Standard/ Subject/

Objective

Technology that could be

incorporated and why?

Accommodations for
special populations

Grade: 4th
Subject: Math
Standard: 4.OA.A.1: Use
four operations with whole
numbers to solve problems.
1. Interpret a multiplication
equation
as a comparison, e.g.,
interpret 35=5x7 as a
statement that 35 is 5 times
as many as 7 and 7 times as
many as 5. Represent
verbal statements of
multiplicative comparisons
as multiplication equations.
Standards of mathematical
practice 1,2,4,6
Objective: The students
will be able to compare and
interpret multiplication
equations.
Grade: 6th
Subject: Social Studies
Standard: Concept 2: Early
Civilizations
PO 9. Identify the roles
and contributions of
individuals in the
following ancient
civilizations. a. Greece and
Greek empires (i.e.
Socrates, Plato, Aristotle,
Sophocles, Euripides,
Pericles, Homer, Alexander
the Great.)Note: Only
using this part of the
standard directly.
Objective: Students will be
able to explain Alexander
the Greats historical role
and significance to history.

http://jmathpage.com/middles
choolmath/jmsmalgebra.html

There will be visual

demonstrations done on the
smart board, with larger
objects, and students will be
grouped heterogeneously.

Students will have to

demonstrate their
learned knowledge on
an exit ticket.

Students will be group

heterogeneously, given
notes ahead of time, each
group gets access to a
laptop where they will have
pre maps of Alexander the
Great loaded on there.

Student must name 3

cities conquered by
Alexander, 3 modern
influences, and 3 things
Alexander liked to do.

Site offers games on

multiplication.

Assessment

Though for middle school I

would have students play this
as a closure activity.

http://atwar-game.com/home/
This site gives access to a free
to play game that operates
like risk, and can be used to
make a map for historical
purposes. This game can
enrich their learning of the
content.
I would have this put on every
laptop and an Alexander the
Greats campaign set up for
each group. Each group
would then play against each
other after the lesson.

Grade: 5th
Subject: Language Arts
Standard: ACCRS.5.RL.2:
Determine a theme of a
story, drama, or poem from
details in the text,
including how characters in
a story or drama respond to
challenges or how the
speaker in a poem reflects
upon a topic; summarize
the text.
Objective: Students will be
able to determine the
central message of a story,
explain the main characters
characteristics, and how
those characters met
challenges.
Grade: 1st
Subject: Math
Standard: 1.NBT.C.4 Use
place value understanding
and properties of
operations to add and
subtract. Adding within
100 using 1-digit and 2digit numbers.
Standards of mathematical
practice 1,2,4,5,6,8
Objective: Students will be
able to add a 2-digit
number and 1-digit
number, 2-digit and a
multiple of ten, a 2-digit
number and 2-digit
number.
Grade: 6th
Subject: Math
Standard: 6.G.A.1: Solve
real world and
mathematical problems
involving area, surface

https://www.youtube.com/wat
ch?v=p4qME64SkxM
This is a video explaining
themes of stories, with art and
pictures with the definitions.

L2 students will be grouped

purposefully with other
students that vary in L2
proficiency. Access to
larger print.

I would have a sheet set up

for them to fill in to
accompany this video.

http://www.abcya.com/first_g
rade_computers.htm
This site offers a variety of
games by grade level for
students to play and learn.

Students will be given

one more short story,
shorter, that they will
have to read
independently and
record the theme and
explain why thats the
theme in a paragraph.
http://www.eastofthewe
b.com/short
stories/UBooks/JodiDa
dd908.shtml

Students will be connecting

blocks, base-ten blocks, and
examples will be done on
the smart board.

I will write math

problems on the board
that each student must
write and solve in their
math journals.

Access to early notes and

the card game. Orally
explain rather than write.

By having each student

orally explain how they
won, how they solved
their calculation. If they
lost then they tell me
why they lost, explain

I would have each student,

with a laptop, go onto this site
and play some of the math
games as a closure to the
lesson.

http://www.mathchimp.com/6
.5.1.php
Offers an interactive geoboard
for putting shapes into to
solve these problems

area, and volume. 1. Find

the area of right triangles,
quadrilaterals, and
polygons by composing
into rectangles or
decomposing into triangles
and other shapes; apply
these techniques in the
context of solving realworld and mathematical
problems.
Objective: Student will be
able to solve for area, relearn perimeter, volume,
and learn how to calculate
how many degrees each
shape has. First through
writing out the calculation,
then by applying mental
exercises into solving the
problems.
Grade: 1st
Subject: Science
Standard: SC06-S5C3PO1, PO3 Strand 5:
Physical Science Physical
Science affords students
the opportunity to increase
their understanding of the
characteristics of objects
and materials they
encounter daily. Students
gain an understanding of
the nature of matter and
energy, including their
forms, the changes they
undergo, and their
interactions. By studying
objects and the forces that
act upon them, students
develop an understanding
of their fundamental laws
of motion, knowledge of

where they made their

calculations wrong and
what they should have
done. (the card game I
made for this subject)

For this I would have a sheet

of shapes flattened, pictures
of real world buildings and
such, and student would have
to put that into the geoboard.

http://www.watchknowlearn.o
rg/Category.aspx?
CategoryID=6313
Videos on transfer of energy.
Students will get to take notes
on these videos.

Heterogeneous grouping.
One on one group
assistance. Hands on. Early
fill inti he blank notes.

Fill out a data tracking

sheet and ticket out the
door.

the various ways energy is

stored in a system, and
processes by which is
transferred between
systems and surroundings.
Concept 3: Transfer of
Energy Understand that
energy can be stored and
transferred.
PO 1: Identify various
ways in which electrical
energy is generated using
renewable
and
nonrenewable resources
(e.g., wind, dams, fossil
fuels, nuclear
PO 3: Compare the
following ways in which
energy may be
transformed:
mechanical to electrical
electrical to thermal
Objective: By observing
and conducting their own
experiments using a lemon,
a battery, and a hand
cranked wind turbine,
students will observe how
each object produces the
same type of energy.
Students will observe
whether these resources are
considered renewable or
non-renewable and will be
able to list renewable and
nonrenewable resources.
Students will also be able
to show understanding of
how certain energies can
be turned to electricity.