EDUC 322 INTERDISCIPLINARY UNIT PLAN

By Tiffany Reynolds
Bluefield State College
Social Studies Lesson Plan #1

Name: Tiffany Reynolds Date: March 3 rd,

2016

Subject: Social Studies Topic: Music

Grade: 2nd grade Length of

Lesson: Four or five days

Introduction (Essential Question): What is diversity? What words are involved with diversity? How does
diversity take part in your life? Can you create a song about diversity?

Standard: Civics
Cluster: Civics
Objective:
SS.2.C.4 create a product (e.g., play, multimedia and poster) to demonstrate an understanding
of the diversity in American culture.

Specific Objective: Children will be able to create a song using at least 10 diversity oriented
words with an 80% accuracy.

Method(s): Examples of music for direct instruction, gather information for guided practice, video report
for independent practice, and writing own song for assessment.

Materials: YouTube, Computers, Rubrics

Direct Instruction: For the direct instruction, I would play songs about diversity. These songs are on the
links that follow. https://www.youtube.com/watch?v=nJ1QEE_RXP8 https://www.youtube.com/watch?
v=lldmkrJXQ-E With these songs we could also do physical activity. To have the children follow along
with the lesson, I can print out the lyrics for them to follow.

Guided Practice: After the videos, I would ask the students that after watching the videos what do they
think diversity is. After a couple of answers, I will tell the children exactly what diversity is. After that, I
will ask the students what words they heard during the songs. When the children name the words off, I
will write the words up on the board. The children will then write these words down and we will discuss
the words and definitions as a class. This will be graded by rubric.
Differentiation: Tier 1: For the gifted students, they will need to write the report for the independent
practice a page long and correct grammar and punctuation. For the assessment, they will need to write
the song with the length of a page.
Tier 2: For the grade level students, they will need to write the report for the independent practice three
fourths of a page long and correct grammar and punctuation. For the assessment, they will need to write
the song with the length of three fourths of a page.
Tier 3: For the weak students or students with disabilities, they will need to write the report for the
independent practice half a page long and may need some help with grammar and punctuation. For the
assessment, they will need to write the song with the length of half a page.

Lesson Closure: As I wrap up the lesson, I will ensure that they know about diversity by involving their
own life and involving research. Children will investigate into their own life to see what is different about
themselves and their surroundings. They will also do research into what words are involved with
diversity.

Independent Practice: For homework, children will watch the video on this link.
https://www.youtube.com/watch?v=M5JcGo3FCyk If the children do not know a word on the video, I
will expect them to look it up on google and see what it means. This independent practice will be a
learning experience for the students. I will then want them to write me a report on the video,
summarizing it and telling me what they learned from the video, whether it was new words or a fact
about diversity. This report will be graded by rubric.

Assessment: For the assessment, I would like the children to write a song for me about diversity. They
will do this by researching the different words involving diversity and using them within their song. They
can write about the diversity within their life or within the world. This will be graded by rubric.

Time & Resources: This lesson will take four or five days; one for the direct instruction and guided
practice, one for the independent practice, and two or three days for the assessment.

The More We Get Together - Kids Songs - Children's Songs - Nursery Rhyme - by The Learning Station.
(n.d.). Retrieved March 03, 2016, from https://www.youtube.com/watch?v=lldmkrJXQ-E

Everyone Belongs. (n.d.). Retrieved March 03, 2016, from https://www.youtube.com/watch?

v=nJ1QEE_RXP8

Do One Thing For Diversity and Inclusion - Different. (n.d.). Retrieved March 03, 2016, from
https://www.youtube.com/watch?v=M5JcGo3FCyk
 Rubric for Social Studies #1 Plan

Excellent(10-8) Competent(7-5) Needs Work(4-1)

Guided Practice The student The student The student did
participated with participated with not participate in
the activity and the activity, but the activity and did
took notes when did not take notes not take notes at
needed. at all. all.
Independent Video report was a Video report was a Video report was
Practice thorough summary thorough summary not a thorough
and had great and did not have summary and did
punctuation and great punctuation not have great
grammar. and grammar. punctuation and
grammar.
Assessment The song that was The song that was The song that was
written showed written showed written did not
diversity and had diversity, but did show diversity and
great punctuation not have great did not have great
and grammar. punctuation and punctuation and
grammar. grammar.
SCORE /30
 Bluefield State College
Social Studies Lesson Plan #2

Name: Tiffany Reynolds Date: March 3 rd,

2016

Subject: Social Studies Topic: Music

Grade: 2nd grade Length of

Lesson: Five to seven days

Introduction (Essential Question): What kind of music is associated with West Virginia in the past? What
kind of music is associated with West Virginia in the present day?

Standard: West Virginia History

Cluster: West Virginia History
Objective:
SS.2.WV.4 examine the cultural life of West Virginians through storytelling and various art
forms (e.g., songs, instruments, artwork, photographs, etc.).
SS.2.WV.5 compare and contrast past and present lifestyles of West Virginians.

Specific Objective: Children will be able to list at least three different types of music that is
associated with West Virginia with a 90% accuracy.

Method(s): Discussion for direct instruction, play spoons for guided practice, research as independent
practice, and research paper for assessment.

Materials: Spoons, Rubrics and Computers.

Direct Instruction: For direct instruction, I will first ask the students what kind of music they think of
when they think of West Virginia. After they give me many answers, I will play YouTube videos on West
Virginia music. These videos are found at these links https://www.youtube.com/watch?v=atvcMIVfrrA
https://www.youtube.com/watch?v=yilQYw8RLYI. I will then ask them what kind of instruments they
saw being used in the videos. They will also see how they dance to the music also.

Guided Practice: For the guided practice, I will point out to the children how in one of the videos spoons
are being played. After I show them that part in one of the videos. I will hand out spoons to the children
and we will learn how to play the spoons. They will learn this by watching the video from this link
https://www.youtube.com/watch?v=X5e0TVUC_ko. This will be graded by rubric.
Differentiation: Tier 1: For the gifted students, they will write their assessment research paper to the
length of a page long and have correct grammar and punctuation. They should also be able to use the
spoons without any help during the guided practice.
Tier 2: For the grade level students, they will write their assessment research paper to the length of three
fourths a page and have correct grammar and punctuation. They may need a little help when using the
spoons during the guided practice.
Tier 3: For the weak students or students with disabilities, they will write their assessment research paper
to the length of half a page and may have troubles with grammar and punctuation. They may not be able
to use spoons during the guided practice due to a physical disability, so they would need to use another
instrument for this assignment.

Lesson Closure: As I wrap up the lesson, children will learn about the West Virginia music culture
through activities and research. They will learn through activities by playing the spoons, which are
involved in West Virginias Mountain music. They will learn through research by researching the past
and present musical cultures of West Virginia.

Independent Practice: For the independent practice, the students will do research on West Virginia music
from the past and present. This will be done within class in the computer lab and also at home if possible.
I will give the students two or three days to research. This will be graded by rubric.

Assessment: For the assessment, the students will use the information they have found and write a one
page paper on the information they found. The students will have two or three days to write their paper.
This will be graded by rubric.

Time & Resources: This lesson will take five-seven days; one day for the direct instruction and guided
practice, two or three days for the independent practice, and two or three days for the assessment.

Mountain Music at Clifftop, WV. (n.d.). Retrieved March 03, 2016, from
https://www.youtube.com/watch?v=yilQYw8RLYI

Front Porch Music in West Virginia. (n.d.). Retrieved March 03, 2016, from
https://www.youtube.com/watch?v=atvcMIVfrrA

David Holt: How to Play the Spoons. (n.d.). Retrieved March 03, 2016, from
https://www.youtube.com/watch?v=X5e0TVUC_ko
 Rubric for Social Studies #2 Plan

Excellent(10-8) Competent(7-5) Needs Work(4-1)

Guided Practice The student The student The student did
actually tried to actually tried to not try to play the
play the spoons play the spoons spoons and was
and was respectful and was not disrespectful
to others and respectful towards towards others and
followed others nor followed did not follow
directions. directions. directions.
Independent The research The research The research
Practice found was valuable found was valuable found was
and they had many and they did not invaluable and
sources. have many they did not have
sources. many sources.
Assessment Research paper Research paper Research paper
was well written was well written, was not well
and had great but did not have written and did not
punctuation and great punctuation have great
grammar. and grammar. punctuation and
grammar.
SCORE /30

Bluefield State College

 Social Studies Lesson Plan #3

Name: Tiffany Reynolds Date: March 3 rd,

2016

Subject: Social Studies Topic: Music

Grade: 2nd grade Length of

Lesson: Four days

Introduction (Essential Question): What are the continents of the world? What are the oceans of the
world? Can you identify the continents and oceans on a map and globe?

Standard: Geography
Cluster: Geography
Objective:
SS.2.G.2 identify the continents and oceans on a map and globe.

Specific Objective: Children will be able to identify 75% of the oceans and continents on a
map and globe with an 85% accuracy.

Method(s): Lesson for direct instruction, Stations for guided practice, Video and Questions for
independent practice, and fill in the blank and one-on-one test for assessment.

Materials: Folders, YouTube, Fill in the Blank Test, Rubrics.

Direct Instruction: For the direct instruction, I will teach a lesson oceans and continents. The children
first will observe a map with the titles of the continents and oceans on them. The children will take notes
on this by drawing their own map as well as they can and label each one. They will also learn this on a
globe by observing a globe and finding each continent and ocean.

Guided Practice: For the guided practice, there will be stations set up like a map. These stations will be
labeled by a continent or ocean. At each of these stations there will be a folder with facts on each
continent and ocean. For example, at the station North America there will be a folder with fun facts
about North America. This will also happen with the oceans. For example, at the station Pacific Ocean
there will be a folder with fun facts about the Pacific Ocean. The fun facts about the continents will be
found on https://sites.google.com/a/pacificu.edu/continents-and-oceans-for-kids/continent-fun-facts. The
fun facts about the oceans will be found on http://www.kids-world-travel-guide.com/ocean-facts-for-
kids.html. This will be graded by rubric.
Differentiation: Tier 1: For the gifted students, their summary for the independent practice will be a
paragraph long being ten sentences.
Tier 2: For the grade level students, their summary for the independent practice will be seven sentences
long.
Tier 3: For the weak students or students with disabilities, their summary for the independent practice
will be five sentences long.

Lesson Closure: As I wrap up the lesson, the students will learn about the continents and oceans through
group activities and a musical video. They will learn through group activities by stations that are set up
like the continents and oceans. They will learn through a musical video that was provided that identifies
the continents and oceans and gives facts about them.

Independent Practice: For the independent practice, the children will watch the video provide on the
pasted link. https://www.youtube.com/watch?v=gFIS3aLQPfs After they watch the video, I would like for
them to write a summary on what was talked about and what they learned from the video. I would also
like for them to provide feedback on if this activity was helpful or not. This will be graded by rubric.

Assessment: For the assessment, students will take two tests, one involving labeling and another one-on-
one. For the labeling test, children will be given a map that is blank. They will then label the map with the
correct continents and oceans. For the one-on-one test, children will have a globe in front of them and
asked if they can point at certain continents and oceans. Both of these tests will be graded by rubric.

Time & Resources: This lesson will take four days; one day for direct instruction, one day for the guided
practice, one day for the independent practice, and one day for the assessment.

Ocean Facts for Kids: Atlantic Ocean, Pacific Ocean and Indian Ocean. (n.d.). Retrieved March 03, 2016,
from http://www.kids-world-travel-guide.com/ocean-facts-for-kids.html

Continent Fun Facts - Continents and Oceans for Kids. (n.d.). Retrieved March 03, 2016, from
https://sites.google.com/a/pacificu.edu/continents-and-oceans-for-kids/continent-fun-facts

"Continents and Oceans" by ABCmouse.com. (n.d.). Retrieved March 03, 2016, from
https://www.youtube.com/watch?v=gFIS3aLQPfs
 Rubric for Social Studies Plan #3

Excellent(10-8) Competent(7-5) Needs Work(4-1)

Guided Practice Student follows Student takes Student does not
directions and notes on facts, but take notes and
takes notes on does not follow does not follow
facts. directions. directions.
Independent Video report was a Video report was a Video report was
Practice thorough summary thorough summary not a thorough
and had great and did not have summary and did
punctuation and great punctuation not have great
grammar. and grammar. punctuation and
grammar.
Assessment Student is able to Student succeeded Student failed on
label the continents on one test, but both parts of the
and oceans on the failed on another. tests.
map and point
them out on the
globe.
SCORE /30
 Bluefield State College
Science Lesson Plan #1

Name: Tiffany Reynolds Date: March 3 rd,

2016

Subject: Science Topic: Music

Grade: 2nd grade Length of

Lesson: Two or three days

Introduction (Essential Question): What is sound? What is pitch? Can you examine the change in pitch
and sound?

Standard: Science
Cluster: Content of Science
Objective:

SC.O.2.2.11 explore how sound can change in pitch and volume

Specific Objective: Children will be able to explain pitch and sound with 80% accuracy.

Method(s): Lesson and Video for direct instruction, Experiment for guided practice, Worksheet for
independent practice, and Rubric for assessment.

Materials: Youtube, workbook, large metal spoon, metal pot, red crayon, worksheet, rubrics.

Direct Instruction: For the direct instruction, I will perform a lesson on sound, pitch and loudness.
Within the lesson, the students will be given the definition of sound, loudness, and pitch. They will also
learn how to increase pitch in sound, examples of changes in sound, and ways you can detect sound. Also
the students will watch the video of a young girl making music with glasses and water to get an
understanding of volume, loudness, and pitch. The video is provided by the link.
https://www.youtube.com/watch?
v=RONNBURRolE&list=PLXEqHHN9GMt2qmyRDcsx6cI3AD6KAW1zE&index=4

Guided Practice: For the guided practice, the children will do the experiment provided in the workbook
on page WB220 called Hearing Sounds. With this experiment, the children will learn how sound
bounces off of things and travels back to you. With this experiment, I would have the students grouped
together with 3 or 4 people to a group. The students will be given a piece of paper with the procedure of
the experiment and the questions that they answer as a conclusion. As you look at this guide for the
experiment, you will see how the experiment is followed. This will be graded by rubric.
*See Guidelines in Textbook*
Differentiation: Tier 1: For the gifted students, the children will need to answer all of the questions from
the guided practice and independent practice correctly.
Tier 2: For the grade level students, the children will need to answer at least two of the questions from the
guided practice and independent practice correctly.
Tier 3: For the weak students or students with disabilities, the children will need to answer at least one of
the questions from the guided practice and independent practice correctly.

Lesson Closure: As I wrap up the lesson, children will learn about pitch and sound through an
experiment and worksheet. The student learn through experiment by conducting an experiment that
involves sounds bouncing off buildings and coming back to them. They learn through a worksheet that
involves data.

Independent Practice: For the independent practice, the student will complete the Gather and Record
Data Worksheet on page WB222 for homework. With this assignment, many children can have different
answers and opinions to the questions. Either way, as long as I see an understanding in the assignment,
they will succeed. This will be graded by rubric. *See Worksheet in Textbook*

Assessment: For the assessment, the students will graded on the overall lesson plan. They will have to do
well on the experiment and the independent practice. *See Rubric*

Time & Resources: This lesson will take two or three days; one or two days for the direct instruction and
guided practice and one day for the independent practice.

Orlando, Boston, Dallas, Chicago, & San Diego. (2000). Harcourt science. Pg. 220 and 222. Orlando, FL:
Harcourt School.

Experimenting with pitch and volume. (n.d.). Retrieved March 03, 2016, from
https://www.youtube.com/watch?v=RONNBURRolE

Rubric for Science Plan #1

Excellent(10-8) Competent(7-5) Needs Work(4-1)

Guided Practice Student Student Student does not
participates in participates in the participate and
experiment and experiment, but does not follow the
follows the does not follow the guidelines
guidelines guidelines correctly.
correctly. correctly.
Independent Student gets all Student gets two Student gets one
Practice three of the questions correct. question correct.
questions correct.
Assessment Overall, the Overall, the Overall, the
student did well on student did well on student did poorly
the guided practice one practice, but on the guided
and the poor on the other. practice and the
independent independent
practice. practice.
SCORE /30
 Bluefield State College
Science Lesson Plan #2

Name: Tiffany Reynolds Date: March 3 rd,

2016

Subject: Science Topic: Music

Grade: 2nd grade Length of

Lesson: Three or four days

Introduction (Essential Question): What are the properties of a solid? What are the properties of a
liquid? What are the properties of a gas? Can an object change from one state to another?

Standard: Science
Cluster: Content of Science
Objective:

SC.O.2.2.6 identify materials as a solid, a liquid or a gas and recognize that matter takes
up space, and can change from one state to another.

Specific Objective: Children should be able to identify the properties of a solid, liquid, and
gas with an accuracy of 80%.

Method(s): Lesson and chart for direct instruction, Experiment for guided practice, Report for
independent practice, and One-on-one test for assessment.

Materials: Water, Corn Starch, Subwoofer, cookie sheet, MP3 audio test tone, food coloring, and rubrics.

Direct Instruction: For the direct instruction, I will present a lesson about solids, liquids, and gases. I will
explain the properties of the all of the states of matter with chart in the textbook on page 187. If the
students wish, they can take notes on the lesson. *See chart in textbook*

Guided Practice: For the guided practice, students will do an experiment called Dancing Oobleck. For
this experiment, students will need the materials of water, corn starch, a subwoofer, cookie sheet, MP3
audio test tones, and food coloring. The children will have a paper with the guidelines for the experiment.
With this experiment though, they will learn how music effects the oobleck, changing its state of matter,
whether it is a solid or a liquid. The children will also have to take notes during the experiment, due to
the independent practice. In order to know how the experiment is conducted, you can look at the
guidelines on the website listed. *See guidelines on link* http://www.housingaforest.com/dancing-oobleck/
Differentiation: Tier 1: For the gifted students, their experiment report will need to be ten sentences long.
Tier 2: For the grade level students, their experiment report will need to be seven sentences long.
Tier 3: For the weaker students or students with disabilities, their experiment report will need to be five
sentences long.

Lesson Closure: As I wrap up the lesson, students will learn about states of matter through an
experiment. They learn through the experiment by seeing how music can change certain matter either
into a solid or a liquid.

Independent Practice: For the independent practice, students will write a report on the experiment. They
will explain during what songs the oobleck was a solid, liquid, or gas. They will explain to me why they
think this happened and how they knew that it was a solid, liquid, or gas. If none of states were examined
during the experiment, I would like for the students to explain to me that state and what its properties
are. This experiment report will be graded by rubric.

Assessment: For the assessment, a one-on-one test will be given. During this test, they will have objects
lying in front of them. I will ask them to pick up the solid and they will then do so. I will ask them to pick
up a liquid and they will then do so. I will ask them to explain to me what a gas is and they will then do
so. I will also point out certain objects and ask them whether it is a solid, liquid, or gas. In total there will
be 10 questions. This will be graded by rubric.

Time & Resources: This lesson will take three or four days; one or two days for the direct instruction and
guided practice, one day for the independent practice, and one day for the assessment.

Dancing Oobleck. (2011, March 22). Retrieved March 03, 2016, from
http://www.housingaforest.com/dancing-oobleck/

Orlando, Boston, Dallas, Chicago, & San Diego. (2000). Harcourt science. Pg. 220 and 222. Orlando, FL:
Harcourt School.

Rubric for Science Plan #2

Excellent(10-8) Competent(7-5) Needs Work(4-1)

Guided Practice Student Student Student does not
participates in participates in the participate and
experiment and experiment, but does not follow the
follows the does not follow the guidelines
guidelines guidelines correctly.
correctly. correctly.
Independent Experiment report Experiment report Experiment report
Practice had correct had correct had incorrect
information and information, but information and
was well thought was not well was not well
out. thought out. thought out.
Assessment The student was The student was The student was
able to identify a able to only able to only
solid, liquid, and identify two states identify one state
 gas. of matter. of matter.
SCORE /30

Bluefield State College

ELA Lesson Plan #1

Name: Tiffany Reynolds Date: March 3 rd,

2016

Subject: English Language Arts Topic: Music

Grade: 2nd grade Length of

Lesson: Four days

Introduction (Essential Question): What is rhythm? What are examples of rhythm within songs? Can you
identify the meaning of certain songs?

Standard: Reading
Cluster: Craft and Structure
Objective:
ELA.2.R.C2.1 describe how words and phrases (e.g., regular beats, alliteration, rhymes,
repeated lines) in literary text supply rhythm and meaning in a story, poem, or
song. (CCSS RL.2.4)

Specific Objective: Children should be able to identify rhythm and meaning of at least two
songs with an accuracy of 80%.

Method(s): Lesson and songs for direct instruction, group analysis for guided practice, worksheet for
independent practice, and report on song analysis.

Materials: YouTube, Worksheet, and Rubrics.

Direct Instruction: For the direct instruction, there will be a lesson where I will teach the definition of
rhythm, the definition of meaning, types of rhythm and songs to be played for the children. Rhythm is
anything within a song that shows patterns. The types of different rhythms can be regular beats,
alliteration, or even repeated lines. After the lesson, the children will then listen to the songs to get the
idea of the meaning and rhythm of the songs and enjoy the actual songs themselves. This will continue on
into the guided practice.

Guided Practice: For the guided practice, the students will watch the videos of songs again, but this time
the children will clap with the rhythm of the song in order for them to understand rhythm. Some children
may have a hard time with this, therefore I will clap with them. After each song, the students and I will
have a discussion on the meaning of each song and different types of rhythm in the song. This will be
graded by rubric.

Differentiation: Tier 1: For the gifted students, their assessment report will need to be a page long and
have good punctuation and grammar.
Tier 2: For the grade level students, their assessment report will need to be three fourths of a page long
and have good punctuation and grammar.
Tier 3: For the weaker students and students with disabilities, their assessment report will need to be half
a page long and they may have troubles with the punctuation and grammar.

Lesson Closure: As I wrap up the lesson, the students will learn about rhythm and meaning within songs
by analyzation and a report. They will learn through analyzation by listening to songs and identifying the
types of rhythms and meanings within songs. They will learn through a report by choosing their own song
and finding rhythm and meaning within it.

Independent Practice: For the independent practice, the children will complete a worksheet. This
worksheet will be about rhythm, meaning in lyrics, and songs with rhythm and meaning. This will be
graded by rubric. *See worksheet*

Assessment: For the assessment, the children will choose a song to analyze and conduct a report. They
will explain what song they chose, why they chose it, what the rhythm is within the song, what examples
of the rhythm within the song are, what the meaning in the song is, and how they conducted the meaning
for the song. With this report, it should be punctuated correctly and have excellent grammar. This report
will be graded by rubric.

Time & Resources: This lesson will take four days; one day for the direct instruction and guided practice,
one day for the independent practice, and two days for the assessment.

Rubric for ELA Plan #1

Excellent(10-8) Competent(7-5) Needs Work(4-1)

Guided Practice Student Student Student does not
participates and participates, but participate and
shows does not show does not show
understanding understanding understanding
towards rhythm towards rhythm or towards rhythm or
and meaning. meaning. meaning.
Independent Student gets more Student gets half of Students gets less
Practice than half of the the questions than half of the
questions correct. correct. questions correct.
Assessment Report shows Reports shows Report does not
understanding understanding show
towards lesson and towards lesson, but understanding
has great does not have great towards the lesson
punctuation and punctuation or and does not have
grammar. grammar. great punctuation
or grammar.
SCORE /30
 Bluefield State College
ELA Lesson Plan #2

Name: Tiffany Reynolds Date: March 3 rd,

2016

Subject: English Language Arts Topic: Music

Grade: 2nd grade Length of

Lesson: Four to six days

Introduction (Essential Question): Can you identify the key details of songs?

Standard: Speaking and Listening

Cluster: Comprehension and Collaboration
Objective:
ELA.2.SL.C13.2 recount or describe key ideas or details from a text read aloud or information
presented orally or through other media. (CCSS SL.2.2)

Specific Objective: Children should be able to describe the key details in at least three
songs with an accuracy of 80%

Method(s): Listen to songs and lesson on key details for direct instruction, analyze songs for guided
practice, analyze individual song for independent practice, and presentation for assessment.

Materials: YouTube, Computer, and Rubrics.

Direct Instruction: For the direct instruction, there will be a lesson on key details and songs that will be
played. For this instruction, the students will mainly just listen to the songs and try to think upon the key
details of the songs.

Guided Practice: For the guided practice, the kids will once again listen to the songs. After each song, the
students and I will figure out the key details for each song. The students should be taking notes
throughout this guided practice. This will be graded by rubric.
Differentiation: Tier 1: For the gifted students, they will need to analyze at least 10 lines of a song for the
independent practice. Also for the assessment, they will need to have at least 7 key details on their
presentation.
Tier 2: For the grade level students, they will need analyze at least 7 lines of a song for the independent
practice. Also for the assessment, they will need to have at least 5 key details on their presentation.
Tier 3: For the weaker students or students with disabilities, they will need to analyze at least 5 lines of a
song for the independent practice. Also for the assessment, they will need to have at least 3 key details on
their presentation.
Lesson Closure: As I wrap up the lesson, the students will learn about key details through analyzation
and a presentation. Through analyzation, the students will learn about key details by thoroughly
examining a song. Through the presentation, the students will learn about key details by presenting that
only and not minimal details.

Independent Practice: For the independent practice, I will choose a couple of songs, write the song title
and who sings the song on slips, and let the children pick the songs out of a hat. I will let the students
know that this assignment will involve them printing out the lyrics to the song that they chose and
analyze each line within this song. After the instruction, the children will be taken to the computer lab to
print out the lyrics to their song. We would then return to the classroom and have each child analyze each
line of each song. If they are not finished with this assignment at the end of the class, they will take it
home for homework. If they are finished, this will be graded by rubric.

Assessment: For the assessment, the children will get their analysis from the independent practice back
and be asked to present their song. For this presentation the children will have to make a poster board
with the song title, artist, and key details on it. They will also explain how they found these key details
within the song. While a student is presenting their presentation to the class, the other children will write
evaluations for each presentation. The presentation and evaluations will be graded by rubric.
Time & Resources: This lesson will take four-six days; one day for the direct instruction and guided
practice, one or two days for the independent practice, and two or three days for the assessment.

Rubric for ELA Plan #2

Excellent(10-8) Competent(7-5) Needs Work(4-1)

Guided Practice Student Student Student did not
participated and participated, but participate nor
took notes. did not take notes. take notes.
Independent Student analyzed Student did not Student did not
Practice the song analyze the song analyze the song
thoroughly and thoroughly, but did thoroughly and did
supplied key supply key details. not supply key
details. details.
Assessment Presentation Presentation had Presentation had
showed creativity many sources of no source of key
and had many key details, but detail and no
sources of key there was no creativity.
details. creativity.
SCORE /30
 Bluefield State College
ELA Lesson Plan #3

Name: Tiffany Reynolds Date: March 3 rd,

2016

Subject: English Language Arts Topic: Music

Grade: 2nd grade Length of

Lesson: Three or four days

Introduction (Essential Question): Can you ask questions that begin with the words who, what, where,
when, why and how? Can you answer questions that begin with the words who, what, where, when, why
and how?

Standard: Reading
Cluster: Key Ideas and Details
Objective:
ELA.2.R.C1.1 ask and answer key ideas such questions as who, what, where, when, why and
how to demonstrate understanding of key details in literary text. (CCSS
RL.2.1)

Specific Objective: Children will be able to ask and answer at least 5 questions beginning
with who, what, where, when, why and how with an 85% accuracy.

Method(s): Video for direct instruction, Discussion for guided practice, Reading for independent practice,
and Answering questions for assessment.

Materials: Textbook, YouTube, Chalk, Chalkboard, Test and Rubrics.

Direct Instruction: For the direct instruction, the students will watch the video that is provided
https://www.youtube.com/watch?v=iZk-WVKOHDw. The video explains what the words who, what,
where, when, why and how explain. Who explains a person, what explains a thing, where explains a place,
when explains a time, why explains reason, and how explains everything listed above. We may watch this
two times in order for the students to get the idea of what the lesson is on.
Guided Practice: For the guided practice, the students will ask questions they want to know that involve
these words and the questions will be answer. I will start the practice by asking if they have any who
questions and they will ask and I will answer. I would then move on to what questions, where questions,
when questions, why questions, and how questions. These questions will be answered throughout the
guided practice. This will be graded by rubric.

Differentiation: Tier 1: For the gifted students, they will answer most of the questions correct on the
assessment.
Tier 2: For the grade level students, they will answer at least three fourths of the questions correct on the
assessment.
Tier 3: For the weaker students or students with disabilities, they will answer at least half of the questions
correct on the assessment.

Lesson Closure: As I wrap up the lesson, the students will learn about questions that deal with the words
who, what, where, when, why, and how through discussion and reading. They will learn through discussion
by asking questions that deal with the words above and answering them. They will learn through reading
by answer questions that deal with the words above that involve the story.

Independent Practice: For the independent practice, the children will read from the textbook the story
The Bremen Town Musicians on page 286-300. Throughout this story, they will need to think of
questions that start with who, what, where, when, why, and how because for the assessment they will be
using this story. This story will help for the children to learn about teamwork.

Assessment: For the assessment, there will be a test with multiple questions that involve the beginning
words for the lesson. These questions will be about the story that they read for the independent practice.
This test will be graded by rubric. If I see that the children read the story by showing they have correct
answers for the questions they children will also be graded by rubric with the reading.
Time & Resources: This lesson will be taught in three or four days; one day for the direct instruction and
guided practice, one day for the independent practice, and one or two days for the assessment.

Who What Where When Why How? - Rockin' English Questions Song. (n.d.). Retrieved March 03, 2016,
from https://www.youtube.com/watch?v=iZk-WVKOHDw

Foresman, S. (2013). Reading Street Common Core. Hoboken, NJ: Pearson.

Rubric for ELA Plan #3

Excellent(10-8) Competent(7-5) Needs Work(4-1)

Guided Practice Student Student Student does not
participates and participates, but participate and
answers correctly. answers does not answer
incorrectly. correctly.
Assessment Student shows that Student shows that Student shows that
they read the story they read the story, they did not read
and gets the but gets many the story and they
questions correct questions wrong. get questions
on the test. wrong.
 SCORE /20

Bluefield State College

Math Lesson Plan #1

Name: Tiffany Reynolds Date: March 3 rd,

2016

Subject: Mathematics Topic: Music

Grade: 2nd grade Length of

Lesson: Four days

Introduction (Essential Question): Which hand on the clock is the minute hand? Which hand on the clock
is the hour hand? Can you tell and write time from an analog clock? Can you tell and write time from a
digital clock?

Standard: Measurement and Data

Cluster: Work with time and money.
Objective:
M.2.MD.7 tell and write time from analog and digital clocks to the nearest five minutes, using
a.m. and p.m. (CCSS Math.2.MD.7)

Specific Objective: Children will be able to read time on a clock within five minute spans
with 90% accuracy.

Method(s): Lesson and video for direct instruction, Hula Hoop activity for guided practice, Telling Time
Cards for independent practice, and Conduct a schedule for assessment.

Materials: YouTube, 1 Hula Hoop, Rubrics.

Direct Instruction: For the direct instruction, I will teach a lesson on basic time and telling time by five
minutes. The children will learn how the short hand is the hour hand and the long hand is the minute
hand. They will learn where each five minutes takes place on the clock. They will also learn how to read a
digital clock by a.m. and p.m. After that, the children will watch the video provided by the link below.
https://www.youtube.com/watch?v=RBvmO7NgUp0 This video is helpful because it starts with the basics
of reading a clock and then moves forward to telling time by every 5 minutes. It is also helpful because it
involves both an analog clock and a digital clock. Also throughout the lesson, I will have in the classroom
a flower clock that looks like the image below. This will help children through assignments and refer to it.

Found at https://kidsncoupons.wordpress.com/2012/06/06/teaching-kids-how-to-tell-
time/

Guided Practice: For the guided practice, we will do a hula hoop activity at circle time. With this, I will
tape a hula hoop up on the board and label around the hula hoop like a clock. This clock will not have the
hands drawn on it yet, but will have a dot in the middle. The students will receive the directions of being
given a time and to draw the short and long hands on the clock with the correct time. First though, I will
model an example for them. For example, I give myself the time of 7:30 and I will draw the short hand
towards the 7 and the long hand towards the 6. With this activity, I will start the children off with simpler
times, like 2:00 or 12:30. After that, I would move on to more difficult times, like 3:55 or 8:15. This
activity was found at http://www.firstgradenest.com/search/label/Math and is pictured below. This
activity will be graded by rubric.
Differentiation: Tier 1: For the gifted students, they should get most of the time cards correct during the
independent activity.
Tier 2: For the grade level students, they should get at least three fourths of the time cards correct during
the independent activity.
Tier 3: For the weaker students or students with disabilities, they should get at least half of the time cards
correct during the independent activity.

Lesson Closure: As I wrap up the lesson, the students will learn about time through visuals and activities.
They will learn through visuals by the flower clock for the classroom. They will through activities by the
hula hoop activity and the time cards.

Independent Practice: For the independent practice, the children will go to a station that involves telling
time cards. On these cards there is a picture of an analog clock that has a time on it. Underneath the
clock, there are 3 different times and the children will choose the time by placing a cloths pin on the
correct answer. I would also incorporate a digital clock with this activity and have the choices listed
below with both a.m. and p.m. I will be organized with this by calling up students one by one and after
they are finished I check their answers and move on with another student. This activity was found at
http://lifeovercs.com/192-printable-time-clip-cards/. This will be graded by rubric.

Assessment: For the assessment, the students will write their own schedule throughout the day. They will
write out when they wake up, when they take a shower, when they brush their teeth, when they eat
breakfast, when they go to school, and so on. They could record down anything they would want to.
When they write their schedule down, I would like them to draw beside the times an analog clock and a
digital clock with the correct time. This will be graded by rubric.

Time & Resources: This lesson will be taught in four days; one day for the direct instruction and guided
practice, one day for the independent practice, and two days for the assessment.

What's the Time? (n.d.). Retrieved March 03, 2016, from https://www.youtube.com/watch?
v=RBvmO7NgUp0
Teaching Kids how to Tell Time. (2012). Retrieved March 03, 2016, from
https://kidsncoupons.wordpress.com/2012/06/06/teaching-kids-how-to-tell-time/

Second Grade Nest. (n.d.). Retrieved March 03, 2016, from

http://www.firstgradenest.com/search/label/Math

192 Printable Time Clip Cards. (n.d.). Retrieved March 03, 2016, from http://lifeovercs.com/192-
printable-time-clip-cards/

Rubric for Math Plan #1

Excellent(10-8) Competent(7-5) Needs Work(4-1)

Guided Practice Student Student Student does not
participates and participates, but participate and
answers correctly. answers does not answer
incorrectly. correctly.
Independent Student follows Student answers Student does not
Practice directions and correctly, but does answer correctly
answers correctly. not follow and does not follow
directions. directions.
Assessment Schedule is written Schedule is written Schedule is written
correctly and correctly, but incorrectly and
analog and digital analog and digital analog and digital
clock is drawn. clock is not drawn. clock is not drawn.
SCORE /30
 Bluefield State College
Math Lesson Plan #2

Name: Tiffany Reynolds Date: March 3 rd,

2016

Subject: Mathematics Topic: Music

Grade: 2nd grade Length of

Lesson: Four days

Introduction (Essential Question): What is a dollar bill and what is its value? What is a quarter and what
is its value? What is a dime and what is its value? What is a nickel and what is its value? What is a penny
and what is its value? Can you use money symbols correctly? Can you count money value within a word
problem?

Standard: Measurement and Data

Cluster: Work with time and money.
Objective:
M.2.MD.8 solve word problems involving dollar bills, quarters, dimes, nickels and pennies,
using $ and symbols appropriately. Example: If you have 2 dimes and 3 pennies,
how many cents do you have? (CCSS Math.2.MD.8)

Specific Objective: Children will be able to count money whether adding it in or

subtracting it with an 85% accuracy.

Method(s): Lesson and video for direct instruction, Store activity for guided practice, Worksheet for
independent practice, and word problem test for assessment.
Materials: YouTube, Store Items, Play Money, Worksheet, Test, and Rubrics.

Direct Instruction: For the direct instruction, I will teach a lesson on money. I will show the symbols $
and . The symbol $ is for dollars and the symbol is for the number of cents. I will bring out fake money
to model what is what. I would bring out a dollar and tell them that this is the value of $1. I would bring
out a quarter and tell them that this is the value of 25. I would bring out a dime and tell them that this is
the value of 10. I would bring out a nickel and tell them that this is the value 5. I would bring out a
penny and tell them that this is the value of 1. For the direct instruction, I will also show them the video
from the link and explain to them any questions about the video. Students will need to take notes during
this direct instruction.
https://www.youtube.com/watch?v=VRG8SIbBIFg
Guided Practice: For the guided practice, we will do a store activity. I will set the classroom up like a
store and have on certain objects price values. I will give students certain types of coins and have them
buy certain objects. Each student will have the chance to participate in this activity. For example, I will
ask a student to go and buy a pencil. They will then go pick up the pencil and it will have a price on it.
They will then pay me with the coins that they have available. If the pencil is 10 and they only have a
nickel and five pennies, this will help for them to learn that you do not have to use a dime in order to buy
it. If a child needs help through this activity, I and the class as a whole can help the student. This will be
graded by rubric.

Differentiation: Tier 1: For the gifted students, they should get most of the questions correct on the
independent practice worksheet.
Tier 2: For the grade level students, they should get at least three fourths of the questions correct on the
independent practice worksheet.
Tier 3: For the weaker students or students with disabilities, they should get at least half of the questions
correct on the independent practice worksheet.

Lesson Closure: As I wrap up the lesson the children will learn about counting money through a musical
video and activity. The children will learn through the musical video by its repetitiveness. The children
will learn through the activity because of the reality of the activity.

Independent Practice: For the independent practice, the children will have a worksheet provided for
them. On this worksheet, there will be questions of them adding up and subtracting down coins by
pictures and also word problems on adding and subtracting coins. This will help children to identify with
images and also words. This will also help with the assessment later on in the lesson. If the children show
that they struggled with the word problems, I will go over this with them in order for them to pass the
assessment. This will be graded by rubric.

Assessment: For the assessment, there will a test provided for the children that will be all word problems
dealing with adding and subtracting coins. The test will be found on
http://www.dadsworksheets.com/v1/Worksheets/Money%20Word
%20Problems/Easy_Money_Word_Problems_Add_Subtract_V1.html. The students have shown that
they can do this through their independent practice. This test will be graded by rubric.
Time & Resources: This lesson will be taught within four days; one day for the direct instruction, one day
for the guided practice, one day for the independent practice, and one day for the assessment.
Coin song.wmv. (n.d.). Retrieved March 03, 2016, from https://www.youtube.com/watch?
v=VRG8SIbBIFg

Math Worksheet for Money Word Problems Easy Addition and Subtraction Retrieved March 03, 2016,
from http://www.dadsworksheets.com/v1/Worksheets/Money%20Word
%20Problems/Easy_Money_Word_Problems_Add_Subtract_V1.html

Rubric for Math Plan #2

Excellent(10-8) Competent(7-5) Needs Work(4-1)

Guided Practice Student Student Student does not
participates and participates, but participate and
answers correctly. answers does not answer
incorrectly. correctly.
Independent Student gets more Student gets half of Students gets less
Practice than half of the the questions than half of the
questions correct. correct. questions correct.
Assessment Student gets more Student gets half of Students gets less
than half of the the questions than half of the
questions correct. correct. questions correct.
SCORE /30
 Worksheet on Adding and Subtracting Coins for Independent Practice
Answer the question by feeling in the blank with the amount that is correct and show your work.
1.

2.

3.

4.

Answer the word problems correctly by filling in the blanks and show your work.
1. If Susan buys an apple that costs 75 cents and she pays the cashier with one dollar, how much many does
Susan get back?
_____________________________________________________________________________________________
_____________________________________________________________________________________________

2. If Jack had one dollar and sold his piece of candy for a penny to Janet, then how much money does Jack have in
conclusion?
_____________________________________________________________________________________________
_____________________________________________________________________________________________

3. If Jane had a quarter and found a penny on the ground on her walk to school, how much money does Jane have if
she picks up the penny?
_____________________________________________________________________________________________
_____________________________________________________________________________________________