3 - Brown, Chamber Land, Morris - Social Studies Charts

Jordon Brown
Courtney Chamberland
Christina Morris
A – art
CI – community involvement – collaboration with the community
CC – collaboration with colleagues
CL – cultural literacy and diversity
CM – communication
CZ – citizenship
DA – differentiation / accommodation
E – evaluation
FT – field trip
GA – group activity
L – literacy
LA – Language Arts
LI – listening
LS – life skills
H – health
HS – home / school connection – collaboration with families
HW – homework
M – math
MA – manipulative activity
MO – movement / physical education
MT – teacher explaining and teaching
MU – music
OL – oral language / public speaking
PA - party
QZ - quiz
R – reading
RE - review
SS – social studies
T – technology
TEST - test
TX – text
W- writing
Week 2 ~ Social Studies Charts
Jordan Brown, Courtney Chamberland, and Christina Morris
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
SOL 2.4, 2.5, SOL 2.1, 2.2, SOL 2.7, 2.8, SOL 2.10, 2.11, Second Grade
and 2.6 and 2.3 and 2.9 and 2.12 Cumulative
Geography History Economics Civics SOL Review
MT – The MT – The MT/W/OL – The WS – The MT/GA – The
teacher will teacher will teacher will have student’s will class will be
review basic review with the students come to receive a divided up into
map skills and students the the board and worksheet with two teams and
will have the write out different
contributions of George will participate
students locate natural resources
China and Washington, in a review
China, Egypt, and explain the
the seven Egypt. importance of the Abraham game of
continents, the resource they Lincoln, Susan jeopardy.
four oceans, the WS – The chose. B. Anthony,
equator, prime students will Helen Keller, WS – The
meridian, rivers,complete a WS – The Jackie students will
mountains, and worksheet students will Robinson, and complete a
lakes. matching complete a Martin Luther review
different items worksheet and King, Jr. listed worksheet of
A/W – The from the will have to on it. The what they have
students will choose whether a
country that student is going reviewed over
have to draw and barter or money is
they came to have to fill in the course of
label and map good for the
legend with the from. exchange listed. the columns the week.
correct with facts they
components. V – The OL – Each know about
students will student will be each person.
OL/GA/MA – watch a short given a flash card
The students will video on Egypt with a situation on MT – The
be divided up and China on it involving teacher will
into groups and the internet. limited resources. review the
one groups will The student will worksheets with
be interviewers have to state the
DA – These the students.
and the other the choice they would
students will
interviewees. have to make with
The interviewers have an aide the situation they MT – The
will ask read them a have listed on teacher will
questions about book if they their card. discuss the
the climate and cannot watch rights people
land and the the video. have as
interviewees will Americans and
have to answer. how America is
diverse.
SOL 3.5 and SOL 3.5 and SOL 3.5 and SOL 3.5 and SOL 3.5 and
3.6 3.6 3.6 3.6 3.6
Location and Location and Location and Location and Location and
interpretation interpretation interpretation interpretation interpretation
of geographic of geographic of geographic of geographic of geographic
information information information information information
MT – The MT - The teacher MT - The teacher MT - The MT - The teacher
teacher will will have the will have the teacher will read will have the
introduce what a students learn students break up a book about students play a
map is and what about landforms into four different farming to the BINGO review
groups. Each
it is used for. such as students and game.
group will be
mountains, assigned a spot in
have them
MT - The teacher plateaus, and the room where answer MT/RV - The
will teach the plains. They will they will create a questions as students will play
students how to also learn how certain landform they read. a BINGO review
create a landforms affect and then explain game to help
key/legend for a the growth of the types of crops MS - The them recall the
map. They will crops. They will and plants that students will information that
also introduce to then learn about would grow on sing songs such has been taught.
the students the how crops and this ground. One as “Old
term “natural plants grow best. group will display McDonald’s DA - These
mountains, one
resources.” The Farm” and “The students will be
plateaus, one
students will then MT/SC - The plains, and the Farmer in the sent to a
use an atlas to students will other desert lands. Dell.” specialist room to
find the natural learn about complete a
resources of each different MT/KA - The MT/R - The different review
state in the U.S. landforms and students will work students will of the
and will label the how the in groups to read a book information.
natural resources landforms affect develop a certain about farms and
on a blank map. the growth of type of landform then sing songs
They will then crops and plants. and then create the to help them
type of crops and
create a key for They will remember
plants that would
these resources. integrate their grow in that area.
concepts about
They will use the farm.
cardboard and
pictures to create QZ – Quiz over
these projects. geographic
information.
SOL 3.5 SOL 3.5 SOL 3.5 SOL 3.5 SOL 3.5
Continents, Continents, Continents, Continents, Continents,
Oceans, Oceans, Oceans, Oceans, Oceans,
Equator, and Equator, and Equator, and Equator, and Equator, and
Prime Prime Prime Prime Prime
Meridian Meridian Meridian Meridian Meridian
MT – The MT - The teacher MT – The teacher MT/GA/OL – MT – The
teacher will will have the will explain to the The students will teacher will
explain what a students break up students where the be divided up review the
continent, into four groups. equator and prime into small groups week’s
Each group will be
region, and meridian are on and will have to information with
assigned a spot in
ocean is and how the room where
the map and what think of a the students by
to find them on a they will create a they are. location in the playing around
map. The teacher landform and then world, either a the world with
will use a large explain the types WS – The continent or the students.
class map to of crops and plants students will ocean. Each
demonstrate on. that would grow complete a group will have A – The
on this ground. worksheet and to right three students will
MT/WS - The One group will will have to color sentences about draw and color
students will be display mountains, the continents and where they are what his or her
given a one plateaus, one oceans that are located and then favorite
plains, and the
worksheet that above and below the other groups landform,
other desert lands.
has numbers the equator. Then will have to continent, or
labeling the MT/GA The they will complete guess the ocean is. Then
different parts of students will work another worksheet location of the the teacher will
the map. The in groups to create by coloring the group. hang those
students will a certain type of continents and pictures outside
identify the landform and then oceans to the left W – The students in the hall.
object that the create the type of and right of the will have to write
number is on and crops and plants prime meridian. out three HW – Study for
use a map to that would grow in different topics, quiz over map
that area. They
properly name either on oceans, skills next
will use cardboard
that object such and pictures to
DA – These continents, the Monday!
as the Atlantic create these students will have equator, or prime
Ocean or North projects. help coloring or meridian, and
America. pre-colored write out one
worksheets. sentence about
QZ – Quiz over what they have
Map Skills. learned.
Contributions Contributions Contributions Contributions Contributions
of Greece and of Greece and of Greece and of Greece and of Greece and
Rome Rome Rome Rome Rome
MT – The MT – The teacher MT – The teacher OL – The TEST – Test
teacher will will explain that will instruct the students will over 3.1, 3.5,
begin by asking arts and sports students on how
were other
bring in from and 3.6
the students to the two countries home either a
contributions of
locate the are the
the two countries. picture or actual W – After the
countries of birthplaces of
object of a test the
Greece and GA/MO – The democracy and
Rome on a map. the republican contribution of students will
teacher and
Afterwards the students will go form of the Greeks and write about
teacher will outside and will government. Romans. The what their
begin to explain play in a pretend student will favorite
that the two ancient Olympic WS – The have to explain contribution
countries both games contest. students will their object or was of the
contributed a The teacher will complete a
have set up disc
picture to the Greeks and
great deal in worksheet on class and why it Romans and
throwing, throwing
many areas. The what type of is an important why the
spears (sticks), and
first area the government it is.
other games for contribution. contribution is
students will the students to important to
learn about it play. GA/OL – The
architecture. students will each WS – The them.
A/W – The be given a students will
A – The students students will create flashcard with a complete a
will construct and draw their scenario on it. worksheet over
arches and own mosaic or One at a time a the Greeks and
columns with painting and will student will have Romans and
then write about
toilet paper rolls, to go to the front will have to
their creation and
construction what it means to
of the room and divide up which
paper, straws, them. read his or her contribution
and other card. The class came from
materials. The DA – Students will have to guess
which country.
creations will who cannot play what government
then be placed outside will have it is.
around the room. another game to
play.
Map skills of Map skills of Map skills of Map skills of Map skills of
Greece, Rome, Greece, Rome, Greece, Rome, Greece, Rome, Greece, Rome,
and Africa and Africa and Africa and Africa and Africa
MT – The MT – The MT/T – The MT – The MT/GA – The
teacher will teacher will teacher will show teacher will teacher will
review with the show the the students a show the play a review
students where students a map map of Rome on students a map BINGO game
Greece and of Greece and the internet and of Africa and involving map
Rome are will discuss the will discuss the will discuss the skills of
located and major cities, major cities, major cities, Greece, Rome,
will then show rivers, and rivers, and rivers, and and Africa.
the students the mountains it mountains it mountains it
continent of contains. contains. contains. MT – The
Africa. teacher will
GA/W – The GA/W – The GA/W – The hang the large
A/W – The teacher will teacher will teacher will floor map on
students will divide the divide the divide the the wall so the
have to trace students into students into students into students can
the three pairs. Each pairs. Each pair pairs. Each pair see and view
countries onto pair will then will then come to will then come what they have
a sheet of come to the the front of the to the front of learned and
construction front of the room and label the room and accomplished
paper and will room and label any location they label any in the area of
have to label any location want in Rome on location they map skills.
the major they want in the large floor want in Africa
cities, rivers, Greece on the map. on the large
and seas that large floor floor map.
are close to map. WS – The
them. students will R/WS – The
W/OL – The complete a teacher will
DA – These students will worksheet over have books in
students will have to right Rome and will the classroom
have an aide one sentence have to fill in the on Africa and
help them on a flash card missing locations its location and
construct their about a on the map. the students will
art project. geographic have to read one
location of book and
Greece and complete a
present it to the worksheet on it.
class.
Empire of Empire of Empire of Mali Empire of Mali Empire of
Mali Mali Mali
MT – The teacher MT/T – Using MT – The teacher MT – The teacher MT/GA/T –
will instruct the same will discuss with will discuss with The teacher
the students on website from the students the the students the
where the country
will have
Monday the government of economics of the prepared a
of Mal is located
teacher will Mali and will country of Mali
by showing it to review
begin to discuss compare it to other and how they
the students on a jeopardy game
map. the history of countries, such as contribute to other
ancient Mali. the United States. countries. and the
MT/T – During this the students will
Afterwards the GA/OL/MO – students will learn WS – The be broken up
teacher The teacher will about the “Lion students will into two teams
will go to the have brought in King,” Sundiata. complete a and will
website old clothing and worksheet where compete in the
http://www.fcp accessories and T/R – The teacher they have to
s.k12.va.us/Kings
game as a
each student will will read an online match the correct review.
ParkES/technolog
have to dress up story about crops to the
y/mali/malimap.ht
as any ancient Sundiata at www. country of Mali
m, which will give WS – The
the students a few person of Mali. worldbookonline. and then color in
students will
facts about the Then the student Com/na/htm/zone/ the correct crops.
will have to stm/1200/sun/sunf complete a
country. Also, on
the same website stand in front of r.htm. The MT/T – The review
the teacher will the classroom students will be teacher will then worksheet
discuss with the and give the able to hear and discuss with the about all of the
students the class hints of understand who students how the information
geography of what he or she this “king” was country of Mali is they have
Mali.
is. (Examples: a and what he meant today and will learned about
W/A – The
king, griots, to the people of show them Mali.
students will have etc.) Mali. pictures of Mali at
to draw and write the website
out the major DA – These W – The students www.fcps.k12.va.
rivers and deserts students will will write a brief Us/KingsParksES/
of the country. have an aide paragraph about Technology/mali/
These will then be help them dress why or why not Malitoday.htm.
hung around the up and tell about they think leaders
room. who they are. are important to
have.
Specialization Specialization Specialization Specialization Specialization
in Greece, in Greece, in Greece, in Greece, in Greece,
Rome, Mali, Rome, Mali, Rome, Mali, Rome, Mali, Rome, Mali,
and present and present and present and present and present
world
world world world world
MT – The MT- The class R/T/SS- Students MT- The teacher MT- The teacher
teacher will go will work will go to the will explain to will review with
over the together to create library to research the students what the students the
production of a production areas of their own interdependence terms goods and
goods and chart on the community that means. services.
services with the board. Students are involved in a
students. will copy this large work SS/W- The class TEST – Test
into their project. will make an over 3.2, 3.4,
MT/W- The notebooks. interdependence and 3.8.
teacher will W/A/GA- chart on the
discuss with the W/GA- Students Students will board to
students the term will write the work in groups to correspond to the
economic vocabulary draw pictures on class discussion.
specialization. words in their posters of citizens Students will
The students will notebooks. They in their copy the words
copy this word will work as community who onto note cards.
into their groups to read help by having a
notebooks. the chapter to specialization. W- Students will
explore their They will include write in their
A- The students meanings information with journals how they
will use glue and their illustrations. depend on the
magazines to T- Students will people mentioned
create a “collage play the online WS- Students
of matching game will do a
specialization.” about economics worksheet about
and production specializations
DA- Students of goods and represented in
who have services. their community
difficulty cutting
will be given
pre-cut pictures
from the
magazines.
Exploration in Exploration in Exploration in Exploration in Exploration in
the Americas the Americas the Americas the Americas the Americas
MT – The MT - The MT - The teacher MT - The teacher MT- The teacher
teacher will teacher will have will have the will have actors will have the
instruct the the students fill students learn a come in to students act out
students on the in a blank map song about reenact the the discovery of
importance of with the route Christopher discovery of America and will
the finding of the that Columbus Columbus and America for the invite the other
Americas. took to America. will also teach students and teacher’s classes
The students will them the “1942” answer any to come and
W – The use their prior poem. The teacher questions that the watch the play.
students will knowledge of will then have the students may
have to write out map skills to students create have. MT/OL - The
what they think complete this their own poems students will act
would have assignment. about Columbus MT/CI - The out the
happened if the and the discovery students will exploration of
Americas had AA/MP - The of America. watch and listen America and will
never been students will fill to actors as they put on a play for
founded. in a blank map MT/MA/LIT - come in to the other classes.
with the route The students will reenact the
MT - The that Columbus learn a song about discovery of
teacher will took to America. Columbus and America. They
introduce to the The students will will them be read will be allowed
students the use their prior some poems about to ask any
exploration of knowledge of Columbus. The questions they
America. They map skills to students will then have after the
will discuss complete this create their own play.
Columbus and assignment. poems about
the route that he Columbus. DA - An aide
took to America DA - These will accompany
on the ship. The students will these students
teacher will read have an aide during the
a book about assist them with performance.
Columbus to the their map.
students.
MT/WS The
students will
read along with
the teacher and
then complete a
worksheet on the
book.
SOL 3.3 and SOL 3.3 and SOL 3.3 and SOL 3.3 and SOL 3.3 and
3.5 3.5 3.5 3.5 3.5
Famous Famous Famous Famous Famous
Explorers Explorers Explorers Explorers Explorers
MT – The teacher GA/A/MT – The MT – The teacher MT – The QZ – Quiz
will introduce the teacher will divide will introduce the teacher will over
students to the class into students to Juan
Christopher groups of three
introduce the exploration
Ponce de Leon by students to and explorers
Columbus and and then each
going to the
why he is such an group will get the Christopher of the
interactive
important supplies they need. Newport and Americas.
explorer. Then each person website www.
surfnetkids.com/ who he was.
in the group will
MT/OL/MU – build one of juan_ponce_de_ The teacher will OL – Present
The teacher will Columbus’s boats Leon.htm. also show and Christopher
teach the students out of egg carton, point out Columbus logs
they rhyme about toothpicks, paper, A – The students Newport’s route to the class.
Christopher etc. The boats will will draw, color, into Virginia.
Columbus. (In be displayed and label a map
1952 around the room.
MT – The
of Florida of A – The students teacher will
Columbus…).
when Juan Ponce will have review the four
MT/R – The
de Leon founded
MT – The teacher teacher will read supplies and will famous
will trace the route “The Log of it.
have to create explorers with
of Columbus and Christopher
MT – The teacher their own fort at the students.
will show the Columbus-The
students where he First Voyage” by will introduce the Jamestown and
landed. Steve Lowe. students to what they think
Jacques Cartier it looked like in
WS/A/M - The W – The students and will show the the past, when
students will will pretend they students on a map Newport helped
complete a were on one of the
where Canada is. bring the
worksheet where ships and will
they have to solve have to keep a founders there.
math problems daily log of their A – The students
and them color the life on the ship. will draw, color, DA – Students
same answered The students will and label a map
who need help
questions to color then present to the of Canada of
in Columbus’s class their logs on when Cartier cutting and
three ships. Friday. founded it. creating will
have an aide.
HW – Study for
quiz tomorrow!
Producers Producers and Producers and Producers and Producers and
and resources resources resources resources
resources
MT - The MT - The teacher MT - The teacher MT - The teacher TEST – Test over
teacher will will have the will have the will have the 3.3, 3.5, and 3.7.
introduce students watch a students read the students research on
human and video about the story, The Three the internet the
capital resources that they Little Pigs out loud different crops that GA/PA - The students
resources and are learning. together. They will can be grown in will bring in the
have a review then discuss the their state due to different foods they
of natural MT/MV - The materials used to their resources. researched the
resources. students will build the house and They will discuss previous day that
They will then watch a movie type of resources the different food were found to be
have the about natural they were. They that can grow and produced in their state
students resources, human will also discuss have a health lesson and they will have a
complete a resource, and further resources based on the food small party eating
worksheet on capital resources. and materials that they find. their food.
this Following the would be needed to
information. movie the students build a house. MT/T - The
will answer a students will use the
MT/WS - The worksheet. MT/RD - The computer to
students will students will read research the
review what the story, The different crops that
natural Three Little Pigs a can be grown in
resources are loud as a class. their state due to
and learn They will then their resources.
about human discuss the They will discuss
and capital materials used to the different food
resources. build the house and that can grow and
type of resources have a health lesson
DA - These they were. They based on the food
students will will also discuss they find.
be allowed to further resources
listen to a tape and materials that
about these would be needed to
resources to build a house.
help reinforce
the http://www.siue.ed
information. u/SIPDC/Library
lesson%20plan/rea
ding1.pdf
Economic Economic Economic Economic Economic
choices and choices and choices and choices and choices and
opportunity opportunity opportunity opportunity opportunity
costs costs costs costs costs
MT - The MT - The MT - The teacher MT - The teacher MT - The
teacher will start teacher will read will explain how will make a list teacher will
to list some History Makes and why oil is on the board of have the
resources that Jobs to the class refined. The things made of students create a
may provide and will explain teacher will also plastic that the timeline of what
people with jobs what services explain the effects students think of. has been
and list them on are. that oil has when covered over the
the board as the not contained GA - The past week on
students add GA/A - The properly and what students will be economic
their ideas. students will health hazards it grouped together choices.
have magazines can cause. to discuss what
WS - The where they will Pictures will be life would be like GA - The
students will cut and match up shown on a power without plastic. students will put
skim through the pictures of point to give a They will write a together a chart
chapter and will services needed visual. paragraph about comparing
try to guess what in a community it in their journals services people
it will be about and services that WS - The students as well as a in Williamsburg
and will write in they would will identify ways humorous song need with
their journals provide. oil is refined and about life without services people
how they came will match plastic. in their town
up with their DA- Students pictures with might need.
answer. with fine motor descriptions on a DA - Student
skill difficulties worksheet. with fine motor
DA - Students will have pre-cut skill difficulties
with writing pictures to MT - The teacher will explain
difficulties will choose from and will create a cause verbally to the
point out their paste onto paper. and effect chart on teacher instead of
answers from the the overhead in their journals.
book and will relating to the
give an refining of oil.
explanation to
their aid.
Purposes of Purposes of Purposes of Purposes of Purposes of
government, government, government, government, government,
rules, and laws rules, and laws rules, and laws rules, and laws rules, and laws
MT - The teacher MT - The MT - The teacher MT - The teacher MT - The
will explain how teacher will will show a video of will explain the teacher will
America became introduce the local government services provided
an independent and how it operates from the
briefly review
United States each day of the
country and what and other positions community taxes.
Government. She
laws they created utilized by the week.
in the Constitution.
will review the government and GA - The students
history of community. will be placed with
America’s GA - The
GA/M - The partners to fill out
students will independence MT - The teacher a worksheet that
students will
create their own and the Bill of will explain the discusses the actively
Constitution in Rights. consequences of function of participate in
groups for their breaking laws and different local
classroom. They MT - The what a violation is. departments government by
will write as a teacher will The teacher will funded by local
group on what our state the different taxes.
having a
explain the simulated
lives would be like law enforcers of
purpose of the classroom
without the laws in local, state and MT - The teacher
Bill of Rights
the Constitution. national will show pictures election and
and why it was government. and explain rights, handling a
MT - The teacher created. And will responsibilities and
discuss the community
will explain what WS - Students will duties as a citizen
structure of the match the following of the U.S. The problem.
rules and laws are
created for and Community terms on a teacher will cover
how they protect Government. worksheet using the military,
the rights of their dictionary: voting, and
citizens. mayor, city council community
members service.
T/WS - Students
WS - The students Police Chief,
will work in the Fire Dept. Chief WS - The students
will think back on
computer lab and Health & Social will be given a
stories read in
class and other
will look up on Services worksheet and they
lessons learned one website as a Terms: appoint, will label yes or no
and pick the class and will approve, elect. to the scenarios
problem and how answer questions given. They will
it was solved. on a worksheet DA - Students with also state what
dealing with the hearing they would do in
government. impairments will the scenario on the
have a hearing aid side.
provided for the
video.
Republic Form Republic Form Republic Form Republic Form Republic Form
of Government of Government of Government of Government of Government
MT - The MT - The MT - The MT - The TEST – Test
teacher will read teacher will teacher will readteacher will over 3.9, 3.10,
a story about the review from the a book on the discuss the and 3.11
American flag day before on American word respect
and what each the colors of the Revolution. The and look it up MT – The
color represents. flag and will teacher will thenin the teacher will
discuss what discuss reasons dictionary. Dr. discuss
WS - The their classroom American Martin Luther segregation a
students will be stands for. colonies fought King and his little deeper and
given a the war and speech will be use examples
worksheet to GA - The taxes. discussed. from the class
color and label students will be Other topics activity form
the partnered up and GA - Students such as the previous
representation of will create a will participate stereotypes and day.
each color. class flag and in a game on segregation will
will share what taxation to better be discussed.
the colors stand understand the
for. Topics on concept. Candy GA/M - The
respect, honor, will be used as students will be
and loyalty will money. placed as
be covered. majority or
minority
DA - Students students and
with visual will discover
impairments will throughout the
be given an extra day what it was
large flag print like to be apart
out. of segregation.
Diversity in Diversity in Diversity in Diversity in Diversity in
America America America America America
MT - The MT - The MT - The MT - The MT - The
teacher will teacher will teacher will give teacher will teacher will
create a map of have the a review game share with the play a relay
the U.S. and student’s think using the large class what other game with the
will have of holidays and U.S. map on the countries do for class to review
pictures to will write what pavement different the
show of the each entails on outside. holidays. information
different foods the board. from the last
each state eats. GA - The CS - Each week.
GA - The students will student will
GA/TE - students will answer questions choose one
Students will have centers in pairs by holiday they did
use the set up and will standing on the on Tuesday and
computer lab color, decorate right state. will present it to
and will be and write the class. Other
assigned a state about their DA - Students classes and
to explore the own holiday at with physical teachers will be
foods they their homes in disabilities will invited to listen
serve and will each station. be wheeled by to the
present it to the their partner. presentations.
class.
DA - Students
with visual
impairments
will have their
computer font
enlarged.
George George Abraham Thomas Thomas
Washington Washington Lincoln Jefferson Jefferson
MT/T – The MT/R – The MT – The MT – The FT – The
teacher will teacher will teacher will teacher will students will
instruct the read a short instruct the instruct the take a field
students on who story, “The students on who students on trip to
George Cherry Tree” by Abraham who Thomas Monticello to
Washington is M.L. Weems, to Lincoln is and Jefferson is and visit the home
and what he did the students what he did that what he did of Thomas
that was about the was important to that was Jefferson.
important by legend of our history. important to
using a power George our history.
point. Washington and W – The
the cherry tree. students will WS – The
MT – The have to write a students will be
teacher will also MT/T – The short paragraph able to use
give the students teacher will about whether or books to
short facts about show the not they would complete a
Washington by students vote for multiple-choice
using the pictures of Abraham worksheet on
website George Lincoln if they Thomas
www.apples4 Washington and had been alive Jefferson.
theteacher.com. his home at Mt. when he was
Vernon at the running for MT – The
A/WS – The online website president. teacher will
students will www. show pictures
color in a mountvernon. OL – The of Jefferson’s
picture of org. students will home in
George read their Monticello and
Washington to W – The paragraphs what it looked
be displayed students will aloud to the like then and
around the complete a class. what it looks
classroom. chart on what like today.
they have DA – These
learned about students will
George have aide read
Washington. their paragraphs
aloud.
Martin Luther Martin Rosa Parks Rosa Parks Thurgood
King, Jr. Luther King, and Thurgood Marshall
Jr. Marshall
MT – The V – The MT – The GA/OL/MO – MT/R – The
teacher will students will teacher will The students teacher will
instruct the watch a video instruct the will be broken read the book
students on who of Martin students on who up into groups. “Through My
Martin Luther Luther King, Rosa Parks is Each group is Eyes,” by
King, Jr. is and
Jr. giving his “I and why she is going to have to Ruby Bridges,
why he is
important to Have a important to perform a skit of to the students
American Dream” American how they would and will
history. The speech. history. have acted and discuss the
teacher will also responded that impact of
discuss the topic W – The MT/W – The day on the bus if being the first
of segregation. students will students will they were Rosa black girl
write their own learn about the Parks. allowed in an
MU/MO – The speech about Montgomery Bus all white
students will what they Boycott and will MT – The school.
sing “Harmony would like to define the word teacher will
and Peace” (to
change about boycott and instruct the W – The
the tune of
“B-I-N-G-O”). the world. segregation in students on who students will
Which will teach their notebooks. Thurgood have to write
the students OL – The Marshall is and in their
about harmony, students will OL – The why he is notebooks how
peace, and love. present their students will important to they would
speeches in come to the front American feel if they
A – The students front of the of the class and history. were Ruby
will create a class. give a three Bridges.
poster with the minute talk on a W – With the
name of the DA – These time in their life help of their DA – Students
person they see
students will when they stood book, the who are not
as their hero.
Then the have an aide up for what they students will mature enough
students can read and/or believed in. write out five for this book
color it and the write their major events in will be read
will be hung speech. Thurgood another book
around the Marshall’s life. in the library.
classroom.
Veterans Day Veterans Day Memorial Day Memorial Day Veterans Day
and
Memorial
Day
MT – The MT/GA/T – MT – The W/WS – The TEST- Test
teacher will The teacher will teacher will students will put over 3.11 and
instruct the pull up an instruct the ten Memorial 3.12.
students on interactive students on Day words in
what Veteran’s Veteran’s Day what Memorial alphabetical MT – The
Day is and word search on Day is and why order and then teacher will
why it is an the website it is an write a brief play a review
important day www.apples important day description of game with the
that needs to 4theteacher.com that needs to be what each word students by
be recognized. /wordfinds. The recognized. means. playing the
students will be The teacher will game around
OL/R/T – The divided into also discuss to MT/GA/T – The the world.
teacher will teams and each the students the teacher will pull
put the poem team will have importance of up an interactive DA – These
“The American to find as many the American Memorial Day students will
Hero” by words in the five Flag. word search on be able to stay
Roger minutes given. the website in their seats
Robicheau, on A- The students www.apples and play if
the overhead W/A – The will construct 4theteacher.com they cannot
and the students will their own mini /wordfinds. The get up and
students will write a letter and flags out of students will be walk around
have to read draw a picture to construction divided into the room.
the poem someone in the paper and teams and each
aloud. military and toothpicks. team will have to
thank them for find as many
W – The what they do. MT/R – The words in the five
students will (The teacher will teacher will minutes given.
have to write have a list of read the short
their own names and story “The
poem about addresses for the Little Drummer
Veteran’s Day. students to write Boy” by Albert
to). Bushnell Hart,
to the students.
SOL 3.4, 3.5, SOL 3.1, 3.2, SOL 3.7, 3.8, SOL 3.10, 3.11, Third Grade
and 3.6 and 3.3 and 3.9 and 3.12 SOL
Geography History Economics Civics Cumulative
Review
MT – The MT – The MT – The MT – The MT – The
teacher will teacher will teacher will teacher will teacher will
review the discuss the review what review the play a review
basic map contributions of resources are, importance of a BINGO game
skills that the Greece and what government and with the
students should Rome, the specialization it, what it does for students about
have acquired. importance of and what good the people. The the
Mali, and the economic teacher will also information
MT/GA/W – exploration of choices are. discuss the they have
The teacher the Americas. diversity of learned over
will one WS – The America. the past year.
student at a WS – The students will
time come up students will be complete a GA/OL.MO – PA – The
and point out given a worksheet where The students teacher will
certain areas on worksheet over they have to list will participate have an end of
a map (i.e. the four the correct in a mock trial the year party
oceans, explorers and resource under where each for the class.
continents, the students the correct group of three
equator, etc). will have to category. will present a
match each problem to the
A – The explorer to his MT/OL – The judge. Each
students will correct country teacher will read group must
draw out their that he aloud a situation have solid
favorite founded. and each student arguments to
location, will have to win their case.
ocean, region, A/W – The discuss whether
etc. that they students will or not it is a
learned about have to write good economic
during the year. and draw out choice.
the major
DA- These contributions of
students can Greece, Rome,
stay in their and Mali.
seats and tell
the teacher
where the area
is located.

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