Curriculum

Project
Phoenix Middle School
Jessica Hartle, Emily Laffin, Katie Urbanczyk, Emily Chrostowski, Sarah Price

ABSTRACT
In our curriculum we focus on the idea of Self Discovery. We believe that middle
school students are going through a stage in their lives when they are discovering
who they are, what they like, where they come from and how they fit into the
world around us. For our school the curriculum focuses on this idea as we try and
help our students answer these questions. Some of our lesson plans focus on
their heritage, where they came from, and the importance of their cultures while
others are to promote self interests, for example art, athletics, music, ect. Each
lesson we plan try to help students discover themselves and find their place in our
society.

Belief Statement:

We believe middle schoolers are at the time in their lives where they are in a period of
self discovery

We believe that literacy is a key concept in all aspects of curriculum and essential to daily
life.

We believe that students learn in a variety of ways. We believe in addressing each

students learning modalities and multiple intelligences.

We believe that our responsibility as teachers is to be there for the students academically
and non-academically. Effectively incorporate curriculum into the classroom, creating a
community of students and an environment where they all feel safe and welcome.

Team Expectations:

Students are expected to be dedicated to their learning. They need to be open to learning
and discovering new topics while putting their best self forward. Teachers are expected to
be there for their students both academically and non-academically while incorporating
different cultures into the classroom. We believe that teachers learn along with their
students. We also expect teachers to collaborate with one another, showing teacher
leadership by being willing to set their own ideas aside for the betterment of their
students. Both teachers and students are expected to come together to promote a sense of
community that is centered around mutual respect. This aligns with the Ohio Standard
for Educators which states Teachers should collaborate and communicate with students,
parents, other educators, administrators, and the community to support student learning.

Guidance and Support Services:

Vision Statement:
o

The goal of our guidance and support services is to build a community that helps
students succeed collectively and individually through the use of a buddy system,
peer relationships, and staff support.

Guidance Counselors: We envision one counselor per grade that stay with the
students throughout their middle school experience. By moving with the students
we hope that the relationships between the counselor and students will grow. We
believe by doing this students will feel comfortable going to their counselors for
reasons academic and nonacademic.

The Welcome Committee: We believe in the importance of peer relationships,

instilling a welcome committee into our school 8th and 9th graders will be able to
share their experiences and knowledge about the school to incoming students.
Members of the Welcome Committee will be available throughout the year to
help the transition for new students.

New student activity day: New students come to school the day before classes start and
have the opportunity to walk through the school with members of the Welcome
Committee. They are also able to walk through their own schedule and meet other new
students and teachers. There will be a cultural picnic put on by the 8th and 9th graders
introducing the idea of our multicultural influence in classroom curriculum. Available
during the picnic there will be various around the world activities and games.

Programs and Policies that Foster Health, Wellness and Safety:

Vision Statement: We believe in providing programs to promote physical and mental

wellness within the students by giving students opportunities to be active, become
educated about their health and have fun! By involving the families and community we
hope to encourage wellness outside of the school walls. We believe in creating a school
in which parents feel safe sending their students to as well as the students feel safe
attending.

Monday Morning Movement: Every Monday morning we will make available an

optional aerobic activity for students and parents if they wish to participate. Some
activities include ZUMBA, Jazzercise, kickboxing, yoga and many more.

Breakfast Bonding - on occasions students will be able to come to school early with
their parents or guardians and enjoy breakfast and bonding with each other.

Savvy with Safety Day: Students will take a day out of classroom learning and participate
in school wide activities learning various skills that will help them be safe throughout
their lives. Activities include fire safety, self-defense, CPR, stranger danger, and more.

Monday

Tuesday

- Oatmeal
- Peanut Butter Bread
- Eggs
- Apple
- Banana
- Milk
- Milk/Juice

Wednesday

Thursday

Friday

- Pancakes
- Strawberries
- Eggs
- Milk

- Eggs
- Bacon
- Whole Wheat toast
- Milk

- Cereal & Milk

- Banana
- Cheese Stick
- Milk

We want to provide a healthy and well-rounded breakfast for all of our students, at no
cost to them. Students can either come to school early to receive breakfast or grab it
quickly before they head to class. Breakfast is the most important meal of the day and we

want each and every one of our students starting their day right by giving them a
delicious and healthy breakfast. Again recommended by Christie Laffin, Register
Licensed Dietitian and Wellness Coach/Consulting Clinical Dietitian for the Buckeye
Ranch in Grove City, Ohio.

Monday

Tuesday

Wednesday

Thursday

Friday

- Chicken
Quesadilla
- Steamed
Broccoli
- Diced Pears
- Milk

- Grilled Cheese
w/ Tomato Soup
- Carrot Sticks
- Red Grapes
- Milk

- Pizza
- Salad w/
cucumber dressing
- Mixed Fruit
- Milk

- Tangerine
Chicken
- Savory
Brown Rice
- Corn
-Fortune
Cookie
- Applesauce
- Milk

- Hamburger
(Whole Wheat Bun)
- Baked Fries
- Tropical Fruit
Salad
- Broccoli
-Milk

We want to incorporate our health and wellness into all aspects of our school. This means
providing a well-rounded lunch for our students. Each day we will offer lunches that are
both delicious and healthy so that the students enjoy lunch and the parents can feel safe
knowing that theyre students are eating healthy food at school. Christie Laffin, Register
Licensed Dietitian and Wellness Coach/Consulting Clinical Dietitian for the Buckeye
Ranch in Grove City, Ohio, recommended this lunch menu as one that would be a healthy
alternative to the typical meals served at most schools around the country.

Meeting Needs for Students with Exceptionalities:

We believe in giving every student the support and resources to succeed both
academically and socially. When addressing students with exceptionalities, we believe
that inclusion and co-teaching is essential for effective, high quality learning. All staff

members are expected to be welcoming and supportive of all students, regardless of if

they are on an IEP or not. We want to create an environment where students with
exceptionalities feel comfortable and accepted by their peers. When addressing families
of students with exceptionalities we will make the school environment as welcoming and
accommodating as we can, focusing on positives and strengths of the students rather than
negatives and limitations. By utilizing community resources we will have ample
organizations that can be helpful for families of students with exceptionalities outside of
the classroom. For resources that we may not be able to provide we will work hand-inhand with the community to make those resources available at any time.

Co-teaching: We believe that special education teachers and general education teachers
should work together to make the material accessible to all students. By working
together, students will be getting the best education they can and should be getting inside
the classroom. General education teachers will be welcoming to special education
teachers and view them as equals.

Sensory Room: Sensory rooms have been known to be highly effective for students with
exceptionalities. Using a wide variety of therapeutic materials our sensory room will be
useful for a number of students physically, cognitively and developmentally. According
to the Brooklyn Childrens Museum, A sensory room is a space where students can
engage and explore their senses. The interactive equipment provides a multisensory
experience with visual, auditory, tactile, vestibular, and gross motor activities. Thats
what we want to establish for our students with exceptionalities. A place where they can
feel safe and comfortable to grow physically and mentally. Our staff of special education

teachers will be trained and equipped with all the tools they need to run a successful
sensory room.

Inclusion: We strongly believe in involving each and every student into the general
education classroom. We believe that when students work together and are more peer
oriented, they will gain more from the curriculum. Inclusion will help our students with
exceptionalities grow academically as well as help develop their social skills in and out of
the classroom. In all of our classrooms we will implement one general education and one
special education instructor that equally share in teaching the lessons to the class. We
believe that in order to most effectively reach all of the students, both the general and
special education teachers must share in all aspects of instruction, including making the
lessons, giving the lessons to the students, grading all homework and handing out any
assessments.

Background of Students and Community:

Description of Community: Our school is based in a multicultural community in

Cleveland, Ohio. This community is in the process of rebuilding. This causes some
tensions because not everyone is ready to change. We hope that by getting our students
involved in the community we will promote enthusiasm about the progression and
positive aspects of a growing community. During the school year we will have students
participate in community service activities. Which might include cleaning up parks,
planting gardens, food drives, and painting buildings/playgrounds/etc. To promote
community togetherness our school will host various cultural activities such as holiday
celebrations and a community wide cultural festival.

Description of Students:
o

The school population consists of about 90-100 students per grade level

Students with exceptionalities represent 15-30% of the school population

English Language Learners represent roughly 20% of the total school population

The gifted population of our school is about 10%

Each of the Learning Modalities is represented in our school. We address these

modalities by varying our teaching and assessment strategies.

We understand that each student learns in his or her own unique way, and
allowing them to use their unique intelligences will promote better
comprehension.

We believe in incorporating the different cultures students bring to the classroom

in a positive way by encouraging students to explore their personal history while
learning about one another.

Relationship and Connections between School, Home and Community

o

School - Families - Community Article

Parents are encouraged to take an active role in the schools community.

Research has shown that students will be more successful in school when their
parents are actively involved (higher test scores and grades, better attendance,
more positive attitudes and behavior, and higher graduation rates). (pg. 8.4) 252
article

To make parents feel comfortable we will have flexible schedules when needing
to meet with parents. Make it easy for parents to attend meetings by addressing

the practical problems they may have, e.g., providing child care, accommodating
families work schedules. (pg. 8.5) 252 article
o

Through the rebuild, we hope to collaborate with businesses and organizations

that will create bonds within the community. Developing relationships with the
broad spectrum of community services and businesses is important to the schools.
Both parties have a great deal to gain by supporting and collaborating with one
another. (pg 8.10) 252 article

We hope to create a symbiotic relationship with the community that is both

educational and beneficial for all. Partnerships with the community are
particularly effective when both parties receive a benefit. A partnership should
have an educational focus and should be designed to enhance learning. (pg 8.11)
252 article

We expect our teachers to be aware of the demographics of our student body and
comply with the Ohio standard for educators that states, Teachers understand
student learning and development and respect the diversity of the students they
teach.

Curriculum Rationale
We live in a democratic society in which everyone will eventually be expected to
participate in one way or another. The way we see it, a successful democratic society is one in
which all individuals are able to participate effectively. This effective participation stems from
the recognition of ones personal strengths, needs, and beliefs in relation to the strengths, needs
and beliefs of others. This being the case, it is the goal of education to prepare students for their

10

eventual roles in this society. Through our focal point of self-discovery, we hope to help students
discover who they are and how they can best fit into society. According to Brown and Knowles,
Developing an identity involves many aspects of ones personality. Young adolescents begin to
form identities as they choose values and beliefs and set goals for themselves. The middle school
years are marked by an almost constant search for an identity in many areas: gender, ethnicity,
culture, sexuality, spirituality, and concerns about ones future life.
Since the future of a society lies in its present students, it is the responsibility of society
to instill certain values and beliefs if the current system is expected to continue. However,
students should also be encouraged to cultivate their own ideals and principles regarding society
so that necessary changes can be made over time. We plan to have students take an active role in
society through service opportunities and various cultural events throughout the year. By
fostering a strong bond between our school and the community, it is our hope that students will
become aware of current events and realize how they are able to utilize their skills to influence
the society.
Our curriculum strives to promote not only an interest in community, but also an interest
in education. When students have a personal connection to their educational experience, they are
generally more motivated in their learning. We will foster this connection through self-discovery
activities and an exploration of their personal history. Furthermore, we plan to encourage
students to ask their own questions throughout the learning process.
Human beings are constantly gathering information both inside and outside of the
classroom, and it is the role of formal education to organize what has been learned. Our plan is to
utilize experiential learning in order to give students a well-rounded and diverse education. By
incorporating experiential learning students have a more personal connection to the material

11

covered in the curriculum, resulting in greater comprehension of the information and more
enthusiasm for education as a whole.
Furthermore, we expect that teachers continually gather new information as well. As they
observe and learn from their classrooms, we expect them to formulate new ideas that will help
students learn the material. Since we expect our students to become lifelong learners, we would
hope that our teachers lead by example.
The information that students will take away from our school depends greatly on the
individual. No one aspect of knowledge is more useful than any of the others. However, what an
individual finds most useful will depend on their personal circumstances. Since students have
various learning modalities and multiple intelligences, what they view as most important to learn
can differ greatly. For example a student with a more naturalistic intelligence would find
learning about nature more necessary than a student with a more artistic intelligence. With this
being said, it is still important to make sure students have a well-rounded education, but students
should be encouraged to focus on their own interests and talents.
Through our educational focus of self-discovery, students will gain knowledge regarding
who they are, how they interact with one another, and where they fit into the community. This
knowledge will help them make decisions as members of a democratic society.

Course Description
We have decided to organize our school as a year round school. The students begin each
new year in late July and end the year in mid June. Since school lasts all year, students have
slightly longer breaks between each term.

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Our schools central focus is the concept of self-discovery. We have based the content
around various questions students might ask when trying to learn more about themselves: Who
am I? Where am I from? Why do I look like this? What do I like to do? What do I believe? How
do I fit into the community? What do I want to do in the future? We also will ask students to
formulate their own questions that they would like to think throughout curriculum. We will be
utilizing the unfoldment theory in this regard as students will be directing their own learning
(Tracay & Morrow 24). We will use this theory in our classrooms by allowing teachers to learn
from students and encourage students to follow their own interests and take some responsibility
for their own learning.
Seventh grade students will focus on questions about what they like to do. During this
first year of school there is a strong emphasis placed on taking various electives. We offer a wide
variety of electives including art classes, music classes, gym classes and many more. Here we are
utilizing the KWL approach, a form of webbing, which takes what students already know, ask
what they want to know and finishes by discussing what they want to learn about a certain topic
(Tracey & Morrow 78). We want students to have the opportunity to explore their interests
outside of the typical education classes and we hope to expose them to things that they may not
have considered previously. Seventh grade students will also begin discovering where they are
from on the local scale. This will include the immediate community, the state and they country in
which they live.
Eighth grade students will continue to explore these questions and they will focus more
deeply on certain aspects. Now that students have taken a variety of electives and know which
appeal to them most, they will be encouraged to focus on the ones most interesting to them. In
the content courses we will focus on a few key questions. The question, why do I look the way

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that I do, will be answered through an exploration of genetics that will incorporate both the
science and math content areas. This lesson will end with a project of creating a family tree,
which transitions nicely into the next key question: Where do I come from? This time we are
searching a little bit deeper than we were in seventh grade by asking students to look into their
personal history. Students will interview family members and write a paper on how their family
came to be the way it is today. Accommodations will be provided for students of varying
circumstances during this project. Students who come from single parent homes will only need
to focus on the side of their family that they know, and students who are adopted will have the
option to discover their biological parents or to focus on their adopted familys culture in which
they were raised.
Ninth grade students will have the unique experience of tracing their heritage back a few
generations and experiencing the multiple cultures by partaking in a world tour. After
determining where they are from in the eighth grade, students will work together to map out
some of the key destinations among their collective backgrounds and plan out a trip that will take
them around the world. This cumulative project will incorporate all content areas in one way or
another. Students will learn math by figuring out currency exchanges and distance traveled.
Science will come into play as we discuss climates, ecosystems and various diseases prevalent in
various parts of the world. We will use social studies as we explore the histories and current
policies of our various destinations. Finally, Language arts will be included since students will be
expected to keep a journal of their travels and write a reflection about their journey once we
return. As ninth grade comes to a close and students prepare to move on to high school they will
focus on what they want to do in the future. Upon their return, students will engage in reciprocal
teaching as they share what they have learned with other students (Biemiller 36).

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Through all three years of our school students will be expected to participate in the
community. Currently the surrounding neighborhoods are in the process of a rebuilding and our
students will help promote a sense of involvement. Our goal is to address the needs of the
community in a way that allows the students to use their personal skills to benefit others. Even
after the community has rebuilt we hope to maintain this strong connection between school and
community. This inquiry learning allow students the opportunity to participate in a democratic
society and discover ways to work collaboratively (Tracey & Morrow 59).
Another aspect that comes into play during all three years of our school is the time set
aside for silent reading or extra help. Students will grasp certain concepts at different rates There
are more students who The engagement theory states that students who are more motivated to
read will read more frequently. (Tracey & Morrow 75). Since students have the option to read
whatever they like, we hope that they will be more motivated to do more reading.
We also hope to address the multicultural aspects of our students, our community and the
world. One way we will do this is to have various cultural festivals throughout the year where
students will be able to express their cultural background and experience the culture of others.
Some ideas for these festivals are a local block party and a winter holiday festival. In our
classrooms, we strive promote cultural acceptance by encouraging students ask questions
regarding their own culture and the culture of others. Furthermore, students will be able
comment on and add to discussions about their own cultures as see they see fit, and they will feel
comfortable knowing that they are in a welcoming environment. Students who are English
language learners are welcome into the classroom and encouraged to maintain their own identity.
Teachers will encourage those English language learners to share their native language with the

15

class. For example, vocabulary words will be gone over in both languages, which builds an
additional vocabulary for all students.
Students with exceptionalities will be incorporated into the general education classroom
as much as possible. We will strive for little to no pull out sessions and the overuse of resource
rooms. We believe that students with exceptionalities should be given the chance to learn
alongside their typically developing peers. Teachers will be open to co-teaching and welcome the
intervention specialists into the classroom as an equal. Differentiation will be implemented into
the course curriculum for students with exceptionalities; they will learn the same content and
topics but in a way that is most effective for them. Our school will have ample amounts of
resources for our students with exceptionalities to use to enhance their learning and we will also
provide resources that families and students can use outside of the classroom to reinforce what
they are learning inside the classroom. We believe in creating a safe environment for those
families of students with exceptionalities, a place where they can feel comfortable coming in and
addressing whatever topic needs to be addressed, regardless of if its positive or not. Our
teachers will be dedicated to their students and their learning and do whatever they can to give
these students the best education possible. In regards to the curriculum, our students with
exceptionalities will be expected to participate in all activities and educational requirements to
the best of their abilities and our special education staff will do whatever they feel fit to achieve
this goal.

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Student Assessment:
In our school, we believe that knowledge a student has learned can be assessed in a
number of ways. Every student has a different strength, a different style of learning and a
different way of being able to communicate what they have learned. We want to keep testing to a
minimum and allow students to show their knowledge in other creative aspects. This aligns with
the Ohio standard for educators that states, Teachers understand and use varied assessments to
inform instruction, evaluate and ensure student learning.
We dont plan on getting rid of testing completely. Tests can be a very helpful way of
finding out what students know. This is why before a lesson we will be giving pre-test. This
allows the teachers to have an understanding of what students already know and what the teacher
needs to focus on. Throughout the lesson, depending on what is being taught, there is a
possibility of mini quizzes. These are just to make sure the students and teacher are on track. An
example of a lesson that might have mini quizzes is a language arts/science lesson. There are
many vocabulary words in science so to make sure the students know the vocabulary words,
there might be a mini quiz.
However, the main assessment of a students knowledge of the subject matter or lesson
will not be a test. We believe that a true assessment would be allowing the students to pick their
form of representation. For example, the ninth grade students in our school participate in a world
trip. After, they have a project that brings together everything they have learned throughout their
3 years in our school. It would be ineffective if we had every student make a PowerPoint, so the
students get to decide how they present their information. Some students might decide to make a
play, while others write a reflection of their years here. This allows our students to be creative
and reflect who they are, not only in the information, but the presentation.

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A specific assessment we plan on using in our classrooms are curriculum-based

measurements. CBMs were initially formulated to assess students progress in reading. We will
use CBMs to assess students fluency, automaticity, and comprehension of the material theyre
reading. Since we will be utilizing texts from various cultures, which will be of varying difficulty
levels, we will use CBMs to progress monitor students comprehension and make sure they are
staying on track (Kuhn, Schwanenflugel & Meisinger 241-242).

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School Name
2014-2015 School Calendar

July 2014
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August 2014

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September 2014

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October 2014
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January 2015
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April 2015
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Student and Teachers Daily Schedule

7th Grade
Daily
Schedule

Monday

Tuesday

Wednesday

Thursday

Friday

9:00-9:30

Homeroom

Homeroom

Homeroom

Homeroom

Homeroom

9:3510:25

Elective

Elective

Elective

Elective

Elective

10:3011:25

Language

Language

Language

Language

Language

11:3012:30

lunch
recess

lunch
recess

lunch
recess

lunch
recess

lunch
recess

12:351:05

silent reading/
extended
learning

silent reading/
extended
learning

silent reading/
extended
learning

silent reading/
extended
learning

silent reading/
extended
learning

1:10-3:00

Content Block

Content Block

Content Block

Content Block

Content Block

Daily
Schedule

Monday

Tuesday

Wednesday

Thursday

Friday

9:00-9:30

Homeroom

Homeroom

Homeroom

Homeroom

Homeroom

9:3510:25

Language

Language

Language

Language

Language

10:3011:25

Elective

Elective

Elective

Elective

Elective

11:3012:30

lunch
recess

lunch
recess

lunch
recess

lunch
recess

lunch
recess

12:351:05

silent reading/
extended
learning

silent reading/
extended
learning

silent reading/
extended
learning

silent reading/
extended
learning

silent reading/
extended
learning

1:10-3:00

Content Block

Content Block

Content Block

Content Block

Content Block

8th grade

20

9th grade
Daily
Schedule

Monday

Tuesday

Wednesday

Thursday

Friday

9:00-9:30

Homeroom

Homeroom

Homeroom

Homeroom

Homeroom

9:3511:25

content
block

content
block

content block

content block

content block

11:3012:30

lunch
recess

lunch
recess

lunch
recess

lunch
recess

lunch
recess

12:351:05

silent reading/
extended
learning

silent reading/
extended
learning

silent reading/
extended
learning

silent reading/
extended
learning

silent reading/
extended
learning

1:102:05

Language

Language

Language

Language

Language

2:10-3:00

Elective

Elective

Elective

Elective

Elective

Teacher schedule
7th&8th grade
Daily Schedule

Monday

Tuesday

Wednesday

Thursday

Friday

9:00-9:30

Homeroom

Homeroom

Homeroom

Homeroom

Homeroom

9:35-11:25

planning

planning

planning

planning

planning

11:30-12:30

lunch

lunch

lunch

lunch

lunch

12:35-1:05

office hours

office hours

office hours

office hours

office hours

1:10-3:00

class

class

class

class

class

Daily Schedule

Monday

Tuesday

Wednesday

Thursday

Friday

9:00-9:30

Homeroom

Homeroom

Homeroom

Homeroom

Homeroom

9:35-11:25

Class

Class

Class

Class

Class

11:30-12:30

Lunch

Lunch

Lunch

Lunch

Lunch

12:35- 1:05

office hours

office hours

office hours

office hours

office hours

1:10- 3:00

Planning

Planning

Planning

Planning

Planning

9th grade

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Electives
Visual Art:

Drawing - Students will learn the fundamentals of drawing: Lines, shading, contrast,
perspective, scale, etc.

Painting - The focus of this class will be on the various painting mediums. Students will
experiment with water colors, acrylic paint and oil paints. They will also learn about
different styles of painting.

Sculpture - Also known as 3D art. Students in this class will make paper mache projects,
clay sculptures, and jewelry.

Photography - Students in this class will experiment with taking pictures. They will focus
on lighting and composition. They will also look into photo editing.

Performance

Choir - Students in this class will learn how utilize their voice in order to produce music.
This will include lessons in reading music.

Strings - Students will learn the basics of various string instruments including violin,
viola, cello, bass, and guitar.

Percussion - This class will focus on teaching students the basics of rhythm.

Theatre - The focus of this class is to become comfortable performing on a stage.

Students will put on a short play at the end of this class.

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Gym

Dance - This class gets students moving with the music. Students will learn line dances,
the waltz, swing dancing, and modern dancing.

Racquet sports - Students will participate in the following sports: Tennis, badminton,
Ping-Pong, and pickle ball.

Team sports - The sports emphasized in this class focus on the team element. Students
will play soccer, basketball, baseball/softball, and volleyball.

Outdoor activities - This class has students getting outside and trying new things.
Students will attempt archery, rock climbing, hiking, biking and frisbee.

Technical Education

Video Production - Students in this class will learn how to create videos. During the time
this class is offered, students will assist in making video announcements for the entire
school.

Wood Shop - Students in this class learn how to use tool and the safety elements required
to work with those tools. Projects will include a birdhouse, chairs, and a box.

Metalworking - This class teaches students how to work with metal. Students will learn
skill such as how to weld and casting

Computer skills- In this class students will learn how to make documents, powerpoints
and spreadsheets, create web pages, make blogs, and how to program.

Home Economics

Cooking - Students will learn how to prepare basic meals and snacks. They will also learn
how to be sure food is safe.

Sewing - Students will learn how to embroider, knit, and use a sewing machine.

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Health - The focus of this class is to teach students how to maintain a healthy lifestyle.

Finance - This class is organized in a way that teaches student the necessary life skills of
how to handle money.

Language
All Students in our school are expected to take a foreign language course. We offer Spanish,
Chinese, French, American Sign Language and German. English Language Learners are exempt
from this requirement since they are already learning a new language. However, they are
encouraged to take a Language class if they would like. An option that we hope some English
Language Learners will use is to act as a mentor in their native language. Students in the
language courses will have the opportunity to Skype with students from other countries who
speak the language they are learning.

LESSON PLAN ORGANIZER

Social Studies/ English
Student Performance Objective:
Students will be able to distinguish between peoples opinions and determine whether they agree
of disagree. They will also be able to determine how a persons background and opinion
influences their perspective of a situation.
HIS.68.8b Distinguish between examples of agreement and disagreement based on a given
situation.
HIS.68.9b Explain the meaning of compromise.

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Common Core Reading Standard 5.RL. 6 states "Describe how a narrator's or speaker's point of
view influences how events are described.
Students will read Bull Run by Paul Fleischman, and do research on the Civil War. By the end of
the lesson they should be able to explain the disagreement between the North and South, as well
as what happened (compromises) were settled upon after.
Literacy Rationale and Component:
The engagement theory is used during this lesson because students are given the opportunity to
work in small groups with other students.
Also the KWL approach During the first day of class the students are asked what they know
about the Civil War already.
Key Academic Language:
Compromise
Agreement
Disagreement
Point of view
vocab from the book
Materials:
Bull Run by Paul Fleischman
Poster board
Notebooks
Computer Cart
Procedure

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Day 1- Introduction to the Civil War, when it took place. Students use the computer lab to
answer the following questions first before research and then after.
When was the Civil War Fought?
What states were on which sides?
Generalize what the war was fought about
Homework- Read pages 1-30 of Bull Run.
Day 2- Discuss the first two chapters. Go over vocab. Where was the Battle of Bull Run? What
are some reasons the characters got involved in the battles?
Homework- Read pages 30-65 of Bull Run
Day 3- Discuss the different views of the battle from each character's perspective. Go over
vocab
Have the students create a chart of the characters names and their views on the situation.
Have the students work in groups
Answer: Why are the characters ideas of the battle so different?
Homework- Read pages 65- of Bull Run
Day 4- Introduce final project. Go over vocab. Go over and discuss last nights homework.
Homework- finish the book.
Day 5- Work on Project. Talk about the end of the book/ vocab
Day 6- work on project
Day 7- Present
Differentiations based on learning modalities/multiple intelligences
Students with exceptionalities will be allowed to listen to the reading on tape or in their small
groups the students can read aloud to each other. Students will also be provided with a sheet that

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has guided vocab, they will be given the vocab word with the definition, but there will be pieces
of the definition taken out and they will have to fill in minimal words. When in the computer lab
students will also be allowed to verbally answer the questions to either of the teachers. The
students will be able to choose their own form of representation for the end of the project. This
allows students to showcase their abilities. We will also address any other accommodations and
modifications the students may have on their IEP and also make sure that each lesson follows the
UDL model. For our gifted students we will provide them with more questions to answer when
they are in the computer lab, questions that allow them to dig deeper into the reading and explain
more about their opinions. For ELL students we will provide vocab that they may not know in
their target language and allow them to work through the questions with a partner or answer the
questions aloud to either of the teachers.
Assessment describe the tool you would use and what specifically is being assessed
Students will pick a character from the book to focus on. It will be their job to create a
representation of their characters life and reasons for their participation in the battle. They will
have to show how their characters beliefs/opinions/background influence the retelling of the
events in the book. The last day of the lesson, students will present their project and how their
characters beliefs contradict or agree with anothers.

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Lesson Plan Organizer

Why do I look the way that I do?
Standards
Math
CCSS.Math.CONTENT.8.SP.A1: Construct and interpret scatter plots for bivariate measurement
data to investigate patterns of association between two quantities. Describe patterns such as
clustering, outliers, positive or negative association, linear association, and nonlinear association.
Science
LS.68.10a: Make a list of traits that are passed through DNA.
LS.68.12a: Explain how an inherited trait gets passed onto the next generation.
LS.68.12c: Identify and inherited trait.
Student Performance Objective:
Students will be able to predict what traits will be displayed based on genetic factors, show
where certain traits came from and determine the genetic factors
Literacy Rationale Component:
Unfoldment Theory This lesson attempts to answer a question that many middle school
students ask everyday: Why do I look the way that I do? Since this is something students are
curious about, they will be more interested in the lesson.
Inquiry Based Learning Students will be working together on parts of their projects.
Key academic Language:
Generation
Inherited
Trait

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Dominant
Recessive
Punnett squares
Family Tree
Probability
Scatter Plots
Outliers
Linear association
Nonlinear association
Clustering
Materials:
Text Book
Graph Paper
Punnett Square sheet
List of traits
Colored pencils/markers.
Procedure:
Students will begin this lesson by reading the corresponding chapter in their textbook with their
reading group. They will be using the Textmasters approach in which one student will create
questions, one will summarize, one will find the vocabulary and one will create a graphic
organizer (Wilfong 2009). After all students have done the reading we will discuss it as a class.
Students will then practice using Punnett Squares using the Punnett square worksheet.

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Next Students will randomly generate two parents: a mother and father. The probability for
different traits will vary since these traits are not represented equally among the population.
Students will decide how they want to randomly generate which traits they use. Once the parents
have been generated randomly, students will use Punnett squares to determine what their child
might look like and draw a picture of this offspring.
Next students will take a look at their own traits. Students will gather data based on the class and
make graphs to display this data.
Finally students will examine their own families. By talking to relatives they will determine
where their traits have come from and make predictions of some traits they might show. They
will then create a family tree and write up a summary.

Differentiations:
Adopted students and students who are in foster care will have options regarding how they will
complete the final project. They can use their biological family if they want or they can make up
a theoretical family if they want. If they would prefer to make up a family tree of their adopted
family, they can figure out what traits might have been displayed if they were genetically related.
If none of these options are desirable, students may speak with the teacher to come up with a
plan for another project.
We will make sure to address all accommodations and modifications that are present on each
students IEPs. We will also make sure that each lesson plan follows the UDL guidelines,
incorporating multiple means of representation, multiple means of action and expression and
multiple means of engagement. Students with exceptionalities will be given the opportunity to
listen to the chapters on tape or the teacher and or other students can read it aloud to them.

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Students with exceptionalities will be put into small groups with other typically developing
students to promote peer relations and the bettering of their skills. Both teachers will be around
the room to direct groups in the work that they are working on. Because all students have to
discuss with their relatives about their traits, we will send home a sheet with already formulated
questions for them to read from. They will be allowed to formulate their own questions but they
will have this sheet to guide them.
For gifted students we will allow them to go deeper into the formulation of genes, if they pick up
on it very quickly we will allow them to look at the genes of their siblings and or extended
family. For ELL students we will provide vocab in their target language, give more explanation
of the idea of genes and allow them to work with peers and or teachers in formulating their genes
and the genes of their families. We will do our best to send home a sheet of questions in their
families target language so that they can still discuss the questions asked in class with their
parent or guardian.
Assessment:
Student assessment will be based off a final project for this unit. Students will make a family tree
depicting their own background and where their traits came from. Students will also write a short
summary of their findings that uses key terms appropriately.

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Literacy Rationale:
In order for our students and teachers to be successful a strong literacy background is not
just ideal, but rather it is necessary. Our school is based on the idea of self-discovery because
middle schoolers are in a period of change in their lives, where they are slowly figuring out who
they are and the person they want to be. Our curriculum encourages hands-on experiential
learning, but that does not mean literacy skills are any less important. In order to be a successful
student in any subject or a functioning member in a democratic society one must be literate.
People are faced with various types of texts everyday that they must read and comprehend
whether they are shopping in the grocery store, need instructions to repair something, creating a
lab report after performing an experiment, etc.. Along with literacy components included in
every major subject, we have set aside time in our daily schedule for silent reading and extended
learning.
Our school is essentially based in the ideals of the Engagement Theory. The engagement
theory states students who are motivated to read will read more frequently, highly engaged
students read eight times more than disengaged students. It also emphasizes use of themes,
student choice, hands-on activities, variety, and social collaboration. The next theory our school
involves in the curriculum is reciprocal teaching. This theory is when the teachers give the
students a chance to teach their peers in small groups, and we are going to incorporate this by
having our students do a presentation after their world trip to the grades younger than them. That
gives them a chance to teach their peers all about what they learned on the trip. Inquiry learning,
created by John Dewey is designed to produce involved citizens capable of successfully
participating in and contributing to a democratic society and curriculum that stresses the
development of cognitive abilities like reasoning and decision-making. We involve inquiry

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learning when students are encouraged to participate in the community and help develop ways to
better their community and themselves.
Next we include the Unfoldment Theory, which is when learning is most facilitated
through a natural unfolding of the mind based on individual curiosity and interest. We included
that when we let the students try each different extra curricular activities in the seventh grade,
and then choose what ones they want to focus on in their future grades. We want our students to
focus on the subjects they are most interested in and will gain the most from learning, instead of
making them take certain courses they may not be fascinated with. The last theory our school
focuses on is the KWL approach. That is when you ask the students what they already KNOW
about a topic, WHAT they want to learn about that topic and what they LEARNED after we
teach them that topic. Well use this approach throughout their time in our school, allowing
students to voice their opinions on what they want to focus on during a lesson. This will help
keep the lessons interesting and engaging for the students. This will also help prevent teachers
from teaching students information they already know. Those five theories are going to be
incorporated into our curriculum to make our students experience the best it can be while gaining
the most knowledge as possible.

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Works Cited
Biemiller, A. (1999). Language and Reading Success. USA: Brookline Books.
Brown, Dave F., Knowles Trudy. 2007. What Every Middle School Teacher Should Know.
Childrens Brooklyn Museum. (2014). Sensory Rooms. Retrieved From
http://www.brooklynkids.org/index.php/discover/sensory-room#
Kuhn, M. R., Schwanenflugel, P. J. & Meisinger E. B. (2010). Aligning Theory and Assessment
of Reading Fluency: Automaticity, Prosody, and Definitions of Fluency. Reading
Research Quarterly. 45(2). 230-251.
Tracey, D. H. & Morrow, L. M. (2012). Lenses on Reading: An Introduction to Theories and
Models.( 2nd ed.) New York: The Guilford Press.
Wilfong, L. G. (2009). Textmasters: Bringing literature circles to textbook reading across the
curriculum. Journal of Adolescent & Adult Literacy, 53(2), 164-171.

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