Mission Statement, Character Principles, and Biblical Worldview

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, our mission is to provide a student-centered environment that fosters holistic growth and academic excellence. We partner with families and the community 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: Click or tap here to enter text. Grade Level: Click or tap here to enter text. Learning Segment Theme: Click or tap here to enter text. Lesson Structure or Grouping: Whole Class ☐ Small Group ☐ 1:1 ☐ Other (specify): Click or tap here to enter text. Content Standards Virginia Standards of Learning: Click or tap here to enter text. Common Core State Standards: Click or tap here to enter text. Learning Objective(s) Click or tap here to enter text. Resources, Materials, and Technology Integration Resources and Materials: Click or tap here to enter text. Technology Integration (if applicable): Click or tap here to enter text. Academic Language Demands Language Demands: Click or tap here to enter text. Language Supports: Click or tap here to enter text. Essential Vocabulary: Click or tap here to enter text. Instruction Direct Instruction/Modeling: Click or tap here to enter text. Guided Practice: Click or tap here to enter text. Independent Practice: Click or tap here to enter text. Closure: Click or tap here to enter text. Differentiation Supporting Students with Special Needs: Click or tap here to enter text. Strategies to Challenge Above-Average Learners: Click or tap here to enter text. Facilitating a Classroom Environment that Supports Student Learning: Click or tap here to enter text. Extension: Click or tap here to enter text. Culturally Responsive Teaching: Click or tap here to enter text. Assessment Diagnostic/Pre-Assessment(s): Click or tap here to enter text. Formative Assessments/Feedback to Learners: Click or tap here to enter text. Summative Assessment: Click or tap here to enter text. Connections to Research, Theory, and Best Practice (5-6 professional references in current APA format) Lesson Plan #2 Preliminary Information Subject: Click or tap here to enter text. Grade Level: Click or tap here to enter text. Learning Segment Theme: Click or tap here to enter text. Lesson Structure or Grouping: Whole Class ☐ Small Group ☐ 1:1 ☐ Other (specify): Click or tap here to enter text. Content Standards Virginia Standards of Learning: Click or tap here to enter text. Common Core State Standards: Click or tap here to enter text. Learning Objective(s) Click or tap here to enter text. Resources, Materials, and Technology Integration Resources and Materials: Click or tap here to enter text. Technology Integration (if applicable): Click or tap here to enter text. Academic Language Demands Language Demands: Click or tap here to enter text. Language Supports: Click or tap here to enter text. Essential Vocabulary: Click or tap here to enter text. Instruction Direct Instruction/Modeling: Click or tap here to enter text. Guided Practice: Click or tap here to enter text. Independent Practice: Click or tap here to enter text. Closure: ...