Curriculum Project Jennifer L Strout3507141 3

Running head: CURRICULUM PROJECT
LIBERTY UNIVERSITY ONLINE- EDUC 571
Curriculum Project
Sample Curriculum for Grade 11 English
Jennifer Leigh Strout
5/12/2016
CURRICULUM PROJECT
This Curriculum Project is a sample curriculum for 11th grade English for the
Liberty University program requirement fulfillment for Master of Arts in Teaching in
Secondary Education with an endorsement in English.
CURRICULUM PROJECT
Part I: MISSION STATEMENT

Paste or type in the mission statement here:
Fredericksburg Christian School is an evangelical non-denominational school dedicated
to a strong academic program with Christian character and biblical truths integrated into
every area, in order that students develop a lifelong Christian worldview.
Type in the resources used to obtain your mission statement here:

http://fredericksburgchristian.com/mission/
CURRICULUM PROJECT
Part II: CHARACTER EDUCATION PLAN

List 8 character principles that you feel should be taught throughout the
curriculum.
Response:
1. Integrity
2. Servant Leadership
3. Professionalism
4. Self-Respect
5. Justice
6. Responsibility
7. Diligence
8. Caring
Create a corresponding learning experience that could be used to teach and practice
the identified 8 character principles.
Response:
1. Show a short video about integrity and discuss with the students about how they
would like to be remembered after they die.
2. Give the students opportunities to get involved in the community such as helping clean
the community, helping at the red cross, or services for yardwork for the elderly.
3. Ask the students to make a personal list on areas where they need improvement and ask
them to consider the ways that needed to be improved.
4.Ask the students to bring in two ads that is aimed at teenagers. Have a class discussion
to evaluate the ads by asking the following questions: "How is this ad attempting to
appeal to me? What assumptions does this ad make about me? How is this ad intended to
make me feel about myself? Is there anything about this ad that's intended to make me
feel is ad intended to make me feel better about myself, or bad about myself? In what way
is this ad attempting to appeal to me? Would I be most susceptible to this ad if I had high
self esteem, or low self-esteem?" (goodcharacter.com)
5. Show a short video about being fair and just and then ask the question to the students:
How would we like to be treated? How should we treat others who do not treat us fairly?
6. Ask the students to write a short paragraph or essay about what the world would be
like if nobody was responsible for anything.
7. The teacher share a story about Rudy Rutiger and show how diligence helped him
achieve his dream, even though he had no talent.
8. Show a short video about caring and ask the students these questions: Are people born
CURRICULUM PROJECT
caring or do they become caring? Why? How far would you go to show another person
that you care for them?
CURRICULUM PROJECT
Part 3: Section A
STANDARDS Comparison and Contrast
Narrative Response: Comparison of the two sets of standards you chose (How are they
alike?)
Response: I have chosen Arkansas standards and Virginia standards for English Literature. With
Arkansas standards, I chose Dramatic Literature DE.1.DL.11 which states: "Evaluate two or more
dramatic works from the twentieth century to the contemporary period (e.g., A Raisin in the Sun by
Lorraine Hansberry; A Street Car Named Desire by Tennessee Williams; Barefoot in the Park by
Neil Simon; Death and the Kings Horseman by Wole Soyinka; Death of a Salesman by Arthur
Miller; Fences and The Piano Lesson by August Wilson; Little Sister by Joan McCloud; Novio
Boy by Gary Soto; Our Town by Thornton Wilder; Sizwe Banzi is Dead by Athol Fugard; Waiting
for Godot by Samuel Beckett)" and then I chose SOL VA 11.4i "The student will read,
comprehend, and analyze relationships among American literature, history, and culture. The
student will read and analyze a variety of American dramatic selections."
They both are very similar in which both say that 11th grade students must know literature in
which had affected society, especially contemporary literature. They also both focus on how
analysis and comprehension of the classical texts, and not just reading the text. They both share the
believe that in order for students to be able to become constructive within society, they must have
the ability to analyze and comprehend a situation. They both share the same goal in education as
far as dramatic literature is concerned.
Narrative Response: Contrast of the two sets of standards you chose (How are they
different?)
Response: Arkansas Standards focus on being able to clarify on which works of literature they
would like discussed while Virginia standards are more generalized to allow more room for
interpretation for the teacher. Also Arkansas standards focus on giving the minimum amount of
books for evaluation by giving the words "two or more". This could possibly be a danger as a
teacher could look at this and assume that two is enough. Virginia is more vague by just saying "a
variety", which gives the feeling of just more than two. From personal experience, I believe that
students should be introduced to more than just two books per school year. 5 is a good number for
it gives students a variety of different worldviews to consider and evaluate.
Summary of what you have learned by this assignment
Response: I have learned two things from this assignment: Character Development and Standards
can overlap at times and State Standards may vary a little but are very similar to each other in
purpose. It also help me realize the importance of making sure that character development is just as
much as a part of the learning of the student as the regular curriculum. When I was looking at book
of the standards, I noticed that they seemed intentionally vague in order to leave the interpretation
to the teacher on how to integrate these standards within the classroom. However, there are other
CURRICULUM PROJECT
states that seem to have more specific standards in order to go the direction that they believe will
help the students at the maximum. The one thing that I have learned is that every lesson and every
plan is driven by the belief system of the curriculum and that is imperative for teachers to be
familiar with the curriculum that they are working with, Every lesson that a teacher teaches should
be driven with purpose. Teaching is a calling and not just a job. It is the teacher's responsibility to
help the students mature into capable adults. (Board of Education Commonwealth of Virginia,
2010)
Resources you consulted in finding the standards cited in APA format
Response:
Board of Education Commonwealth of Virginia. (2010, January). English standards of
learning for Virginia schools. Retrieved April 10, 2016, from Virginia Department of
Education:
http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/stds_all_english.pdf
Department of Education. (2012). Dramatic literature: Curriculum framework. Retrieved April 10,
2016, from Department of Education:
http://www.arkansased.gov/public/userfiles/Learning_Services/Curriculum%20and
%20Instruction/
Frameworks/Eng%20Lang%20Arts/Dramatic_Literature_CCSS_2013_2014.pdf
CURRICULUM PROJECT
8
Part 3: Section B
STANDARDS Integration
Integrated Learning Experience 1
State
Standard
Integrative
Activity
SOL VA 8.5a The student will read and analyze a variety of fictional texts,
narrative nonfiction, and poetry. They will also explain the use of
symbols and figurative language.
ENGLISH-The students will explain The Occurrence at Owl Creek
demonstrated the Realism and Naturalism of the time by explaining the
symbolisms and motifs within the story.
State
Standard
Integrative
Activity
SOL VA 9.6a The student will develop narrative, expository, and

persuasive writings for a variety of audiences and purposes. They
will also generate, gather, and organize ideas for writing.
ENGLISH- The students, in groups of four, can write a persuasive speech
together on several topics that is given by the teacher. They will then
demonstrate their finished work in front of the class.
State
Standard
Integrative
Activity
SOL VA 9.8a The student will use print, electronic databases, online
resources, and other media to access information to create a
research product. They will also use technology as a tool for
research to organize, evaluate, and communicate information.
ENGLISH- The students can go to the library and work on a research
topic, using the computers to find the needed research to support their
topics. The teacher can assist them through this process. defending their
position about creationism and evolution, the purpose of suffering, and
other controversial issues.
State
Standard
Integrative
Activity
SOL VA 10.1a The student will participate in, collaborate in, and report on
small-group learning activities. a) Assume responsibility for
specific group tasks.
ENGLISH- The students can work together in debate teams on the given
topics. Within these groups, they will be able to keep track of their
information by having a secretary within their group, and organize their
information in a professional way, work together as a team.
State
Standard
SOL VA 11.4a The student will read, comprehend, and analyze

relationships among American literature, history, and culture. a)
Describe contributions of different cultures to the development of
CURRICULUM PROJECT
Integrative
Activity
American literature
ENGLISH- The students can study about Harriet Beecher Stowe's book
and how it influenced the civil war. Also the students can be introduced to
Frederick Douglass who showed that literacy is a path to freedom. The
students can then analyze the different styles of the two writers and also
make comparisons.
CURRICULUM PROJECT
10
Grade Level 11th Grade
Subject Area: English
1st Nine Weeks

English 11.3
Figurative
Language
English 11.3
Structural
Analysis
English 11.3
Vocabulary
English 11.3
Idioms and
Connotations
English 11.8
Technological
Research
English 11.8
Finding Research
Topic
English 11.8
Thesis Writing
English 11.8
Research Paper
Grammar
English 11.2
Technological
Analysis
Assessment Day
CURRICULUM PROJECT
11
2nd Nine Weeks

English 11.6
Audience and
Topic Writing
English 11.8
Information
Research
Discernment
English 11.4
American Lit.
Author's Words
Analysis
English 11.8
Plagiarism
English 11.4
Literary Elements
English 11.8
Research Citation
English 11.4
Poetry and
Theme
English 11.6
Writing
Organization
English 11.4
Social &
Cultural
function of
Amer. Lit.
Assessment Day
CURRICULUM PROJECT
12
3rd Nine Weeks

English 11.8
Research Logical
Sequencing
English 11.6
Idea Elaboration
English 11.6
Writing Revision
English 11.5
Nonfiction
Analysis
English 11.5
False Premise in
Persuasive
Writing
English 11.5
Paradox
Recognition
English 11.5
Critical Thinking
of Nonfiction
English 11.5
Drawing
Conclusions of
Nonfiction texts
English 11.5
College
Admission
Application
Writing
Assessment Day
CURRICULUM PROJECT
13
4th Nine Weeks

English 11.7
MLA Application
English 11.7
Bibliography
English 11.7
Writing
Adjustment and
Editing
English 11.7
Active and
Passive Voice
English 11.8
Research Writing
Revision
English 11.8
Critical
Evaluation
English 11.8
Research
Writing
English 11.8
Research Writing
English 11.7
Peer-edit
Revision and
Writing
Assessment Day
CURRICULUM PROJECT
14
CCPCCCICTDDAEEN GPIIPLIHWMUPSQ&ATWWUDI-
Closing
Collaboration with Peers
Collaboration with Colleagues
Community Involvement Collaboration with the community
Character Training
Discussion
Developmental Activities
Evaluation
English
Guided Practice
Instruction
Independent Practice
Listening
Homework
Music
Problem Solving/Critical thinking
Questions & Answers
Technology
Writing
Warm-Up
Differentiated Instruction
CURRICULUM PROJECT
WEEK 1
Character Trait: Integrity
W - DAY 3
15
M - DAY 1
T - DAY 2
R - DAY 4
F - DAY 5
VA SOL EN 11.3 Figurative

Language- The student will apply
knowledge of word origins,
derivations, and figurative
language to extend vocabulary
development in authentic texts.

Language- The student will
apply knowledge of word
origins, derivations, and
figurative language to extend
vocabulary development in
authentic texts.

authentic texts.

authentic texts.
VA SOL EN 11.3
Figurative LanguageThe student will apply
knowledge of word
figurative language to
extend vocabulary
development in authentic
texts.
WU: The teacher will assess on

the students' previous knowledge
by showing a list of complex
word structures and seeing how
well they can guess the meaning
of the words based on the root
meanings and prefixes. (5 min.)
WU/ Q&A: The teacher reviews

the words and prefixes from the
last lesson. The teacher gives a
list of words and then proceeds to
ask each student what each word
mean based on the previous
knowledge of the prefixes and
root words. (5 min.)


DA: The teacher will instruct the

students of why slang is
important and why it is important
to understand when to use it and
when not to use it.
DA: The teacher will

demonstrate how words can be
best memorized through
mnemonics with pictures and
memorize the words through the
use of stories, sentence
structures, and pictures.
DA: The teacher will give a

review of how words can be best
memorized through mnemonics
with pictures and memorize the
words through the use of stories,
sentence structures, and pictures.
WU/ Q&A: The teacher

reviews the words and
prefixes from the last
lesson. The teacher gives a
list of words and then
proceeds to ask each
student what each word
mean based on the
previous knowledge of the
prefixes and root words. (5
min.)

CC/ T: The teacher will show a
PowerPoint that lists all the
prefixes and root words and will
show the students how the Latin
and Greek words affect the
English language. There are 20
prefixes that will be taught.
GP/ T/ CP: The teacher, with
PowerPoint, will show a word
and will allow students to guess
the meaning of the words based
on the instruction that the teacher
gave through the previous
PowerPoint. The teacher will
then put the students into two
CC/ T: The teacher will use

PowerPoint for instruction of
several slang words that are used
in several works that had been
written. A short video is also
shown to the difference between
formal and informal speech
based on the situation. The
students will be given a paper
that has the notes of the
PowerPoint.
GP/ CP: The students will be put
into groups of two and they will
practice the dialogue that is given
to the teacher. They will work
together to solve the dialogue,
CC/ T: The teacher will then

review everything through the
use of PowerPoint, that has been
taught all this week, both
Latin/Greek roots and slang and
how they are both similar and
different from each other. The
teacher will show a section and
show the students how to analyze
it through context clues and root
meanings.
GP/ D/ CP: The students will
help each other through
discussion with what the teacher
CC: The teacher will give more

complex words based on what
they have learned and they will
learn more Latin based prefixes,
suffixes, and root words. The
teacher will then show how this
affects students in career tests as
well as profession to know these
root words in order to succeed.
GP/ CP: The students will be put
quiz each other on several
complex word structures. If the
student gets it right, they will
switch and quiz the other student.

review the students of why
slang is important and
why it is important to
understand when to use it
and when not to use it.
CC/ T: The teacher will
then review the slang
words and teach more
slang words and show
through PowerPoint how
slang changes and is
affected with the situation
and environment. The
teacher will then show a
section of the book "The
Color Purple" to show
how slang gives and
shapes character.
CURRICULUM PROJECT
teams and play a game of Latin
bingo.
IP/ W: The teacher will give a
worksheet that has several word
roots and will give a few minutes
for the students to practice the
new words in a sentence.
C/ CT/ D: The teacher will read
them a short story in which
students have to discuss the
moral of the short story and what
it is saying.
which has several slang words.

IP: The students will finish a
worksheet that will reflect their
thoughts about the video that was
shown to them and to ask them
what their favorite slang words
are.
C/ E: The teacher will then
review the new vocabulary words
and new concepts as well as quiz
the students with a short easy
worksheet that is based on the
lesson.
16
has put on the board to be

analyzed.
They will change partners after 1

minute each time.
IP/ W: The students will analyze

a section that the teacher has
written and hand it in to will use
context clues and what they have
learned about Latin and Greek
roots to find out the meaning of
the words as well as the passage.
They will write out the meaning
the teacher.
IP/ W: The students will each

write a sentence for each new
word that is learned and will
share in class what they have
written.
C/ CT/ T: The teacher will show

a 5 minute video that instructs
the importance of integrity within
everyday situations. The teacher
will also review with the students
what had been learned that day.

and new concepts as well as quiz
the students with a short easy
lesson.
DI: The teacher will adjust the
lessons according to the
disability. Since this week it
focuses word parts and how they
can be constructed into
meaningful words, the teacher
can adjust the assignment for
smaller words but with the same
concept. Also, the assignment
length will adjusted according to
level.
GP/ CP: The students will

be put into groups of three
and they will play a game
based on the lesson. The
teacher will give a
PowerPoint game called a
bomb game.
IP/ W: The students will
each write a dialogue of a
situation with the new
slang words.
C/ E: The teacher will
then review the new
vocabulary words and new
concepts as well as quiz
the students with a short
easy worksheet that is
based on the lesson.
WEEK 2
Character Trait: Service
W - DAY
8
CURRICULUM
PROJECT
M - DAY 6
T - DAY 7
R - DAY 9
F - DAY 10
VA SOL EN 11.3 Structural

Analysis: Use structural
analysis of roots, affixes,
synonyms, antonyms, and
cognates to understand
complex words.

Analysis: Use structural
analysis of roots, affixes,
synonyms, antonyms, and
cognates to understand complex
words.

Analysis: Use structural analysis
of roots, affixes, synonyms,
antonyms, and cognates to
understand complex words.
VA SOL EN 11.3
Structural Analysis: Use
structural analysis of roots,
affixes, synonyms,

Analysis: Use structural analysis
of roots, affixes, synonyms,
WU/T: The teacher will

assess on the students'
previous knowledge by
showing on PowerPoint a
list of sentences with words
of academic level
WU: The teacher will review

what was taught the day before.
WU: The teacher reviews the

words from the previous lesson
from last Monday
WU: The teacher reviews

for what was learned last
time about context clues by
showing the paragraph that
was given before and it is
worked together in class.
WU: The teacher review

academic English words as well
as the clour idioms that have
been learned throughout the
week by asking quick questions
of how they are supposed to be
used
DA: The teacher will quickly
ask questions on definitions and
the students answer with the
correct word.
DA/ LI/ MU: The teacher

will use a rap song to show
and help memorize the
meaning of 15 academic
English words. (VanAlstine,
2015)
DA: The teacher will show

how context clues plays a big
part in understanding key parts
of literature, especially in tests.

review of how words can be
structures, and pictures. The
teacher will then use this with
the students with the vocabulary
words. WEEK 3
17

CC/ T: The teacher will use
review the students of how
PowerPoint for instruction of
this is important in reading
context clues of how they play
and will instruct the students
a big part in interpreting the
of how this affect them in
meaning of a passage. The
the present-day world.
CC/T: The teacher will then
teacher will also use a
PowerPoint demonstration by Character Trait: ResponsibilityCC/ PS: The teacher will
show a PowerPoint that lists showing that context clues is
CC: The teacher will give more then review more ways on
taught all this week, with
- DAY 11
T -aDAY
12 and
Won
- DAY
13
R - DAY
F - DAY
15
15M
vocabulary
words and
like being
detective
instruction
how these
how to gather
context14
clues
Academic English
and color
VA SOL
EN 11.3
SOL EN
VA
SOL ENwords
11.3 VocabularyVA SOL
EN 11.3
VocabularyVA SOL EN 11.3 Vocabularyexplain
howVocabularytheir previous VA
finding
the 11.3
cluesVocabularyto help piece
vocabulary
are used in a
and
then will
continue
to
idioms.
The student
will apply
knowledge
Thetogether
student the
willtruth
apply
The
student will apply knowledge The
student
apply
The student will apply knowledge
knowledge
of Latin
and
ofknowledge
a given
sentence.
show
ways will
on how
to knowledge
find
of wordGreek
origins,
derivations,
of mystery.
word origins, derivations, and
of word origins, derivations, and
of
origins,
word
roots
will help and
in
theword
mystery
in a derivations,
passage. andGP/ofW:
Theorigins,
studentsderivations,
will be put and
figurative
language
to extend
figurative
language
extend
figurative
figurative
language
to extend
finding
the meaning
of these figurative language to extend
GP:
The teacher
willtothen
call
The
teacherlanguage
will also to extend into groups
of three
and they
will
vocabulary
in
vocabulary
development
development
in
vocabulary
development in write dialogues
vocabulary
development
words. development
(Clark & Mayer,
GP:
The students
will be in
put
onvocabulary
each student
to choose two
instruct
how different
together
based in
authentic texts.
authentic
texts..
authentic
texts.
authentic
texts.
texts.
2011)
into groups
of two
and they will academic
words that
another
perspectives
can also
on what they authentic
had learned
in class
work together to interpret the
student hasn't chosen and to
change meaning for that
all week. After they are written
GP/ T: The teacher, with
paragraph that the teacher gives write and tell a funny mnemonic person. The teacher will use out, they will read these in class.
PowerPoint, will show a
in class.
device story to help the students
a Monet painting to show
The minimum requirement for
word in a sentence and the
remember the words easier.
this concept.
each dialogue is 3 academic
students will write one
English words, 4 slang words, 5
sentence with that word in it worksheet by trying to find the
IP/ W: The students will each
GP/ T: The students will be color idiom words, and 10
together in class. The
meaning of 3 unknown words
write a paragraph of their choice put into groups of three and
sentences for each dialogue
students will then read their
in a paragraph in a worksheet
using 5 words from the list that
they will play a game based written.
sentence out loud for inby using context clues.
is given to them. The teacher
on the lesson. The teacher
class discussion.
will gather this up before
will give a PowerPoint
closure.
game called a bomb game.
short worksheet quiz about the
IP: The teacher will give a review the new vocabulary
review. This can be done in
worksheet that has all 15
words and new concepts as well C/ E: The teacher will then
IP/ W: The students will
about 5-10 minutes.
Academic English in it and
as quiz the students with a short review the new vocabulary
each write a dialogue of a
the students must practice
easy worksheet that is based on words and new concepts as well
situation with the new slang C/ E: The teacher will then
each word with one sentence the lesson.
as quiz the students with a short
words.
review one last time as well as
for each word.
easy worksheet that is based on
quiz the students with a short
CT: The teacher will
the lesson.
C/ E: The teacher will then easy worksheet that is based on
C/ E: The teacher will then demonstrate how service can
review the new vocabulary
the lesson.
CURRICULUM PROJECT
by showing on PowerPoint a list
of sentences with words of
academic level
DA/ LI/ MU: The teacher will
make a story to help memorize
the meaning of 15 academic
English words.
PowerPoint that shows how to
read a text to find the context
meaning of several unknown
words. (Nisbet & Tindall, 2015)
GP/ T: The teacher will then
give a paragraph to all the
students and work together with
the Smartboard on how to find
the context clues for 4 complex
new words.
CP: The students will then be put
in groups of 3 and the teacher
will give them a new paragraph
for each group. They will work
together to find the meaning of
these new words.
IP/HW: The teacher will then
give a paragraph for all the
students to take home for
homework and try to fill in the
blanks of missing words that
have been reviewed.
review everything that had been
taught that day and will quickly
quiz the students through
questioning and answering.
18

Teacher will also open with
devotional from Galatians 6:4-5:
But let each one test his own
work, and then his reason to
boast will be in himself alone and
not in his neighbor. For each will
have to bear his own load.
(NIV)

the students' knowledge of what
they have been this past week on
vocabulary words.

the students' knowledge of what
they have been this past week on
vocabulary words.

everything had been taught about
using context clues to find the
definition of vocabulary words.
DA/ LI/ D: The teacher will

discuss with the students of why
it is important to find the correct
context clues to find the meaning
of
DA/ LI/ D: The teacher will

then ask the students to go to
their groups and then ask them a
series of questions about context
clues.
DA/ LI/D: The teacher will then

discuss and go over the
homework that was given the day
before.

PowerPoint presentation that
shows a story that shows a
detective trying to find the
correct context clues for a
murder mysteries. However, the
story also shows that the
murderer has also planted false
clues. (Carter, 2015)
CC/ T: The teacher will give a

newspaper clipping to each group
and the students will analyze
together what certain words
mean just by the context clues
within the newspaper clipping.

ask questions on definitions and
the students answer with the
correct word.
vocabulary words context clues
CC/ T: The teacher will then

teach to the students the
differences between the texts and
to help students spot wrong
context clues.
make an example of a paragraph
that has "false context clues".
The teacher will help guide the
students in being able to find the
right ones.
IP: The teacher will give a
worksheet that has all 15 of the
vocabulary words that have been
discussed so far. Worksheets are
adjusted to level.
review the vocabulary words
with the class before time is up.
Short evaluation sheets are given
that will test their knowledge of
what they have learned that day
GP/ T/ PS: After the

presentation, the teacher will
then put the students in groups of
3 and then require the students to
help find the murder mystery by
filling in the missing context
clues within the story.
IP: The teacher will then give a
worksheet with 5 questions that
has the missing new vocabulary
words.
and new concepts with the class
before time is up. Evaluation
sheets are given that will test
their knowledge of what they
have learned that day.
GP/ T: The teacher will then use

the overhead projector and let the
student groups show their work
at the end of the activity.
IP: The teacher will ask the
students to write 4 sentences that
integrates 3 words that they have
learned that day.
and new concepts with the class
before time is up. Evaluation
sheets are given that will test
their knowledge of what they
have learned that day.
DI: The teacher will differentiate
according to level. Since this
week is speaking of memorizing
and learning vocabulary words.
The teacher will use simpler
words for them and adjusted to
their level. They will also enjoy
the game where they get a chance
to work with other students in a
team.
GP/ W: The students will play a

PowerPoint game based on
everything that they have learned
that week. It is a game very
similar to jeopardy which
requires a minimum of two
teams. They must find the answer
together as a team in order to
earn "Brownie points".
Whichever team earns the most
brownie points win brownies at
the end of the game.
review. This can be done in about
5-10 minutes.
the lesson.
CURRICULUM PROJECT
M - DAY 16
T - DAY 17
VA SOL EN 11.3 Idioms and

ConnotationsIdentify the meaning of common
idioms.
VA SOL EN 11.3 VocabularyThe student will apply knowledge

authentic texts.
WEEK 4
Character Trait: Patience
W - DAY 18
idioms.
19
R - DAY 19
F - DAY 20
VA SOL EN 11.3 VocabularyThe student will apply knowledge

authentic texts.

idioms.
CURRICULUM PROJECT
WU: The teacher will show a
short video on the importance of
using dictionaries correctly. It is
a very comical video which
shows what happens it is not
used correctly.
use a musical dance to show the
actions of 10 different idioms as
a way of introduction of new
material. (VanAlstine, 2015)
CC/T: The teacher will show a
PowerPoint that will instruct how
color idioms are used in language
and writing. The teacher will
show these with pictures and
discuss how each idiom are used
in each situation. The teacher
will also ask students to give
examples of situations of when
these idioms would be
appropriate to use.
GP: The teacher will then write a
sentence with a blank on the
board and each student will try to
find the missing idiom.
IP: The teacher will request the
students to write a sentence for
each color idiom.
C/E: The teacher will then
review color idioms with the
class before time is up.
Evaluation sheets are given that
will test their knowledge of what
they have learned that day.

The teacher will also give a
devotional about patience in
Proverbs 14: 29: "Whoever is
patient has great understanding,
but one who is quick-tempered
displays folly." (NIV)
DA: The teacher will show a
demonstration through a video
the power of academic words on
how it can transform a research
paper into a work of art.
CC/T: The teacher will use
PowerPoint for instruction of 15
academic words, what they mean
with pictures, and how to use
them to replace simpler words to
improve a research paper.
GP: The students will be put into
groups of two and they will work
together to work on a worksheet
that the teacher will give them on
replacing simpler words with
more academic words. They will
discuss when this would be a
good time to use this also in real
life.
IP: The students will write a
sentence for each academic word
on their own and the teacher will
check their work to make sure
they are writing the sentences
correctly.
review the academic vocabulary
words as well as quiz the
students with a short easy
lesson.
WU: The teacher will show

another video about the proper
use of words that are found in
dictionaries. This a short video
that is a musical in which it
replaces lyrics with words that
are used incorrectly from
dictionaries and color idioms.
This helps with peaking the
interest of the students.
quick review of color idioms and
will ask each student to give an
example of when to use it.
CC/T: The teacher will give
more instruction by using
PowerPoint and smartboard on
how to construct dialogues and
writings for using color idioms.
GP: The teacher will make two
teams and play a PowerPoint
games based on the material.
IP: The students will be given a
worksheet to complete based on
the game.
DI: The worksheets will be
adjusted according to level of the
student. Accommodations will
also be made according to the
disability.
review everything that had
happened in this lesson as well as
the lesson.
20
what had been learned previously
with Academic English
DA: The teacher will then ask
each student which academic
word to use with a PowerPoint
slide. This should only take a few
minutes.
CC/I/E: The teacher will then
review literature that the teacher
had written in which the teacher
had used the academic
vocabulary words.
GP: The teacher will ask the
students to a commentary about
the literature on what they think
they could do to help improve the
writing. The students will then be
put into groups of three and they
will write a dialogue together
based on the academic
vocabulary words. Minimum
requirement is 12 words each
dialogue and 20 sentences each.
IP: The students will then work
on a worksheet based on the
lesson. They can take this home
as homework.
disability.
review academic vocabulary
words as well as quiz the
students with a short easy
lesson.

using idioms and understanding
connotations
ask questions about the different
types of idioms and which ones
would be the best for academic
writing
taught all this week, with idioms
and connotations.
5-10 minutes.
disability.
the lesson.
CURRICULUM PROJECT
M - DAY 21
T - DAY 22
WEEK 5
Character Trait: Integrity
W - DAY 23
VA SOL EN 11.8 Technological

Research
Use technology as a tool to
research, organize, evaluate, and
communicate information.

Research

Research
21
R - DAY 24
F - DAY 25

Research

Research
CURRICULUM PROJECT
WU: The teacher will address
the students of their coming
paper and that the next several
weeks will be to help them
develop their paper into sections.
WU: The teacher will review of

what had been taught yesterday.
The students will display
integrity throughout this week by
working on their research.

ask several questions about
finding the sources for their
paper and then the teacher will
introduce the topic.

then prepare the students for the
day by telling them that they will
all be going to the library
together to start using what we
had learned yesterday and begin
research to find reliable sources
I: The teacher will demonstrate

with PowerPoint on different
sources for different types of
research papers and why it is
important to choose reliable
sources. The teacher
GP/ T: The teacher will hand
out a visual printouts of online
sources and ask the students to
categorize each print-out and
explain why it was categorized as
thus.
IP: The teacher will then
introduce the students in using
the iPads that are supplied by the
school on journaling their
findings and also about listing
their questions on their own
research.
C/ E: The teacher will review
with the students about finding
sources and then provide a short
worksheet on what had been
taught that day.
CC/ T: Working with the school

librarian, the teacher will
demonstrate in the library on
how to find reliable sources on
line for their research topic on
the library computers.

well the students remember about
finding and identifying reliable
sources.
DA: The teacher will then tell the
students to go to the library to
finish up their research for their
research topic.
CC/ I: Working with the school
librarian, the teacher will
demonstrate in the library on
how to find sources for their
research paper by finding the
physical books in the library.
GP/ T: The students will then be

guided in finding these sources
for their paper and topic.
GP/ T: The teacher will then ask

the students to use their iPads to
take a picture of each book that
they find and to take a picture of
the information that they will use
within their research paper.
(Perugini, 2015)
IP: The students will then write

a short paragraph in their online
notebook about their findings,
while listing their discoveries or
difficulties.

difficulties.
C/ E: The teacher will evaluate

the students by looking at what
they have gathered so far for
their research. The teacher will
then tell the students that they
will be going to the library again
tomorrow to finish up their
research. The teacher will also
remind the students that they can
also finish their research at home
on their computers if they like.

the students by looking at what
they have gathered so far for
their research. The teacher will
also remind the students of what
will be addressed the next day,
which is plagiarism.
DI: Students with disabilities
will have assignments adjusted
according to their level. Those
who cannot do research on their
own will have a partner to assist
them in their research.
22
academic level
DA/ LI/ T: The teacher will
show a video about a plagiarism
scenario. The teacher will ask a
series of questions to the
students.
I: The teacher will then instruct
with a PowerPoint about the
dangers of plagiarism and how it
affects the integrity of the
student.
CC/ T: With another volunteer
teacher, the teacher will
demonstrate several scenarios of
how to recognize plagiarism.
GP/ T: The teacher will then ask
the students to be in groups of
three and they must create a
scenario about being honest and
dishonest in writing and research.
IP: The teacher will give a short
essay assignment about ways to
avoid plagiarism. This will be
weekend homework so the
students can do research at home.
remind the students to not forget
to review that had been learned
in order to do the game Friday,

using and finding reliable sources
for a paper.
types of sources to use and which
ones not to use.
technological research.
5-10 minutes.
the lesson.
CURRICULUM PROJECT
M - DAY 26
T - DAY 27
WEEK 6
Character Trait: Kindness
W - DAY 28
23
R - DAY 29
F - DAY 30
VA SOL EN 11.8 Finding a

VA SOL EN 11.8 Thesis Writing VA SOL EN 11.8 Thesis Writing
Research Topic
Collect information to support a
Collect information to support a
Research Topic
Research Topic
Narrow a topic and develop a plan
thesis.
thesis.
Narrow a topic and develop a plan Narrow a topic and develop a plan
for research.
for research.
for research.
CURRICULUM PROJECT
WU: The teacher will review the
student's research work. The
teacher will also give a
devotional on Colossians 3:12:
"Therefore, as Gods chosen
people, holy and dearly loved,
clothe yourselves with
compassion, kindness, humility,
gentleness and patience." (NIV)
DA/D: The teacher will ask each
student what topic they had
chosen for their paper and if they
would like to share why that
particular topic.
cooperate with the librarian as
the students look over their
sources and begin preparing for
the note cards that have their
resource notes
show the students with their
iPads on how to make their note
cards with the information that
they will use for their outlines.
IP: The students will then do
their own work on their iPads on
making their own note cards for
their research paper topic.
review what the students have
done and then the teacher will
remind the students on what they
will be working on the next day.

with the students of why it is
important to have the note cards
for their outline that they will
create.
DA: The teacher prepares the
students by telling that they will
be taught on how to make a
thesis that represents their
research topic.
CC/ T: The teacher will be
cooperating with the librarian as
the students will have a chance to
finish their note cards within the
library as they are close to
finishing with gathering their
research information through
their iPads.
GP/ T: The teacher will show
students on how to construct a
thesis statement based on what
information that they have. The
teacher will provide guidelines in
helping them construct their
thesis statement.
IP: The students will then
construct their own thesis
statement based on what the
teacher had taught them. The
librarian will be there to help as
they are typing on the school
computers.

with the students about their
thesis statements and answer any
questions that they may have.
DA: The teacher will then
prepare the students by telling
them that they will be
constructing their 4 points for
their research paper in which will
be tied to their thesis.
I/ T: The teacher will then
demonstrate an example by using
the smartboard in showing how
to develop the four points that are
connected to the thesis.
GP/ T: The student, with their
iPads will then construct their
four main points based on the
research that they have gathered
over the past 2 weeks. This
information may be found on
their online note cards.
difficulties.
check the students all 4 points to
see if they have the information
that they need to begin their
outline. After that, the teacher
will then tell the students that
they will begin to write their
outline the next day.
24
academic level
prepare the students about
making an outline by explaining
the purpose of the outline and
why it is such a vital part of the
research paper.
I/ T: With the use of
PowerPoint, the teacher will then
instruct on how to use the four
points that is connected to the
thesis to make a workable outline
for a research paper. The
PowerPoint will be step by step
so that the teacher can show the
students the easiest way to
implement the outline.
GP/ T: The students, with their
iPads, will begin to construct
their outlines based on the reach
that they have done and also
what purpose they plan to write
about.
difficulties.

for a paper.
ones not to use.
5-10 minutes.
the lesson.
DI: Students with disabilities will
have assignments adjusted
CURRICULUM PROJECT
25
M - DAY 31
T - DAY 32
WEEK 7
Character Trait: Self-Control
W - DAY 33
R - DAY 34
F - DAY 35
VA SOL EN 11.6 Audience and VA SOL EN 11.6 Audience and VA SOL EN 11.6 Audience and VA SOL EN 11.6 Audience and
VA SOL EN 11.6 Audience and
Topic Writing
Topic Writing
Topic Writing
Topic Writing
Topic Writing
Adapt content, vocabulary, voice, Adapt content, vocabulary, voice, Adapt content, vocabulary, voice, Adapt content, vocabulary, voice, Adapt content, vocabulary, voice,
and tone to audience, purpose, and and tone to audience, purpose, and and tone to audience, purpose, and and tone to audience, purpose, and and tone to audience, purpose, and
CURRICULUM PROJECT
26
situation.
situation.
situation.
situation.
situation.

information of their outline
briefly to make sure that the
students are on track.

The teacher will then give a
devotional in Proverbs 25:28 on
self-control: "A man without
self-control is like a city broken
into and left without walls."
(NIV)



audience and topic writing

prepare the students about what
they will be learning by telling
them about the introduction of
the art of descriptive writing, its
purpose, and audience.

the art of narrative writing, its
I/T: The teacher will then

demonstrate through PowerPoint
how descriptive writing can be
really powerful in a research
paper and what audiences that it
is most suited for, depending on
the author's purpose.

how narrative writing can be

show an example of descriptive
writing and then guide the
students in writing a short
expository paper of one page or
less.

show an example of narrative
less.
IP: The students will write the

paper of the given topic. They
can use their iPads for their
research.

research.

by how well they follow
instructions and how well they
are able to write their papers. The
teacher will gather the papers at
the end of class. The teacher will
then remind the students of what
will come the next day.


the art of persuasive writing, its
how persuasive writing can be
CP/GP/ T: The teacher will then
give a topic and the students will
write as a team about how to
persuade a particular audience
with their arguments by writing it
on their iPads their arguments to
support their position
CP/W: The students will then
present their argument to the
class as a persuasive short
presentation in order to persuade
the class with their arguments
by how well they present as a
team with they have written. The
teacher will also remind the
students once again that
persuasive writing is one of the
ways of writing a research paper.

the art of expository writing, its
how expository writing can be
show an example of expository
less.
research.


types of audiences and the topics
to write with the different styles
of writing.
audience and topic writing.
5-10 minutes.
the lesson.
CURRICULUM PROJECT
27

M - DAY 36
T - DAY 37
WEEK 8
Character Trait: Responsibility
W - DAY 38
VA SOL EN 11.8 Information

Research Discernment
Critically evaluate quality,


R - DAY 39
F - DAY 40


CURRICULUM PROJECT
accuracy, and validity of
information.
by reviewing what the students
have been taught about finding
the right resources
DA: The teacher will talk about
how the skills of research online
can be complex but a very
necessary skill to have in order to
use these skills in college.
I/ T: The teacher will
demonstrate with smartboard
how a topic can be narrowed
down just by changing a few
words to find what is needed for
a research paper.
GP/ T: The teacher will each
group of students terms to search.
The teacher will then the groups
to record how many results were
returned for every search they
made. After this is done, the
teacher will ask the students how
to narrow down the search for the
given topics. After this the
teacher will then challenge the
groups to find alternate ways to
narrow down the search on their
list. The students will then
compare their results and then
the class will discuss on how just
changing a few words can help
the researcher find what they are
looking for. (Hudson, 2016)
difficulties.

information.

information.
28
information.
WU: The teacher will quickly

review of what had taught the
day before

day before

day before

introduce the lessons by saying
that the class will be learning
about checked resources that day

about respecting ownership

about using social networks
I/ T: The teacher will introduce

the project by showing the stepby-step process of making an
information tree.
I/ T: The teacher will show a

short video on how piracy affects
people around the world. It is
only about 5 minutes long.
GP/ T: The groups of students

from the previous day will create
fact trees with the root tree
having the main question. All of
the sources on the tree must each
come from a completely different
source from the other. They
should find at least 10 sources in
order to complete this project
together. (Hudson, 2016)
GP/ D/ W: The teacher will

have an open discussion about
how piracy affects everyone by
making it personal. The teacher
will asks the students to write
about what it would feel like to
get a record deal, star in a movie,
or have a book published. As a
class, discuss the emotions
involved. The teacher will then
introduce the idea of piracy. The
teacher will then ask, How
would you feel if someone
downloaded your music, movie,
or book without paying for it?
The teacher will also discuss
about how it would feel to not
get paid for other types of work,
such as working in an office or a
school. How is piracy similar?
How is it different? (Hudson,
2016)
I/ D: The teacher will discuss in

the class, with the help of
PowerPoint the power of using
social media in research. The
students will answer questions
according to what is listed in the
slides.

difficulties.
C/ E: The teacher will check the
groups work to make sure that
they finding what they need for
the projects. The teacher will
then tell the students what to
expect the next day.

difficulties.
GP/ T: . In a groups of two, the

teacher will give a list of topics.
Each group must decide on
whether it is a good idea to use
these particular tools .Provide a
list of topics and have partners
decide whether it would be a
good idea to use them for
research. Some suggested topics
would be: your familys countries
of origin, the life of Alexander
the Great, and the events of
September 11, 2001. "What
could members of your network
contribute to each of these
discussions? How wouldnt they
be helpful? How would you
include information that friends
and family share in your work?"
(Hudson, 2016)
difficulties.

information.
for a paper.
ones not to use.
5-10 minutes.
the lesson.
CURRICULUM PROJECT

29
M - DAY 41
T - DAY 42
WEEK 9
W - DAY 43
R - DAY 44
F - DAY 45
VA SOL EN 11.4 American Lit.

Author's Words Analysis




Generate and respond logically to
CURRICULUM PROJECT
30
literal, inferential, evaluative,

synthesizing, and critical thinking
questions before, during, and after
reading texts.

reading texts.

reading texts.

reading texts.

reading texts.
WU: The teacher will ask a few

questions to the students about
Mark Twain and see how much
they already know.
WU: The teacher will ask a few

questions to the students about
Mark Twain and see how much
they already know.
WU: The teacher asks the

students on their opinion of the
documentary and what their
response is to Mark Twain.

Mark Twain worksheet and allow
a few minutes for the students to
finish their worksheet

Mark Twain worksheet one last
time.

then introduce Mark Twain of
how he was the author of Huck
Finn, a book that all the students
read earlier that semester. The
teacher will briefly describe what
makes Mark Twain stand out
above most other writers during
his time.

then introduce Mark Twain of
how he was the author of Huck
Finn, a book that all the students
read earlier that semester. The
teacher will briefly describe what
makes Mark Twain stand out
above most other writers during
his time.

then recap the information that
had been reviewed from the
documentary.

ask a series of questions, such as
"What part of Mark Twain's life
do you think made him into the
writer that he was?
I: The teacher will then show

the first 30 minutes of the
documentary. This documentary
speaks of the life of Mark Twain,
his writing style, and what had
influenced his thinking and
writings. This documentary is
vital in helping the students
prepare for the upcoming test,
which will be on Monday.
I: The teacher will then show

the last 30 minutes of the
documentary. This documentary
speaks of the life of Mark Twain,
his writing style, and what had
influenced his thinking and
writings. This documentary is
vital in helping the students
prepare for the upcoming test,
which will be on Monday.
GP: The students will be filling

out a worksheet while they listen
to the documentary. They have
been warned that a few of the
fill-ins is actually on the test so it
is the responsibility of the
student to pay attention as they
write.
worksheet at the end of the class,
which has 5 question to check if
they can answer 5 basic
questions. It should be fairly
easily so it should only take
about 5 minutes to finish it.
GP: The students will be filling

out a worksheet while they listen
to the documentary and they will
finish this worksheet for review
the next day. They have been
warned that a few of the fill-ins
is actually on the test so it is the
responsibility of the student to
pay attention as they write.
questions. It should be fairly
easily so it should only take
I: The teacher will then go over

the notes on the worksheet that
had been given to them about the
documentary and check to see if
they have been listening and that
they have the right answers. The
teacher will call on random
individual students to read out
the sentence and respond by
filling in the blanks.
GP: Once this exercise is
finished, the teacher will then
give them review sheets for the
upcoming test that is on Monday.
The teacher will put the students
in groups of three and they will
work on the review sheets, which
is based on their notes.
questions about Mark Twain and
some Civil War Literature
questions.
C: The teacher will then review
the information and prepare the
students for what to expect the
next day. The teacher will let the
I: The teacher will teach "50

random facts" about Mark Twain
through the use of PowerPoint.
GP: The students will then go in
their respective teams and they
will play a game in which have
to mime the action to see if the
teams will be able to guess what
they are trying to say. The game
will be based off the
documentary and the 50 random
facts of Mark Twain.
IP: After the game, the students
will be required to write a
summary about what they have
learned today about Mark Twain
and respond with their opinion
about it.
E: Short Worksheet will be given
to assess of how much they
know.
of what has been demonstrated in
class and then remind the
students that they have a
PowerPoint game tomorrow. The
students will write their summary
DA/ LI/ MU: The students will,

for 7 minutes, review their notes
with their chosen teams in
preparation for the game
I: Fridays are usually used for
Game Days and Review Days.
So the teacher will use a
PowerPoint game that is based on
all the information that has been
taught all throughout the week.
The classroom will be split into
four teams and will play a game
similar to Jeopardy in order to
earn "Brownie" points for their
team. The winning team get real
brownies and the other teams that
participated will get 4 Hershey
kisses.
GP: The students will participate
in a team to be able to analyze
the information within the game
and answer to the best of their
ability. The game is usually a
long one, which can last for 25
minutes to 30 minutes.
IP: After the game, the teacher
will then review the Realism/
Naturalist and Mark Twain
Literature with the review study
sheet. This will be for about 10
minutes and the students will
help each other review by asking
each other questions and seeing if
they can answer it to each other.
CURRICULUM PROJECT
about 5 minutes to finish it.
the information, prepare the
students for what to expect the
next day, and will collect
homework from the previous
week.
students know that they have a

PowerPoint game that is based
on the review sheet on Friday.
31
as homework if they do not finish
in class.
disability.

know.
class and then will remind the
students to study for their test,
which is on Monday.
M - DAY 46
T - DAY 47
WEEK 10
W - DAY 48
R - DAY 49
F - DAY 50
VA SOL EN 11.4 Literary

Elements

Elements

Elements

Elements

Elements
Analyze the use of literary elements and

dramatic conventions including verbal,




CURRICULUM PROJECT
situational and dramatic irony used in
American literature.

WU: The teacher will help

review a few of the vocabulary
words in helping them review for
the quiz on Wednesday

review of what has been taught
so far about the Civil War
Literature. (Discovery Education,
2016)

I/T: The teacher will show a
PowerPoint that teaches about
Civil War literature and how it
had affected society during that
time. The teacher will also
demonstrate different types of
writing with different authors
such as Harriet Stowe, Walt
Whitman, as well as how it
affected certain hymns during
that time.
GP: The teacher will then have
the students remember the Civil
PowerPoint with fill in the blank
worksheet that is based on their
vocabulary words and the
PowerPoint to test how much
they can remember. It is a short
worksheet so it should not take
long. After they have completed
it, they will swap with a partner
and the teacher and students will
work on it together.
C/E/HW: The teacher will then
review the information, assign
DA: The teacher will use the

whiteboard in introduction the
character of Walt Whitman.
I: The teacher will give handouts
to the students which contain the
writings of Walt Whitman, his
history, his impact in literature,
and how it affects literature
today. The students will be filling
out the notes as the teacher
instructs.
GP: The teacher will then give
writings to the students for them
to read in class and will read
together with the students.
Leaves of Grass by Walt
Whitman will be read together.
information and the students will
try to fill out the worksheet to the
best of their ability.
C/E/HW: The teacher will then
assign a Creative Assignment
based on Free-Verse writing in
which Walt Whitman practiced.
The teacher will also review the
information and will give a endof-lesson worksheet, as usual.

32


with the information about the
Civil War from last week

realism and naturalism with the
students for 5 minutes
DA: The teacher will ask a

series of questions based on the
information from last week.

introduce irony in naturalism and
realism literature and what it is.

on Civil War Literature and do a
final review of what has been
taught during the week.
I/T: The teacher will show a

PowerPoint that teaches about
Realism and Naturalism
literature and how it had affected
society during that time. The
teacher will also demonstrate
different types of writing with
different authors such as Emile
Zoa, Paul Lawrence Dunbar and
Stephen Crane.
I/T: The teacher will give a

PowerPoint lecture about the
"The Occurrence at Owl Creek"
and will read with the students in
class.
GP: The teacher will then have

the students remember the
Realism and Naturalism
PowerPoint with fill in the blank
worksheet. This is a lecture day
so most the students will be just
taking notes on what the teacher
is giving information about.
IP/E: The teacher will give a
PowerPoint to test how much
they can remember. It is a short
worksheet so it should not take
long. After they have completed
it, they will swap with a partner
and the teacher and students will
work on it together.
C/HW: The teacher will then
review the information, assign
homework such the reading of
"An Occurrence at Owl Creek
GP: The students will read the

section out loud in class and
answer the teacher's questions on
the reading as they go through
the work together . They will
also finish at least half of the
study guide for "Occurrence at
Owl Creek Bridge" together.
They will finish the rest of it the
next day.
IP: The students will fill out the
worksheet together in class in
preparation for the test in 2
weeks. Next week, most of the
students will be going on a
mission trip, which was the
reason why the teacher decided
to do it together with the students
in class
C: The teacher will then remind
the students of the homework
and reading that is due in 2
weeks and will also alert the
students that the class will be
reading about Walt Whitman the
next day.
DA: The teacher will ask a

question on the Civil War
Literature (5 questions) and have
the students answer the question
to the best of their ability.
I/T/E: Fridays are usually used
for Game Days and Review
Days. So the teacher will use a
PowerPoint game that is based on
all the information that has been
taught all throughout the week.
The classroom will be split into
four teams and will play a game
similar to Jeopardy in order to
earn "Brownie" points for their
team.
GP: The students will participate
in a team to be able to analyze
the information within the game
and answer to the best of their
ability. The game is usually a
long one, which can last for 25
minutes to 30 minutes.
IP/E: After the game, the
teacher will then review the
Douglass Reading Questions that
they have turned in during the
week. This will be for about 10
minutes and the students will
help each other review by asking
each other questions and seeing if
they can answer it to each other.
Students will also demonstrate to
the teacher that they have
CURRICULUM PROJECT
homework such the reading of
the Douglass Reading, and
assigning the memorization of
the Gettysburg Address. The
teacher will also remind the
students of the quiz on
Wednesday.
Bridge", and assigning the

worksheet for that reading. The
teacher will also remind about
the upcoming research paper that
will be due the following week.
33
disability.
memorized the Gettysburg

Address.
know.
class and then will tell the student
of what to expect next week.
M - DAY 51
VA SOL EN 11.8 Research Citation
Cite sources for both quoted and
paraphrased ideas using a standard method
of documentation, such as that of the
T - DAY 52
WEEK 11
W - DAY 53


R - DAY 54

F - DAY 55
CURRICULUM PROJECT
34
Modern Language Association (MLA) or

the American Psychological Association
(APA).

(APA).

(APA).

(APA).

(APA).

by reviewing what the students
have been taught about finding
the right resources. (Hudson,
2016)

day before.

day before.

day before.

research citation
DA: The teacher will then let the

students know about what will be
taught that day, which will be the
APA style of writing and its
importance in college.

taught that day, which will be the
Turabian style of writing and its
importance in college.

students on what will be taught
that day by telling them they will
review of what had been taught
this week

types of research citation.

through PowerPoint the APA
style and how to make APA
citations as well as a works cited
page.

through PowerPoint the Turabian
style and how to make Turabian
page.
GP/ T: The students will use the

sources that they have gathered
from previous weeks and they
will practice the MLA citation
style on their sources.

I/ T: The teacher will use a

PowerPoint and quiz the students
on which one is MLA, APA, and
Turabian. If the teacher feels
confident about the skills of the
students and believes that they
are ready, the teacher will move
on to the next activity.

difficulties.

difficulties.
GP/ T: The students will be put

all be given 12 snapshots of 12
sources. They must cite the
sources in Turabian, MLA, and
APA style. They must discuss
with each other of which one
would go with which.
C/ E: The teacher will check

their progress on how well they
can make a works cited page as
well as the in-the-paper
quotations.

quotations.

difficulties.


their progress by seeing how well
they work together as a team and
how accurate their citations are.

taught that week, which will be
the MLA, APA, and Turabian
style of writing.
through PowerPoint the MLA
style and how to make MLA
page.
difficulties.
quotations.

research citation.
5-10 minutes.
the lesson.
CURRICULUM PROJECT
35
M - DAY 56
T - DAY 57
WEEK 12
W - DAY 58
VA SOL EN 11.4 Poetry and

Theme
Explain how an authors specific
word choices, syntax, tone, and

Theme

Theme
R - DAY 59
F - DAY 60

Theme

Theme
CURRICULUM PROJECT
voice support the authors
purpose.

purpose.
WU: The teacher will show a

song that shows the power of
poetry from Youtube:
https://www.youtube.com/watch?
v=YPjPy6gAmXA (Henrikson &
Hoelting, 2016)
WU/MU: The teacher will

quickly review of what had
taught the day before. The
students will then construct a
short catchy song based on their
free verse that they had written
the day before. (VanAlstine,
2015)

day before.

day before.

poetry and theme.

the student about finding the
thoughts of the author through
the tone of the author's poetry.

the student about finding the
thoughts of the author through
the word choices of the author's
poetry. (Bauer, 2016)

types of poetry and theme.
DA: The teacher will then tell the

students about slant rhyme and
how it has its own charm within
the realm of poetry.
I/ T: The teacher will show the

tone of several poems through
PowerPoint from several modern
authors. The teacher will ask the
students on what kind of tone the
author was using within the
poetry.
DA: The teacher will ask the

students of what makes the
words poetry. Is it the rhyme? Is
it meter? Is it the message?
(Bauer, 2016)
demonstrate through one of Walt
Whitman's free verse poems and
ask the same question with the
poem.
GP/ T: The teacher will ask the
students to write their own free
verse poem. The students will
then trade poems with the next
person and they will talk about
the poems that they have written
and why they wrote the way they
wrote.
difficulties.
C/ E: The teacher will assess the
students by how well they follow
instructions, work together with
other students, and how well they
review their own poetry.

through PowerPoint introduce
Emily Dickenson and her poetry.
The teacher will demonstrate
how her poems are like a locked
diary and that only her as a
person can act as the true key of
the meaning of most of her
poetry writings.
The teacher will then show how
to create slant rhymes in short
poetry
GP/ T: The students will then
construct their own slant rhyme
poems of 12 lines.
difficulties.
students by how well they can
write their slant rhyme poetry.
The teacher will then let the
students know of what will be

purpose.
36
GP/ T/ CP: The students will

then spend 10 minutes in writing
a short poem and then they will
exchange their poetry with each
other and the other student will
assess the tone of the poem that
was written.
difficulties.
DI: The level of poetry will be
disability.

purpose.
I/T: The teacher will show the

tone of several poems through
PowerPoint from several modern
authors. The teacher will ask the
students on what kind of tone the
author was using within the
poetry. (Lord, 2015)
spend 10 minutes in writing a
short poem and then they will
exchange their poetry with each
other and the other student will
assess the choice of words in the
poem that was written to find the
true purpose and meaning behind
the poem.
difficulties.
voice support the authors purpose.

taught all this week, with poetry
and theme.
the end of the game. (Clark &
Mayer, 2011)
5-10 minutes.
the lesson.
CURRICULUM PROJECT
37
expected tomorrow in the next

lesson in the next day.
M - DAY 61
T - DAY 62
WEEK 13
W - DAY 63
VA SOL EN 11.6 Writing

Organization
Generate, gather, plan, and
organize ideas for writing to

Organization

Organization
R - DAY 64
F - DAY 65

Organization

Organization
CURRICULUM PROJECT
38
address a specific audience and

purpose.

purpose.

purpose.

purpose.

purpose.

review all the assignments that
pertain to the organization of
their research paper.

day before.

day before.

day before.

writing organization.

students know that they are
continuing the assignments from
yesterday.
DA: The teacher will allow the

students to continue to write their
paper until their outline is
complete.
DA: The teacher will remind the

students that this day will be used
for making sure that the paper
and all the information in their
paper is formatted to MLA style.

types of writing organization,
such as to give information or to
persuade an audience.
I/ T: The teacher will answer any

questions about their papers so
far. The teacher will demonstrate
through the use of the smartboard
on what to do to solve common
problems when writing out a
paper. The teacher will also
remind the students to make sure
that they know who their
audience is. (Zainuddin, 2015)
I/ T: The teacher will answer any

questions about their papers so
far. The teacher will demonstrate
through the use of the smartboard
on what to do to solve common
problems when writing out a
paper.
I/ T: The teacher will quickly

review the MLA style through
PowerPoint and then show real
briefly on how to plug the MLA
style in an already-written paper.
(Yachina, Valeena, & Sirazeeva,
2016)

taught all this week, with writing
organization.

students know that the entire
week will be focused on writing
out their outline into a workable
research paper.
demonstrate through a
PowerPoint example of how to
plug an outline in and creating a
research paper. (Zheng, 2012)
GP/ T: The students, through
their iPads, will begin writing
their paper according to the
instructions that the teacher had
given.
difficulties.
C/ E: At the end of the lesson,
the teacher will let them know
that the next day will also be
used to write their paper. The
students will be evaluated by
how well they have done on their
papers so far.

their iPads, will continue writing
given. (Jones, Holland, & Kuyatt,
2015)
difficulties.
that the next day will also be
used to write their paper. The
students will be evaluated by
papers so far.

given.
difficulties.
that the next day be used to
check their paper for MLA style.
The students will be evaluated by
papers so far.

given.
difficulties.
that the next day will be a
review game. The students will
be evaluated by how well they
have done on their papers so far.

Mayer, 2011)
5-10 minutes.
the lesson.
CURRICULUM PROJECT
M - DAY 66
T - DAY 67
WEEK 14
W - DAY 68
39
R - DAY 69
F - DAY 70
VA SOL EN 11.4 Social and

Cultural function of American
LiteratureLiteratureLiteratureLiteratureLiteratureDescribe contributions of different Describe contributions of different Describe contributions of different Describe contributions of different Describe contributions of different
CURRICULUM PROJECT
cultures to the development of


on Realism and Naturalism that
has been introduced earlier in the
semester. This will also act as a
great review.

day before. The teacher will also
show the first 5 minutes of the
movie "The Great Gatsby".
DA: The teacher will then help

with the students on memorizing
the vocabulary words that have
been gathered throughout the
week from the board by using
mnemonic devices to help the
students begin the memorization
process of these vocabulary
words.
I: Together in class, the teacher
and the students will read
different authors to different
poems and short stories to
demonstrate how each of the
writers were different in
presenting their information
about realism and naturalism.
(New York Times on the Web
Learning Network, 2009)
GP: The teacher will then give
the fake tombstones with names
on them for the students. The
students will then be guided to
write poems based on the name
that is on the tombstone.
IP: The teacher will then present
them a worksheet review based
on the information that is
presented on this day. The
students will work on it for the
remainder of the class and turn it
in at the end of the period

introduce the book "The Great
Gatsby" and go over the common
themes within the book. The
teacher will address class and the
American Dream idea within the
book
dynamically read the book in
class 1 chapter. The students will
be assigned to read the rest of the
book during the week and
weekend (Discovery Education,
2016)
assign one chapter for each group
of students and they will work on
acting out the chapter as much as
they possibly can.
IP: The students will perform
the short skits in front of class.
They will receive a participation
grade, depending on how well
they understand the chapter
C/ E: The students will be
evaluated by how well they can
work together as a team. The
teacher will also tell them what
to expect the next day.

40

day before.

day before.
DA: The teacher will ask a few

questions pertaining to the
themes that were discussed.
DA: The teacher will gather up

the letters from the previous day
and the teacher will then tell the
students of what they will be
doing for the day.
I/ T: he teacher will then

dynamically read the book in
class 1 chapter. The students will
be assigned to read the rest of the
book during the week and
weekend (Discovery Education,
2016)
GP/ T/ W: The students will
have two options for writing. The
students will write a letter that
Gatsby might have sent to Daisy
while he was fighting in World
War I.
Or the students will write a letter
that Daisy might have written to
Gatsby after her wedding to Tom.
(Discovery Education, 2016)
IP: The students will use this
time to finish writing the letters.
If these papers are not done, it
can be for homework as well.
I/ T: The teacher will address the

problems that have been found
within the book as far as the
relationship of the characters to
each other.
GP/T/W: The teacher will ask
the students to examine the
evidence surrounding the deaths
of some of the characters in the
book by writing up or verbally
presenting a coroner's
investigation concerning the
deaths of one of the following
characters: Myrtle Wilson,
George Wilson, and Gatsby.
(Discovery, 2016)
difficulties.

the social and cultural function of
social and cultural functions of
taught all this week, with social
and cultural function of American
literature.
Mayer, 2011)
5-10 minutes.
the lesson.
DI: The level of writing will be
CURRICULUM PROJECT
41

the new concepts and will ask the
students of what they think they
have created with their poems.
The teacher will then let the
students read their poems the
next day first thing in class.

disability.
M - DAY 71
T - DAY 72
WEEK 15
Character Trait: Service
W - DAY 73
VA SOL EN 11.5 Nonfiction

Analysis- Analyze two or more
texts addressing the same topic to
identify authors purpose and


R - DAY 74
F - DAY 75


CURRICULUM PROJECT
42
determine how authors reach

similar or different conclusions.




WU: The teacher will then

introduce the autobiography and
what purposes they have served
in history.

day before.

day before.

day before.

nonfiction analysis
DA: The teacher will introduce

the book "The autobiography of
Benjamin Franklin" and how it
affects writing today. (Tunca,
2015)
DA: The teacher will allow this

time for students to ask any
questions pertaining to their
assignments or about
autobiographies.

ask questions about analyzing
several nonfiction authors.
I/ T/ HW: The teacher will show

the main parts of the
autobiography through
PowerPoint. The teacher will
also assign homework reading
for the students so they can this
particular book.
I/ T: The teacher will then use

PowerPoint to show the
similarities and differences
between St. Augustine and
Benjamin Franklin. Throughout
the slides, the teacher will
continuously ask questions about
these similarities and differences.

students know of what will be
done that day by saying that the
students will taking their three
entries of their autobiography
and to put them together, while
writing another entry as a
conclusion

introduce the first ever
recognized autobiography, which
is the biography of St. Augustine.
I/ T: The teacher will then use
PowerPoint to show how one can
create their own autobiography.
Not all autobiography is about
writing someone's facts about
their life. The teacher will
demonstrate the 4 types of
writing within an autobiography.
then write one entry of their own
autobiography using one of the 4
types of writing within the online
journal with their iPads.
IP/ W: The students will then
write a short paragraph in their
online notebook about their
findings, while listing their
discoveries or difficulties.

write another entry of their own
difficulties.
will come the next day. (Shea &
Bauer, 2012)

then write another entry of their
own autobiography using one of
the 4 types of writing within the
online journal with their iPads.
IP/ W: The students will then
write a short paragraph in their
online notebook about their
findings, while listing their
discoveries or difficulties.
I/ T: The teacher will

demonstrate this exercise by
showing the teacher's
autobiography and how the
teacher had constructed them
together. The teacher will also
show the students how to analyze
and critique the work. (Tunca,
2015)
write another entry of their own
difficulties.

nonfiction analysis.
Mayer, 2011)
5-10 minutes.
C/ E/ CI: The teacher will then
the lesson. The teacher will also
remind the students that there
will be an event that evening in
which they will have the
opportunity to serve with their
community at a bake sale.
CURRICULUM PROJECT
43
(Green, 2015)
DI: Students who have trouble

with writing will have a shorter
assignment or an assignment that
is adjusted for their needs. Such
as, if the student can't see, they
will be evaluated by the
reasoning and discussion skills.
M - DAY 76
T - DAY 77
VA SOL EN 11.5 Critical

Thinking of Nonfiction
The student will read and analyze
a variety of nonfiction texts.

WEEK 16
Character Trait: Equality
W - DAY 78
R - DAY 79
F - DAY 80


CURRICULUM PROJECT
44
WU: The teacher will then

review from last week on the
autobiography.

day before.

day before.

day before.

critical thinking of nonfiction.

introduce the book Witches: The
Absolutely True Tale of Disaster
in Salem by Rosalyn Schanzer

the students on what the book
had revealed to the students.

introduce the book Nothing to
Envy by Barbara Demik.
(Dickerson, 2015)
DA: The teacher will ask how

the two books are different and
how are they similar. What
purpose does each book have?

types of nonfiction authors and
what contributions they have
made to society.
I/ T: The teacher will teach

through PowerPoint and direct
reading of the main points and
plot points of the book.
I/ T: The teacher will then give a

PowerPoint lesson of how the
books are similar in purpose in
the fact that they both seek for
their readers to try to understand
misunderstood people.
I/ T: The teacher will teach

through PowerPoint and direct
reading of the main points and
plot points of the book.
(Gambari, Yusuf, & Balogun,
2015)
write a one page response to the
lesson of how misunderstanding
and judgments leads people to
wrong conclusion about people.
by teaching about this book, the
students will be able to see the
danger of judging the people
around them.
difficulties.
I/ T: The teacher will continue to

teach through PowerPoint and
direct reading of other points to
the book as well as a the details
that make the story and support
the plot.
GP/ T: On their iPads, all the
students will write a one page
paper of the summary of the
book and what its purpose was.
difficulties.
GP/ T: The students, in groups

of two, will talk about the
dangers of a totalitarian state and
write down the best way to
combat this situation in the
world. The students will then
each briefly state solutions to this
problem. (Dickerson, 2015)

write a 1 page response on their
iPads about how seeking to know
people and situation around the
misunderstood person helps with
being able to judge fairly.

difficulties.

difficulties.


(Klimenko & Sleptsova, 2015)

taught all this week, with critical
thinking of nonfiction.
Mayer, 2011)
5-10 minutes.
the lesson.
CURRICULUM PROJECT
45
M - DAY 81
T - DAY 82
WEEK 17
W - DAY 83
VA SOL EN 11.7 Active and

Passive Voice
Distinguish between active and
passive voice.

Passive Voice
passive voice.

Passive Voice
passive voice.
R - DAY 84
F - DAY 85

Passive Voice
passive voice.

Passive Voice
passive voice.
CURRICULUM PROJECT
of sentences in passive voice and
active voice

day before.
DA: The teacher will then show

an example of a passive voice
and an active voice and the
teacher will then make clear of
why passive voice hardly ever
used in academic writing.

explain why active voice is the
best way to write a research
paper for it puts more focus on
the subject like it is suppose to. It
makes the writer sound like they
know what they are talking about
with no doubts.
I/ T: The teacher will then show

a series of exercises in which the
teacher will show how to change
active voice to passive voice.
I/ T: The teacher will then show

a series of exercises in which the
teacher will show how to change
passive voice to active voice.
GP/ T: The students will be

given a worksheet and they will
practice with 25 sentences on
changing the words from active
voice to passive voice.

given a worksheet and they will
practice with 25 sentences on
changing the words from passive
voice to active voice
IP: The students will work on

their Final Draft of their research
paper, checking to make sure that
95% of the paper is in active
voice.

voice.

teacher will gather the
worksheets at the end of class.
The teacher will then remind the
students of what will come the
next day.

next day.
WU/ MU: The teacher will

quickly review of what had
taught the day before. The
teacher will make a rap song
made with both passive and
active voice sentences. The
students will be assigned to make
their own rap song with their
partner. (VanAlstine, 2015)
DA: The teacher will then show
how a research paper is supposed
to look like by showing a sample.
The teacher will answer any
questions that the students may
have.
I/ T: The teacher will show in
detail the final touches of a paper
and demonstrate to the students
on how they know that their
paper is good. The teacher will
then give the students 15 minutes
to look at their paper and make
the changes that they feel is
necessary.
GP/ T: The students will take
the worksheets that they have
worked on for the past two days
and they will swap papers. They
will then grade each other's
papers.
voice.
46
day before.

passive and active voice
DA: The will quickly review

passive voice and active voice.

types of passive voice and active
voice and when to use it.

proceed to help the students with
their papers in the library and
check to see if it is spoken in the
right context.
given this time to finish their
research papers.
voice.
teacher will then remind the
next day.

Drawing Conclusions of
Nonfiction Texts
Mayer, 2011)
5-10 minutes.
the lesson.
CURRICULUM PROJECT
47

next day.
M - DAY 86
T - DAY 87
WEEK 18
Character Trait: Equality
W - DAY 88
VA SOL EN 11.5 Drawing

Conclusions of Nonfiction Text


R - DAY 89
F - DAY 90


CURRICULUM PROJECT
48
synthesizing, and critical thinking synthesizing, and critical thinking synthesizing, and critical thinking synthesizing, and critical thinking synthesizing, and critical thinking
questions before, during, and after questions before, during, and after questions before, during, and after questions before, during, and after questions before, during, and after
reading texts.
reading texts.
reading texts.
reading texts.
reading texts.
WU: The teacher will introduce
the book, The Diary of a Young
Girl, by giving background
day before.
day before.
day before.
information about the author and
Nonfiction Texts
the setting in which this was
DA: The teacher will read a
DA: The teacher will read a
written. (Dickerson, 2015)
section of her diary and ask the
section about how her heritage
the students of what have learned DA: The teacher will quickly
class questions such as why did
affected the way they lived and
about Anne Frank so far.
ask questions about Drawing
DA/ CT: The teacher will ask a
Anne Frank felt the need to
then ask the students of how
Conclusions of Nonfiction Texts
series of questions of why the
record the events that happened
racism had affects her and her
I/ T: Working with the history
Jews suffered so much and what
in her diary.
family. Also, how does racism
teacher, the teacher will then
were the Germans' reasons for
affect people today?
address certain key points in
fearing them. This is to help the
I/ T: Working with the history
history that turned the tide of of
students understand the dangers
teacher, the teacher will continue I/ T: The teacher will read
the World Wars.
of feeling superior towards
to help explain the situation of
certain passages while showing
another person or race.
that time, explaining how the
them through a series of pictures
GP/ T: The teacher will then put Nonfiction Texts
concept of evolution heavily
with PowerPoint. (Gambari,
the students in groups of two and
I/ T:Working with the history
played a role in the deaths of
Yusuf, & Balogun, 2015)
they will work together to help
teacher on WWI and WWII, The millions.
create an essay about the causes
teacher will give a PowerPoint
GP/ T: The students will then be of the hatred towards people
presentation about the historical
put into groups of three and they
during the World Wars. The
situation of that time and the
assign the students with a writing will research together through the students will utilize the skills that similar to jeopardy which
reasons of why people did this to assignment in which they will
use of their iPads about how
they have developed in the past
each other.
seek to the corresponding details other people in hiding have lived for their research.
of the book with events in history during that time and what they
that had happened.
did.
IP: The students will write a
give them an assignment in
short essay of how racism affect
which they must write one diary
IP: The students will then write people today and how we can
entry about history corresponded a short paragraph in their online
change this for the better in the
with the diary Anne Frank.
future.
Mayer, 2011)
(Zainuddin, 2015)
difficulties.
difficulties.
CC: The students will then try to
draw and color the house or the
hiding place of Anne Frank.
are able to write their papers. The 5-10 minutes.
IP: The students will then write are able to write their papers. The are able to write their papers. The the end of class. The teacher will C/ E: The teacher will then
the end of class. The teacher will the end of class. The teacher will will come the next day. (Nisbet
& Tindall, 2015)
difficulties.
the lesson.
CURRICULUM PROJECT
49
CURRICULUM PROJECT
50
Liberty University
SECONDARY ENGLISH (Grades 6-12)
Teacher Competency Assessment
Preliminary
Evaluation
Final Evaluation
LU Student Teacher:
LU ID# L03507141
Endorsement(s) Seeking: English
Host School:
n/a
Host School Address:n/a
Host School Phone Number:n/a
Cooperating Teacher:
Cooperating Teacher Email: n/a
Grade/Subject: 11
n/a
There are seven ratings for each Criterion.
Ratings
5 ( Grade: A)
Definitions of Ratings
MET: Performance in this area is consistently outstanding. Practices are
demonstrated at the highest level of performance. (This rating should be
reserved for a candidate who is performing this skill at the level of an effective master
teacher. Most student teachers would not be working at this level; this rating should be
used sparingly and given only to a candidate who is deemed extraordinary in this area!)
4 ( Grade: A)
MET Performance within this area is high. Practices are demonstrated at a consistent
high level of performance. (This rating should be used to indicate performance of
a candidate who is performing well above satisfactory level for a novice teacher in this
area.)
3 ( Grade: B)
MET Performance in this area is effective and practices are demonstrated at an

acceptable level. (This rating should be used to indicate performance of a
candidate who is working above satisfactory level for a novice teacher in this area.)
2 ( Grade: C)
MET Performance in this area is satisfactory ; the candidate meets a minimum level of
competency. (This rating should be used to indicate performance of a candidate who
meets the minimum level of competency for this area. However, concerns are evident
and there has likely been additional support and intervention to meet the satisfactory
rating.)
1 ( Grade: D)
NOT MET Performance in this area requires improvement to attain a minimum level
of competency.
CURRICULUM PROJECT
51
0 ( Grade: F)
NOT MET Performance in this area is ineffective and requires extensive improvement
to attain minimum level of competency.
NE/OB
Performance in this area is not evaluated/observed at this time.
PART 1: TEACHING COMPETENCIES for ALL student teachers
STANDARD 1: PROFESSIONAL KNOWLEDGE

CRITERIA
A. Effectively addresses appropriate curriculum standards.
Rating Scale
3
2
1
0
NE/OB
B. Integrates key content elements and facilitates students use

of higher level thinking skills and instruction. [IL/PB 3C]
C. Demonstrates an ability to link present content with past
and future learning experiences, other subject areas, and
real-world experiences and applications.
D. Demonstrates an accurate knowledge of the subject matter.
E. Demonstrates an understanding of the intellectual, social,
emotional, and physical development of the age group.
[IL/PB 4B]
IL/PB (2013) Standard 3-C: Use a variety of instructional strategies, materials, and applications
of technology to encourage students development of critical thinking, problem solving, and
performance skills.
IL/PB (2013) Standardd 4-B: Understanding and ability to demonstrate a commitment to
equitable and ethical treatment of all students and colleagues.
STANDARD 2: INSTRUCTIONAL PLANNING
CRITERIA
A. Uses student learning data to guide planning. [IL/PB 3B]
B. Plans time realistically for pacing, content mastery, and
transitions.
C. Plans and gathers materials and appropriate resources for
differentiated instruction. [IL/PB 3C]
D. Aligns lesson objectives to the schools curriculum and
student learning needs.
E. Develops appropriate long- and short-range plans, and
adapts plans when needed.
Rating Scale
3
2
1
0
NE/OB
CURRICULUM PROJECT
52
IL/PB (2013) Standard 3-B: Assessment and analysis of student learning, making appropriate
adjustments in instruction, and monitoring student progress to assure meaningful learning
experiences for all students.
performance skills.
STANDARD 3: INSTRUCTIONAL DELIVERY

CRITERIA
A. Engages and maintains students in active learning.
B. Differentiates instruction to meet the students needs.
[IL/PB 3B]
C. Uses a variety of effective instructional strategies and
resources. [IL/PB 3C]
D. Uses instructional technology to enhance student learning.
[IL/PB 3C]
E. Communicates clearly and checks for understanding.
[IL/PB 3B]
Rating Scale
3
2
1
0
NE/OB
performance skills.
STANDARD 4: ASSESSMENT OF AND FOR STUDENT LEARNING
CRITERIA
A. Uses pre-assessment data to develop expectations for
students, to differentiate instruction, and to document
learning.
B. Uses a variety of assessment strategies and instruments
that are valid and appropriate for the content and for the
student population. [IL/PB 3B]
C. Aligns student assessment with established curriculum
standards and benchmarks.
D. Uses assessment tools for both formative and summative
purposes to inform, guide, and adjust students learning.
Rating Scale
3
2
1
0
NE/OB
CURRICULUM PROJECT
53
[IL/PB 3B]
E. Gives constructive and frequent feedback to students on
their learning. [IL/PB 3B]
STANDARD 5: LEARNING ENVIRONMENT

CRITERIA
A. Arranges the classroom to maximize learning while
providing a safe environment. [IL/PB 3A]
B. Establishes clear expectations, with student input, for
classroom rules and procedures early in the school year,
and enforces them consistently and fairly. [IL/PB 3A]
C. Establishes a climate of trust and teamwork by being fair,
caring, respectful, and enthusiastic. [IL/PB 3A]
D. Promotes cultural sensitivity and respects students
diversity including language, culture, race, gender, and
special needs and actively listens and pays attention to
students needs and responses. [IL/PB 3A]
E. Maximizes instructional learning time and minimizes
disruptions by working with students individually as well
as in small groups or whole groups. [IL/PB 3A]
Rating Scale
3
2
1
0
NE/OB
IL/PB (2013) Standard 3-A: Individual and group motivation for a disciplined learning
environment and engagement in learning.
STANDARD 6: PROFESSIONALISM
CRITERIA
A. Adheres to federal and state laws, school policies, and
ethical guidelines.
B. Engages in professional growth opportunities and/or
activities outside the classroom intended for school and
student enhancement. [IL/PB 4A]
C. Works in a collegial and collaborative manner with
administrators/leaders, teachers, other school personnel
Rating Scale
3
2
1
0
NE/OB
CURRICULUM PROJECT
54
and the community. [IL/PB 4C, 4D]

D. Demonstrates consistent mastery of standard oral and
written English in all communication.
IL/PB (2013) Standard 4-A: Engagement in professional experiences, and reflection on them,
to enhance each candidates professional growth, including a knowledge of professional
organizations in the discipline.
IL/PB (2013) Standard 4-C: Knowledge of the collaborative roles of other school professionals
and readiness to work with colleagues, families, and community agencies.
IL/PB (2013) Standard 4-D: Ability to identify opportunities for collaborative and leadership
roles as members of a team.
STANDARD 7: STUDENT ACADEMIC PROGRESS

CRITERIA
A. Sets acceptable, measurable and appropriate achievement
goals for student academic progress based on data
available.
B. Documents the progress of each student throughout the
placement.
C. Provides evidence that achievement goals have been
met.[IL/PB 3B]
D. Uses available performance outcome data to continually
document and communicate student academic progress and
develop interim learning targets. [IL/PB 3B]
Rating Scale
3
2
1
0
NE/OB
S-C-R-I-P (Dispositions)
CRITERIA
A. Displays a sense of social responsibility and the belief that
all students can learn. [IL/PB 4B]
B. Displays a sense of commitment/work ethic.[IL/PB 4B]
C. Displays a sense of reflective practice. [IL/PB 3B]
D. Displays integrity.
F. Dispays a sense of professionalism in behavior and
actions.[IL/PB 4B]
Rating Scale
3
2
1
0
NE/OB
CURRICULUM PROJECT
55
IL/PB (2013) Standardd 4-B: Understanding and ability to demonstrate a commitment to
equitable and ethical treatment of all students and colleagues.
PART 2: ENGLISH CONTENT COMPETENCIES
STANDARD 1: CONTENT KNOWLEDGE

CRITERIA
A. Language development and acquisition including history of the
English Language
B. Language structure and skills including grammar systems and
semantics
C. Traditional literature study (American, British, World) including
literary criticism/theory and literary terminology
D. Multi-cultural literature, young adult literature, literature of
diversity including that by women
E.Literacy study including major aspects of written, oral, and visual
literacy
F.Reading processes for understanding text including critical
analysis and meaning making strategies
G.Writing processes for different purposes, situations, and
audiences
H.Media (print and non-print) and communication technology
understanding
STANDARD 2: CONTENT PEDAGOGY
Rating Scale
3
2
1
0
Rating Scale
NE/OB
CURRICULUM PROJECT
56
CRITERIA
5
4
3
2
1
A. Use English language arts to help their students become familiar with
their own and others cultures, establishing meaningful connections
between the English language arts curriculum and developments in
culture, society and education (also applicable to the Learning
Environments Principle 3)
B. Examine and select resources for instruction such as textbooks, other
print materials, videos, films, records, and software, appropriate and
research based for supporting the teaching of English language arts.
The following five standards can only be met during active classroom instructional assessment such as
student teaching:
C. Engage students often in meaningful discussions for the purposes of
interpreting and evaluating ideas presented through oral, written and/ore
visual forms
D. Engage students in critical analysis of different media and
communications technologies
E. Engage students in learning experiences that consistently emphasize
varied uses and purposes for language in communication
F. Engage students in making meaning of texts through personal response
G. Demonstrate that their students can select appropriate reading strategies
that permit access to, and understanding of, a wide range of print and
non-print texts
Final grade recommended for student teaching:
A = Strongly recommended for a teaching position (mostly 5s or 4s given)

B = Recommended for a teaching position (mostly 4s or 3s given)
C = Conditional recommendation for teaching (mostly 3s or 2s given)
D = Not recommended for licensure or teaching (mostly 2s or 1s given)
F = Not recommended for licensure or teaching (mostly 1s or 0s given)
Comments for any rating(s) at the Developing level or below and any other comments:
n/a
Final Grade
A
CURRICULUM PROJECT
57
Other comments:
This particular curriculum chart had taken a very long time to create but I feel that it is competent
enough to help students in meeting the state and national standards. I still feel that I cannot make a
perfect score as I am a new teacher, but I feel that I will learn in time. I have full confidence in my
students and I am continuously studying every day, so that I will daily master the art of teaching. I hope
that I will get better with differentiated teaching as time permits. However, I must admit, when I am in
the classroom in real life, differentiated teaching comes very easy. It is quit edifficiutlt to put the
differentiated on a chart as differentiated teaching can vary vastly, according to the student. However, I
will seek always to continuously to learn for the students are considered my top priority.
Cooperating Teacher Signature:

n/a
Date:
5/13/2016
CURRICULUM PROJECT
58
RESOURCE LIST
Bauer, S. W. (2016). The well-educated mind: A guide to the classical education you never had.
New York, New York: W.W. Norton & Company.
Carter, K. (2015). Teaching descriptive writing through visualization and the five senses. English
Teaching Forum, 37-40.
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction. San Fransisco,
California: Pfeiffer.
Dickerson, K. (2015). Reimagining reading: creating a classroom culture that embraces
independent choice reading. PennGSE Perspectives on Urban Education, 12(1).
Retrieved May 11, 2015, from http://www.urbanedjournal.org/archive/volume-12-issue1-spring-2015/reimagining-reading-creating-classroomculture-embraces-indepe
Discovery Education. (2016). Literature Lesson PLans. Retrieved from Discovery Education:
http://www.discoveryeducation.com/search/page/-/-/lesson-plan/literature/index.cfm
Fan, Y. S. (2016). Thinking maps in writing project in English for Taiwanese elementary school
students. Universal Journal of Educational Research, 4(1), 36-57.
doi:10.13189/ujer.2016.040106
Gambari, A. I., Yusuf, H. T., & Balogun, S. A. (2015). Effectiveness of powerpoint presentation
on students' cognitive achievement in technical drawing. Malaysian Online Journal of
Educational Technology, 1-12. Retrieved May 11, 2016, from www.mojet.net
CURRICULUM PROJECT
59
Green, E. (2015). Building a better teacher: How teaching works. New York, New York: W.W.
Norton & Company.
Henrikson, D., & Hoelting, M. (2016, March). A systems view of creativity in a Youtube world.
TechTrends: Linking Research and Practice to Improve Learning, 60(2), 102-106.
Hudson, H. T. (2016). The 6 Online Research Skills Your Students Need. Retrieved May 13,
2016, from Scholastic.com: http://www.scholastic.com/teachers/article/6-online-researchskills-your-students-need
Irmawati, N. D. (2012, July). Communicative approach: An alternative method used in
improving students' academic reading achievement. English Language Teaching, 5(7),
90-101. doi:10.5539/elt.v5n7p90
Iwai, Y. (2015). Using multicultural children's literature to teach diverse perspectives. Kappa
Delta Pi Record, 51(2), 81-86.
Jones, D., Holland, G., & Kuyatt, A. (2015). An analysis of teacher effectiveness related to
technology implementation in Texas secondary schools. Contemporary Issues in
Education Research, 8(1), 63-70. Retrieved May 11, 2016
Klimenko, M. V., & Sleptsova, L. A. (2015). Formative assessment as a component of the future
English teacher training. International Education Studies, 8(8), 157-165.
doi:10.5539/ies.v8n8p157
Lord, K. M. (2015). Determining the main idea: Instructional strategies that work. Kappa Delta
Pi Record, 51(3), 138-142.
CURRICULUM PROJECT
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New York Times on the Web Learning Network. (2009). 10 ways to teach literature with the
New York Times. Retrieved May 10, 2016, from New York Times:
http://www.nytimes.com/learning/issues_in_depth/10TeachingLiteratureIdeas.html
Nisbet, D. L., & Tindall, E. R. (2015). A framework for explicit vocabulary instruction with
English language learners. Kappa Delta Pi Record, 51(2), 75-80.
Perugini, D. C. (2015). Judging a book by its cover: Developing intercultural competence
through book covers. Learning Languages, 20(2), 19-20. Retrieved May 11, 2016, from
http://www.nnell.org/publications/journal.shtml
Shea, T. M., & Bauer, A. M. (2012). Behavior management: A practical approach for educators.
Upper Saddle River, New Jersey: Pearson Education.
Tunca, N. (2015). The regression level of constructivist learning environment characteristics on
classroom environment characteristics supporting critical thinking. Eurasian Journal of
Educational Research, 60, 181-200. doi:10.14689/ejer.2015.60.11
UNC Charlotte. (2016). 150 teaching methods. Retrieved May 10, 2016, from UNC: The Center
for Teaching and Learning: http://teaching.uncc.edu/learning-resources/articlesbooks/best-practice/instructional-methods/150-teaching-methods
VanAlstine, S. (2015). Teacher training: Music methods for an internationalized approach to
instruction. Journal of Education and Training Methods, 4(1), 119-128.
doi:10.11114/jets.v4il.1074
CURRICULUM PROJECT
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Varzaneh, S. S., & Baharlooie, R. (2015, April). The effect of virtual vs. traditional classroom
instruction on creative thinking of Iranian high school EFL learners. English Language
Teaching, 8(5), 177-188. doi:10.5539/elt.v8n5p177
Yachina, N. P., Valeena, L. A., & Sirazeeva, A. F. (2016). E-teaching materials as the means to
improve humanities teaching proficiency in the context of education informatization.
International Journal of Environment & Science Education, 11(4), 433-442.
doi:10.12973/ijese.2016.315a
Zainuddin. (2015). The effect of cooperative integrated reading and composition technique on
students' reading descriptive text achievement. English Language Teaching, 8(5), 11-21.
doi:10.5539/elt.v8n5p11
Zheng, S. (2012). Studies and suggestions on prewriting activities. Higher Education Studies,
2(1), 80-87. doi:10.5539/hes.v2n1p79
CURRICULUM PROJECT
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SELF-ANALYSIS & EVIDENCES OF CURRICULUM
Provide at least 5 examples that you have used Integration in your curriculum planning
charts.
Day
Example from Your Curriculum Project
46
1 The teacher will show a PowerPoint that teaches about Civil War literature and how it had affected society
during that time. The teacher will also demonstrate different types of writing with different authors such as
Harriet Stowe, Walt Whitman, as well as how it affected certain hymns during that time.
86
2 Working with the history teacher on WWI and WWII, The teacher will give a PowerPoint presentation
about the historical situation of that time and the reasons of why people did this to each other.
87
3 Working with the history teacher, the teacher will continue to help explain the situation of that time,
87
explaining how the concept of evolution heavily played a role in the deaths of millions.
4 The teacher will then assign the students with a writing assignment in which they will seek to the
corresponding details of the book with events in history that had happened.
89
5 Working with the history teacher, the teacher will then address certain key points in history that turned the
tide of of the World Wars.
Provide at least 5 examples that you have included Fine Arts, Health, or PE in your
curriculum planning charts.
Day
16
1 The teacher will use a musical dance to show the actions of 10 different idioms as a way of introduction of
6
new material.
2 The teacher will use a rap song to show and help memorize the meaning of 15 academic English words.
86
83
3 The students will then try to draw and color the house or the hiding place of Anne Frank.
4 The teacher will quickly review of what had taught the day before. The teacher will make a rap song made
57
with both passive and active voice sentences. The students will be assigned to make their own rap song with
their partner.
5 The teacher will quickly review of what had taught the day before. The students will then construct a
short catchy song based on their free verse that they had written the day before.
Provide at least 5 examples that you have included your Mission Statement in your
Day
7
1 The teacher will demonstrate how service can affect people around us through a small 4 minute skit. The
12
teacher will then briefly talk about the verse in Scripture: "But be sure to fear the LORD and serve him
faithfully with all your heart; consider what great things he has done for you." (1 Sam. 12:24 NIV)
2 The teacher will review what was taught the day before. Teacher will also open with devotional from
Galatians 6:4-5: But let each one test his own work, and then his reason to boast will be in himself alone
and not in his neighbor. For each will have to bear his own load. (NIV)
CURRICULUM PROJECT
17
63
3 The teacher will review what was taught the day before. The teacher will also give a devotional about
patience in Proverbs 14: 29: "Whoever is patient has great understanding,
but one who is quick-tempered displays folly." (NIV)
26
4 The teacher will review the student's research work. The teacher will also give a devotional on Colossians
32
3:12: "Therefore, as Gods chosen people, holy and dearly loved, clothe yourselves with compassion,
kindness, humility, gentleness and patience." (NIV)
5 The teacher will review of what had been taught yesterday. The teacher will then give a devotional in
Proverbs 25:28 on self-control: "A man without self-control is like a city broken into and left without walls."
(NIV)
Provide at least 5 examples that you have included Character Education in your curriculum
planning charts.
Day
10
1 The students will join the teacher and community volunteers that afternoon in volunteer work at a local
3
church food pantry

2 The teacher will show a 5 minute video that instructs the importance of integrity within everyday
situations. The teacher will also review with the students what had been learned that day.
24
3 The teacher will then instruct with a PowerPoint about the dangers of plagiarism and how it affects the
86
88
integrity of the student.

4 The teacher will ask a series of questions of why the Jews suffered so much and what were the Germans'
reasons for fearing them. This is to help the students understand the dangers of feeling superior towards
another person or race.
5 The teacher will read a section of hereditary and then ask the students of how racism had affects her and
her family. Also, how does racism affect people today?
Provide at least 5 examples that you have included Diversity & Accommodations in your
Day
74
1 Students who have trouble with writing will have a shorter assignment or an assignment that is adjusted
79
for their needs. Such as, if the student can't see, they will be evaluated by the reasoning and discussion skills.
2 Students who have trouble with writing will have a shorter assignment or an assignment that is adjusted
for their needs. Such as, if the student can't see, they will be evaluated by the reasoning and discussion skills.
3 The teacher will adjust the lessons according to the disability. Since this week it focuses word parts and
how they can be constructed into meaningful words, the teacher can adjust the assignment for smaller words
but with the same concept. Also, the assignment length will adjusted according to level.
10
4 The teacher will differentiate according to level. Since this week is speaking of memorizing and learning
vocabulary words. The teacher will use simpler words for them and adjusted to their level. They will also
enjoy the game where they get a chance to work with other students in a team.
Provide at least 5 examples that you have included Critical Thinking and Problem Solving
Activities in your curriculum planning charts.
CURRICULUM PROJECT
64
Day
9
1 The teacher will then review more ways on how to gather context clues and then will continue to show
13
54
39
59
ways on how to find the mystery in a passage. The teacher will also instruct how different perspectives can
also change meaning for that person. The teacher will use a Monet painting to show this concept.
2 After the presentation, the teacher will then put the students in groups of 3 and then require the students to
help find the murder mystery by filling in the missing context clues within the story.
3 The students will be put into groups of two and they will all be given 12 snapshots of 12 sources. They
must cite the sources in Turabian, MLA, and APA style. They must discuss with each other of which one
would go with which.
4. In a groups of two, the teacher will give a list of topics. Each group must decide on whether it is a good
idea to use these particular tools .Provide a list of topics and have partners decide whether it would be a
good idea to use them for research. Some suggested topics would be: your familys countries of origin, the
life of Alexander the Great, and the events of September 11, 2001. "What could members of your network
contribute to each of these discussions? How wouldnt they be helpful? How would you include information
that friends and family share in your work?" (Hudson, 2016)
5 The students will then spend 10 minutes in writing a short poem and then they will exchange their poetry
with each other and the other student will assess the choice of words in the poem that was written to find the
true purpose and meaning behind the poem.
Provide at least 5 examples that you have included Active Learning Experiences in your
curriculum planning charts. (eg. Provision for creative, hands on learning experiences and
projects not just paper/pencil assignments and worksheets.)
Day
66
1 The teacher will then give the fake tombstones with names on them for the students. The students will then
37
58
56
67
be guided to write poems based on the name that is on the tombstone.

2 The groups of students from the previous day will create fact trees with the root tree having the main
question. All of the sources on the tree must each come from a completely different source from the other.
They should find at least 10 sources in order to complete this project together. (Hudson, 2016)
3 The students will then spend 10 minutes in writing a short poem and then they will exchange their poetry
with each other and the other student will assess the tone of the poem that was written.
4 The teacher will ask the students to write their own free verse poem. The students will then trade poems
with the next person and they will talk about the poems that they have written and why they wrote the way
they wrote.
5 The teacher will then assign one chapter for each group of students and they will work on acting out the
chapter as much as they possibly can.
Provide at least 5 examples that you have included Technology in your curriculum planning
charts.
Day
1
1 The teacher will show a PowerPoint that lists all the prefixes and root words and will show the students
15
10
how the Latin and Greek words affect the English language. There are 20 prefixes that will be taught.
2 The students will play a PowerPoint game based on everything that they have learned that week. It is a
game very similar to jeopardy which requires a minimum of two teams. They must find the answer together
as a team in order to earn "Brownie points". Whichever team earns the most brownie points win brownies at
3 The teacher will then review everything through the use of PowerPoint, that has been taught all this week,
CURRICULUM PROJECT
65
with Academic English and color idioms.

4 The teacher will use PowerPoint for instruction of context clues of how they play a big part in interpreting
the meaning of a passage. The teacher will also use a PowerPoint demonstration by showing that context
clues is like being a detective and finding the clues to help piece together the truth of a given mystery.
5 The teacher will assess on the students' previous knowledge by showing on PowerPoint a list of sentences
with words of academic level
Provide at least 5 examples that you have included Assessment in your curriculum planning
charts. (Assessments must be diverse projects, presentations, group assignments,
paper/pencil tests, etc.)
Day
50
1 After the game, the teacher will then review the Douglass Reading Questions that they have turned in
18
48
5
19
during the week. This will be for about 10 minutes and the students will help each other review by asking
each other questions and seeing if they can answer it to each other. Students will also demonstrate to the
teacher that they have memorized the Gettysburg Address.
2 The teacher will then review everything that had happened in this lesson as well as quiz the students with
a short easy worksheet that is based on the lesson.
3 The teacher will give a worksheet that is based on the PowerPoint to test how much they can remember. It
is a short worksheet so it should not take long. After they have completed it, they will swap with a partner
and the teacher and students will work on it together.
4 GP/ CP: The students will be put into groups of three and they will play a game based on the lesson. The
teacher will give a PowerPoint game called a bomb game.
5 The teacher will then review literature that the teacher had written in which the teacher had used the
academic vocabulary words.
Provide at least 5 examples that you have included Collaboration in your curriculum
planning charts. Collaboration should be with colleagues, families, and the community. (eg.
Team teaching, utilization of parents to help out with community field trips, use of
community leaders and businesses to enhance school instruction, etc.)
Day
23
1 Working with the school librarian, the teacher will demonstrate in the library on how to find sources for
22
24
26
their research paper by finding the physical books in the library.

2 Working with the school librarian, the teacher will demonstrate in the library on how to find reliable
sources on line for their research topic on the library computers.
3 With another volunteer teacher, the teacher will demonstrate several scenarios of how to recognize
plagiarism.
4 The teacher will cooperate with the librarian as the students look over their sources and begin preparing
CURRICULUM PROJECT
27
66
for the note cards that have their resource notes

5 CC/ T: The teacher will be cooperating with the librarian as the students will have a chance to finish their
note cards within the library as they are close to finishing with gathering their research information through
their iPads.
CURRICULUM PROJECT
67

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Running head: CURRICULUM PROJECT

LIBERTY UNIVERSITY ONLINE- EDUC 571

Part I: MISSION STATEMENT

Type in the resources used to obtain your mission statement here:

Part II: CHARACTER EDUCATION PLAN

SOL VA 9.6a The student will develop narrative, expository, and

SOL VA 11.4a The student will read, comprehend, and analyze

1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

VA SOL EN 11.3 Figurative

VA SOL EN 11.3 Figurative

VA SOL EN 11.3 Figurative

VA SOL EN 11.3 Figurative

WU: The teacher will assess on

WU/ Q&A: The teacher reviews

WU/ Q&A: The teacher reviews

WU/ Q&A: The teacher reviews

DA: The teacher will instruct the

DA: The teacher will

DA: The teacher will give a

WU/ Q&A: The teacher

DA: The teacher will

CC/ T: The teacher will use

CC/ T: The teacher will then

CC: The teacher will give more

DA: The teacher will

which has several slang words.

has put on the board to be

They will change partners after 1

IP/ W: The students will analyze

IP/ W: The students will each

C/ CT/ T: The teacher will show

C/ E: The teacher will then

GP/ CP: The students will

VA SOL EN 11.3 Structural

VA SOL EN 11.3 Structural

VA SOL EN 11.3 Structural

VA SOL EN 11.3 Structural

WU/T: The teacher will

WU: The teacher will review

WU: The teacher reviews the

WU: The teacher reviews

WU: The teacher review

DA/ LI/ MU: The teacher

DA: The teacher will show

DA: The teacher will give a

DA: The teacher will

WU: The teacher will review

WU: The teacher will assess on

WU: The teacher will assess on

WU: The teacher will review

DA/ LI/ D: The teacher will

DA/ LI/ D: The teacher will

DA/ LI/D: The teacher will then

CC/ T: The teacher will show a

CC/ T: The teacher will give a

DA: The teacher will quickly

CC/ T: The teacher will then

GP/ T/ PS: After the

GP/ T: The teacher will then use

GP/ W: The students will play a