Candidates will develop FOUR lesson plans for the following topics and grades levels found in the Standards of Learning.
Primary Source – Virginia Studies selected from VS.3, VS.5, or VS.6
VS.3 The student will demonstrate knowledge of the first permanent English settlement in America
a) explaining the reasons for English colonization;
b) describing how geography influenced the decision to settle at Jamestown;
c) identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement;
d) identifying the importance of the General Assembly (1619) as the first representative legislative body in English America;
e) identifying the importance of the arrival of Africans and English women to the Jamestown settlement;
f) describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival;
g) describing the interactions between the English settlers and the native peoples, including the contributions of Powhatan to the survival of the settlers.
VS.5 The student will demonstrate knowledge of the role of Virginia in the American Revolution by
a) identifying the reasons why the colonies went to war with Great Britain, as expressed in the Declaration of Independence;
b) identifying the various roles played by whites, enslaved African Americans, free African Americans, and American Indians in the Revolutionary War era, including George Washington, Thomas Jefferson, Patrick Henry, and James Lafayette;
c) identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the American victory at Yorktown.
VS.6 The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by
a) explaining why George Washington is called the “Father of our Country” and James Madison is called the “Father of the Constitution”;
b) identifying the ideas of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom;
c) explaining the influence of geography on the migration of Virginians into western territories.
Geography – Grade 2 or 3 selected from 2.6 or 3.6
2.6 The student will develop map skills by using globes and maps of the world and the United States to locate
a) the seven continents and the five oceans;
b) the equator, the Prime Meridian, and the four hemispheres; and
c) major rivers, mountain ranges, lakes, and other physical features in the United States.
3.6 The student will develop map skills by using globes and maps to locate and describe major rivers, mountain ranges, and other geographic features of
d) North America; and
e) South America.
Physical Science – Grade 5 selected from 5.2, 5.3, or 5.4
5.2 The student will investigate and understand how sound is created and transmitted, and how it is used. Key concepts include
a) compression waves;
b) vibration, compression, wavelength, frequency, amplitude;
c) the ability of different media (solids, liquids, and gases) to transmit sound; and
d) uses and applications of sound waves.
5.3 The student will investigate and understand basic characteristics of visible light and how it behaves. Key concepts include
a) transverse waves;
b) the visible spectrum;
c) opaque, transparent, and translucent;
d) reflection of light from reflective surfaces; and
e) refraction of light through water and prisms.
5.4 The student will investigate and understand that matter is anything that has mass and takes up space; and occurs as a solid, liquid, or gas. Key concepts include
a) distinguishing properties of each phase of matter;
b) the effect of temperature on the phases of matter;
c) atoms and elements;
d) molecules and compounds; and
e) mixtures including solutions.
Life Science – Grade K or 1 selected from K.6, K.7, 1.4 or 1.5
K.6 The student will investigate and understand the differences between living organisms and nonliving objects. Key concepts include
a) all things can be classified as living or nonliving; and
b) living organisms have certain characteristics that distinguish them from nonliving objects including growth, movement, response to the environment, having offspring, and the need for food, air, and water.
K.7 The student will investigate and understand basic needs and life processes of plants and animals. Key concepts include
a) animals need adequate food, water, shelter, air, and space to survive;
b) plants need nutrients, water, air, light, and a place to grow to survive;
c) plants and animals change as they grow, have varied life cycles, and eventually die; and
d) offspring of plants and animals are similar but not identical to their parents or to one another.
1.4 The student will investigate and understand that plants have basic life needs and functional parts and can be classified according to certain characteristics. Key concepts include
a) plants need nutrients, air, water, light, and a place to grow;
b) basic parts of plants; and
c) plants can be classified based on a variety of characteristics.
1.5 The student will investigate and understand that animals, including humans, have basic needs and certain distinguishing characteristics. Key concepts include
a) basic needs include adequate air, food, water, shelter, and space (habitat);
b) animals, including humans, have many different physical characteristics; and
c) animals can be classified according to a variety of characteristics.
Lessons must be written according to the format provided in the UR Lesson Plan Outline (see below).
Lesson Plan Template (Word file)
UR Lesson Plan Outline
- Lesson topic
- Length of Lesson
- VA Standards of Learning – Write out the portion(s) of the SOL that will be addressed.
- Context – Where does this lesson fit? Describe its placement within the broader context of instruction.
- Global Themes – What is the big idea this lesson contributes to an understanding of?
Write the objectives in terms of what content students are expected to learn. Begin the objective list with the stem “Students will …”. Each objective must begin with an action verb and include a clearly stated anticipated learning outcome. Use both the Curriculum Framework and Bloom’s Revised Taxonomy to help in writing these objectives.
Assessment Aligned to Objectives
List EACH objective and describe and provide examples of how the evaluation of students’ learning will be accomplished. Each assessment must be directly aligned to the stated objectives.
- Formative – Describe how you will monitor student progress and understanding DURING the lesson. What will you look and listen for? What should students be saying, asking, and/or doing?
- Summative – Describe how you will determine that each student has met the content objectives. Describe how student work will be evaluated. Where appropriate, provide grading rubrics and/or answer keys.
Materials/Technology and Advanced Preparation
List the books and/or texts, manipulatives, technology, visual aids, handouts (by title) and other materials that will be needed during the lesson. Additionally, describe any pre-lesson setup.
Teaching and Learning Sequence
This portion of the lesson plan should be PRESENTED IN THREE COLUMNS (Time, Teacher Actions, and Student Actions) and divided into the three sections listed below. Each section should contain an estimate of how long the events of instruction will take and must detail what the teacher and students will be doing. Write these steps in the imperative.
- Introduction/Anticipatory Set – Outline how the lesson will begin. How will you focus student attention on lesson content, build on prior knowledge, motivate students to learn, etc.?
- Lesson Development – Outline the sequence to be followed in the development of the lesson. Pay particular attention to concept development and questioning.
- Closure – Outline how the lesson will be concluded. How will you summarize, review, reinforce, enrich, and/or encourage students to reflect on what they have learned?
IF homework will be assigned, describe the assignment here. Explain how and where it will be embedded in the Teaching and Learning Sequence. Also, explain why is it being assigned and its purpose.
Reference all resources and ideas used in the creation of this assignment. References should be formatted according to the style outlined in the 6th Edition of the APA Publication Manual.
Attach the following forms and resources to the completed lesson plan.
- Lesson Organizer
- Curriculum Framework Document – Attach the appropriate pages from the Curriculum Framework guide and highlight information most relevant to the lesson.
- Lesson Materials – Including, but not limited to, handouts, homework, presentations, assessments, rubrics, graphic organizers, and other materials of this type.