Interdisciplinary Instructional Planning Project: Lesson Plans 5 – 8 Assignment

Interdisciplinary Instructional Planning Project MACROBUTTON Noname <Insert Your Name Here> School of Education, Liberty University Author Note MACROBUTTON AcceptAllChangesInDoc "Insert full name here. Include ORCID number in URL format if you have one." I have no known conflict of interest to disclose. MACROBUTTON AcceptAllChangesInDocAndStopTracking "<Disclose conflicts, if any>" Correspondence concerning this article should be addressed to MACROBUTTON AcceptAllChangesInDoc "Insert Student's Full Name" . Email: MACROBUTTON Noname <Insert Your LU Email> Table of Contents TOC \o "1-3" \h \z \u Mission Statement, Character Principles, and Biblical Worldview PAGEREF _Toc133323251 \h 3Lesson Plan #1 PAGEREF _Toc133323252 \h 4Lesson Plan #2 PAGEREF _Toc133323253 \h 6Lesson Plan #3 PAGEREF _Toc133323254 \h 8Lesson Plan #4 PAGEREF _Toc133323255 \h 10Lesson Plan #5 PAGEREF _Toc133323256 \h 12Lesson Plan #6 PAGEREF _Toc133323257 \h 14Lesson Plan #7 PAGEREF _Toc133323258 \h 16Lesson Plan #8 PAGEREF _Toc133323259 \h 18Lesson Plan #9 PAGEREF _Toc133323260 \h 20Lesson Plan #10 PAGEREF _Toc133323261 \h 22Block-Style Lessons 11 – 20 PAGEREF _Toc133323262 \h 24Community Engagement Flyer PAGEREF _Toc133323263 \h 27 Mission Statement, Character Principles, and Biblical Worldview Dorothy Hamm Middle School Location: Arlington, Virginia School Population: 923 Mission Statement: At Dorothy Hamm Middle School, the mission is to offer a student-centered environment that fosters holistic growth and academic excellence. The school collaborates with the community and families to promote biblical worldviews that equip students to be future confident global leaders. Our teachers incorporate a well-rounded curriculum, cultivating excellence among students inside and outside class. Character Principles Fairness Fairness involves making right, being free from discrimination, and making reasonable judgments (Berk et al., 2021). Students can be deemed fair if they listen attentively to others' perspectives and play by the rules. Leviticus 19:15 states that we should not show favoritism but judge in fairness (Chr, 2023). The students learn to be fair and not discriminate against others based on their social class. Excellence Excellence means striving to be exceptionally good at what one does (Flaherty, 2022). An excellent student will strive to meet deadlines and perform exceptionally well to achieve high grades. In Daniel 6:3, Daniel worked to be distinguished from other officials, which set him apart (Chr, 2023). Students should aim for excellence in all they do to ensure they make a positive difference. Respect Respect involves high regard toward someone else (Malti et al., 2020). Students demonstrate respect by speaking politely without using offensive language and listening attentively when the teacher is speaking. In 1 Peter 2:17, the Bible instructs us to show respect and love to each other (Chr, 2023). The Bible guides how students should act toward others. Students can treat everyone and emulate this biblical principle. Accountability Accountability means being transparent and accepting responsibility for one's actions (Sugiarti, 2021). Students demonstrate accountability through the completion of work within the stipulated time. For instance, when a student takes responsibility for making mistakes in classes. In Galatians 6:1-2, we are instructed to hold each other accountable (Chr, 2023). A student needs to guide their friends when they are doing wrong things. For instance, when a friend fails to complete their assignment, one must ask why they did not. Responsibility Responsibility means one has authority over a duty they are answerable for (Sugiarti, 2021). A student is responsible if they take good care of the school property. A responsible student will prepare for classes with all the necessary stationery equipment. In Galatians 6:5, we are mandated to be responsible for our actions (Chr, 2023). Similarly, students learn the importance of taking responsibility for their actions and the consequences that follow. Resilience Resilient people will overcome adversity because they are motivated and have self-control (Rushton et al., 2021). When students are resilient, they will implement problem-solving skills when faced with challenges rather than give up. In Matthew 12:20, Jesus speaks on a bruised reed that will not break. This verse demonstrates that we are supposed to be resilient in life even after challenges (Chr, 2023). Students must be resilient; even when faced with disappointing grades, they must put in more work and stay motivated. Industrious An industrious person puts in hard work and due diligence in all they do (Sugiarti, 2021). Students demonstrate this trait by being productive in class and completing all assignments. The work is done precisely and keen to detail. Proverbs 21:5 teaches that an industrious person will prosper (Chr, 2023). Students can emulate this biblical worldview in their education to promote academic success. Therefore, students will strive for excellence in all they do to emulate the biblical principle. Disciplined Discipline involves abiding by the rules and regulations because of implementing self-control (Proferes et al., 2021). Disciplined students have time management skills; hence, they do the right thing at the right time. They demonstrate appropriate social conduct when interacting with others. Proverbs 12:1 teaches that those who love discipline also love knowledge (Chr, 2023). The students should be equipped about the importance of being disciplined References Berk, R., Heidari, H., Jabbari, S., Kearns, M., & Roth, A. (2021). Fairness in criminal justice risk assessments: The state of the art: The state of the art. Sociological Methods & Research, 50(1), 3–44. https://doi.org/10.1177/0049124118782533 Chr, W. (2023). The Holy Bible. Legare Street Press. Flaherty, J. (2022). Coaching: Evoking excellence in others. Routledge. Malti, T., Peplak, J., & Zhang, L. (2020). The development of respect in children and adolescents. Monographs of the Society for Research in Child Development, 85(3), 7–99. https://doi.org/10.1111/mono.12417 Proferes, N., Jones, N., Gilbert, S., Fiesler, C., & Zimmer, M. (2021). Studying Reddit: A systematic overview of disciplines, approaches, methods, and ethics. Social Media + Society, 7(2), 1-14. https://doi.org/10.1177/20563051211019004 Rushton, C. H., Swoboda, S. M., Reller, N., Skarupski, K. A., Prizzi, M., Young, P. D., & Hanson, G. C. (2021). Mindful ethical practice and resilience academy: Equipping nurses to address ethical challenges. American Journal of Critical Care: An Official Publication, American Association of Critical-Care Nurses, 30(1), e1–e11. https://doi.org/10.4037/ajcc2021359 Sugiarti, E. (2021). The influence of training, work environment and career development on work motivation that has an impact on employee performance at PT. Suryamas Elsindo Primatama in West Jakarta. International Journal of Artificial Intelligence Research, 6(1), 1-11. https://doi.org/10.29099/ijair.v6i1.304 Lesson Plan #1 Preliminary Information Subject: Social Studies Grade Level: Grade 6 Learning Segment Theme: Westward Expansion and its Impact on Indigenous People Lesson Structure or Grouping: Whole Class ☒ Small Group ☐ 1:1 ☐ Other (specify): Click or tap here to enter text. Content Standards Virginia Standards of Learning: VS.2: The student will incorporate history and social science skills to illustrate the westward expansion and describe the mid-19th century by:Discussing and elaborating on the way settlers incorporated technology to adapt to the climate and physical terrain in the westDetermine the significant reasons for westward expansionInvestigate the impact of treaties, policies, and legislations that led to the development and growth of the countryExamine the impact of the Indigenous peoples on the growth of the nation Common Core State Standards: CCSS: ELA-Literacy RH 6-8-1 The student will cite specific evidence to support their comprehensive analysis of sources.CCSS: ELA-Literacy RH 6-8-2 The student will elaborate on the primary ideas from the sources and present an accurate summary to demonstrate new information.CCSS: ELA-Literacy RH 6-8-7 The student will integrate visual aids like photographs, maps, videos, and charts (CCSS, n.d). Learning Objective(s) Students will investigate the different reasons for the westward expansion in the United States (Virginia, n.d).The student will explore the causes and the impact of expansion of the westward expansion.The student will understand how life was during pre-industrialized periods in North America.The student will incorporate visual aids such as maps to understand the westward expansion.The student will use pictographs and graphs to investigate the adverse impact of the railroad on buffalo and Indigenous Americans. Resources, Materials, and Technology Integration Resources and Materials: Map on the Westward Expansion and the U.S. in 1783Graphic organizer to enhance understanding of the Westward expansion (Fabros & Ibañez, 2023).Pictographs and graphs on buffaloWhiteboard Technology Integration (if applicable): Computers with internet access to research to create virtual storyboardsThe students will explore Google Earth to identify North America Academic Language Demands Language Demands: Students will read and write from textbooks to analyze the transportation innovation during the westward expansion.Students will interpret the readings and write summaries on life during the pre-industrialized period. Language Supports: Teaching grammatical structure on the westward expansion using word chartsPre-teaching vocabulary through vocabulary journals Essential Vocabulary: Manifest Destiny, Westward Expansion, Annex, Emigrant, Indian Removal. Instruction Direct Instruction/Modeling: Tell the students they will learn what the United States looked like in 1783 through the map. The students are required to label different areas on the map. Guided Practice: The students will label different areas on the map as the teacher moves around to supervise Independent Practice: The students will be given homework to reinforce the westward expansion lesson. Closure: Reviewing key points coherently to ensure that the lesson is well understood. Differentiation Supporting Students with Special Needs: The lesson will incorporate multisensory teaching aids, such as visual aids, to reinforce the lessons (Syahputri, 2019).Vocabulary will be present both orally and in writing Strategies to Challenge Above-Average Learners: The above-average learners will incorporate a compact curriculum. The students will complete projects that channel their creativity. Facilitating a Classroom Environment that Supports Student Learning: The students will formulate a classroom agreement to ensure all students abide by the rules (Yahya & Nur, 2023). Positive reinforcement should be used to encourage the students to deliver excellence. Extension: The students will need to create a concept map that identifies the impact of the westward expansion Culturally Responsive Teaching: The students will be encouraged to contribute to the group discussion through their cultural context Assessment Diagnostic/Pre-Assessment(s): The students will do a five questions survey to indicate the concept that they understand the most Formative Assessments/Feedback to Learners: The students must complete homework assignments to provide feedback on well-understood areas. Summative Assessment: A final report will be written to assess the understanding of westward expansion. Connections to Research, Theory, and Best Practice (5-6 professional references in current APA format) References CCSSO - Common Core State Standards. (n.d.). Common core state standards for English language arts literacy. https://learning.ccsso.org/wp-content/uploads/2022/11/ELA_Standards1.pdf  Virginia Department of Education (n.d). Standards of learning. https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-instruction Fabros, B. G., & Ibañez, E. D., (2023). Effectiveness of graphic organizers in improving conceptual understanding towards operations of fractions among teachers. International Journal of Instruction, 16(1), 507–526. https://doi.org/10.29333/iji.2023.16128a Fabros and Ibañez (2023) examine the impact of the instructional tool in enhancing academic excellence among students. Graphic organizers enhance conceptual understanding of topics among learners. Educators can implement this tool in teaching since it improves a given discipline's attitude. Students can use the tool to decode and understand different concepts by forming connections. Learners can build associations and associations that elevate learning. Fabros and Ibañez (2023) argue that books are arranged in lines, which makes it difficult for learners to build associations. Syahputri, D. (2019). The effect of Multisensory Teaching Method on the students’ Reading Achievement. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 2(1), 124–131. https://doi.org/10.33258/birle.v2i1.192 Syahputri argues that incorporating a multisensory teaching method enhances students' performance. Using multiple senses simultaneously enhances students' learning capacities since they can retain information longer. The brain improves memory retention based on visual, auditory, kinesthetic, and tactile abilities. Teachers can incorporate this teaching strategy since it reinforces memory. The students are kept engaged during learning, which helps them logically perceive information and helps them solve problems. Yahya, M., & Nur, H. (2023). The Impact of a Conducive Learning Environment on Learning Motivation and Student Achievement in Vocational Schools. In 2nd World Conference on Social and Humanities Research (W-SHARE 2022) 199,-206. Atlantis Press. https://www.atlantis-press.com/article/125988842.pdf Yahya and Nur (2023) affirmed that creating a conducive environment for learners to attain the objectives in the pedagogical process is imperative. Teachers must foster a conducive environment to ensure that the learners are motivated, resulting in performance improvement. The learning environment improves learners' affective and cognitive abilities, improving their performance outcomes. Virginia Department of Education (n.d). Standards of learning. https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-instruction Lesson Plan #2 Preliminary Information Subject: Social Studies Grade Level: 6 Learning Segment Theme: Effects of Reconstruction Lesson Structure or Grouping: Whole Class ☐ Small Group ☒ 1:1 ☐ Other (specify): Click or tap here to enter text. Content Standards Virginia Standards of Learning: USII.2 The student will incorporate history and social skills to comprehend the ongoing reconstruction effects on citizens after the mid-19th century (Virginia, n.d). Common Core State Standards: CCSS.ELA-Literacy.RH.6.8.2- Determine the main points in a primary or secondary source and provide a summary.CCSS.ELA-Literacy.RH.6.8.7- Evaluate among reasoned judgment, fact, and opinion in a text (CCSS, n.d). Learning Objective(s) The student will explain the reconstruction process in America.The students will analyze the aftermath of the Civil War and the effect of Abraham Lincoln's assassination on the United States.The students will examine primary and secondary sources to understand the legacies of Abraham Lincoln, Frederick Douglass, and others.The student will analyze the role of the Supreme Court and Congress in reconstruction actions. Resources, Materials, and Technology Integration Resources and Materials: ProjectorPowerPoint SlidesWhiteboard and markers Technology Integration (if applicable): The students will use computers to access secondary and primary sources on the effects of reconstruction. Academic Language Demands Language Demands: Students will interpret a word problem to understand the effects of reconstruction.The students will use primary and secondary sources to justify their understanding in an essay. Language Supports: Graphic organizers will be used to explain new concepts.Vocabulary will be attached to the word wall for students to view daily. Essential Vocabulary: Reconstruction, amendment, radical Republican, scalawags, freedmen’s bureau, Jim Crow laws. Instruction Direct Instruction/Modeling: Students will work in groups to research and create a storyboard about the civil war's aftermath (Ghafar et al., 2023). Guided Practice: The students will answer questions on the role of Congress and the Supreme Court in the reconstruction process. Independent Practice: The student will research and write a short essay on the legacies of Abraham Lincoln, Robert E. Lee, Fredrick Douglass, or Ulysses Grant. Closure: After the completion of the lesson, restating the instructional purpose ensures that the students recall and comprehend vital points. Differentiation Supporting Students with Special Needs: Describe any diagram orally, ensuring the visually impaired students comprehend the effects of reconstruction. Students with special needs will be allowed to read aloud to ensure they understand the concepts presented. Hands-on learning ensures that learners with special needs are catered to during lessons. Strategies to Challenge Above-Average Learners: The students will be given open-ended questions on reconstruction to provide an opportunity for in-depth analysis. Facilitating a Classroom Environment that Supports Student Learning: The students will have choice and ownership in the learning process by choosing what to research. Incorporating interesting teaching strategies such as role-playing ensures that the students comprehend. Extension: The students will research Lincoln's Ten Percent plan (Bhambu, 2022). Culturally Responsive Teaching: Students will be encouraged to incorporate culturally responsive teaching styles, such as oral storytelling (Khan et al., 2023). Assessment Diagnostic/Pre-Assessment(s): Concept map allows the learners to relate ideas that they are aware of to enhance understanding Formative Assessments/Feedback to Learners: The students will have clicker questions to provide instant feedback on the student’s comprehension levels. Summative Assessment: The students will complete a standardized test to demonstrate their understanding of the topic. Connections to Research, Theory, and Best Practice (5-6 professional references in current APA format) Bhambu, S. (2022). Impact of extension activities on students. https://www.homesciencejournal.com/archives/2022/vol8issue3/PartE/8-3-53-513.pdf Bhambu (2022) examines the importance of extension activities in enhancing students' performance to ensure the reinforcement of critical concepts. Students acquire practical skills in specific content areas, resulting in improved performance. Teachers must incorporate suitable extension activities to foster strong motivation to develop knowledge and skills in a content area. CCSSO - Common Core State Standards. (n.d.). Common core state standards for English language arts literacy. https://learning.ccsso.org/wp-content/uploads/2022/11/ELA_Standards1.pdf Ghafar, Z. N., Raheem, B. R., & Mahmood, H. M. A. (2023). Teaching and learning through storyboarding: A new approach via critical reflection. Middle East Research Journal of Humanities and Social Sciences, 3(04), 94–100. https://doi.org/10.36348/merjhss.2023.v03i04.005 Ghafar et al. (2023) argue that storyboarding enhances critical thinking, retention, and reflection. After a critical evaluation, one can preserve for a more extended period after the pedagogical approach prioritizes efficiency since learners become creative after using storyboarding to organize information. Teachers can implement the visual representations the students use to visualize concepts. Storyboards enhance collaboration since the students will work as a cohesive unit to present a given idea. Khan, U. A., Iqbal, M. Z., & Jumani, N. B. (2023). A review of culturally responsive teaching for bridging the gap of teaching efforts and performance of culturally diverse learners. Journal of Education and Social Studies, 4(2), 330–347. https://doi.org/10.52223/jess.2023.4210 Khan et al. (2023) argue that teachers must respect the diversity in culture and norms among their students. Teachers need to build on learning different cultures to ensure a better understanding of the student's opinions and standards. When one understands the culture better, it leads to inclusive instructional plans and curriculums for students. Culturally responsive teaching leads to improved student performance. Teachers should shun biases, stereotypes, and discrimination since they depict apathy and inequality. Virginia Department of Education (n.d). Standards of learning. https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-instruction Lesson Plan #3 Preliminary Information Subject: Social Studies Grade Level: Grade 6 Learning Segment Theme: Industrialization and Growth Lesson Structure or Grouping: Whole Class ☒ Small Group ☐ 1:1 ☐ Other (specify): Click or tap here to enter text. Content Standards Virginia Standards of Learning: USII.3 By incorporating history and social science skills, the learner will understand how industrialization transformed life in both rural and urban areas after the Civil War (Virginia SOL, n.d). Common Core State Standards: CCSS.ELA-Literacy. RH.6.8.1 The learner must cite specific textual evidence to justify their analysis of the sources.CCSS.ELA-Literacy. RH.6.8.6 The student will describe how the sources present information (CCSS, n.d). Learning Objective(s) The students will describe the impact of industrial growth on the United States.The student will investigate the cause-and-effect between rapid population growth and infrastructure development.The students will elaborate on the technological advancement and its impact on America.The students will examine how free markets and capitalism have led to labor productivity and transportation development, impacting living standards. Resources, Materials, and Technology Integration Resources and Materials: Industrial revolution HandoutsMapsDocumentaries Technology Integration (if applicable): The students will watch YouTube videos on industrialization in America (Mdhlalose & Mlambo, 2023). Academic Language Demands Language Demands: The student will analyze the cause and effect of industrialization. The students will justify their analysis of questions using different sources. Language Supports: Graphic organizers will provide the meaning of key concepts and definitions.The students will listen to audiobooks that promote new vocabulary and comprehension acquisition. Essential Vocabulary: Industrialization, The Communist Manifesto, Free market, capitalism, Supply and Demand. Instruction Direct Instruction/Modeling: The students will receive the handouts and complete the sections by discussing their findings and debating the benefits of the Industrial Revolution. Guided Practice: The students will be instructed to analyze their positions and counterarguments in-depth. Independent Practice: The students will provide an essay on the effects of industrialization with evidence to justify their stance. Closure: After reading the different responses, a conclusion will be provided to ensure the students understand the revolution's positive and negative impact. Differentiation Supporting Students with Special Needs: Through providing a narrative analysis of the sources used to teach the lesson to cater to special needs students.The sources will include a word bank to ensure special needs students are catered for. Strategies to Challenge Above-Average Learners: Through promoting opportunities for divergent answers to ensure that the st...