design true. Anyone can add information online. It is important to
use databases and trusted websites that end in .org or
.edu for research.
● Students will be prompted to log into the school
computers.
● They will go to the school library website and find the link
to the school databases.
● They will use the databases to find articles and research
on the impact of humans on our oceans.
● Students will record their findings and facts on a sheet of
notebook paper.
Assessment Observe students doing research and make sure they are using
school databases and recording relevant research findings.
Follow Students will go on more databases to find additional information.

Up/Extension
Diversity/UDL Our students are mostly from a middle-class background and

some come from low-income homes. We are in a collab class
where we have five students with Special Education services.
Three of the students have IEPs for learning disabilities, but two
students have 504s for ADHD. These students have support from
a SPED teacher who co-teaches in the classroom with our general
education teacher. The diversity in Virginia Beach is moderate; out
of 23, 12 students are Caucasian, 7 are Black, 2 are
Hispanic/Latinx, 2 are Asian, and 2 are Mixed/Other Races.
Engagement: Class discussions, computer use
Expression: Discussions, writing
Representation: Visual, auditory, kinesthetic (writing)

Library Lesson Plan 2 (1 day)
Subject: Library
Topic: Being a good digital citizen
Author: Mary Anderson Approx. Time: 35 min.
Standards of C/T 3-5.5 Demonstrate digital citizenship by actively participating
Learning in positive activities for personal and community well-being.
A. Communicate respect for people when participating in group
online learning activities.
• Identify ways in which online communications are different
from face-to-face communications.
• Demonstrate online etiquette when communicating with others.
B. Explore the potential of the Internet as a means of personal
learning and the respectful exchange of ideas and products.
• Participate in the creation of digital projects that involve
communicating with others.
Objective(s) The students will be able to create and sign a digital citizenship
pledge with at least 3 rules.
Prerequisite ● Understand what a citizen is
Understandings/K ● Understand what digital means
nowledge/Skills ● Understand what rules are
● Understand what a pledge is
Instructional ● Review what it means to be a good citizen.

Design ● Discuss what a community is and what communities we
belong to (online and in person)
● Talk about how having rules to follow online can help us be
safe online and be good digital citizens.
● As a class, create a “pledge” with at least 3 rules about
being good citizens on the internet.
● The class will sign their name on the pledge.
Assessment The teacher will use the pledge the class creates to assess
understanding of being a good digital citizen.
Follow ● Create posters about being good digital citizens to hang

Up/Extension throughout the school.
Diversity/UDL Our students are mostly from a middle-class background and

some come from low-income homes. We are in a collab class
where we have five students with Special Education services.
Three of the students have IEPs for learning disabilities, but two
students have 504s for ADHD. These students have support from
a SPED teacher who co-teaches in the classroom with our general
education teacher. The diversity in Virginia Beach is moderate; out
of 23, 12 students are Caucasian, 7 are Black, 2 are
Engagement: Class discussions, computer use
Expression: Discussions, writing
Representation: Visual, auditory, kinesthetic (writing)

Math Lesson Plans
PBL Lesson Plan #1
Subject: Math Topic: Introduction to Data
Collecting
Author: Paige Barlow Approx. Time: 45 minutes
Standards Curriculum Standards (SOL):
of Learning
Patterns, Functions, and Algebra Focus: Attributes and Patterning
3.15 The student will
a) collect, organize, and represent data in pictographs or bar

graphs; and
NCTM Content Standards:

Data Analysis and Probability
NCTM Process Standards:

Representation, communication, connections, reasoning and proof
Objective(s) The students will be able to sort, classify, and record the number of physical
objects based off of attributes with 100% accuracy.
Instructiona Introduction: I will start off the lesson by showing an assortment of button
l Design on the document cam. I will ask the students to tell me how I can sort them
into groups that are the same. With the group of buttons, they will be
different colors, sizes, and shapes to show them that there are many
different ways to sort items and as long as they can explain it, they are
right.
BEFORE:
*Administer Pre-Assessment
1. Before, I will teach the students what it means to separate things by their
attributes. I will talk to them about the things they sort in their daily lives. I
will ask for examples like laundry, trash, word work words, and grocery
stores. We will talk about why it’s important in our daily lives. We will also
talk about how to write tallies. Make sure they understand that the fifth
tally strikes through the four previous marks.
Activity: Day One (Introduction, Before, and Activity One)

2. Each student will pick up a baggy of items such as buttons, blocks, and
pieces of paper. They will also get a recording sheet. One their own, they
will choose how they want to sort their items and they will record how
much of each category they have using tally marks on their recording
sheet.
3. After they finish sorting, they will talk to their elbow partner about their
items and how they sorted them. I will be walking around to help any
struggling students and answer any student questions.
4. After they share with their peer, I will ask them if they know of another
way to sort their items. They will flip their recording sheet over to find
another blank sheet. They will use the same items they used for the first
and sort it differently. After they sort, they will stand up and choose a peer
to share to that is not at their group table. They will talk to their peers
about the differences between their two sets of data and what changed
about it. (Most/Least)
AFTER/Closure:
5. Discussion about how different the data looks when we change the
attributes.
Resources Materials/Resources
- Items (buttons, blocks, pieces of paper to sort)
- Recording sheet
Assessment Teacher observations will be used for formative assessment.

Use completed recording sheets as the summative assessment.
Follow-up/ Have students look around the room and classify things they see. They can
Extension classify their peers by hair color or age. They could classify the types of
posters on the wall. They will then record their data and share with a peer.
Diversity/UD Diversity: Our students are mostly from a middle-class

L background and some come from low-income homes. We are
Engagement: The discussion about things they sort at home
will draw their attention. Applying what we are going to be
learning to their real life will keep them engaged and eager to
learn more.
Expression: I am unable to differentiate the expression too

much because of the nature of the content.
Representation: I model the steps in collecting data in a

visual way on the document cam. Letting the students use
manipulatives helps the kinesthetic and visual learners. I will
also be available to repeat directions for the auditory
learners.
PBL Lesson Plan #2

Subject: Math Topic: Pictographs
of Learning

graphs; and
b) read and interpret data represented in pictographs and bar

graphs.


The students will be able to label the parts of a pictograph with 100%
accuracy.
The students will be able to collect data, organize it, and represent it in a
pictograph with 100% accuracy.
Instructiona 6. Introduction: I will start off the lesson with a review discussion about what
l Design graphing is. Graphing is representing the data you collect and sort in a
neat picture. I will then participate in a think a loud where I will ask the
students questions. With the scoops scattered I will ask, Is this easy to
read? Can you tell me fast how many people like chocolate? How about
how many more people like chocolate than strawberry? How can we
organize this for it to make sense? Encourage the students to come to the
conclusion that you should put them in a horizontal line. Once I have all of
the scoops organized into pictogram fashion, I will tell them that this is
called a pictogram and that we only need to add a few things to complete
it. Those things are labels along the axis and a title.
BEFORE:
7. Using the scoops they choose and tape on the board, I will participate in a
think a loud where I will ask the students questions. With the scoops
scattered I will ask, Is this easy to read? Can you tell me fast how many
people like chocolate? How about how many more people like chocolate
than strawberry? How can we organize this for it to make sense?
Encourage the students to come to the conclusion that you should stack
them.
8. Once I have all of the scoops organized into pictogram fashion, I will tell
them that this is called a pictogram and that we only need to add a few
things to complete it. Those things are labels along the axis and a title. Talk
about the Yawning y-axis and the crossing x-axis. Also, discuss that some
graphs have one item being equal to two data points. If one person places
each scoop, how many data points are for each scoop? One. Write “1
scoop = 1 person” on the graph.
9. We will have a brief discussion about the pros of organizing data into a
graph, specifically a pictograph.
10. During the first day, they will be given a question to ask their classmates to
collect data. The question will be, what is your favorite resource class?
(Music, Library, P.E., Art) The students will be given a data collection sheet
and they will take 5 minutes to ask as many people as possible, what their
favorite resource class is. After they are done collecting their data, they
will come to me to get their pictures. They will tell me how many people
like art and I will give them that number of pictures of a paint brush. I will
give them a basketball for P.E., a music note for music, and a book for
library.
11. They will take that and a blank sheet of construction paper back to their
seat and they will paste their pictures down to make a pictograph.
Students will be reminded to include the title and to remember to label
what each symbol means and how many data points go with each picture.
12. To close this activity, they will present their data to their table groups.
They will show their data collection sheet and their pictographs.
Activity: Day Two (Activity Two, class discussion, After/Closure)
13. During the second day, students will be looking at the debris found in the
Chesapeake Bay. They will count the number of water bottles, soda rings,
plastic bags, and milk jugs found. These items came from the “Chesapeake
Foundation.” They will use a data collection sheet to tally the items found.
Before they come to get the materials to make their pictographs, they will
check their data with two other people. Everyone should have the same
data because they are counting the same items. If there are different
answers, they will have to go back and recount.
14. They will request a certain number of pictures for each category and they
will make their own pictograph for their end of unit presentation.
AFTER/Closure:
15. For the closure of this activity, we will talk about how to analyze and
interpret pictographs. I will put the pictograph I made using the same data
they had and I will ask the students to tell me what kinds of questions the
graph answers. I am looking for comparison questions and questions
about the quantity of each item.
16. After that class discussion, I will review the parts of the pictograph and
why pictographs are easier to read than having random items everywhere.
Resources Materials/Resources:
1. Print outs of ice cream scoops
2. Recourse class symbols
3. Recycled materials symbols
4. Construction Paper
5. Glue
6. Data Collection Sheets
7. Debris bucket
Assessment I will be able to assess my students’ understanding when they are
presenting their findings to their peers and working independently. I will be
able to ask more challenging questions to the higher learners as well as
provide scaffolding for the students who are struggling. When they are
sorting their items for the second time, I can go back to the struggling
learners and scaffold instruction so they better understand how to sort the
items and record their data.
Follow-up/ Students will be encouraged to participate in a discussion about how they

Extension can influence the way people view ocean pollution with graphs. How can
they use graphs to persuade community members to participate in the
Clean the Bay Day.

Engagement:
Expression:
Representation:
PBL Lesson Plan #3

Subject: Math Topic: Bar Graphs
of Learning

graphs; and
graphs.


The students will be able to label the parts of a bar graph with 100%
accuracy.
bar graph with 100% accuracy.
Instructiona 1. Introduction: I will start off the lesson with a discussion about what
l Design graphing is. Graphing is representing the data you collect and sort in a neat
picture. Review the parts of a pictograph using the ice cream scoop model
they did before.
2. I will then give each student a sticky note and ask them to write the color
they prefer. Red, Blue, Orange, or Green. Once they write them down and
stick them on the board, I will participate in a think a loud. I will talk about
why this data is harder to use a pictograph. I will ask them how to organize
the post it notes and will eventually stack them upright. Is this easier to
read than the sticky notes? Why? How many people like blue? How many
more people like Green than orange? What color do people like the
most/least?
BEFORE:
3. Once I have all of the sticky notes organized like a bar graph, I will draw
boxes around each group just as an “accident” when talking. After, I will
ask, doesn’t this look familiar? Do you know what kind of graph this is?
And I will wait for a response from the students., I will tell them that this is
called a bar graph and that we only need to add a few things to complete
it. Those things are labels along the axis and a title. Review the “Yawning
Y-axis” and the “Crossing x-axis”
4. Also, discuss that some graphs have the side axis going up by two’s or
three’s depending on the data. What numbers should we use for our
graph. Why shouldn’t we count by 5’s for this one? What if we got data
from the whole third grade? What if we got data from the whole school?
5. We will have a brief discussion about the pros of organizing data into a
graph, specifically a bar graph. Also, talk about how you would use tallies
to create a bar graph as well.
6. During the first bar graph day, they will be given a question to ask their
classmates to collect data. The question will be, which book should Ms.
Barlow red during carpet time tomorrow? I will give them four books to
choose from. The students will be given a data collection sheet and they
will take 5 minutes to ask as many people as possible, what their book
choice is. After they are done collecting their data, they will come to me to
get graphing paper and markers.
7. They will take their materials back to their seat and create their bar
graphs. I will be walking around to answer any questions students may
have and to scaffold instruction for the struggling students.
8. To close this activity, they will present their data to their table groups.
They will show their data collection sheet and their pictographs.
Activity: Day Two (Activity Two, class discussion, After/Closure)
9. During the second day, students will be looking at a separate set of debris
found in the Chesapeake Bay. They will count the number of straws, plastic
spoons, soda cans, and plastic wrappers found. These items came from the
“Chesapeake Foundation.” They will use a data collection sheet to tally the
items found. Before they come to get the materials to make their bar
graphs, they will check their data with two other people. Everyone should
have the same data because they are counting the same items. If there are
different answers, they will both have to go back and recount.
10. They will use their graph paper and markers to create their graph. They
will be able to make a large one to present to the class and I will scan their
large copy and shrink it to be smaller for them to use in their final
brochure.
AFTER/Closure:
11. For the closure of this activity, we will talk about how to analyze and
interpret bar graphs. I will put the bar graph I made using the same data
they had and I will ask the students to tell me what kinds of questions the
graph answers. I am looking for comparison questions and questions about
the quantity of each item.
12. After that class discussion, I will review the parts of the bar graph and why
bar graphs are easier to read than having random items everywhere.
Resources Materials/Resources:
1. Sticky notes
2. Graph paper
3. Markers
4. Data collection sheets
5. Debris bucket
Assessment I will be able to assess my students’ understanding when they are
presenting their findings to their peers and working independently. I will be
able to ask more challenging questions to the higher learners as well as
provide scaffolding for the students who are struggling. When they are
collecting data and creating their graphs, I can go back to the struggling
learners and scaffold instruction so they better understand how to sort the
items and record their data.
Follow-up/ Students will be encouraged to participate in a discussion about how they

Extension can influence the way people view ocean pollution with graphs. How can
they use graphs to persuade community members to participate in the
Clean the Bay Day.

Engagement:
Expression:
Representation:
PBL Lesson Plan #4

Subject: Math Topic: Pictographs and
Bar Graphs
Author: Paige Barlow Approx. Time: 45
minutes
of Learning

graphs; and
graphs.


The students will be able to label the parts of a bar graph with 100%
accuracy.
bar graph with 100% accuracy.
The students will be able to label the parts of a pictograph with 100%
accuracy.
pictograph with 100% accuracy.
Instructiona Introduction:
l Design I will review both types of graphs and hot to sort items based off of
attributes. I will review the different parts of each graph and answer any
questions they have.
Day one:
1. Students will be able to choose their topic to conduct their own data
collection and create their own graphs. They will be able to create a
question to ask their peers and gather data, or they will come up with a
research topic to collect data on. I will talk to the students about the
importance of choosing a question and 3-5 answer choices to make sure
they get good data and choosing good websites to find sources. Each
student will write down their question and answer choices on the recording
sheet and get them approved by me.
2. Students will spend the entire class collecting their data and they will begin
to create their graphs.
Day two:
1. Students will continue working on their project and I will have a question
session before they start to answer any questions they may have. Students
should have their graphs finished by the end of this class period.
Day three:
1. Students will present their individual projects to their classmates.
2. After presentations are done, students will begin to create their graphs for
their brochure. They will be able to choose one of the graphs they want for
their brochure and they will choose another topic to collect data and
research to add to their brochure.
Resources Materials/ Resources:

- Computers
- Graph paper for bar graphs
Assessment Formative: I will be walking around while they are working to

assess their knowledge.
Summative: I will be collecting the personal data collection

graphs as a summative assessment for this unit. I will also be
able to see the graphs they include in their personal
brochures for Clean the Bay Day.
Follow/Up Not-needed
Extension

Engagement: By letting the students choose what kind of
data they wil collect, helps them take ownership of their work
and will keep them engaged in their work instead of telling
them what data to collect.
Expression: Students will also have the option of creating

their final graphs on the computer if they would like. I will
provide the computers if they choose to. I will also provide
construction paper and graph paper for those who wish to
do a hard-copy.
Representation: I will be offering many opportunities for

students to ask questions and I will be available to help the
struggling student in any way I can.
Music Lesson Plans
PBL Lesson Plan #1
Subject: Music Topic: Pitch/ Unpitched
instruments
Author: Paige Barlow Approx. Time: 30 minutes x2
classes
of Learning
3.3 The student will play a variety of pitched and non-pitched
instruments alone and with others including demonstrating proper
playing techniques.
Objective(s) The students will be able to create and play unpitched instruments made
out of recycled materials.
Instructiona Day One:

l Design - I will teach the students that pitched instruments can play different notes
while unpitched instruments can’t. I will show many different examples of
each and students will be able to play each of them.
- I will then explain that they will be making an unpitched instrument to be
played at the following week during class. They can choose what
instruments to make but they have to both be unpitched.
- They will start their instruments during day one.
Day Two:
- Students will review pitched and unpitched, finish their instruments, and
then play the instruments along with a track of the song Happy by Pharrell
Williams.
Resources Materials/Resources
- Recycled materials (Water bottles, cans, straws, plastic bags)
- Pitched and Unpitched instruments
- Means to play the song Happy by Pharrell Williams
Assessment Teacher observations will be used for formative assessment.

Use completed instruments as the summative assessment.
Follow-up/ Use their instruments to play along with other types of music. (Classical,
Extension country, rock)

in a collab. class where we have five students with Special
Engagement: Students will be able to create their own
instruments helps them take ownership of their work.
Expression: The students have an unlimited range of ways to
express what htye have learned.
Representation: Limited for content.
Science Lesson Plans
PBL Lesson Plan

Subject: Science
Topic: Interdependence
Author: K. Sarver Approx. Time: 60 mins.
Standards 3.10 The student will investigate and understand
of Learning that natural events and human influences can affect
the survival of species. Key concepts include
a) the interdependency of plants and animals;
Prerequisite: Understanding of food chains and what
students and animals eat
Objective(s) The student will be able to describe the relationship of

plants and animals as interdependent.
Instruction Day 1:
al Design · Engage: How do we use water? When do we use
water? What would happen if we didn’t have water?
Would you say we depend on water? Does anyone else
depend on water?
· Explore: Students be given task cards that make up
a food chain. They will break off into groups and
create the food chain with their groups. They will
explain their reasoning while they are placing them in
order.
· Explain: Have the students share out what they
found and the correct chain order. Ask them what each
of the groups task cards start with (water) What else is
in every food chain (plants) why is this? Are we
dependent on plants? But what do plants need to
grow? (carbon dioxide) Where can you find carbon
dioxide? We breathe it out, so are plants dependent on
us, animals? What is that relationship called?
Day 2:
· Extend: Today they use their food chains to add
animals and make a food web. Students break off into
groups Students will add task cards with animals to
their food chains to make it a food web. Have the
students cut and use string to show the many
relationships between the animals.
· Evaluate: Class discussion reviewing the word
interdependence, student will be able to identify the
relationship between plants and animals. Exit ticket to
lunch.
Resources https://www.teacherspayteachers.com/Product/Free-
Food-Chain-Card-Game-502337
Assessment Class discussion reviewing the word interdependence,

student will be able to identify the relationship between
plants and animals. Exit ticket to lunch.
Follow/Up Have students work on content from other classes.

Extension
Diversity/U Diversity: Our students are mostly from a middle-class
DL background and some come from low-income homes.
We are in a collab class where we have five students
with Special Education services. Three of the students
have IEPs for learning disabilities, but two students
have 504s for ADHD. These students have support from
a SPED teacher who co-teaches in the classroom with
our general education teacher. The diversity in Virginia
Beach is moderate; out of 23, 12 students are
Caucasian, 7 are Black, 2 are Hispanic/Latinx, 2 are
Asian, and 2 are Mixed/Other Races.
Engagement:
Use of physical manipulatives, and model and scaffold
as needed. Students are able to be assessed orally or
written.
Expression: Opportunities for choice with flexile seating

and group members, embrace challenge by adding
more task cards to the mix, maintain clear goals and
objectives, and collaboration between students.
Representation: Task cards for visual, orally describing

relationship, tactile because students are able to
manipulate the cards and string to physically connect
the parts. Students with disabilities will have fewer
cards.
PBL Lesson Plan
Subject: Science
Topic: Water
Author: K. Sarver
Approx.Time:
Standards 3.10 The student will investigate and understand
of Learning that natural events and human influences can
affect the survival of species. Key concepts
include
b) the effects of human activity on the quality of
air, water, and habitat;
Objective(s) The students will be able to identify the effects of

human activity on the quality of water 3 out of four
times.
Instruction Day 1:
al Design · Engage: Have you ever seen trash on the side of
the road? Have you ever seen trash in the
ocean? Why do you think this happens?
· Explore: listen to different sounds the water makes
(rain drops, water flowing, waves crashing,
faucet). Have the students identify where these
sounds come from. Ask students if they can
name any other sources of water.
· Explain: There are many sources of water, and they
are all limited. But people leave trash in areas
that trash doesn’t go. Does anyone know what
this is called? Pollution. Pollution makes our
water dirty so it’s important that we conserve
the water.
Day 2:
· Extend: Students spilt into groups and are given a
picture of pollution. In the groups, they will
identify what could possibly happen because
of the pollution. What impact can this make?
Think about ocean animals and what happens
to them because of this?
Day 3:
· Students will present their findings to the class.
· Assessment
Resources https://pixabay.com/en/photos/water%20pollution/?
CD with water sounds
Assessment Before the students leave on day three, the teacher will ask
these questions to the students and they will give a thumbs
up or down.
Humans have a (positive/negative) effect on the

environment.
Leaving trash outside cannot harm the earth.
Water is limited.
Multiple species are harmed because of pollution.
Follow/Up Students can brainstorm how humans create pollution and

Extension effect the quality of air and habitat

teaches in the classroom with our general education
teacher. The diversity in Virginia Beach is moderate; out of
23, 12 students are Caucasian, 7 are Black, 2 are
Engagement: Students listen, work in groups, flexible time,

pictures used for a visual of pollution.
Expression: students are able to write their findings,

students present their findings as well, students can share
their findings privately if it is preferred.
Representation: audio heard by students, students work in

groups to talk about their findings, visually able to see the
impact and doings of pollutions.
PBL Lesson Plan

Subject: Science Topic: Conservation
Author: K. Sarver Approx. Time: 40 minutes each
Standards 3.10 The student will investigate and understand that
of Learning natural events and human influences
can affect the survival of species. Key
concepts include
d) conservation and resource renewal
Objective(s) The student will be able to correctly define

conservation.
The student will be able to identify one way to conserve
water.
Instruction Day 1:
al Design · Engage: Think- pair- share: Students will
work with a partner to create a list of all the
ways they use water. Students will share their
ideas with the class- write these down
· Explore: Throughout the weekend, have the
student write down every time they use water.
Class will gather back and then graph the data
on how much water they used all together.
Have them think about how much water is used
in the US.
· Explain: Point out that while there is a large
amount of water on the planet, however only
3% of that is fresh water. 97% is found in the
oceans. That limited amount of fresh water
must support a growing population of humans
in addition to plant and animal life and
agriculture.
Day 2:
· Extend: Students will work with a partner
on one of the ways to conserve water. They will
make a visually appealing poster that shows a
way to conserve our water- they will present
this poster to their classmates and the poster
will be posted around the school to inform
others on ways we can conserve water.
Resources https://water.usgs.gov/watuse/wuto.html
Assessment Students will answer the question below:
In 2-3 sentences, explain what conservation is and how
we can conserve our resources.
Follow/Up Again, have the students record every time they use
Extension water throughout the weekend, compare the data from
the first time and talk about the differences in the map.
Are they conserving water?

Engagement: Students are able to collect their data,

students create a visual graph using their and their
classmate’s personal data and connecting it to their
real lives.
Expression: flexible time to work on their posters,

students get to choose what method of conservation
they want
Representation: the students are able to show what

they know using a poster. They will verbally explain to
their classmates a certain wait they can conserve water.
Physical Education Lesson Plan
PBL Lesson Plan

Subject: Physical Education
Topic: Dance
Author: K. Sarver Approx.
Time: 40 mins
Standards 3.1 The student will demonstrate mature form (all critical elements)
of Learning for a variety of skills and applyskills in increasingly complex movement
activities.
a) Demonstrate simple dances in various
formations.
Objective(s) The student will be able to demonstrate simple dance moves while
listening to music.
Instruction · Students will come in and stretch for warm up

al Design · Let’s the students make groups- tell them they will be
creating a dance to a song we are about to listen too.
· Play the song for the students- explain it doesn’t need
to be a long dance but must be at least one minute.
· Have the students break into groups and create their
dance. Be sure to play the song for them to listen to
while they are creating their dance.
· Have the students preform the dance the next time
you meet.
Resources https://www.youtube.com/watch?v=qtyBzFV9yTs
Assessment Students will perform their dance, be sure they are able
to do simple dance moves.
Follow/Up Have students perform their dances to the school or

Extension other classes.
Engagement: students are able to work in groups, they

are given a flexible amount of time to work on their
dance, they are using physical activity to learn which
will engage them more. Auditory when listening to music
and visual when watching other classmates’ dances.
Expression: Students are able to create their dance, it

can be as short as a minute and as long as six. If the
student is unable to dance, describing the movements
is okay.
Representation: Students are able to see this concept

in the classroom, auditory, visual, and working with the
content. Dancing is a great way to express the content
while also exercising.

Lesson Plans For 5-7 Days of Instruction

Uploaded by

Copyright:

Available Formats

Lesson Plans For 5-7 Days of Instruction

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lesson Plans For 5-7 Days of Instruction

Uploaded by

Copyright:

Available Formats

Social Studies Lesson Plans

PBL Lesson Plan

Objective(s) The student will be able to identify at least 5 responsibilities

Using a poster, the student will be able to present an idea for

Prerequisite Meaning of the words “citizenship” “citizen” “responsibilities”

Compelling What does it mean to be a good citizen?

Supporting Question One: What are the responsibilities of a

Formative Performance Task:

Supporting Question Two: What are some actions that third

Formative Performance Task:

Formative: Pledge/Brainstorm – Graphic Organizer

Engagement: Lots of brainstorming, students are working

Expression: Information is expressed in a way that students

Representation: Students are able to represent themselves on

PBL Lesson Plan

Objective(s) The student will be able to create a “sea monster” from

The student will be able to explain how the “sea monster” is an

Prerequisite Meaning of the words “citizenship” “citizen” “responsibilities”

Compelling How do our actions today affect the future generations?

Supporting Question One: Can what we do today change the

Formative Performance Task:

What’s the problem? Pollution

What’s the action to Public Art Piece

Where to take action? Clean the Bay Day

Who’s your audience? VB Residents

How will you do this? Make Sea Monsters that show

Formative Performance Task:

Workshop and Post-Assessment

Formative: Class graphic organizer/blueprints for sea

Summative: Citizenship Survey & Sea Monster

Engagement: Lots of brainstorming, students are working

Expression: Information is expressed in a way that students

Representation: Most of the instruction is whole group,

PBL Lesson Plan

Objective(s) The student will be able to sculpt a piece out of

Prerequisite None needed.

Instructional 1. Show students plethora of materials and tell

Resources Lots of random art materials…

Assessment Diagnostic: n/a

Follow/Up Students will write a description of their art piece

Diversity/UDL Diversity: Our students are mostly from a middle-

Engagement: Students are allowed to be creative and

Expression: Students have complete leeway to create

Representation: For some students, the lack of

Writing Trait: Voice

Focus Area: Audience

Introduce Writing Trait:

Modeling (Mentor Text, Teacher Writing):

Engagement: Class discussions, modeled writing, independent writing

Expression: Independent writing, students can type writing if they need to

Representation: Visual, auditory, kinesthetic/hands-on activity

Writing Trait: Word Choice

Focus Area: Descriptive Words

Introduce Writing Trait:

Expression: Independent writing, sharing writing out loud, class discussion

Representation: Visual, auditory, kinesthetic

Language Arts Lesson Plan 3 (Friday)

Writing Trait: Ideas

Focus Area: Developing main points