Standard 5

Standard 5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in
critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
This document includes the 5 lesson plans from my social studies unit on the Trail of Tears done in EDU 370.
This unit covered the issue of one group of people (the American Indians) being treated unfairly by another
(the US government). Students explored the reasons for the Trail of Tear from different perspectives such as
from the perspective of a soldier or an Indian being forced to move. Because of this students were able to
critically and creatively think about the experience and come to the conclusion that an event like the Trail of
Tears should not happen again. For these reasons, I believe that this unit applies to Standard 5.
***Reminder: All fields must be completed prior to submission.
Name: Aaminah Durham Grade: 4th
Lesson Trail of Tears Intro Date: March 13, 2017

Title:
CCGPS or GPS Standard(s):
SS4H6 The student will explain westward expansion of America between 1801 and 1861.
c. Describe the impact of westward expansion on Native Americans.
ELAGSE4SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
VA4AR.2 Uses a variety of approaches to understand and critique works of art.
d. Interprets and evaluates artworks through thoughtful discussion and speculation about the mood, theme, and
intentions of those who created a work of art.
Classroom/Lesson Context (please check the following that apply):
__x__ Whole Group _____ Small Group _____ One-on-One _____ Students with IEPs/504s _____ ELL Students
____ Other (Please specify: _______________________________________________________________________)
Please specify the number of students:
__9___ Girls __11___Boys
Individual Education Plan Goal(s) and Benchmarks specific to this lesson:
n/a
Learning - Focus Strategies
Essential Question(s)
1-3 BIG ideas! How How did westward expansion impact the Native Americans?
can these questions be
What methods can be used to depict and explain our understanding of the Trail of Tears?
used to guide your
instruction?
Central Focus/Lesson I can describe the impact of Westward expansion on the Native Americans.
Objective(s)
I can depict and explain the Trail of Tears through art, writing and discussion.
Objectives are
measurable and
aligned with the
standard.
Academic Language Language Functions (Identify the purpose for which the language is being used, with attention
to goal and audience- the one verb from the standard; ex. demonstrate.)
What is the key
language demand?
Explain, Describe, Interpret, Evaluate, Understand, Critique
What academic
language will you
teach or develop?
What are the key Language Vocabulary (Identify key, content specific words for this lesson: examples of
vocabulary words vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters,
and/or symbols? settings, descriptions, dialogue, stage directions. Additionally, include words within a text
necessary for students’ comprehension.)
Caravan, Cherokee, Chickasaw, Choctaw, Creek, and Seminole
Academic Language Demand (Identify one of the following: reading, writing,

listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding –support- depending on the needs of the students throughout the lesson.)
Writing, speaking
Materials Pictures of The Teardrop is the Essence of the Trail of Tears by Max Standley (painting) and
The Trail of Tears by Robert Lindneux, Trail of Tears BrainPop video
What resources can be
used to engage
students?
Introduction to
Lesson/
Students will consider the concept of home. On the board 3 questions, will be displayed:
Activating Thinking
 What feelings, thoughts, and pictures come to mind when you think of home?
What is the ‘hook’ for  How would you feel if you suddenly had to leave your home forever?
the lesson to tap into  What items would you take with you if you could only take what you could carry?
prior knowledge and
develop students’ Students will write their responses on a sheet of paper and allow a few students to share their
interests? This should response.
tie directly into the
lesson’s objective and
standard and should
promote higher level
thinking. How will you
introduce the content
specific vocabulary
words?
***Use knowledge of
students’ academic,
social, and cultural
characteristics.
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences): Questions will be displayed on the board.
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Students will write response to questions
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs and/or

504s in addition to students below and/or above grade level- cognitive and/or affective):
n/a
Management Plan: Students will be timed for 3-5 minutes to do their writing
Body of Lesson/
Teaching Strategies
What will you have the

students do after you
introduce the lesson
to learn the
standards? What
questions will you ask
to promote higher Students will see the two paintings depicting the Trail of Tears displayed on the board. With a
level thinking? partner, they will discuss the painting using question prompts from the teacher:
 What do you see? What first stands out to you?

 What appears to be happening? Why do you think that?
What opportunities  In what way are the paintings the same? Different?
will you provide for  If you were to give these paintings a title, what would you name them?
students to practice
content language/
Students will watch a BrainPop video introducing the Trail of Tears.
vocabulary? What
language supports will
you offer?
sentences):
n/a
Paired Discussion

n/a
Management Plan: Using Teach-OK students will discuss questions in pairs.

Closure/
Summarizing
Strategies:
On an exit ticket, students will write one thing they learned from the video and one thing they
How will the students still have a question about.
summarize and/or
share what they have
learned to prove they
know and understand
the standard(s) and its
vocabulary? Will you
provide opportunities
for students to apply
new knowledge while
making connections to
prior learning?
sentences):
n/a
Students will write response to video on exit ticket

Management Plan: n/a
Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).
Evaluation
Every standard listed Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as such;
above must be remember to identify both formative & summative assessments throughout the lesson):
assessed and included.
Questions to consider
while planning: n/a
How will students
exhibit an
understanding of the
lesson’s objectives?
How will you provide
feedback? What
evidence will you
collect to demonstrate
students’
understanding/master
y of the lesson’s
objective(s) including
their usage of
Assessment Plan for Learning Objectives (This is a plan and should be written as such;
vocabulary?
remember to identify both formative & summative assessments throughout the lesson):
Students’ responses to concepts of home and exit tickets will be used as assessment.
Reflection/Analyzing
Teaching
Effectiveness
Reflection includes
characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.
***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.
Lesson Trail of Tears Date: March 14, 2017

Title:
VA4PR.1 Creates artworks based on personal experience and selected themes.
a. Interprets visually the big ideas (community, identity, nature, justice, conflict) and broad themes (mother and child,
love, war, loss, family) in open-ended ways that resonate with personal meaning.
VA4PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing,
painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.
a. Produces drawings with a variety of media (e.g., pencils, crayons, pastels, and charcoal).
__9___ Girls ___11__Boys
n/a
Essential Question(s) How did westward expansion impact the Native Americans?
1-3 BIG ideas! How What methods can be used to depict and explain our understanding of the Trail of Tears?
used to guide your
instruction?
Objective(s)
Objectives are
measurable and
aligned with the
standard.
What is the key
language demand?
What academic
language will you
teach or develop? Explain, Describe, Create, Interpret, Understand, Apply, Produce
What are the key
vocabulary words Language Vocabulary (Identify key, content specific words for this lesson: examples of
and/or symbols? vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters,
settings, descriptions, dialogue, stage directions. Additionally, include words within a text
stockade

Writing, reading
Materials Samuel’s Memory (story), Trail of Tears slideshow, art materials such as markers, colored
pencils, and drawing paper
used to engage
students?
Introduction to
Lesson/
Activating Thinking
Ask students to think about a trip they took that didn’t go so well and why it was a bad trip.
What is the ‘hook’ for They will tell this story to their partners. Volunteers will be called upon to share their story.
the lesson to tap into
prior knowledge and
develop students’
interests? This should
standard and should
specific vocabulary
words?
***Use knowledge of
characteristics.
sentences):
n/a
Explaining to partner a story that happened to them

n/a
Management Plan: Teach-OK, timer
Body of Lesson/
Teaching Strategies
What will you have the

students do after you
introduce the lesson
to learn the  Trail of Tears powerpoint. Students will be able to take notes as we go through the
standards? What powerpoint and discuss it
questions will you ask  Students will read Samuel’s Memory, a story that recounts a boy’s journey and sorrow
to promote higher on the Trail of Tears
level thinking?  Students will produce artwork through drawings that depict how it may have felt to be
in Samuel’s place. To inspire this, students will be give questions like “What is the most
difficult experience Samuel endured? How would you feel if you were Samuel, and you
and your family were forced to evacuate your home?” If students do not have time to do
What opportunities their drawings in class, they will be assigned it for homework.
will you provide for
content language/
vocabulary? What
you offer?
sentences):
PowerPoint
Trail of Tears worksheet for notes

n/a
Management Plan: I will call upon students around the room to read.
Closure/
Summarizing
Strategies:
How will the students

summarize and/or
know and understand Students will be asked to respond to this question on an exit ticket: If your friend was absent
the standard(s) and its from class today and asked what you learned in social studies today, what would you tell
vocabulary? Will you them?
new knowledge while
prior learning?
sentences):
Exit ticket
Writing a response to a question

n/a
Evaluation
while planning:
How will students

exhibit an
lesson’s objectives? n/a
feedback? What
evidence will you
students’
y of the lesson’s
their usage of
vocabulary?
Assessment will be taken from response to exit ticket in closing.

Teaching
Effectiveness
Reflection includes
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.
***Reminder: All fields must be completed prior to subm

ission.
Lesson Trail of Tears Date: March 15, 2017

Title:
ELAGSE4RI3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what
happened and why, based on specific information in the text
ELAGSE4W4: Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience.
VA4PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing,
painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.
a. Produces drawings with a variety of media (e.g., pencils, crayons, pastels, and charcoal).
e. Creates paintings with a variety of media (e.g., tempera, watercolor, acrylic).
VA4AR.2 Uses a variety of approaches to understand and critique works of art.
d. Interprets and evaluates artworks through thoughtful discussion and speculation about the mood, theme, and
intentions of those who created a work of art.
__X__ Whole Group _____ Small Group _____ One-on-One _____ Students with IEPs/504s _____ ELL Students
__9___ Girls ___11__Boys
n/a
used to guide your
instruction?
Objective(s)
Objectives are
measurable and
aligned with the
standard.
What is the key
language demand?
Explain, Describe, Produce, Understand, Apply, Create, Use, Interpret, Evaluate
What academic
language will you
teach or develop?
What are the key
vocabulary words Language Vocabulary (Identify key, content specific words for this lesson: examples of
and/or symbols? vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters,
critique

Writing
Materials Post-it notes, cup or bucket to hold numbered slips

used to engage
students?
Introduction to
Lesson/
Activating Thinking
What is the ‘hook’ for

prior knowledge and Students will be given a 5 question quiz based off the powerpoint and discussion from the
develop students’ previous day.
standard and should
specific vocabulary
words?
***Use knowledge of
characteristics.
sentences): quiz
area speak, write, and participate): students will circle answers to questions

Questions can be read aloud
Body of Lesson/
Teaching Strategies  The artwork that students did for homework will be displayed around the room with a
numbered post-it note on each one so that students could refer to it by number. Students
What will you have the will draw from a basket/cup of number slips. The number will correspond with the
students do after you artwork. Students will write a short answer to a list of critiques displayed on the board
introduce the lesson such as “What ideas and emotions does this art express?” or “What is happening or
to learn the being respresented?” Students will return their number and draw another one,
standards? What repeating the process. This is repeated once more. Students will be able to retrieve their
artwork and see the critiques.
 Students will have a choice of a writing piece-Trail of Tears Diary or Letter to
to promote higher
President Jackson.- Diary: Students will write journal entries assuming the persona of
level thinking? a Cherokee who was forced on the Trail of Tears. The first entry will explain who they
are, what life as a Native American is like, and how they felt about rumors of Indian
removal. In the second entry, students will tell details of what it is like to be removed
What opportunities from their home and walking the Trail of Tears. In the third entry, students will give
will you provide for details on their impressions and thoughts once they settle in the West with their tribe.
Letter: Students will assume the person of a Cherokee that does not want to leave their
students to practice home. The letter must have all the proper parts including 3 paragraphs. An effort
content language/ should be made to persuade Jackson as to why Indian removal is wrong and should not
happen. Students can finish this all in one class period, but this assignment will be due
vocabulary? What on Friday. They can also choose to work in pairs.
you offer?
sentences):
Instructions listed on the board and slips of paper
Students write critiques on post-it notes, students write journal entries or a letter

Students can work with a partner

Management Plan: Students cannot write negativity in critiques or make fun of another’s
artwork; Students must take turns writing in writing assignment if writing in pairs.
Closure/
Summarizing
Strategies:

summarize and/or
know and understand Jeopardy Question: An answer will be displayed on the board pertaining to tomorrow’s topic
the standard(s) and its such as “1,000 miles.” Students will work in pairs to come up with what they believe to be the
vocabulary? Will you question for this answer: “What is the distance that the American Indians traveled on the Trail
provide opportunities of Tears?” The correct question will be revealed at the next lesson.
new knowledge while
prior learning?
sentences):
Answer is displayed on the board
Students will work with partner to come up with question

Management Plan:
Evaluation
while planning:
How will students

exhibit an
feedback? What
evidence will you
students’
y of the lesson’s
their usage of
vocabulary?
Assessment will be taken from artwork and quiz responses.

Teaching
Effectiveness
Reflection includes
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.
Name: Grade: 4th
Aaminah Durham
Lesson Trail of Tears Word Problems Date: March 16, 2017

Title:
MGSE4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes,
masses of objects, and money, including problems involving simple fractions or decimals, and problems that require
expressing measurements given in a larger unit in terms of a smaller unit.
ELAGSE4RI3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what
happened and why, based on specific information in the text
ELAGSE4W4: Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience.
___9__ Girls __11___Boys

n/a
Essential Question(s) How did westward expansion impact the Native Americans?
1-3 BIG ideas! How What methods can be used to depict and explain our understanding of the Trail of Tears?
How can word problems be used to understand the Trail of Tears?
used to guide your
instruction?
Objective(s)
Objectives are
measurable and
aligned with the
standard.
What is the key
language demand?
What academic
Explain, Describe, Use, Engage, Follow, Review, Produce
language will you
teach or develop?
What are the key
vocabulary words
and/or symbols? Language Vocabulary (Identify key, content specific words for this lesson: examples of
vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters,
n/a

Demonstrating
Materials Trail of Tears slideshow, maps of Trail of Tears Route, Word problem that asks how fast the
Native Americans traveled when traveling the Trail of Tears
used to engage
students?
Introduction to
Lesson/
Activating Thinking
The lesson will start with us going over the Jeopardy exit ticket from the previous day asking
What is the ‘hook’ for the for students to give the question to the answer 1,000 miles. Students will then finish writing
the lesson to tap into notes from the Trail of Tears PowerPoint
prior knowledge and
develop students’
standard and should
specific vocabulary
words?
***Use knowledge of
characteristics.
sentences): Trail of Tears PowerPoint
area speak, write, and participate): Students will write notes corresponding to PowerPoint

More time will be given to write down notes
Body of Lesson/
Teaching Strategies
What will you have the  Students will look at a map that show the routes Native Americans took traveling the
students do after you Trail of Tears. In pairs, they will draw/trace the routes on a modern-day map.
introduce the lesson  Students would know how many miles the Native Americans had to travel from their
to learn the homes to Western territory, how long it took them to travel, and the methods used to
travel to those places. Students will look at the word problem I created from this
standards? What
information and solve it with their pair. Once they have the answer they will come up
questions will you ask and give me the answer by whispering it in my ear. They will then think about methods
to promote higher of travel that exist today that didn’t exist in the 1830s. These will be listed on the board
level thinking? along with their average speed (teacher would already have predicted students’
answers [automobile, train, plane, etc.] along with their speeds). In pairs and as a
class, word problems would be written and solved that would determine how long it
would take to travel the Trail of Tears using modern day methods.
What opportunities
 Students will be given time to work with their groups on their journal or letter.
content language/
vocabulary? What
you offer?
sentences): Trail of Tears map, list of methods use to travel will be written on the board.
Students will write math problems

Students will work in pairs with someone who is good at math
Management Plan: Students will work in pairs
Closure/  Explain to students that in the next class period, they will work in groups to come up
with a skit depicting the Trail of Tears in which students pretend to be soldiers and
Summarizing Native Americans. The soldiers would come to the home of the Native Americans
Strategies: forcing them to leave and travel to a new home. The skit should also depict the
hardships faced while traveling. If time allows, they can start to come up with what they
How will the students would like to act out determining who would play what part and what their script would
summarize and/or be.
know and understand
new knowledge while
prior learning?
sentences): n/a
area speak, write, and participate): n/a

504s in addition to students below and/or above grade level- cognitive and/or affective): n/a
Evaluation
while planning:
How will students

exhibit an
feedback? What
evidence will you
students’
y of the lesson’s
their usage of
vocabulary?
Assessment will be taken from the quality of word problems.
Teaching
Effectiveness
Reflection includes
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.
Name: Grade: 4th
Aaminah Durham
Lesson Indian Removal Act/Trail of Tears Date: March 20

Title:
__x__ Whole Group __x___ Small Group _____ One-on-One _____ Students with IEPs/504s _____ ELL Students
__9___ Girls __11___Boys

These lesson plans are written so that students with IEPs or Benchmarks would not need specific adaptations
used to guide your
instruction?
Objective(s)
Objectives are
measurable and
aligned with the
standard.
What is the key
language demand?
What academic
Explain, Describe, Explain, Engage, Follow, Review
language will you
teach or develop?
What are the key
vocabulary words
and/or symbols? Language Vocabulary (Identify key, content specific words for this lesson: examples of
vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters,
settlers, stockade, route

Listening, Speaking
Materials n/a

used to engage
students?
Introduction to Students will be told that today is the last day of the Trail of Tears unit and to review students
Lesson/ will be placed in groups to perform a skit depicting the Trail of Tears. Students will be given
ideas as to what could be included in skit-depiction of the Indian Removal Act being signed,
Activating Thinking
soldiers removing Native Americans from their home, Native Americans walking the Trail of
What is the ‘hook’ for Tears, etc.
prior knowledge and
develop students’
standard and should
specific vocabulary
words?
***Use knowledge of
characteristics.
sentences): n/a
area speak, write, and participate): N/A

Management Plan: Students will be allowed to ask questions and ask for help with ideas
without raising their hand.
Body of Lesson/
Teaching Strategies
What will you have the Student groups will have 5-10 minutes to come up with a short skit 2-3 minutes in length. Their
students do after you group will come up with a skit depicting the Trail of Tears in which students pretend to be
introduce the lesson soldiers and Native Americans. The soldiers would come to the home of the Native Americans
to learn the forcing them to leave and travel to a new home. The skit should also depict the hardships faced
standards? What while traveling. Teacher may help stimulate other ideas as well.
to promote higher
level thinking?
What opportunities
content language/
vocabulary? What Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
language supports will sentences):
you offer?
area speak, write, and participate): Students discuss and write down potential scripts

Management Plan: Students will be grouped according to teacher’s discretion and given a time
frame to work together. If students become rowdy, teacher can remind them to keep quiet.
Closure/
Summarizing
Strategies:

summarize and/or
share what they have Students will act out their skit in front of their classmates. The classmates watching will note
learned to prove they the similarities in what we have talked about all week and their classmates skits.
know and understand
new knowledge while
prior learning?
sentences): n/a
area speak, write, and participate): Students will act out a skit depicting the Trail of Tears

Management Plan: Timer will be used to stay on track
Evaluation
while planning:
How will students

exhibit an
feedback? What
evidence will you
students’
y of the lesson’s
their usage of
vocabulary?
Students will be graded on the historical accuracy of their skit and sequence of events.
Teaching
Effectiveness
Reflection includes
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

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Standard 5: Application of Content

Name: Aaminah Durham Grade: 4th

Lesson Trail of Tears Intro Date: March 13, 2017

CCGPS or GPS Standard(s):

c. Describe the impact of westward expansion on Native Americans.

VA4AR.2 Uses a variety of approaches to understand and critique works of art.

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

__9___ Girls __11___Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Caravan, Cherokee, Chickasaw, Choctaw, Creek, and Seminole

Academic Language Demand (Identify one of the following: reading, writing,

Students will write response to questions

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs and/or

What will you have the

 What do you see? What first stands out to you?

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs and/or

Management Plan: Using Teach-OK students will discuss questions in pairs.

Students will write response to video on exit ticket

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs and/or

Management Plan: n/a

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

***Reminder: All fields must be completed prior to submission.

Name: Aaminah Durham Grade: 4th

Lesson Trail of Tears Date: March 14, 2017

c. Describe the impact of westward expansion on Native Americans.

VA4PR.1 Creates artworks based on personal experience and selected themes.

Classroom/Lesson Context (please check the following that apply):

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

__9___ Girls ___11__Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Academic Language Demand (Identify one of the following: reading, writing,

Explaining to partner a story that happened to them

Management Plan: Teach-OK, timer

What will you have the

Trail of Tears worksheet for notes

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs and/or

How will the students

Writing a response to a question

Management Plan: n/a

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

How will students

Assessment will be taken from response to exit ticket in closing.

***Reminder: All fields must be completed prior to subm

Lesson Trail of Tears Date: March 15, 2017

CCGPS or GPS Standard(s):

c. Describe the impact of westward expansion on Native Americans.

e. Creates paintings with a variety of media (e.g., tempera, watercolor, acrylic).

VA4AR.2 Uses a variety of approaches to understand and critique works of art.

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

__9___ Girls ___11__Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Academic Language Demand (Identify one of the following: reading, writing,

Materials Post-it notes, cup or bucket to hold numbered slips

What resources can be

What is the ‘hook’ for

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs and/or

Questions can be read aloud

Management Plan: n/a

Other (Please specify: ___________________________________________________________________)

9_ Girls 11_Boys

Other (Please specify: ___________________________________________________________________)

9_ Girls _11Boys

Other (Please specify: ___________________________________________________________________)

9_ Girls _11Boys

Other (Please specify: ___________________________________________________________________)

_9 Girls 11_Boys

Other (Please specify: ___________________________________________________________________)

9_ Girls 11_Boys