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Running head: CURRICULUM PLANNING CHARTS

Virginia SOL Curriculum Planning Charts: Fifth Grade

Melissa Hogan
Liberty University

Author Note

Melissa Hogan
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to John Doe
Email: Mhogan7@liberty.edu
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Running head: CURRICULUM PLANNING CHARTS

Legend

A: Accommodations
ACC: Accommodation
BR: Bell Ringer
COMM: Communication
D: Differentiation
E: English
GC: Google Classroom
GO: Graphic Organizer
H: Hypothesis
IL: Imagine Learning
LA: Language Arts
L: Learn
M: Math
Mod: Modifications
N: Numbers
NA: Native Americans
P: Practice
PE: Physical Education
PP: PowerPoint
RES: Research
SS: Social Science
SC: Student Choice
SCI: Science
SEL: Social Emotional Learning
SI: Scientific Investigation
SPED: Special Education
SS: Social Studies
TAW: The assistant will
TSW: The student will
TTW: The teacher will
TI: Technology integration
U: Understand
W: Writing
WS: Worksheet
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Running head: CURRICULUM PLANNING CHARTS
Character Trait: Responsibility
5.2 b; Reading: 5.4 a, e
ng
he CT of responsibility by
position notebook.
e Learning on the computer
view and answer the focus
assage from IL, Bare-Bones
s a vocabulary list and ask
hat they are discussing the
ad to survive on the land
TSW collaborate in a pre-
contact while listening and
collect ideas from the group
exit ticket, ask the students to
. TTW sit in a small group to
Day 1
VA SOL Numbers and VA SOL Scientific VA SOL USI.3.a Interdisciplinary
Number Sense: 5.3 a Investigation: 5.1 a, d Early cultural Connection
Prime and Composite Hypothesis, development, archeology
classification
N: TTW display the SI: TTW show, SS: TTW will ask SS/English: TSW
number 5 factored on the “Scientific Inquiry students if they know will discuss new
board, and then 6 on the Lesson for Kids: what an archeologist ideas about
board. Then identify Process and does. In a whole group survival that they
which one is prime and Definition”, from setting the students will discussed in their
composite. TTW Study.com. TSW verbalize thoughts. TTW
projects and
demonstrate and anchor identify that a define archeologist on the
chart for reinforcement of hypothesis is the overhead for students to group
Prime and Composite second step of the copy in the BR notebook. discussions. TSW
numbers. TSW ask process. TTW explain TTW then identify then research at
questions and write prime that students will Cactus Hill in VA as a least one region
and composite numbers to conduct an location of the Clovis of settlement.
20. TSW complete an investigation rocks are people settlement where Then TSW do a
exit ticket at the end of identified using a many important artifacts Venn diagram
class that asks why the classification key. were discovered. TTW poster board
number 1 is not prime or TTW review a show the video, “Cactus displaying
composite to CFU. dichotomous key with Hill Virginia: Settlement compare and
the students to review. and Discovery”. TTW
contrasting of the
D/ACC: TTW work with TSW answer questions assign the students to
a small group to review in a whole group to research some of the two.
factoring. TSW when CFU of the use of the artifacts found during
given a number from 1- key. TTW show excavation and create a
10, be able to use a dry pictures of rock on the list of what these artifacts
erase board to factor. board and explain were used for. TSW
TTW instruct using I do, some physical features write down the findings
then you do until students of the rocks. TTW in a research journal.
demonstrate hand out a worksheet
understanding. TTW where students will use D/ACC: TTW have site
demonstrate prime and prior knowledge of a links set up in GC for
composite numbers at the dichotomous key to students to click on
end. work through a rock instead of doing their
classification own research.
worksheet in a whole
group with the teacher.
D/ACC: TAW hand
out a copy of the SI
with highlighted areas.
TTW in a small group
to answer question on
the rock dichotomous
key WS. TSW can use
the online version of
the GO.
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Running head: CURRICULUM PLANNING CHARTS
Character Trait: Responsibility
5.1 c, f;
earch: 5.9 d
opment
Brain Pop Jr. website for
).
tly to summarize feedback
ganize information in a
give to a chosen target
w different resources for
ssroom and document who
ces. TSW begin to use
ntences and paragraphs by
n in a draft.
TSW begin prewriting
acher.
Character Trait: Responsibility
Research: b, d
ize
Day 2
VA SOL Numbers and VA SOL Scientific VA SOL USI.3.b Interdisciplinary
Number Sense: 5.3 b Investigation: 5.1 d Early cultural Connections
Odd and Even Numbers Hypothesis, development, archeology
classification
Numbers: TTW ask SI: TTW show SS: TTW remind Math/PE: TTW
students to factor a few pictures of three types students that settlements direct the
prime and composite of rocks (Sedimentary, took place in more places students to
number on the board. Igneous, and other than Cactus Hill. separate into their
TSW complete a factor metamorphic) . TSW TTW place a map of Prime and
rainbow worksheet with a participate in a whole where NA’s settle by
Composite
shoulder partner. Students group discussion region on the board
place the number at the describing what the (Artic, northwest, plains, number groups.
top of a rainbow with the rocks look like. TTW southwest, and eastern TTW hold a
outer color starting with give the student a GO woodlands). TTW number on the
one and the number itself. and pass three different instruct students to notice board in the air.
The student add a color if samples of rocks the Arctic area where the TTW designate
applicable. The student around for students to Inuit people lived. A two students from
will see the prime and look at and touch. scavenger hunt each side to
composite numbers. TSW assignment will be given answer the
complete the WS H: TTW ask students to the students to question. The
independently. TTW ask to take notes on the complete using first one to get
the whole class to look at graphic organizer as Ducksters. TSW open
the answer can
their WS and circle the the rocks are passed click on the link in GC to
numbers they think are around. Then the open Ducksters, “Native have the team
odd and even. question will be asked Americans Inuit People”, take a step
if the rocks are related. read, and take the quiz at forward. This
D/ACC: TTW work with TSW then write what the end to CFU. will be repeated
a small group on the they believe the 10 times. TSW
factor rainbow sheet. answer is in the form D/ACC: TTW give then engage in a
TTW introduce cube of a hypothesis. TSW students at the beginning game of dodge
manipulatives to work write a draft of the of the class a map of ball. This can be
through the four problems hypothesis and finalize settlements with Arctic repeated based on
with the students. TSW notes on GO. highlighted, and TSW time.
ask questions and use snap and read to
demonstrate D/ACC: TTA will listen to Duckters instead
understanding of prime work with students in a of reading this.
and composite numbers. small group where the
rocks can be explored.
TSW be guided
through the GO for any
additions, and TAW
help the student write
or type draft.
Day 3
VA SOL Numbers and VA SOL Scientific VA SOL USI.3.b Interdisciplinary
Number Sense: 5.3 b Investigation: 5.1 d Indian settlements Connections
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Running head: CURRICULUM PLANNING CHARTS
ne example of how they have
nonymously so the student can
a new way.
ation into five PP slides to
from at least three different
eas. The student will work on
d peer partner. TSW finalize
and capitalization.
responsibility. TSW the use
mation into three PP slides to
W assist and monitor student
n, and capitalization. TTW
at least one reference. TSW
ion.
Odd and Even Hypothesis
N: TTW will ask students H: TTW review the SS: TTW have the map Art/SS: TSW
to stand by their seats. testable question of if of regions on the create a poster
TSW be given a random the three different overhead and begin to board displaying
number between 1-24 as rocks are related. In review some details graphics of
the teacher randomly the whole group the about the Inuit people artifacts found in
counts students. TTW ask student will be asked with the whole group. clover Hill and
students who are prime or to keep the answers a TTW then tell students document how the
odd to move to one area secret but discuss some that they will use resources were
of the room and even or features on the GO. Ducksters to research the used by the Native
composite to another. other settlements. TTW Americans.
TSW will collaborate with SI: TTW review the then show a list of the
group to self-check steps to the SI and Native Americans that
characteristics of their remind students where settled in these areas.
number/choice of group. they are in the process. TSW receive a map and
TSW will record TSW finalize the match tribes with
characteristics from group hypothesis statement geographical locations.
discussion in math by making sure it is TTW then direct students
journal. TTW discuss relevant to the testable to do focus on the
specific rules to classify question. Spelling, Eastern Woodlands
odd and even numbers punctuation, and region where the Iroquois
and ask students to stand capitalization should tribe was located. TSW
if they discussed any of be correct. Vocabulary continue to work on the
these guidelines in groups. must be used correctly. scavenger hunt.
TSW work in IXL to TTW and TAW walk
practice identifying odd around and check off D/ACC: TTW work in a
and even numbers to the students small group and show the
prepare for formative Hypothesis. TSW student where the Eastern
assessment tomorrow to begin to explore a plan Woodlands region is
CFU. for the next step in the located. TSW listen to
SI. Ducksters and work on
D/ACC: TTW work with the scavenger hunt in a
students after the whole D/ACC: TAW work small group.
group introduction to with a small group to
CFU. TSW review p and c help finalize the
rainbow worksheet and Hypothesis. TSW
use a bingo marker to have the option to type
demonstrate which in PP the hypothesis
numbers are odd and and GO in order to
even. If successful, TSW make corrections
work in IXL to prepare easily and to use spell
for quiz tomorrow. checker. TSW print the
final revision of the
two papers.
References
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Running head: CURRICULUM PLANNING CHARTS

BrainPOP Jr. (n.d.). Rights and responsibilities.

https://jr.brainpop.com/socialstudies/citizenship/rightsandresponsibilities/.

Cactus Hill, Virginia: Settlement & Discovery. (2016, January 11). Retrieved from

https://study.com/academy/lesson/cactus-hill-virginia-settlement-discovery.html.

Education.com, J. S. (2018, July 5). Prime and Composite Numbers: Lesson plan. Lesson plan |

Education.com. https://www.education.com/lesson-plan/prime-and-composite-numbers/.

IXL Learning, Inc. . (2021). IXL: Prime or composite: 8th grade math. IXL Learning.

https://www.ixl.com/math/grade-8/prime-or-composite.

Hagler, G. (2005, December). Bare-Bones Survival. Imagine Reading.

https://my.imaginelearning.com/reading/units/unit/10059/article/MTEyLDIxNSw1MiwyNi

wxMjAsMjQ4LDg0LDEyNw%3D%3D/preview.

Scientific Inquiry Lesson for Kids: Process and Definition. Study.com. (2003).

https://study.com/academy/lesson/scientific-inquiry-lesson-for-kids-process-

definition.html.

Technological Solutions, Inc. (n.d.). Native Americans Inuit Peoples. Ducksters.

https://www.ducksters.com/history/native_americans/inuit_peoples.php.

Virginia Department of Education. (2016). Math standards of learning curriculum framework.

Retrieved from

https://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/2016/cf/grade5mat

h-cf.pdf
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Running head: CURRICULUM PLANNING CHARTS

Virginia Department of Education. (2017). English standards of learning curriculum

framework. Retrieved from

https://www.doe.virginia.gov/testing/sol/standards_docs/english/2017/cf/english-cf-

2017.docx