Academic Transcript

L32739575 Brianna M. Hull

Name :

Brianna M. Hull

Birth Date:

Oct 21, 2002

Curriculum Information

Current Program

Bachelor of Science

Major and Department:

Biblical & Educ Stu: Bibl Theo, Religion

DEGREE AWARDED

SeekingDegree:

Bachelor of Science

Degree Date: 12/2024

Curriculum Information

Primary Degree

Major:

Biblical & Educ Stu: Bibl Theo

TRANSFER CREDIT ACCEPTED BY INSTITUTION   

202040:

Tarrant County College (use for combined trans)

Subject

Course

Title

Grade

Credit Hours

Quality Points

R

ECON

214

Principles of Macroeconomics

P

3.000

0.00

Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Current Term:

3.000

3.000

3.000

0.000

0.00

0.00

202120:

Tarrant County College (use for combined trans)

Subject

Course

Title

Grade

Credit Hours

Quality Points

R

GOVT

220

American Government

P

3.000

0.00

Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Current Term:

3.000

3.000

3.000

0.000

0.00

0.00

Test Score:

Advanced Placement

Subject

Course

Title

Grade

Credit Hours

Quality Points

R

ENGL

101

Composition & Rhetoric

P

6.000

0.00

ENGL

102

Composition and Literature

P

3.000

0.00

GEOG

200

Introduction to Geography

P

3.000

0.00

Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Current Term:

12.000

12.000

12.000

0.000

0.00

0.00

202140:

Dallas Baptist University

Subject

Course

Title

Grade

Credit Hours

Quality Points

R

ASCS

1XX

Acad Success Elect-Lower Level

P

1.000

0.00

BIBL

105

Old Testament Survey

P

3.000

0.00

CSTU

101

Western Culture

P

3.000

0.00

GREK

201

Greek Grammar I

P

4.000

0.00

HIUS

222

Survey of American History II

P

3.000

0.00

PHIL

201

Philosophy & Contemporary Idea

P

3.000

0.00

Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Current Term:

17.000

17.000

17.000

0.000

0.00

0.00

202120:

The University of Texas at Austin

Subject

Course

Title

Grade

Credit Hours

Quality Points

R

MATH

121

College Algebra

P

3.000

0.00

PHYS

201

General Physics I

P

4.000

0.00

Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Current Term:

7.000

7.000

7.000

0.000

0.00

0.00

202220:

Tarrant County College NW Campus

Subject

Course

Title

Grade

Credit Hours

Quality Points

R

BUSI

1XX

Business Elective-Lower Level

P

3.000

0.00

HIEU

201

Hist of Western Civilization I

P

3.000

0.00

HIUS

2XX

US History Elect-Lower Level

P

3.000

0.00

Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Current Term:

9.000

9.000

9.000

0.000

0.00

0.00

INSTITUTION CREDIT      -Top-

Term: Fall 2022

Academic Standing:

Good Standing

Additional Standing:

Dean's List

Subject

Course

Level

Title

Grade

Credit Hours

Quality Points

Start and End Dates

R

APOL

220

UG

Introduction to Apologetics

A

3.000

12.00

BIBL

110

UG

New Testament Survey

A

2.000

8.00

EDUC

200

UG

Principles of Education

A

3.000

12.00

GLST

220

UG

Intercultural Comm & Engagemnt

B

3.000

9.00

THEO

201

UG

Theology Survey I

A

2.000

8.00

THEO

202

UG

Theology Survey II

A

2.000

8.00

Term Totals (Undergraduate)

Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Current Term:

15.000

15.000

15.000

15.000

57.00

3.80

Cumulative:

15.000

15.000

15.000

15.000

57.00

3.80

Term: Spring 2023

Academic Standing:

Good Standing

Additional Standing:

Dean's List

Subject

Course

Level

Title

Grade

Credit Hours

Quality Points

Start and End Dates

R

CHHI

300

UG

Survey History of Christianity

A

3.000

12.00

CRST

290

UG

History of Life

A

3.000

12.00

EDUC

205

UG

Learning Theory & Portfolio De

A

3.000

12.00

EDUC

303

UG

Instr Pract for Content Teachr

A

3.000

12.00

Term Totals (Undergraduate)

Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Current Term:

12.000

12.000

12.000

12.000

48.00

4.00

Cumulative:

27.000

27.000

27.000

27.000

105.00

3.88

Term: Fall 2023

Academic Standing:

Good Standing

Additional Standing:

Dean's List

Subject

Course

Level

Title

Grade

Credit Hours

Quality Points

Start and End Dates

R

BIBL

360

UG

Methodical Study of Scripture

A

3.000

12.00

BIBL

471

UG

Biblical Archaeology

A

3.000

12.00

EDUC

304

UG

Classroom Management for Teach

A

3.000

12.00

EDUC

305

UG

Educ Philosophy for Teachers

A

3.000

12.00

RLGN

301

UG

Research & Writ Religious Disc

A

3.000

12.00

Term Totals (Undergraduate)

Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Current Term:

15.000

15.000

15.000

15.000

60.00

4.00

Cumulative:

42.000

42.000

42.000

42.000

165.00

3.92

Term: Spring 2024

Academic Standing:

Good Standing

Additional Standing:

Dean's List

Subject

Course

Level

Title

Grade

Credit Hours

Quality Points

Start and End Dates

R

EDUC

307

UG

Instr Practices for Diff Instr

A

3.000

12.00

RLGN

360

UG

Practical Teaching Scripture

A

3.000

12.00

THEO

313

UG

The Person and Work of Christ

A

3.000

12.00

THEO

360

UG

Biblical Theology

A

3.000

12.00

Term Totals (Undergraduate)

Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Current Term:

12.000

12.000

12.000

12.000

48.00

4.00

Cumulative:

54.000

54.000

54.000

54.000

213.00

3.94

Term: Fall 2024

Academic Standing:

Subject

Course

Level

Title

Grade

Credit Hours

Quality Points

Start and End Dates

R

BIBL

410

UG

Genesis

A

3.000

12.00

THEO

405

UG

Ecclesiology

A

3.000

12.00

Term Totals (Undergraduate)

Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Current Term:

6.000

6.000

6.000

6.000

24.00

4.00

Cumulative:

60.000

60.000

60.000

60.000

237.00

3.95

TRANSCRIPT TOTALS (UNDERGRADUATE)      

Attempt Hours

Passed Hours

Earned Hours

GPA Hours

Quality Points

GPA

Total Institution:

60.000

60.000

60.000

60.000

237.00

3.95

Total Transfer:

51.000

51.000

51.000

0.000

0.00

0.00

Overall:

111.000

111.000

111.000

60.000

237.00

3.95

COURSES IN PROGRESS      

Term: Fall 2024

Subject

Course

Level

Title

Credit Hours

Start and End Dates

BIBL

425

UG

Romans

3.000

EDUC

390

UG

Teaching Practicum Capstone

3.000

THEO

400

UG

Bibliology

3.000

TOPIC

Your Reaction to your Performance about the Topic

Preparation                     What did you do before class to make sure your lessons would be effective and run smoothly? What did you do differently from previous teaching week(s) to improve?

I prepped all materials for the activities to ensure I would have enough time to complete all aspects of the lesson. I reviewed all teaching materials, such as bible verses, slideshows, videos, and notes, in order to ensure I was well-versed in every aspect of the lesson. I made copies and labeled each set of copies with the day they corresponded with because keeping everything organized saves time during the lesson. I had my lesson plans printed out rather than referencing them on my computer. This was extremely beneficial because I could walk around with them and reference them, rather than having to run back to my computer when I needed them.

Set & Closure                                            Describe your “sets” (the way you opened your lesson).  How did you begin your lessons in order to gain student interest?  Was it effective?  Why or why not?

I used a video every day for each set since videos are a great way to capture kids' attention and get them transitioned to a time of learning. It was very effective because videos are often enticing and let students know that it is time to begin learning. Bringing their attention in using a video was extremely valuable. I chose to do video sets every day and I will continue to do so when I begin teaching. They are a fantastic teaching tool when it comes to trying to capture kids' minds and attention to start a lesson.

Instructional Strategies   How did the strategies you chose affect the learning and involvement of students?

The instructional strategy of using interactive notes was beneficial for student involvement since they had to pay attention to the lecture/slideshow to be able to fill in their notes. I did not do interactive notes every day, however. I did change the notes that students simply copied into their journals into interactive ones/group discussions because it made the students more attentive to the lesson. The students did a project and presentation last week and I went over the instructions and expectations everyday- even if they already “knew” what to do. This was so helpful for the end product because I was clear in my communication for what I expected of the students and they were able to deliver great presentations and projects, and were also able to be held accountable as there was no excuse for confusion and a lack of understanding of expectations.

Diversity / Differentiation

How did you differentiate instruction to meet the needs of diverse learners?

Gifted students were able to go above the requirements for the assignments and get creative with their work. They were also given a challenge question for bonus points and given the opportunity to share some of their responses. Different learning styles (auditory, kinesthetic, and visual) were accounted for with video, taking notes, presentation, and hands-on activities. Students with ADHD accommodations were given extra time for independent practice when it was needed. I do not have any ESL students, but if I did, they would have been given a translated copy of everything.

Closure

How did you close your lesson and summarize / solidify important concept(s) for your students?

I did an exit ticket in their journal or on a small piece of paper every day except Friday, where I went over highly missed questions on the test. I liked doing an exit ticket to close each lesson because it is a great way to wrap up a lesson and ensure students gain an understanding of the materials. It also gives me some insight into how students feel about each lesson and whether or not they were paying attention. It is also a great opportunity for gifted students to be able to share and  go deeper with the concept.

Student Involvement/Achievement      Were you able to involve all students in the learning process? How?  Why or why not? How can you prove that students met the objectives of your lessons?

I was able to involve all the students in the learning process mainly through differentiation.  I made an effort to gear at least one part of each lesson towards all learning types and accounted for students who would need accommodations. This week, I had all students present their projects. This met both goals of getting the students involved and being able to prove that the students met the objectives of the lesson. I can prove the students met the objectives through the assignments that were given each day because they have measurable results. The exit tickets also gave me insight to the understanding the students have of the objectives.

Classroom Management 

What strategies did you use to make sure students stayed on task and achieved the objectives?

I ensured all students were quiet and paying attention during the lesson, on-task during the assignments, and checked for understanding by reviewing their turned-in work each day before moving on to the next topic, because students often act out in class when they are confused or frustrated. I picked their groups for them instead of letting them pick their own as at this age (4th grade), they are not quite mature enough to handle working with their best friend(s). This was helpful again as students were more focused and engaged in the task at hand. I also moved a few students who couldn’t handle picking their own, which also helped limit the level of distraction. This week, I clearly reiterated expectations for assignments every day, ensuring I had the attention of all students before I began speaking, even when the assignment carried over to the next day, and this greatly helped with student confusion and assignment results. 

Professionalism

Dress? Disposition?  Interactions? Voice (volume, filler words?)?

I dressed professionally each day, kept my voice calm and even, and spoke to individual students directly. I walked around the room to monitor them while they were doing their assignment rather than sitting at my desk since students are more likely to get off task when they know the teacher is not watching and are less likely to ask for clarification if the teacher seems unavailable. I made an effort to limit my “filler words” because it can harm the attention and engagement of the students. I spoke loud enough so all students could hear me clearly, but not too loud that I was yelling. I reiterated expectations for behavior in the classroom and how they were to complete the assignments. 

Three Highlights

List and describe at least three highlights of the teaching week.

1. The presentations at the end of the week were GREAT! They turned out better than I expected and the students really got into the project!
2. The students worked well together, even if they were paired with someone who wasn’t their best friend.
3. All lessons went smoothly with very limited hiccups! I learned a lot over the last two teaching weeks, so being able to apply everything I learned was great!

Three Areas of Improvement

List and describe three or more changes you plan to make for future teaching weeks.

1. I would try to accommodate more for students that have difficulty speaking/reading when I do presentation projects.
2. I will allow for more time for each presentation so they won’t feel rushed (which can add to presentation nerves).
3. I would narrow down my TEKS rather than trying to cover so many for one lesson week.

TOPIC

Your Reaction to your Performance about the Topic

Preparation                     What did you do before class to make sure your lessons would be effective and run smoothly? What did you do differently from previous teaching week(s) to improve?

I prepped all materials for the activities to ensure I would have enough time to complete all aspects of the lesson. I reviewed all teaching materials, such as bible verses, slideshows, videos, and notes, in order to ensure I was well-versed in every aspect of the lesson. I made copies and labeled each set of copies with the day they corresponded with because keeping everything organized saves time during the lesson. This week, different from my previous teaching week, I had my lesson plans printed out rather than referencing them on my computer. This was extremely beneficial because I could walk around with them and reference them, rather than having to run back to my computer when I needed them.

Set & Closure                                            Describe your “sets” (the way you opened your lesson).  How did you begin your lessons in order to gain student interest?  Was it effective?  Why or why not?

I used a video almost every day for each set since videos are a great way to capture kids' attention and get them transitioned to a time of learning. It was very effective because videos are often enticing and let students know that it is time to begin learning. Bringing their attention in using a video was extremely valuable. I also used brainstorming and popcorn reading as a set. I did like using these two as sets for some differentiation, however, it was not as effective as a video to capture the students’ attention.

Instructional Strategies   How did the strategies you chose affect the learning and involvement of students?

The instructional strategy of using interactive notes was beneficial for student involvement since they had to pay attention to the lecture/slideshow to be able to fill in their notes. I did not do interactive notes every day, however. I did change the notes that students simply copied into their journals into interactive ones/group discussions because it made the students more attentive to the lesson. I also used class/group discussions as an instructional strategy. I was nervous that the students would get off topic, but they really leaned in, took ownership of their learning, and had great discussions with each other. 

Diversity / Differentiation

How did you differentiate instruction to meet the needs of diverse learners?

Gifted students were able to go above the requirements for the assignments and get creative with their work. Different learning styles (auditory, kinesthetic, and visual) were accounted for with video, taking notes, presentation, and hands-on activities. Students with ADHD accommodations were given extra time for independent practice when it was needed. I do not have any ESL students, but if I did, they would have been given a translated copy of everything.

Closure

How did you close your lesson and summarize / solidify important concept(s) for your students?

I did an exit ticket in their journal every day except Friday, where I went over highly missed questions on the test. I liked doing a journal exit ticket because it is a great way to wrap up a lesson and ensure students gain an understanding of the materials. It also gives me some insight into how students feel about each lesson and whether or not they were paying attention. 

Student Involvement/Achievement      Were you able to involve all students in the learning process? How?  Why or why not? How can you prove that students met the objectives of your lessons?

I was able to involve all the students in the learning process mainly through differentiation.  I made an effort to gear at least one part of each lesson towards all learning types and accounted for students who would need accommodations. This week, I also incorporated more discussion times, both whole group and small peer groups, which really engaged the students in the lessons. I can prove the students met the objectives through the assignments that were given each day because they have measurable results. The exit tickets also gave me insight to the understanding the students have of the objectives.

Classroom Management 

What strategies did you use to make sure students stayed on task and achieved the objectives?

I ensured all students were quiet and paying attention during the lesson, on-task during the assignments, and checked for understanding by reviewing their turned-in work each day before moving on to the next topic, because students often act out in class when they are confused or frustrated. This time, I picked their groups for them instead of letting them pick their own as at this age (4th grade), they are not quite mature enough to handle working with their best friend(s). This change from last week really helped because students were more focused and engaged in the task at hand. I also moved a few students who couldn’t handle picking their own, which also helped limit the level of distraction.

Professionalism

Dress? Disposition?  Interactions? Voice (volume, filler words?)?

I dressed professionally each day, kept my voice calm and even, and spoke to individual students directly. I walked around the room to monitor them while they were doing their assignment rather than sitting at my desk since students are more likely to get off task when they know the teacher is not watching and are less likely to ask for clarification if the teacher seems unavailable. I made an effort to limit my “filler words” because it can harm the attention and engagement of the students. I spoke loud enough so all students could hear me clearly, but not too loud that I was yelling.

Three Highlights

List and describe at least three highlights of the teaching week.

1. The students already knew some of the parables that were being taught and brought their own perspective and understanding of Jesus to the lesson.
2. The students worked well together, even if they were paired with someone who wasn’t their best friend.
3. All lessons went smoothly with very limited hiccups!

Three Areas of Improvement

List and describe three or more changes you plan to make for future teaching weeks.

1. I will allow students to move around the room for their partner discussion time.
2. I will do a video set every day and find other ways to incorporate differentiation into the lesson.
3. I will allow more time to go over the test answers after the test.

TOPIC

Your Reaction to your Performance about the Topic

Preparation                     What did you do before class to make sure your lessons would be effective and run smoothly? What did you do differently from previous teaching week(s) to improve?

I prepped all materials for the activities to ensure I would have enough time to complete all aspects of the lesson. I also made examples for the foldables because it is often helpful for students to physically see what it is they are being asked to do. I reviewed all teaching materials, such as bible verses, slideshows, videos, and notes, in order to ensure I was well-versed with every aspect of the lesson.

Set & Closure                                            Describe your “sets” (the way you opened your lesson).  How did you begin your lessons in order to gain student interest?  Was it effective?  Why or why not?

I used a video every day for each set since videos are a great way to capture kids' attention and get them transitioned to a time of learning. It was very effective because videos are often enticing and let students know that it is time to begin learning. 

Instructional Strategies   How did the strategies you chose affect the learning and involvement of students?

The instructional strategy of using interactive notes was beneficial for student involvement since they had to pay attention to the lecture/slideshow to be able to fill in their notes. I did not do interactive notes every day, however. I would change the notes that students simply copy into their journals into interactive ones/group discussions because I feel the students were less engaged and attentive.  

Diversity / Differentiation

How did you differentiate instruction to meet the needs of diverse learners?

Gifted students were able to go above the requirements for the assignments and get creative with their work. Different learning styles (auditory, kinesthetic, and visual) were accounted for with video, taking notes, presentation, and hands-on activities. Students with ADHD accommodations were given extra time for independent practice when it was needed.

Closure

How did you close your lesson and summarize / solidify important concept(s) for your students?

I did an exit ticket in their journal every day except Friday, where I went over highly missed questions on the test. I liked doing a journal exit ticket because it is a great way to wrap up a lesson and ensure students gain an understanding of the materials.

Student Involvement/Achievement      Were you able to involve all students in the learning process? How?  Why or why not? How can you prove that students met the objectives of your lessons?

I was able to involve all the students in the learning process mainly through differentiation. I made an effort to gear at least one part of each lesson towards all learning types and accounted for students who would need accommodations. I can prove the students met the objectives through the assignments that were given each day because they have measurable results. 

Classroom Management 

What strategies did you use to make sure students stayed on task and achieved the objectives?

I ensured all students were quiet and paying attention during the lesson, on-task during the assignments, and checked for understanding by reviewing their turned-in work each day before moving on to the next topic, because students often act out in class when they are confused or frustrated. Next time, I will pick their groups for them instead of letting them pick their own as at this age (4th grade), they are not quite mature enough to handle working with their best friend(s).

Professionalism

Dress? Disposition?  Interactions? Voice (volume, filler words?)?

I dressed professionally each day, kept my voice calm and even, and spoke to individual students directly. I walked around the room to monitor while they were doing their assignment rather than sitting at my desk since students are more likey to get off task when they know the teacher is not watching and are less likely to ask for clarification if the teacher seems unavailable. 

Three Highlights

List and describe at least three highlights of the teaching week.

1. The students getting excited about learning about the Bible and showing genuine interest. 
2. The students showing kindness to one another and helping peers who were confused.
3. There were great results on the test on Friday.

Three Areas of Improvement

List and describe three or more changes you plan to make for future teaching weeks.

1. I will plan groups ahead of time for any group/partner work.
2. I will do something hands-on every day so the students will remain active and engaged. 
3. I will not have student simply copy notes from the board.

Day 1

Day 2

Day 3

Day 4

Day 5

Standard:

State standard 

(Not a required standard)

74.36 (D): 

Familiarize students with, as applicable:  the influence of the Hebrew Scriptures or New Testament on law, history, government, literature, art, music, customs, morals, values, and culture.

(Not a required standard)

74.36 (A): Familiarize students with, as applicable: the contents of the Hebrew Scriptures or New Testament

(Not a required standard)

74.36 (B): Familiarize students with, as applicable: the history of the Hebrew Scriptures or New Testament

(Not a required standard)

74.36 (C): Familiarize students with, as applicable: the literary style and structure of the Hebrew Scriptures or New Testament

(Not a required standard)

74.36 (1): Teach students knowledge of biblical content, characters, poetry, and narratives that are prerequisites to understanding contemporary society and culture, including literature, art, music, mores, oratory, and public policy.

National Standard:

If math or Language Arts, Common Core Standard

(No national standard, Based off the Association of Christian Schools International Standards)

5.3 (D): Students need to see the truths of God’s word in all other areas of the world, including the academics they are studying and as they prepare for the careers they hope to pursue. 

(No national standard, Based off the Association of Christian Schools International Standards)

5.3 (D): A Christian worldview should be knit together by what they learn, hear, see, and process with their teachers, parents, and peers and through a personal relationship with God.

(No national standard, Based off the Association of Christian Schools International Standards)

5.3 (B): Knowing the words, concepts, Bible references, and even historical stories and facts is not enough. Students need to get to know the person of Jesus Christ and how he loves each one of us personally. Students also need to experience the personal disciplines of prayer, Bible reading, meditation/memorization, and service.

(No national standard, Based off the Association of Christian Schools International Standards)

5.3 (A): Students need to be taught foundational Bible knowledge as part of their Christian education. Unless they know the Word of God, they cannot apply it to their lives.

(No national standard, Based off the Association of Christian Schools International Standards)

5.3 (C): Students need to know how to apply their Bible knowledge in various areas of their lives. They need to move from information to application and hopefully into discernment. 

Objective:

must contain a condition, practice, and performance

Given a worksheet, each student will be able to answer each question using their journals.

Given a worksheet, each student will be able to answer each question using their journals.

Given a worksheet, each student will be able to answer each question using their journals.

Given a worksheet, each student will be able to answer each question using their journals.

Given a test, each student will be able to complete the assessment with at least 70% accuracy.

Materials:

texts used, pg. #’s, any supplies needed

SmartBoard, video, journals, pencils, glue, paper.

SmartBoard, video, journals, pencils, glue, paper.

SmartBoard, video, journals, pencils, glue, paper.

SmartBoard, video, journals, pencils, glue, paper.

Computers, headphones, video, SmartBoard.

Biblical/Character Integration:

How will this be integrated with the lesson?

Built into the lesson. 

Scripture reference: John 2:1-11: “On the third day a wedding took place at Cana in Galilee. Jesus’ mother was there, 2 and Jesus and his disciples had also been invited to the wedding. 3 When the wine was gone, Jesus’ mother said to him, “They have no more wine.”

4 “Woman,[a] why do you involve me?” Jesus replied. “My hour has not yet come.”

5 His mother said to the servants, “Do whatever he tells you.”

6 Nearby stood six stone water jars, the kind used by the Jews for ceremonial washing, each holding from twenty to thirty gallons.[b]

7 Jesus said to the servants, “Fill the jars with water”; so they filled them to the brim.

8 Then he told them, “Now draw some out and take it to the master of the banquet.”

They did so, 9 and the master of the banquet tasted the water that had been turned into wine. He did not realize where it had come from, though the servants who had drawn the water knew. Then he called the bridegroom aside 10 and said, “Everyone brings out the choice wine first and then the cheaper wine after the guests have had too much to drink; but you have saved the best till now.”

11 What Jesus did here in Cana of Galilee was the first of the signs through which he revealed his glory; and his disciples believed in him.”

Built into the lesson.

Scripture reference: Matthew 8:1-4: “When Jesus came down from the mountainside, large crowds followed him. 2 A man with leprosy[a] came and knelt before him and said, “Lord, if you are willing, you can make me clean.”

3 Jesus reached out his hand and touched the man. “I am willing,” he said. “Be clean!” Immediately he was cleansed of his leprosy. 4 Then Jesus said to him, “See that you don’t tell anyone. But go, show yourself to the priest and offer the gift Moses commanded, as a testimony to them.”

Built into the lesson.

Scripture reference: Mark 2:1-12:

“A few days later, when Jesus again entered Capernaum, the people heard that he had come home. 2 They gathered in such large numbers that there was no room left, not even outside the door, and he preached the word to them. 3 Some men came, bringing to him a paralyzed man, carried by four of them. 4 Since they could not get him to Jesus because of the crowd, they made an opening in the roof above Jesus by digging through it and then lowered the mat the man was lying on. 5 When Jesus saw their faith, he said to the paralyzed man, “Son, your sins are forgiven.”

6 Now some teachers of the law were sitting there, thinking to themselves, 7 “Why does this fellow talk like that? He’s blaspheming! Who can forgive sins but God alone?”

8 Immediately Jesus knew in his spirit that this was what they were thinking in their hearts, and he said to them, “Why are you thinking these things? 9 Which is easier: to say to this paralyzed man, ‘Your sins are forgiven,’ or to say, ‘Get up, take your mat and walk’? 10 But I want you to know that the Son of Man has authority on earth to forgive sins.” So he said to the man, 11 “I tell you, get up, take your mat and go home.” 12 He got up, took his mat and walked out in full view of them all. This amazed everyone and they praised God, saying, “We have never seen anything like this!”

Built into the lesson.

Scripture reference:  Luke 8:22-25:

“One day Jesus said to his disciples, “Let us go over to the other side of the lake.” So they got into a boat and set out. 23 As they sailed, he fell asleep. A squall came down on the lake, so that the boat was being swamped, and they were in great danger.

24 The disciples went and woke him, saying, “Master, Master, we’re going to drown!”

He got up and rebuked the wind and the raging waters; the storm subsided, and all was calm. 25 “Where is your faith?” he asked his disciples.

In fear and amazement they asked one another, “Who is this? He commands even the winds and the water, and they obey him.”

Built into the lesson.

Scripture reference: 

Mark 16:20 

“Then the disciples went out and preached everywhere, and the Lord worked with them and confirmed his word by the signs that accompanied it.”

Romans 15:19: “19 by the power of signs and wonders, through the power of the Spirit of God. So from Jerusalem all the way around to Illyricum, I have fully proclaimed the gospel of Christ.”

Technology:

What technology will you use?  How will you use it?

SmartBoard: to show a video to start class and slideshow.

SmartBoard: to show a video to start class and slideshow.

SmartBoard: to show a video to start class and slideshow.

SmartBoard: to show a video to start class and slideshow.

SmartBoard: to show a video to start class. 

Computers: test will be taken on google forms.

Set:

What will you be doing to gain the student’s attention?

Video: Jesus Turns Water into Wine

Jesus Turns Water Into Wine

Video: Jesus Heals the Leper Jesus Heals The Leper - The Chosen Sneak Peek

Video: Jesus Heals the Paralytic The Chosen scene: Jesus heals the paralytic 

Video: Jesus Calms the Storm Jesus Calms the Storm

Video: The miracles of Jesus God's Story: Miracles of Jesus

Instruction:

How you will actually teach the concept that is being taught. This should be a step by step list of what you will be doing.  Be sure to provide multiple learning opportunities to address diverse learners and diversity. 

.

1. Show video.

2. Pass out interactive notes.

3. Biblical integration

4. Present slideshow presentation and have students fill out notes as the lesson progresses.

5. Have students glue notes in journal. 

1. Show video.

2. Pass out interactive notes.

3. Biblical integration

4. Present slideshow presentation and have students fill out notes as the lesson progresses. 

5. Have students glue notes in journal. 

1. Show video.

2. Pass out interactive notes.

3. Biblical integration

4. Present slideshow presentation and have students fill out notes as the lesson progresses. 

5. Have students glue notes in journal. 

1. Show video.

2. Pass out interactive notes.

3. Biblical integration

4. Present slideshow presentation and have students fill out notes as the lesson progresses. 

5. Have students glue notes in journal. 

1. Show refresher video.

2. Biblical integration

3. Students will complete test. Students with text-to-speech accommodation will be given headphones.

Guided Practice:

What activity will you do as a class or whole group to practice the concept taught.

Brainstorm as a class and create a circle map for reasons Jesus might have performed miracles. 

Interactive class discussion: how was Jesus able to do miracles?

Students will have 2-3 minutes to look up as many miracles Jesus performed as they can. We will share as a class and write our findings on the board.

Interactive Class discussion: reasons why Jesus did not heal everyone he met/everyone today.

Students will be given 10 minutes to review in groups for test using materials from the week and ask questions of anything they are unsure of.

Independent Practice:

How you will assess that students learned the concept.  This should match your objective.  This needs to be different from the summative assessment.

Students will be given a worksheet covering what miracles are and the story of Jesus turning water into wine.

They will answer questions on their own, but are able to use their journal for help.

Students will be given a worksheet on how Jesus was able to perform miracles and the story of Jesus healing a man with Leprosy.

They will answer questions on their own, but are able to use their journal for help.

Students will be given a worksheet covering Jesus healing the paralytic man and the Pharisee’s reaction to this. 

They will answer questions on their own, but are able to use their journal for help.

Students will be given a worksheet covering all miracles learned this week.

They will answer questions on their own, but are able to use their journal for help.

Students will be given 5 minutes to independently review for test using materials from the week.

Closure:

What will you do to wrap up the lesson? A final thought, question, exit ticket?

Exit ticket in journal: What was the cultural significance and importance of wine that warranted a miracle by Jesus?

Exit ticket in journal: 

How were lepers seen in the time and culture?

Exit ticket in journal:

Why were the Pharisees upset by Jesus’ words when he healed the paralytic? 

Exit ticket in journal:

Why would the disciples be so scared of the storm if they had already seen Jesus perform so many miracles?  

Go over any highly missed questions as a class.

Differentiation:

Explain how this lesson will be modified for each learning group.

Gifted: Will have the opportunity to share their answer to their exit ticket.

ESL: Students will be provided with translated copies of every material.

ADD/ ADHD: extra time will be given for independent practice if needed.

Learning styles: accounted for with video, taking notes, and presentation.

Gifted: Will have the opportunity to share their answer to their exit ticket.

ESL: Students will be provided with translated copies of every material.

ADD/ ADHD: extra time will be given for independent practice if needed.

Learning styles: accounted for with video, taking notes, and presentation.

Gifted: Will have the opportunity to share their answer to their exit ticket.

ESL: Students will be provided with translated copies of every material.

ADD/ ADHD: extra time will be given for independent practice if needed.

Learning styles: accounted for with video, taking notes, and presentation.

Gifted: Will have the opportunity to share their answer to their exit ticket.

ESL: Students will be provided with translated copies of every material.

ADD/ ADHD: extra time will be given for independent practice if needed.

Learning styles: accounted for with video, taking notes, and presentation.

Students with text-to-speech accommodation will be given headphones. 

Extra time will be given to students who require it.

Any ESL students will be provided with a translated version of the test.

A bonus question for extra points will be added for all students, but is meant to cater to gifted students who need the extra challenge. 

Summative Assessment:

What will you be using to test that the student’s mastered the skill being taught?  This may be a test or a project. Provide a rubric if applicable.  The summative assessment may be only given on one of the five days as it is summative. Be sure to attach a copy of the assessment.

Will be completed on Friday.

Will be completed on Friday.

Will be completed on Friday.

Will be completed on Friday.

A test covering the materials learned over the week. Attached below

https://forms.gle/oBMt6PT66zWaQGnR9

.

Day 1

Day 2

Day 3

Day 4

Day 5

Standard:

State standard 

1.A:  The student develops oral language through listening, speaking, and discussion. The student is expected to: listen actively, ask relevant questions to clarify information, and make pertinent comments.

1.D: work collaboratively with others to develop a plan of shared responsibilities.

1.D: work collaboratively with others to develop a plan of shared responsibilities.

1.D: work collaboratively with others to develop a plan of shared responsibilities.1.D: work collaboratively with others to develop a plan of shared responsibilities.

1. C express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.

National Standard:

If math or Language Arts, Common Core Standard

Speaking and Listening Standards Grade 4 (2.) Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Speaking and Listening Standards Grade 4 (1.)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.

Speaking and Listening Standards Grade 4 (1.)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.

Speaking and Listening Standards Grade 4 (1.)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.

Speaking and Listening Standards Grade 4 (4.) Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Objective:

must contain a condition, practice, and performance

Given information and instruction, students will create a short slideshow presentation independently.

Given detailed instruction, students will work together to research a school-appropriate topic of their choosing.

Given detailed instruction, students will work together to research a school-appropriate topic of their choosing and create a presentation.

Given detailed instructions, students will work together to create a presentation.

Given 5 minutes, students will present their slideshows to the class.

Materials:

texts used, pg. #’s, any supplies needed

SmartBoard, video, computers.

SmartBoard, video, computers.

SmartBoard, video, computers.

SmartBoard, video, computers.

SmartBoard, video, computers.

Biblical/Character Integration:

How will this be integrated with the lesson?

God calls us to learn eagerly and faithfully.

Proverbs 1:7

 “The fear of the LORD is the beginning of knowledge, but fools despise wisdom and instruction.”

Learning more is important: Jesus taught all the time! 

2 Timothy 2:1–2

“You then, my child, be strengthened by the grace that is in Christ Jesus, and what you have heard from me in the presence of many witnesses entrust to faithful men, who will be able to teach others also.”

Working together is biblical- we see it everywhere in the Bible! 

Ecclesiastes 4:9-12 

“Two are better than one, because they have a good return for their labor:

10 If either of them falls down, one can help the other up. But pity anyone who falls and has no one to help them up.

11 Also, if two lie down together, they will keep warm. But how can one keep warm alone?

12 Though one may be overpowered, two can defend themselves. A cord of three strands is not quickly broken.”

We are stronger when we work together.

Proverbs 27:17

“As iron sharpens iron, so one person sharpens another.”

Teaching is just as impo rtant as learning.

2 Timothy 2:2 

“And what you have heard from me in the presence of many witnesses entrust to faithful men, who will be able to teach others also.”

Technology:

What technology will you use?  How will you use it?

Smartboard to show video.

Computers for research and making presentations

Computers for research and making presentations.

Computers for research and making presentations.

Smartboard for presentations. 

Set:

What will you be doing to gain the student’s attention?

Video: The History of Halloween The History of Halloween

Video: What is Research? What is research?

Video: Working together as a team

Work Together as a Team S4 E5

Video: Presentation Skills: Part 1 Schooled by Kids: Presentation Skills, Part 1

Video: Presentation Skills: Part 2 Schooled by Kids: Presentation Skills, Part 2

Instruction:

How you will actually teach the concept that is being taught. This should be a step by step list of what you will be doing.  Be sure to provide multiple learning opportunities to address diverse learners and diversity. 

.

1. Show video
2. Biblical integration
3. Read the article “The History of Halloween for Kids” https://bedtimehistorystories.com/the-history-of-halloween-for-kids/

1. Show video
2. Biblical integration
3. Go over instructions and expectations for groups, research, slideshows, and presentations.

1. Show video
2. Biblical integration
3. Go over instructions and expectations for groups, research, slideshows, and presentations

1. Show video
2. Biblical integration
3. Go over instructions and expectations for groups, research, slideshows, and presentations

1. Show video
2. Biblical integration
3. Go over expectations for listening and presenting.

Guided Practice:

What activity will you do as a class or whole group to practice the concept taught.

Students will be shown how to create a presentation on google slides and do the first slide together as a class.

Group work day, but will review expectations.

Group work day, but will review expectations.

Group work day, but will review expectations.

Presentation day, but will discuss good presentation practices.

Independent Practice:

How you will assess that students learned the concept.  This should match your objective.  This needs to be different from the summative assessment.

Student will create a mini practice presentation over material learned in lesson.

Students will begin working on their research.

Students will complete their research and work on their presentatinos.

Students will complete their presentations.

Students will present their presentations and practice activing listening while their peers are presenting.

Closure:

What will you do to wrap up the lesson? A final thought, question, exit ticket?

Exit ticket on small paper: “Who will be in your group for the project?”

Exit ticket on small paper: “What is your topic for research?”

Exit ticket on small paper: “Did you begin working on your presentation?”

Exit ticket on small paper: “Are you ready to present tomorrow?”

Exit ticket on small paper: “How do you feel you did on your presentation on a scale of 1-10?”

Differentiation:

Explain how this lesson will be modified for each learning group.

Gifted: students who are gifted will be given the opportunity to begin research early.

ESL: Students will be provided with translated copies of every material.

ADD/ADHD: extra time will be given for independent practice if needed.

Learning styles: accounted for with video, personal writing, and group discussion.

Gifted: students who are gifted will be given the opportunity to get creative with their research and presentations.

ESL: Students will be provided with translated copies of every material.

ADD/ADHD: extra time will be given for independent practice if needed.

Learning styles: accounted for with video, personal writing, and group discussion.

Gifted: students who are gifted will be given the opportunity to get creative with their research and presentations.

ESL: Students will be provided with translated copies of every material.

ADD/ADHD: extra time will be given for independent practice if needed.

Learning styles: accounted for with video, personal writing, and group discussion.

Gifted: students who are gifted will be given the opportunity to get creative with their research and presentations.

ESL: Students will be provided with translated copies of every material.

ADD/ADHD: extra time will be given for independent practice if needed.

Learning styles: accounted for with video, personal writing, and group discussion.

Gifted: students who are gifted will be given the opportunity to get creative with their research and presentations.

ESL: Students will be provided with translated copies of every material.

ADD/ADHD: extra time will be given for independent practice if needed.

Learning styles: accounted for with video, personal writing, and group discussion.

Summative Assessment:

What will you be using to test that the student’s mastered the skill being taught?  This may be a test or a project. Provide a rubric if applicable.  The summative assessment may be only given on one of the five days as it is summative. Be sure to attach a copy of the assessment.

Will be completed on Friday.

Will be completed on Friday.

Will be completed on Friday.

Will be completed on Friday.

Students will present their slideshow of their chosen research topic and practice active listening skills. Students will receive a cumulative grade for both.

Rubric Below

20 points

19-14 points

13-8 points 

7-0 points

Active listening

Student was focused, not playing around, not talking during presentations, and actively listening to the speaker.

Student was mostly focused, not playing around, not talking during presentations, and actively listening to the speaker.

Student was somewhat focused, not playing around, not talking during presentations, and actively listening to the speaker.

Student was not focused, playing around, talking during presentations, and not actively listening to the speaker.

Content

Writing on the slideshow is detailed, well-thought-out, on topic, and is presented in an informative, cohesive way.

Writing on the slideshow is mostly detailed, well-thought-out, on topic, and is presented in an informative, cohesive way.

Writing on the slideshow is somewhat detailed, well-thought-out, on topic, and is presented in an informative, cohesive way.

Writing on the slideshow is missing one or multiple of the following: detailed, well-thought-out, on-topic, and is presented in an informative, cohesive way.

Presentation

Writing is in complete sentences and no run-ons are present.

Writing is mostly in complete sentences and/or little to no run-ons are present.

Writing is somewhat in complete sentences and/or some run-ons are present.

Writing is not in complete sentences and/or run-ons are heavily present.

Speaking/ Eye Contact

Speaking was coherent, fluid, serious, and eye contact was made with the class.

Speaking was mostly coherent, fluid, serious, and eye contact was made with the class.

Speaking was somewhat coherent, fluid, serious, and eye contact was made with the class.

Speaking was missing multiple of the following elements: coherent, fluid, serious, and eye contact was made with the class.

Completion/formatting/Grammer 

All sentence requirements were met and all formatting is correct. There are no grammar mistakes.

Slideshow is missing 1-5 sentences, some formatting is incorrect. There are 1-5 grammar mistakes.

Slideshow is missing 6-10 sentences, most formatting is incorrect. There are 6-10 grammar mistakes.

Slideshow 10+ sentences, all formatting is incorrect. There are 10+ grammar mistakes.

Day 1

Day 2

Day 3

Day 4

Day 5

Standard:

State standard 

6 (A) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (A) establish purpose for reading assigned and self-selected texts

6 (C ) make and correct or confirm predictions using text features, characteristics of genre, and structures;

6 (F) and 6 (G) make inferences and use evidence to support understanding; (G) evaluate details read to determine key ideas;

6 (H) synthesize information to create new understanding;

6 (I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

National Standard:

If math or Language Arts, Common Core Standard

Key Ideas and Details (1) Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Key Ideas and Details (2) Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Key Ideas and Details (3)Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Crafts and Structure (4) Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

Range of Reading (10) read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Objective:

must contain a condition, practice, and performance

Given a non-fiction passage, students will complete the corresponding questions with at least 70% accuracy. 

Given a fiction passage, students will complete the corresponding questions with at least 70% accuracy. 

Given a poem, students will complete the corresponding questions with at least 70% accuracy. 

Given a drama passage, students will complete the corresponding questions with at least 70% accuracy. 

Given a test will multiple passages, students will complete the corresponding questions with at least 70% accuracy. 

Materials:

texts used, pg. #’s, any supplies needed

SmartBoard, video, pencils, paper, highlighters.

SmartBoard, video, pencils, paper, highlighters.

SmartBoard, video, pencils, paper, highlighters.

SmartBoard, video, pencils, paper, highlighters.

SmartBoard, video, pencils, paper, highlighters.

Biblical/Character Integration:

How will this be integrated with the lesson?

It is important we know how to comprehend what we read, otherwise how would we read, interpret, and apply the Bible?

Let’s read and try to understand the following passage: John 3:16-17 “For God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life. 17 For God did not send his Son into the world to condemn the world, but to save the world through him.”

It is important we know how to comprehend what we read, otherwise how would we read, interpret, and apply the Bible?

Let’s read and try to understand the following passage: Luke 16:19-31: 19 “There was a rich man who was dressed in purple and fine linen and lived in luxury every day. 20 At his gate was laid a beggar named Lazarus, covered with sores 21 and longing to eat what fell from the rich man’s table. Even the dogs came and licked his sores.

22 “The time came when the beggar died and the angels carried him to Abraham’s side. The rich man also died and was buried. 23 In Hades, where he was in torment, he looked up and saw Abraham far away, with Lazarus by his side. 24 So he called to him, ‘Father Abraham, have pity on me and send Lazarus to dip the tip of his finger in water and cool my tongue, because I am in agony in this fire.’

25 “But Abraham replied, ‘Son, remember that in your lifetime you received your good things, while Lazarus received bad things, but now he is comforted here and you are in agony. 26 And besides all this, between us and you a great chasm has been set in place, so that those who want to go from here to you cannot, nor can anyone cross over from there to us.’

27 “He answered, ‘Then I beg you, father, send Lazarus to my family, 28 for I have five brothers. Let him warn them, so that they will not also come to this place of torment.’

29 “Abraham replied, ‘They have Moses and the Prophets; let them listen to them.’

30 “‘No, father Abraham,’ he said, ‘but if someone from the dead goes to them, they will repent.’

31 “He said to him, ‘If they do not listen to Moses and the Prophets, they will not be convinced even if someone rises from the dead.’”

It is important we know how to comprehend what we read, otherwise how would we read, interpret, and apply the Bible?

Let’s read and try to understand the following passage: Matthew 21:12-17 Jesus entered the temple courts and drove out all who were buying and selling there. He overturned the tables of the money changers and the benches of those selling doves. “It is written,” he said to them, “ ‘My house will be called a house of prayer,’ but you are making it ‘a den of robbers.’” The blind and the lame came to him at the temple, and he healed them. But when the chief priests and the teachers of the law saw the wonderful things he did and the children shouting in the temple courts, “Hosanna to the Son of David,” they were indignant. “Do you hear what these children are saying?” they asked him. “Yes,” replied Jesus, “have you never read, “ ‘From the lips of children and infants you, Lord, have called forth your praise’?” And he left them and went out of the city to Bethany, where he spent the night.

It is important we know how to comprehend what we read, otherwise how would we read, interpret, and apply the Bible?

L​​ets read and try to understand the following passage: Luke 12:16-21 “16 And he told them this parable: “The ground of a certain rich man yielded an abundant harvest. 17 He thought to himself, ‘What shall I do? I have no place to store my crops.’

18 “Then he said, ‘This is what I’ll do. I will tear down my barns and build bigger ones, and there I will store my surplus grain. 19 And I’ll say to myself, “You have plenty of grain laid up for many years. Take life easy; eat, drink and be merry.”’

20 “But God said to him, ‘You fool! This very night your life will be demanded from you. Then who will get what you have prepared for yourself?’

21 “This is how it will be with whoever stores up things for themselves but is not rich toward God.”

It is important we know how to comprehend what we read, otherwise how would we read, interpret, and apply the Bible?

Let’s read and try to understand the following passage: Luke 10:29-37

But he wanted to justify himself, so he asked Jesus, “And who is my neighbor?”

30 In reply Jesus said: “A man was going down from Jerusalem to Jericho, when he was attacked by robbers. They stripped him of his clothes, beat him and went away, leaving him half dead. 31 A priest happened to be going down the same road, and when he saw the man, he passed by on the other side. 32 So too, a Levite, when he came to the place and saw him, passed by on the other side. 33 But a Samaritan, as he traveled, came where the man was; and when he saw him, he took pity on him. 34 He went to him and bandaged his wounds, pouring on oil and wine. Then he put the man on his own donkey, brought him to an inn and took care of him. 35 The next day he took out two denarii[a] and gave them to the innkeeper. ‘Look after him,’ he said, ‘and when I return, I will reimburse you for any extra expense you may have.’

36 “Which of these three do you think was a neighbor to the man who fell into the hands of robbers?”

37 The expert in the law replied, “The one who had mercy on him.”

Teaching Week C Lesson Plans (.pdf) 0.21mb

Fieldwork: Bri Hull

Teaching Week B Lesson Plans

Bri Hull

Teaching Week: Lesson Plans 

Week [B]

Teacher: Natasha Hooker                                   Grade Level: 4th                                                  Subject: Bible

Topic: Parables                                                                                         Subtopic: The parables of Jesus

	Day 1	Day 2	Day 3	Day 4	Day 5
Standard: State standard	(Not a required standard) 74.36 (D):  Familiarize students with, as applicable:  the influence of the Hebrew Scriptures or New Testament on law, history, government, literature, art, music, customs, morals, values, and culture.	(Not a required standard) 74.36 (A): Familiarize students with, as applicable: the contents of the Hebrew Scriptures or New Testament	(Not a required standard) 74.36 (B): Familiarize students with, as applicable: the history of the Hebrew Scriptures or New Testament	(Not a required standard) 74.36 (C): Familiarize students with, as applicable: the literary style and structure of the Hebrew Scriptures or New Testament	(Not a required standard) 74.36 (1): Teach students knowledge of biblical content, characters, poetry, and narratives that are prerequisites to understanding contemporary society and culture, including literature, art, music, mores, oratory, and public policy.
National Standard: If math or Language Arts, Common Core Standard	(No national standard, Based off the Association of Christian Schools International Standards) 5.3 (D): Students need to see the truths of God’s word in all other areas of the world, including the academics they are studying and as they prepare for the careers they hope to pursue.	(No national standard, Based off the Association of Christian Schools International Standards) 5.3 (D): A Christian worldview should be knit together by what they learn, hear, see, and process with their teachers, parents, and peers and through a personal relationship with God.	(No national standard, Based off the Association of Christian Schools International Standards) 5.3 (B):Knowing the words, concepts, Bible references, and even historical stories and facts is not enough. Students need to get to know the person of Jesus Christ and how he loves each one of us personally. Students also need to experience the personal disciplines of prayer, Bible reading, meditation/memorization, and service.	(No national standard, Based off the Association of Christian Schools International Standards) 5.3 (A): Students need to be taught foundational Bible knowledge as part of their Christian education. Unless they know the Word of God, they cannot apply it to their lives.	(No national standard, Based off the Association of Christian Schools International Standards) 5.3 (C): Students need to know how to apply their Bible knowledge in various areas of their lives. They need to move from information to application and hopefully into discernment.
Objective: must contain a condition, practice, and performance	Given a worksheet, each student will be able to answer each question using their journals.	Given a worksheet, each student will be able to answer each question using their journals.	Given a worksheet, each student will be able to answer each question using their journals.	Given a worksheet, each student will be able to answer each question using their journals.	Given a test, each student will be able to complete the assessment with at least 70% accuracy.
Materials: texts used, pg. #’s, any supplies needed	SmartBoard, video, journals, pencils, glue, paper.	SmartBoard, video, journals, pencils, glue, paper.	SmartBoard, video, journals, pencils, glue, paper.	SmartBoard, video, journals, pencils, glue, paper.	Computers, headphones, video, SmartBoard.
Biblical/Character Integration: How will this be integrated with the lesson?	Why Jesus spoke in parables: Matthew 13:10-13 “The disciples came to him and asked, ‘Why do you speak to the people in parables?’ He replied, ‘Because the knowledge of the secrets of the kingdom of heaven has been given to you, but not to them. Whoever has will be given more, and they will have an abundance. Whoever does not have, even what they have will be taken from them. This is why I speak to them in parables: ‘Though seeing, they do not see;     though hearing, they do not hear or understand.’”	The significance of parables: Mark 4:10-12 “When he was alone, the Twelve and the others around him asked him about the parables. He told them, ‘The secret of the kingdom of God has been given to you. But to those on the outside everything is said in parables so that, “they may be ever seeing but never perceiving,     and ever hearing but never understanding; otherwise they might turn and be forgiven!”’”	The importance of parables: Luke 8: 9-10 “then he said this, he called out, “Whoever has ears to hear, let them hear.” His disciples asked him what this parable meant. He said, ‘The knowledge of the secrets of the kingdom of God has been given to you, but to others I speak in parables, so that, “though seeing, they may not see;     though hearing, they may not understand.”’”	The prevalence of parables: Mark 4:33-34 “With many similar parables Jesus spoke the word to them, as much as they could understand. He did not say anything to them without using a parable. But when he was alone with his own disciples, he explained everything.”	How long parables have been used in teaching: Psalm 78:1-3 “My people, hear my teaching; listen to the words of my mouth.I will open my mouth with a parable; I will utter hidden things, things from of old— things we have heard and known, things our ancestors have told us.”
Technology: What technology will you use?  How will you use it?	SmartBoard: to show a video to start class and slideshow.	SmartBoard: to show a video to start class and slideshow.	SmartBoard: to show a video to start class and slideshow.	SmartBoard: to show a video to start class and slideshow.	SmartBoard: to show a video to start class.  Computers: test will be taken on google forms.
Set: What will you be doing to gain the student’s attention?	Video: “The Lost Sheep”One Lost Sheep | God's Story	Video: “The Prodigal Son” The Prodigal Son	Video: “The Mustard Seed” The Parable of the Mustard Seed - Bible story for kids	Video: “The Lost Coin” The Parable of the Lost Coin	Video: “The Parables of Jesus” All of Jesus Parables in ONE Video!
Instruction: How you will actually teach the concept that is being taught. This should be a step by step list of what you will be doing.  Be sure to provide multiple learning opportunities to address diverse learners and diversity.  .	1. Show video. 2. Pass out interactive notes. 3. Biblical integration 4. Present slideshow presentation and have students fill out notes as the lesson progresses. Slideshow will cover: The Parable of The Lost Sheep 5. Have students glue notes in journal.	1. Show video. 2. Pass out interactive notes. 3. Biblical integration 4. Present slideshow presentation and have students fill out notes as the lesson progresses. Slideshow will cover: The Parable of The Prodigal Son 5. Have students glue notes in journal.	1. Show video. 2. Pass out interactive notes. 3. Biblical integration 4. Present slideshow presentation and have students fill out notes as the lesson progresses. Slideshow will cover: The Parable of The Mustard Seed 5. Have students glue notes in journal.	1. Show video. 2. Pass out interactive notes. 3. Biblical integration 4. Present slideshow presentation and have students fill out notes as the lesson progresses. Slideshow will cover: The Parable of The Lost Coin 5. Have students glue notes in journal.	1. Show refresher video. 2. Biblical integration: Why are parables important? 3. Students will complete test. Students with text-to-speech accommodation will be given headphones.
Guided Practice: What activity will you do as a class or whole group to practice the concept taught.	Brainstorm as a class and create a circle map for reasons Jesus might have spoken in parables.	Interactive class discussion: how each character in the story felt.	Students will have 2-3 minutes to look up “facts about mustard seeds.” We will share as a class and write our findings on the board.	Brainstorm as a class and create a circle map for reasons why parables are important.	Students will be given 10 minutes to review in groups for test using materials from the week and ask questions of anything they are unsure of.
Independent Practice: How you will assess that students learned the concept.  This should match your objective.  This needs to be different from the summative assessment.	Students will be given a worksheet covering parables in general and the parable they learned on this day. They will answer questions on their own, but are able to use their journal for help.	Students will be given a worksheet covering parables in general and the parable they learned on this day. They will answer questions on their own, but are able to use their journal for help.	Students will be given a worksheet covering parables in general and the parable they learned on this day. They will answer questions on their own, but are able to use their journal for help.	Students will be given a worksheet covering parables in general and the parable they learned on this day. They will answer questions on their own, but are able to use their journal for help.	Students will be given 5 minutes to independently review for test using materials from the week.
Closure: What will you do to wrap up the lesson? A final thought, question, exit ticket?	Exit ticket in journal: In your own words, what is a parable?	Exit ticket in journal:  Name one other parable you know of.	Exit ticket in journal: Why are parables important?	Exit ticket in journal: Why do you think Jesus spoke in parables?	Go over any highly missed questions as a class.
Differentiation: Explain how this lesson will be modified for each learning group.	Gifted: Will have the opportunity to share their answer to their exit ticket. ESL: Students will be provided with translated copies of every material. ADD/ ADHD: extra time will be given for independent practice if needed. Learning styles: accounted for with video, taking notes, and presentation.	Gifted: Will have the opportunity to share their answer to their exit ticket. ESL: Students will be provided with translated copies of every material. ADD/ ADHD: extra time will be given for independent practice if needed. Learning styles: accounted for with video, taking notes, and presentation.	Gifted: Will have the opportunity to share their answer to their exit ticket. ESL: Students will be provided with translated copies of every material. ADD/ ADHD: extra time will be given for independent practice if needed. Learning styles: accounted for with video, taking notes, and presentation.	Gifted: Will have the opportunity to share their answer to their exit ticket. ESL: Students will be provided with translated copies of every material. ADD/ ADHD: extra time will be given for independent practice if needed. Learning styles: accounted for with video, taking notes, and presentation.	Students with text-to-speech accommodation will be given headphones.  Extra time will be given to students who require it. Any ESL students will be provided with a translated version of the test. A bonus question for extra points will be added for all students, but is meant to cater to gifted students who need the extra challenge.
Summative Assessment: What will you be using to test that the student’s mastered the skill being taught?  This may be a test or a project. Provide a rubric if applicable.  The summative assessment may be only given on one of the five days as it is summative. Be sure to attach a copy of the assessment.	Will be completed on Friday.	Will be completed on Friday.	Will be completed on Friday.	Will be completed on Friday.	A test covering the materials learned over the week. Attached below https://forms.gle/KuFMdtRnoc4SpCqR6 .

                                                                                                                     

Bri Hull

Teaching Week: Lesson Plans 

Week [B]

Teacher: Natasha Hooker                     Grade Level: 4th                    Subject: Language Arts

Topic: Composition               Subtopic: Revising and editing self written-texts

	Day 1	Day 2	Day 3	Day 4	Day 5
Standard: State standard	11.A: The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping.	11.B: develop drafts into a focused, structured, and coherent piece of writing by: (i) organizing with purposeful structure, including an introduction, transitions, and a conclusion; and (ii) developing an engaging idea with relevant details.	11.B: develop drafts into a focused, structured, and coherent piece of writing by: (i) organizing with purposeful structure, including an introduction, transitions, and a conclusion; and (ii) developing an engaging idea with relevant details.	11. C: revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity.	11. E publish written work for appropriate audiences.
National Standard: If math or Language Arts, Common Core Standard	CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.	CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.	CCSS.ELA-Literacy.W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.	CCSS.ELA-Literacy.W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.	CCSS.ELA-Literacy.W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
Objective: must contain a condition, practice, and performance	Given a printed thinking map, students will develop a cohesive plan for their rough draft narrative writing.	Given an outline, students will write a rough draft for their narrative writing assignment.	Given their rough drafts and a list of common mistakes in writing, students will complete, revise, and edit their rough drafts.	Given their rough drafts and a list of common mistakes in writing, students will revise and edit their rough drafts.	Given their edited rough drafts, students will type their final, published copies on their computers.
Materials: texts used, pg. #’s, any supplies needed	SmartBoard, video, pencils, paper.	SmartBoard, video, pencils, paper.	SmartBoard, pencils, paper, colored pen.	SmartBoard, pencils, paper, colored pen.	SmartBoard, video, paper, computers, colors, pencils.
Biblical/Character Integration: How will this be integrated with the lesson?	Writing well is extremely important. Without it, we would not have the Bible.  2 Timothy 3:16-17 - All Scripture is breathed out by God and profitable for teaching, for reproof, for correction, and for training in righteousness, that the man of God may be complete, equipped for every good work.	Good writing can outlive generations and be used for learning for years- just like the Bible.  Matthew 24:35 - Heaven and earth will pass away, but my words will not pass away.	If the Bible was not written using correct grammar, it could not have been translated and we would not have it today. Psalm 119:105 - Your word is a lamp to my feet and a light to my path.	If the Bible was not written using correct grammar, it could not have been translated and we would not have it today. Matthew 4:4 - But he answered, “It is written, “‘Man shall not live by bread alone, but by every word that comes from the mouth of God.’”	Before the Bible was published, not everyone had access to the Word of God. Publishing allowed us to spend time with God through reading his Word. Luke 11:28 - But he said, “Blessed rather are those who hear the word of God and keep it!”
Technology: What technology will you use?  How will you use it?	Smartboard to show video.	Smartboard to show video.	N/A	N/A	Computers for typing final draft. Smartboard to show video.
Set: What will you be doing to gain the student’s attention?	Video: “How to Create a Story Map”How to Create a Story Map for Kids - Planning Your Narrative Writing	Video: “Writing a Personal Narrative” Writing a Personal Narrative - Episode 1: Brainstorming a Story for Kids	Have students popcorn-read a short piece of writing with terrible grammar. (Written by me)	Brainstorm as a class some mistakes to look out for when revising and editing. (Create a list on the board)	Video: “The Writing Process: Publishing” The Writing Process: Publishing
Instruction: How you will actually teach the concept that is being taught. This should be a step by step list of what you will be doing.  Be sure to provide multiple learning opportunities to address diverse learners and diversity.  .	Show video Pass out thinking maps and explain how to fill out maps. Offer various ideas for personal narratives- especially for students who struggle with creative thinking.	Show video Pass out completed thinking maps. Pass out outline for rough drafts and explain how to transfer ideas from thinking maps into complete thoughts on rough drafts.  Go over expectations for writing (complete sentences, number of sentences)	Popcorn read the short story Pass out thinking maps and rough drafts. Explain the revising and editing process for students who have completed rough draft.	Brainstorm and create a list of common mistakes Pass out rough drafts. Have students get a different color pen and explain how to properly revise and edit a rough draft.	Show video Pass out rough drafts. Explain how to type the final copy based on the revised rough draft. (Title, Times New Roman, 12 point ft, black font, double-spaced).
Guided Practice: What activity will you do as a class or whole group to practice the concept taught.	Students will work together as a class to fill in an example thinking map that could be used for a narrative.	Independent writing day, but will review expectations.	Independent writing day, but will review expectations.	Revise and edit a short passage together (the one read aloud on day 3).	Independent writing day, but will review expectations.
Independent Practice: How you will assess that students learned the concept.  This should match your objective.  This needs to be different from the summative assessment.	Students will complete thinking maps independently.	Students will begin forming their rough drafts.	Students will complete their rough drafts and begin editing.	Students will revise and edit their entire rough draft.	Students will publish their writing by typing their completed work.
Closure: What will you do to wrap up the lesson? A final thought, question, exit ticket?	Exit ticket on small paper: “What is your personal narrative mostly about?”	Exit ticket on small paper: “Does your rough draft have a clear beginning, middle, and end?”	Exit ticket on small paper: “Were you able to finish your rough draft today?”	Exit ticket on small paper: “How many edits/revisions did you make to your paper?”	Exit ticket on small paper: “How do you feel you did on your writing on a scale of 1-10?”
Differentiation: Explain how this lesson will be modified for each learning group.	Gifted: students who are gifted will be given the opportunity to begin writing their rough draft early. ESL: Students will be provided with translated copies of every material. ADD/ADHD: extra time will be given for independent practice if needed. Learning styles: accounted for with video, personal writing, and group discussion.	Gifted: students who are gifted will be given the opportunity to get creative with their writing and add extra elements such as quotes or anecdotes. ESL: Students will be provided with translated copies of every material. ADD/ADHD: extra time will be given for independent practice if needed. Learning styles: accounted for with video, personal writing, and group discussion.	Gifted: students who are gifted will be given the opportunity to get creative with their writing and add extra elements such as quotes or anecdotes. ESL: Students will be provided with translated copies of every material. ADD/ADHD: extra time will be given for independent practice if needed. Learning styles: accounted for with video, personal writing, and group discussion.	Gifted: students who are gifted will be given the opportunity to get creative with their writing and add extra elements such as quotes or anecdotes. ESL: Students will be provided with translated copies of every material. ADD/ADHD: extra time will be given for independent practice if needed. Learning styles: accounted for with video, personal writing, and group discussion.	Gifted: students who are gifted will be given the opportunity to get creative with their writing and add extra elements such as quotes or anecdotes. ESL: Students will be provided with translated copies of every material. ADD/ADHD: extra time will be given for independent practice if needed. Learning styles: accounted for with video, personal writing, and group discussion.
Summative Assessment: What will you be using to test that the student’s mastered the skill being taught?  This may be a test or a project. Provide a rubric if applicable.  The summative assessment may be only given on one of the five days as it is summative. Be sure to attach a copy of the assessment.	Will be completed on Friday.	Will be completed on Friday.	Will be completed on Friday.	Will be completed on Friday.	Students will create a colored and designed cover page for their final drafts and turn in the final project all together.  Rubric below.

                                                                                                                     

	20 points	19-14 points	13-8 points	7-0 points
Cover Page	Cover page is present, neat, and colored, the title is present, and all elements match the narrative writing.	Cover page is present, somewhat neat, and colored, the title is present, and all elements somewhat match the narrative writing.	Cover page is present,  not neat, and somewhat colored, the title is present, and all elements do not match the narrative writing.	Cover page is not present or present but sloppily done.
Content	Writing is detailed, well-thought-out, on topic, and in the style of a personal narrative.	Writing is mostly detailed, well-thought-out, on topic, and in the style of a personal narrative.	Writing is somewhat detailed, well-thought-out, on topic, and in the style of a personal narrative.	Writing is missing one or multiple of the following: detailed, well-thought-out, on-topic, and in the style of a personal narrative.
Sentence Fluency	Writing is in complete sentences and no run-ons are present.	Writing is mostly in complete sentences and/or little to no run-ons are present.	Writing is somewhat in complete sentences and/or some run-ons are present.	Writing is not in complete sentences and/or run-ons are heavily present.
Grammar	There are no grammar mistakes.	There are 1-5 grammar mistakes.	There are 6-10 grammar mistakes.	There are 10+ grammar mistakes.
Completion/formatting	All sentence requirements were met and all formatting is correct.	Writing is missing 1-5 sentences, some formatting is incorrect.	Writing is missing 6-10 sentences, most formatting is incorrect.	Missing 10+ sentences, all formatting is incorrect.

Teaching Week B Lesson Plans (.pdf) 0.14mb

Fieldwork: Bri Hull

Teaching Week A Lesson Plans

Bri Hull

Teaching Week: Lesson Plans Template

Week [A]

Teacher: Natasha Hooker                                                                           Grade Level: 4th                                 Subject: Bible

Topic: The Creation Account   Subtopic: The purpose of Creation

	Day 1	Day 2	Day 3	Day 4	Day 5
Standard: State standard	(Not a required standard) 74.36 (D):  Familiarize students with, as applicable:  the influence of the Hebrew Scriptures or New Testament on law, history, government, literature, art, music, customs, morals, values, and culture.	(Not a required standard) 74.36 (A): Familiarize students with, as applicable: the contents of the Hebrew Scriptures or New Testament	(Not a required standard) 74.36 (B): Familiarize students with, as applicable: the history of the Hebrew Scriptures or New Testament	(Not a required standard) 74.36 (C): Familiarize students with, as applicable: the literary style and structure of the Hebrew Scriptures or New Testament	(Not a required standard) 74.36 (1): Teach students knowledge of biblical content, characters, poetry, and narratives that are prerequisites to understanding contemporary society and culture, including literature, art, music, mores, oratory, and public policy.
National Standard: If math or Language Arts, Common Core Standard	(No national standard, Based off the Association of Christian Schools International Standards) 5.3 (D): Students need to see the truths of God’s word in all other areas of the world, including the academics they are studying and as they prepare for the careers they hope to pursue.	(No national standard, Based off the Association of Christian Schools International Standards) 5.3 (D): A Christian worldview should be knit together by what they learn, hear, see, and process with their teachers, parents, and peers and through a personal relationship with God.	(No national standard, Based off the Association of Christian Schools International Standards) 5.3 (B):Knowing the words, concepts, Bible references, and even historical stories and facts is not enough. Students need to get to know the person of Jesus Christ and how he loves each one of us personally. Students also need to experience the personal disciplines of prayer, Bible reading, meditation/memorization, and service.	(No national standard, Based off the Association of Christian Schools International Standards) 5.3 (A): Students need to be taught foundational Bible knowledge as part of their Christian education. Unless they know the Word of God, they cannot apply it to their lives.	(No national standard, Based off the Association of Christian Schools International Standards) 5.3 (C): Students need to know how to apply their Bible knowledge in various areas of their lives. They need to move from information to application and hopefully into discernment.
Objective: must contain a condition, practice, and performance	Given a set of cards, each student will be able to match the day of creation with what was created.	Given a worksheet, each student will be able to answer each question using their journals.	Given a foldable, each student will be able to list the purpose of each created thing under the corresponding picture.	Given a test review, each student will be able to complete the assignment with 70% accuracy.	Given a test, each student will be able to complete the assessment with at least 70% accuracy.
Materials: texts used, pg. #’s, any supplies needed	SmartBoard, video, journals, matching cards, paper to make foldable, glue, pencils, colors.	SmartBoard, video, journals, pencils, paper.	SmartBoard, video, journals, pencils, paper, glue.	SmartBoard, video, journals, pencils, paper, highlighters.	Computers, headphones, video, SmartBoard.
Biblical/Character Integration: How will this be integrated with the lesson?	Biblical truth one: God is Creator.  Genesis 1:1 “In the beginning God created the heavens and the earth.” This will be integrated into the lesson as students will learn what God created on what day.	Biblical truth two: God is sovereign. Genesis 1:3 “And God said, ‘Let there be light,’ and there was light.” This will be integrated into the lesson as students will learn how God was able to create the world.	Biblical truth three: God made everything with a purpose.  Genesis 1:14-15 “And God said, ‘Let there be lights in the vault of the sky to separate the day from the night, and let them serve as signs to mark sacred times, and days and years, and let them be lights in the vault of the sky to give light on the earth.’ And it was so.” This will be integrated into the lesson as students will learn why God created what he did.	Biblical truth four: Jesus and the Holy Spirit were present at creation. Genesis 1:26 “Then God said, ‘Let us make mankind in our image, in our likeness..’” This will be integrated into the lesson as students will learn who was present at creation.	Biblical truth five: God is good. Genesis 1:28-31 “God blessed them and said to them, ‘Be fruitful and increase in number; fill the earth and subdue it. Rule over the fish in the sea and the birds in the sky and over every living creature that moves on the ground.’ Then God said, ‘I give you every seed-bearing plant on the face of the whole earth and every tree that has fruit with seed in it. They will be yours for food. And to all the beasts of the earth and all the birds in the sky and all the creatures that move along the ground—everything that has the breath of life in it—I give every green plant for food.’ And it was so. God saw all that he had made, and it was very good. And there was evening, and there was morning—the sixth day.” This will be integrated into the lesson as the students will learn a key attribute of God based on what he created and how he created it.
Technology: What technology will you use?  How will you use it?	SmartBoard: to show a video to start class and slideshow.	SmartBoard: to show a video to start class and notes.	SmartBoard: to show a video to start class and slideshow.	SmartBoard: to show a video to start class and notes.	SmartBoard: to show a video to start class.  Computers: test will be taken on google forms.
Set: What will you be doing to gain the student’s attention?	Video: “The Gospel Projecct for Kids: The Creation Story”  The Gospel Project for Kids: The Creation Story	Video: “Who is God?”  Who is God? - For Kids - | GQKidz.org	Video: “7 Days of Creation” 7 days of creation explained (Genesis 1 & 2 explained)	Video: “How is 1 God in 3 Different Persons?”  How is 1 GOD 3 Different Persons? (The Trinity EXPLAINED for Kids) | Bible Stories for Kids	Video: “Creation” Creation (Genesis 1-2)
Instruction: How you will actually teach the concept that is being taught. This should be a step by step list of what you will be doing.  Be sure to provide multiple learning opportunities to address diverse learners and diversity.	1. Show video. 2. Pass out interactive notes. 3. Present slideshow presentation and have students fill out notes as the lesson progresses. Slideshow will cover: days of creation, the influence of the creation account with the modern-day week, and why understanding the creation account is applicable to daily living. 4. Have students glue notes in journal.	1. Show video. 2. Have students write in their journals how they think God was able to create the world. 3. Create chart on board and have students copy in their journals: chart will cover God’s soverignty (how he was able to create the world), biblical content on the creation account (key bible verses), a Christian worldview of creation (why it is important we understand that God created everything).	1. Show video. 2. Pass out printed copies of Genesis 1 and glue into journals. Popcorn read all of Genesis 1.  3. Slideshow: reviewing the days of creation, explaining that the creation account is history, not a fairytale, and explaining that there was a purpose for every single thing God created.	1. Show video. 2. Have students open to Genesis 1 copies in their journal. 2. Annotated the passage for literary styles and structures as students follow along and copy. Pay special attention to the switch from singular to plural when talking about God and explain what this means.	1. Show “Creation” refresher video. 2. Discuss Biblical integration: God is good. 3. Students will complete test. Students with text-to-speech accommodation will be given headphones.
Guided Practice: What activity will you do as a class or whole group to practice the concept taught.	Students will be given matching cards to match the days of creation with what God created. They will work as a group to complete this task. If time allows, groups can compete against each other to see who can match the days the quickest.	Students will answer discussion questions as a group and write their answers in their journals.  What does “soverign” mean? How did God create everything? What is a bible verse that is key in understanding why we need to know God is who created the world?	Students will work together to highlight each verse that reveal the purpose of each created thing.	Students will each create/ draw a different aspect of creation of construction paper and the group will put each drawing in order and hang it on the wall in order.	Students will be given 10 minutes to review in groups for test using materials from the week and ask questions of anything they are unsure of.
Independent Practice: How you will assess that students learned the concept.  This should match your objective.  This needs to be different from the summative assessment.	Students will created a foldable independently that show the days of creation.	Students will be given a worksheet covering all materials learned over the first two days. They will answer questions on their own, but are able to use their journal for help.	Students will be given a foldable with a picture of each created thing on each flap, under the flap, students will write what purpose that created thing serves.	Students will be given a test review to complete independently.	Students will be given 5 minutes to independently review for test using materials from the week.
Closure: What will you do to wrap up the lesson? A final thought, question, exit ticket?	Exit ticket: Write in your journal what you think was the most important thing God created.	Exit ticket: Write in your journal a key bible verse in understanding the creation story.	Exit ticket: Write in your journal what your favorite part of nature is.	Exit ticket: Write in your journal what question you have about anything you have learned this week.	Go over any highly missed questions as a class.
Differentiation: Explain how this lesson will be modified for each learning group.	Gifted: Students who are gifted will have the option to get creative with their foldable and add aspects not required.  ESL: Students will be provided with translated copies of every material. ADD/ ADHD: accounted for with two hands-on activities incorporated into the lesson. Learning styles: accounted for with video, taking notes, presentation, and hands-on activities.	Gifted: students who are gifted will be given the opportunity to be the “scribe” for the group discussion. ESL: Students will be provided with translated copies of every material. ADD/ADHD: extra time will be given for independent practice if needed. Learning styles: accounted for with video, taking notes, and group discussion.	Gifted: students will be given the opportunity to read aloud a second time during popcorn reading. ESL: Students will be provided with translated copies of every material. ADD/ADHD: extra time will be given for independent practice if needed. Learning styles: accounted for with video, taking notes, presentation, and hands-on activities.	Gifted: students who score a 100% on the review will get free time on Friday after the test. ESL: Students will be provided with translated copies of every material. ADD/ADHD: extra time will be given for independent practice if needed. Learning styles: accounted for with video, taking notes, presentation, and hands-on activities.	Students with text-to-speech accommodation will be given headphones.  Extra time will be given to students who require it. Any ESL students will be provided with a translated version of the test. A bonus question for extra points will be added for all students, but is meant to cater to gifted students who need the extra challenge.
Summative Assessment: What will you be using to test that the student’s mastered the skill being taught?  This may be a test or a project. Provide a rubric if applicable.  The summative assessment may be only given on one of the five days as it is summative. Be sure to attach a copy of the assessment.	Will be completed on Friday.	Will be completed on Friday.	Will be completed on Friday.	Will be completed on Friday.	A test covering the materials learned over the week. Attached below. https://forms.gle/iN68E2fjtUKjTczR9

                                                                                                                     

Teaching Week A Lesson Plans (.pdf) 0.13mb

Assignments: Bri Hull

Classroom Accommodations

Name: Bri Hull

Accommodations 

	Title	Case Study	Description/Rationale	Visual
1	Classroom Arrangement	(For this section, design a seating arrangement for the students in the Case Studies you choose, as well as a number of other students you can create for your class.)	The student's desks are set in four rows of five. They can easily be moved together for cooperative work, but are separated for lessons and independent work.  Bethany is seated at the front of the room she can see any writing on the board clearly and focus on the lesson.  Stacy often feels embarrassed about using headphones for her text-to-speech, so she is in the back corner so she doesn’t feel like everyone is staring at her and uses her accommodation as needed. This also puts her close to the teacher's desk should she need anything orally administrated to her. Hwan is at the front of the class so his full attention is on the board and the teacher during the lesson, as it may be easier for him to miss parts of the lesson due to the language barrier. Jerome is at the very back, directly in front of the teacher’s desk. This keeps his classmate's attention off of him, and the teacher’s attention on his behavior.  Ellie is seated right next to the supply table to help her stay organized and not have to keep so many supplies with her, in an effort to reduce the amount of items she needs to steward and keep up with. Jackson is at the back corner of the class. This is to prevent him from distracting others. He is near the teacher’s desk so she may keep a close eye on him. He is near the standing desk so that if his fidget band/flexible seat is not keeping him occupied enough, he has the option to stand and work. Diamond is seated at the edge of class, in hopes this will prevent her from distracting others. She is also near the bookshelf and supply cabinet, so when she is ready for her enrichment activity, she has easy access to supplies, or she can easily grab a book to read rather than talking to those who are still working. Quincy is in the very front row so that when the teacher is teaching, she can ensure he is awake and alert. Being in close proximity makes it easy for the teacher to walk over and redirect and gives him less opportunity to doze off.
2	Rewritten Text	Bethany is a year behind in reading. While her second-grade classmates are now reading chapter books, she is still struggling with emergent-level texts. She doesn’t want to read baby books. She wants to read the same cool stories the other students in her class get to read.	Original Text: Reading Level 6 Before the Civil War, most African American people in the South were enslaved and had no legal rights. The Civil War ended slavery, but African Americans still faced many challenges in the South. They did not have citizenship, freedom from discrimination, or the right to vote. In the decade after the war, a time known as Reconstruction, the federal government tried to make changes in the South. The South had just tried to leave the U.S. during the Civil War. So, Reconstruction was meant to bring those states back into the U.S. and protect the rights of African American people. But Southern states resisted these efforts by passing laws called Black Codes. These laws discriminated against African American people by denying their right to vote, use public services like schools and post offices, meet in groups, or do any work except farming or being a servant. Many African American people were even forced to go back to labor for their former enslavers. Rewritten Text: Reading Level 2.1 Abraham Lincoln was born in a log cabin in the state of Kentucky on February 12, 1809. He and his sister worked on their family farm. When his family moved to Indiana, Abe helped build the family’s new home. Abe didn’t get to go to school very often, but he loved to read, and he would walk miles to borrow books. When he grew up, Abe had many different jobs. He was a shopkeeper and a mailman. Finally, Abe decided to study law, became a lawyer, and moved to Springfield, Illinois. There, he married Mary Todd. Abe and Mary had four children. In 1860, Abraham Lincoln was elected to be our 16th president. While he was president, the Civil War began. Our country was divided. The northern states were fighting against the southern states. During the war, Abraham Lincoln wrote the Emancipation Proclamation, which freed slaves. He also wrote a very famous speech called the Gettysburg Address. President Lincoln gave this speech to try to keep the United States together. The war lasted five years, and President Lincoln was killed just five days after the war ended. The United States had lost their president.	Original Text: Reading Level 6 The Reconstruction Amendments. (2022, June 20). Education.com; education.com. https://www.education.com/worksheet/article/the-reconstruction-amendments/ Rewritten Text: Reading Level 2.1 Abraham Lincoln facts. (2013, January 8). Education.com; education.com. https://www.education.com/worksheet/article/abraham-lincoln-facts/
3	Adaptive & Assistive Technology	Stacy has a learning disability. She is a fifth-grade student who makes passing grades in math but has struggled with reading throughout elementary school. She tries her best but is still reading on a second-grade level. She is very self-conscious in class and tries to avoid having to read out loud in front of her peers.	Adaptive or assistive technology utilized in this class is text-to-speech technology. This is for a student who struggles reading, specifically out loud. Hearing words as she reads them should help her improve her comprehension and phonetic skills.
4	Translated texts	Hwan, a fifth-grader, has been living in America since he was in second grade. Although he has learned to speak fairly well in English, he still is struggling to comprehend what he reads in English texts.	Hwan will be given translated texts as well as English ones, so when he is struggling with comprehension of the English text, he can reference the translated one. This is in an effort to increase understanding when reading English texts.	Instrucciones: Marque cada afirmación verdadera sobre la Reconstrucción. Deje las declaraciones falsas sin marcar. ___ La reconstrucción se produjo después de la Guerra Civil. ___ La reconstrucción liberó a los esclavos. ___ El propósito de la Reconstrucción fue “volver a unir a Estados Unidos”. ___ La reconstrucción ocurrió durante el siglo XVIII. ___ La reconstrucción solucionó todos los problemas que enfrentaba Estados Unidos en ese momento. ___ La reconstrucción ocurrió sólo en el Sur. ___ La Enmienda 14 fue aprobada durante la Reconstrucción. ___ Abraham Lincoln fue presidente durante todo el período de Reconstrucción. ___ La reconstrucción dio a todos los afroamericanos igualdad total. ___ A los afroamericanos se les permitió ocupar cargos públicos durante la Reconstrucción. ___ El racismo todavía ocurrió durante la Reconstrucción. ___ La reconstrucción tenía como objetivo unir a los estados del sur nuevamente en la Unión después de la Guerra Civil. ___ Los esclavos fueron declarados libres y se les concedió la ciudadanía durante la Reconstrucción.
5	Behavior contract and reward system	Jerome often gets in trouble for how he reacts to his classmates. He is always ready to snap at others and has gotten into a number of fights on the bus and during recess. Many of his third grade classmates have asked to be moved away from him in the class. He is struggling to keep friends now, as he lashes out in anger at those in his way.	The student, teacher, and parent will agree to and sign the Behavior Contract in a joint effort to keep the student’s behavior on track in class. This copy will be laminated and taped to the edge of his desk. Each day, if there are no incidents, the student gets to write a point next to the day. At the end of the week, if the student has 5 points, they get to pick a prize.
6	Modified Notes and Paper Assignments (Enlarged, extra lines/boxes for organization)	Ellie has a lot of trouble staying organized. As a fifth-grader, she has been unsuccessful in keeping track of her homework assignments. Her notebook is not organized and her desk is a mess. Her grades are suffering due to her inability to keep up with her work. She often loses papers and books.	Assignments are slightly modified to be enlarged to allow extra space for readable righting and extra lines/boxes/cues are added to allow the student to keep thoughts and writings organized.
7	Writing Supports	Anthony’s handwriting is very hard to decipher. He is in the fourth grade but has penmanship one would expect of a first-grader. He has struggled with fine motor skills, which affects his ability to grasp writing utensils correctly.	The student is accommodated with a computer to type rather than handwrite on long writing assignments. On shorter writing assignments, student is given a corrective pencil grip to encourage correct grasp and improve his penmanship.
8	Fidget Band/ Flexible Seating	Jackson is a third grade student who has been diagnosed with ADHD. Jackson struggles to focus in class. He is easily distracted. He tends to disrupt others by tapping, getting out of his seat, and fidgeting with things in his desk. His inability to stay focused is negatively affecting his grades.	Student is given positive reinforcements for his ADHD behavior. Flexible seating choices that allow him to fidget while staying on task will be offered.
9	Enrichment// Extensions Assignments and Activities	Diamond is getting bored in her third grade class. She is reading on a sixth-grade reading level and taught herself how to do long division by watching YouTube videos. She has been getting into trouble by trying to entertain her classmates while the teacher is teaching.	To encourage and enforce a proper and constructive outlet for her boredom, she is allowed to finish assignments early and will be given extension assignments that allow for creativity, crafting, and hands-on activities. This is to keep her engaged in her education and not distracting others.
10	Extra Time/ Flexible Seating	Quincy cannot seem to stay awake in class. He often falls into a deep sleep during class. Sometimes, his fourth grade teacher cannot rouse him. He is missing out on hearing the instruction that his teacher is giving. Quincy’s grades are suffering as a result.	To encourage Quincy to stay awake, several flexible seating options that allow for movement will be offered. He will also be given extra time on days he is really struggling to stay awake.

Classroom Accommodations (.pdf) 1.05mb

Assignments: Bri Hull

Personal Philosophy of Education

Personal Philosophy of Education

Bri M. Hull

Liberty University

Personal Philosophy of Education

Throughout history and into the present day, students and educators have faced the question of why education is necessary and its purpose. Many scholars have presented varying theories or philosophies of education in an attempt to answer this question, but none have offered as fulfilling an answer as essentialism. The purpose of education, which can be accomplished through the educational philosophy of essentialism, is to prepare and mold students, by instilling in them the necessary knowledge and skills needed, to be deep-thinking, functional, and contributing individual members of society. 

Philosophy of Schools and Learning

Essentialism is a philosophy of education that holds to the idea that the purpose of education is to inculcate students with the ability to become contributing members of society, and in turn, keep society functioning. “Essentialists believe that teachers should try to embed traditional moral values and virtues such as respect for authority, perseverance, fidelity to duty, consideration for others, and practicality and intellectual knowledge that students need to become model citizens” (“Essentialism,” n.d.).  Moral values such as these must be taught diligently to impressionable children so that they grow up to carry out these values once they have left the classroom and entered into society. A moral and good society is dependent on its citizens holding moral and good values; without education to teach this, society is liable to have higher crime rates, less aid to those in need, citizens would be less inclined to carry out civic duties such as voting, and a myriad of other societal collapses would begin to take place. Essentialism emphasizes the authority of the teacher, hard work and rigor in the classroom is commended, the subject matter is at the center of the curriculum, and the curriculum seeks to transfer the essential skills and knowledge needed to create a well-balanced citizen (Sahin, 2018). Teaching the authority of the teacher in the classroom helps students understand government authorities, emphasizing hard work and rigor in schoolwork will prepare students to become hard workers with strong work ethics, and centering the curriculum, that is skills and knowledge necessary to become well-rounded citizens, teaches students the importance of their future role in society. “By focusing on essential knowledge and skills, students are better prepared to tackle complex problems and adapt to changing circumstances in their personal and professional lives” (“Essentialism in education,” 2023). Instilling students with not only basic knowledge of core subjects, but also critical thinking skills, the means to be deep-thinkers, and problem-solving skills, ought to allow them to be able to handle almost every situation and circumstance thrown at them in the workforce and in adulthood. The purpose of schools, learning, and education is to bring up the next generation equipped to perform in society. 

Instructional Practice

In order to fulfill the stated purpose of education, certain instructional practices must take place. In essentialist classrooms, teachers implement structured and precise curricula around the core subjects of math, science, social studies, and English/language arts; teachers manage their classrooms with efficiency, effectiveness, discipline, order, and an emphasis on academic achievement (Ornstein, Levine, Gutek, & Vocke, 2015). Instruction is carefully divided by the core subjects and can be taught through various means of instruction. Though the means and method through which the curriculum is taught can vary, the subject matter must be at the core of the instruction and the classroom must be run with organization, productivity in mind, and some level of strictness. Essentialists hold that “Skills such as reading, writing, computers, and measurement should be taught to elementary students, subjects [should] usually focus on creativity, apart from art and music, and students [should be] provided a bundle of information and techniques to enable them to transition from less to more complex knowledge and skills” (“Essentialism in education,” n.d.).  Skills and information are taught early on to students, with the expectation they will master those skills and retain that knowledge to achieve academic success and continue to the next level. The essentialist classroom can be achieved through rigorous instruction, the means of which can vary, based on the core subjects.

Teacher-Learner Relationship

In essentialism, there is a clear teacher-learner relationship laid out to achieve the purpose of education. “Essentialism is a teacher-centered philosophy of education… Εssentialists believe that the essentialist teacher is going to be more technically skilled in their field so they can advance students learning… The teacher not only needs to consider the content being taught, but the environment in which it is being taught as well” (Perez, 2022). The teacher has the authority in the classroom, all information is taught by the teacher to the student, and the teacher decides how the information is taught. Students, in turn, are to be under the authority of their teacher, learning the information being taught to them. Students are expected to hold academic success in high esteem and work diligently to advance their academic careers. As essentialism is teacher-centered, the teacher is to transfer their knowledge to the student and the student is to obtain, understand, and use that knowledge. 

Diversity

Though essentialism is strict in centering the subject in the curriculum and keeping a well-managed classroom, there is room to vary and differentiate instruction to meet the needs of diverse learners. These learners could include students who English is their second language, students with learning disabilities, students with special needs, students with physical disabilities, students from different cultures, and students who learn through certain modalities. “Teachers must also be mindful of the needs and interests of their students, and be willing to adapt their teaching methods to meet the needs of different learners. This may involve providing additional support to struggling students, or offering extension activities and projects for advanced learners” (“Essentialism in education,” 2023). In essentialism, if a student is struggling in reading, adapting to diversity does not mean cutting reading out of the curriculum, as the core subjects are the center of instruction, but differentiating the instruction in reading to aid that student in their understanding of the essential information being taught to them.

Conclusion 

The intention and purpose of education, as seen through the lens of essentialism, is for a teacher to instill their knowledge of a certain subject matter to students in order to give them the essential knowledge and skills needed to be functioning adults in society. Essentialism allows for diversity in the classroom while still instilling in students the necessary components to fulfill the purpose of school.

References

Essentialism. (n.d.). Retrieved October 9, 2023, from Siue.edu website: https://www.siue.edu/~ptheodo/foundations/essentialism.html

Essentialism in education. (2023, March 26). Retrieved October 9, 2023, from PHILO-notes - Free Online Learning Materials website: https://philonotes.com/2023/03/essentialism-in-education

Essentialism in education. (n.d.). Retrieved October 9, 2023, from EdDirect Education website: https://www.eddirect.com/resources/education/essentialism-in-education

Ornstein, A. C., Levine, D. U., Gutek, G., & Vocke, D. E. (2015). Foundations of education (13th ed.). Mason, OH: CENGAGE Learning Custom Publishing.

Perez, D. (2022). Chapter 8: Essentialism. In Social Foundations of K-12 Education. Kansas State University.

Sahin, M. (2018). Essentialism in philosophy, psychology, education, social and scientific scopes. Online Submission, 22(2), 193–204. Retrieved from http://files.eric.ed.gov/fulltext/ED593579.pdf

Personal Philosophy of Education (.pdf) 0.10mb

Assignments: Bri Hull

Classroom Bullying Scenario

Classroom Bullying Scenario

Bri M. Hull

Liberty University

Classroom Βullying Scenario

Bullying is a serious issue that is far too commonplace in the classroom today. From recognizing it is happening to identifying the type of bullying to handling the situation properly to making every preventative effort to ensure it doesn’t happen again, bullying can be a nightmare to deal with. However difficult bullying may be to deal with, educators have to be able to handle it for the safety, benefit, education, and personal growth of all students.

The first type of bullying witnessed in the classroom bullying scenario can be identified as relational bullying. “Relational bullying, also known as social aggression, is the use of relationships to hurt others. It includes preventing people from playing with others, using the silent treatment, and spreading rumors and lies” (Burden, 2016). In this particular instance, at lunch, Emily publicly rejected Tasha by not allowing her to sit at the lunch table with their friend group. Emily is leading this relational bullying and controlling the situation while Keisha is following along and adding to Tasha’s hurt. If the girls were not already friends, this act may not have been as hurtful, but the exclusion of a friend coupled with the public humiliation classifies the incident as relational bullying. A solution that lets Keisha and Emily know what they are doing is wrong and that would prevent Tasha from being left out or humiliated in this way again would be to make and enforce a rule that no one can tell another student where they may or may not sit at lunch. If this solution is not effective and the problem progresses further, I would assign seats at lunch for my class to completely take away the possibility of this specific situation from happening again. By implementing one or both of these solutions, I would hope to see new student behaviors of inclusion and tolerance at lunch that would carry over to the classroom. I would hope to see changed attitudes and hearts of students as they begin to understand the importance of inclusion in all settings and the ramifications of intentionally trying to hurt someone by leaving them out.

The second type of bullying seen in this scenario as the day progresses is verbal bullying. “Verbal bullying is also known as direct bullying, which includes face-to-face quarrel and insults. According to France et al. (2013), verbal bullying is one of the forms of oral and written communication, which is done by the perpetrator against the targeted victim with having an intention to harm” (Saintvil, 2021). This incident is classified as verbal bullying because Keisha uses hurtful words in the form of a poem that she shares with others in the class to attack and humiliate Tasha for her own entertainment. Solutions I would take to prevent further action from taking place would be to privately discipline Keisha for her blatant act of bullying by calling her parents and reprimanding her. I would also speak to the entire class about bullying in an effort to educate them on what is okay and what is not, not only in the classroom, but how we are to treat people in general. I would take instructional time in class to share personal experiences, videos talking about the effects of bullying, statistics on what long-term bullying has done to victims, and invite the class into an open discussion about what bullying is and how they can not engage in it and stop it when they see it. From this solution, I would hope to see a changed classroom environment as students begin to understand and recognize what constitutes bullying and the drastic negative effects bullying has. 

The third type of bullying seen in the classroom bullying scenario is physical bullying.

The incident in question can easily be identified as physical bullying because Emily intentionally tripped Tasha with her foot and consequently caused Tasha herself harm and her property physical damage. Physical bullying is a serious offense and can cause extremely negative ramifications for the victim not only physically, but emotionally. “Physical victimization refers to being harmed physically… Bullying victimization is related to various negative socialemotional outcomes, such as depressive symptoms (for a metaanalysis, see Christina et al., 2021) and low self-esteem (for a meta-analysis, see Tsaousis, 2016)” (Demol, 2022). To prevent this from happening again, Emily must face serious consequences for her actions. I would write a disciplinary referral and contact her parents. I would also bring both students and both sets of parents into a conversation to discuss a plan to distance the girls from each other at school because of how far the bullying has progressed. After facing serious consequences for her actions, one would hope to see new student behaviors of kindness, gentleness, and self-control from Emily. Making an effort to keep the girls away from each other would likely make Emily understand the severity of her actions and hopefully keep Tasha from continuing to be a victim to bullying, and set her back on track academically and emotionally.  

Teaching at a Christian school, all of these incidents are perfect opportunities to bring up what the Bible says about how we should act and carry ourselves as followers of Christ Jesus. The Bible lays out certain attributes that believers are called to carry out in every action taken and every word spoken. “But the fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness, gentleness and self-control; against such things there is no law. And those who belong to Christ Jesus have crucified the flesh with its passions and desires. If we live by the Spirit, let us also keep in step with the Spirit” (English Standard Version, 1978/2011, Galatians 5:22-25). Believers aim to be loving, joyful, peaceful, patient, kind, good, faithful, gentle, and self-controlled in every circumstance and situation because Jesus, the Savior of the world, exemplified all of those characteristics. Understanding that every person is an image-bearer of the One True King and deserves to be treated as such can have drastic implications on the frequency of bullying in the classroom. There is no room for bullying when one not only knows the fruits of the spirit but understands why they are so important to follow and make an intentional effort to exemplify daily. Believers are called to be more like Jesus every day and he was the ultimate example of what it means to have the fruits of the spirit evident in one’s life. In an effort to remind students of the fruits of the spirits and that we are called to follow them in all things, I would hang a poster, very visibly, at the front of the classroom. Seeing this most valuable scripture every day may just make a difference in the classroom in regard to bullying.

References

Burden, P. (2016). Classroom management: Creating a successful K-12 learning community 6e epub: Creating a successful K-12 learning community (6th ed.). Wiley.

Demol, K., Verschueren, K., ten Bokkel, I. M., van Gils, F. E., & Colpin, H. (2022). Trajectory Classes of Relational and Physical Bullying Victimization: Links with Peer and Teacher-Student Relationships and Social-Emotional Outcomes. Journal of Youth and Adolescence, 51(7), 1354-1373. https://doi.org/10.1007/s10964-021-01544-7

Saintvil, M. (2021). An Examination of School Bullying: Understanding the Importance of Early Intervention and a Call for a Collaborative Approach (Order No. 28773114). Available from Education Database. (2605672764). https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/dissertations-theses/examination-school-bullying-understanding/docview/2605672764/se-2

The Holy Bible, English Standard Version. (2011). Crossway. (Original work published 1978).

Classroom Bullying Scenario (.pdf) 0.08mb

Assignments: Bri Hull

Diversity in the Classroom

Three sources of diversity in the classroom are cultural diversity, language, and exceptionalities. “Cultural diversity is reflected in the wide variety of values, beliefs, attitudes, and rules that define regional, ethnic, religious, or other cultures” (Burden,  2016). Different languages in the classroom can be a source of diversity and present a problem for those students who struggle with the English language. Exceptionalities in the classroom play a major role in understanding how to serve diverse students well; there will be students of all different academic levels in a single class, so it is important to understand where each student falls academically and how to help them succeed where they are. 

One strategy to encourage appropriate behavior in a diverse classroom is to foster a positive learning environment that respects and cares for everyone. Another strategy to encourage appropriate behavior in a diverse group is to educate oneself and others about sources of diversity; being more understanding of who people are and where they come from can lend to managing a classroom well. A final strategy to encourage appropriate behavior is to adjust instruction to meet different students' needs based on their academic level. If something is too easy or too hard, a student may act out due to boredom or frustration. 

Getting to know students greatly increases one’s effectiveness in working in a diverse classroom. “With a better understanding of their students, teachers can be more effective in their selection of instructional strategies, their adjustments for individual differences, and their interactions with the students and their families” (Burden, 2016). Students will also be more willing to work hard and try their best if they feel known, cared for, and seen by their teacher; it is much harder for students to want to put in the effort if they feel like the one teaching them has no understanding of why they are who they are.

Just as teachers are called to meet students where they are, Jesus met people where they were. Matthew 9:10-13 says “While Jesus was having dinner at Matthew’s house, many tax collectors and sinners came and ate with him and his disciples. When the Pharisees saw this, they asked his disciples, ‘Why does your teacher eat with tax collectors and sinners?’ On hearing this, Jesus said, ‘It is not the healthy who need a doctor, but the sick. But go and learn what this means: “I desire mercy, not sacrifice.” For I have not come to call the righteous, but sinners’” (Bible Gateway passage: Matthew 9:10-13 - New International Version, n.d.).

Bible Gateway passage: Matthew 9:10-13 - New International Version. (n.d.-b). Bible Gateway. Retrieved October 3, 2023, from https://www.biblegateway.com/passage/?search=Matthew+9%3A10-13&version=NIV

Burden, P. (2016). Classroom management: Creating a successful K-12 learning community 6e epub: Creating a successful K-12 learning community (6th ed.). Wiley.

Diversity in the Classroom (.pdf) 0.09mb

Assignments: Bri Hull

Unit Plan: Lesson Plan

Name: Bri Hull

Unit Plan: Lesson Plan Template

Subject and Grade Level:  6th Grade History

Topic:  Civil Rights  Subtopic: Effects of Reconstruction and major figures of Reconstruction (Abraham Lincoln, Robert E. Lee, Frederick Douglass)

STANDARDS A.  Virginia Standard of Learning (SOL) USII.3c Reconstruction: 1865 to 1877 USII.3 The student will apply social science skills to understand the effects of Reconstruction on American life by  c) describing the legacies of Abraham Lincoln, Robert E. Lee, and Frederick Douglass.

Objective:  Given a blank chart, students will explain in a complete sentence the effects and accomplishments/legacies of Abraham Lincoln, Robert E. Lee, and Frederick Douglass.

Materials:   Paper/Printer- Used for fill-in-the-blank notes during instructional time, for the Summative Evaluation, and to create the cards needed for the matching activity during the guided practice. Journals- Students will glue their notes into their journals. Computers- Used to complete and submit the independent practice. Pencils- Used to fill in the notes and complete the Summative Evaluation on paper.

Technology Connection:   Video for the Set- This will help engage and interest students in starting the lesson.  Link: Reconstruction - Post-Civil War - Educational Social Studies Video for Elementary Students & Kids SmartBoard- Used to project the video and Google Slideshow presentation. This will help all students stay at the same pace during the lesson. Google Slides- Used to create a slideshow that will be the Instruction and students will fill in their notes based on the slideshow. This will help the teacher during the lecture not miss any information and be sure they are teaching the correct information. It will also engage students who need a visual to learn and follow along. Google Forms- Used for students to complete the independent practice. This method of independent practice is beneficial for the student as it is easy to navigate and beneficial for the teacher as all responses and grades are recorded digitally for them.

Biblical/ Character Education Principle:   Courage – The willingness to face obstacles, including danger, with determination.  "Be strong and of a good courage; be not afraid, neither be dismayed: for the Lord your God is with you wherever you go." (Joshua 1:9)  "The Lord is my light and my salvation; whom shall I fear? The Lord is the strength of my life; of whom shall I be afraid?" (Psalm 27:1) Abraham Lincoln and Frederick Douglass exemplified courage through their efforts before and during Reconstruction. They both modeled Joshua 1:9 as they stood fast to what they knew was right and stayed strong in their fight for civil rights. They also embodied Psalm 27:1; though they had many adversaries and challenges, they were not afraid of them and overcame challenges to fight for equality.

Procedures:   Set:  A video explaining Reconstruction and what was taking place during that time. Developmental Activities:    Instruction:   Pass out fill-in-the-blank notes that correspond with the Google slide show presentation. Go through the Google slideshow presentation as a class. Students will fill in their copy of the notes. Students will glue their notes into their journals. Guided Practice: Given printed-out cards of a picture and name of Frederick Douglass, Abraham Lincoln, and Robert E. Lee, and cards containing individual facts about each figure, students will work in small groups to match each fact with the corresponding figure on their desk. Independent Practice: Given a list of correct and incorrect answers via a Google Form, students will work independently to select the effects of Reconstruction on American life. Closure:  As a class, we will go over the correct answers for the matching activity.

Summative Assessment/Evaluation: Students will be given a worksheet to complete on their own. It will be a blank chart, in which students will describe in complete sentences the accomplishments/legacy of Abraham Lincoln, Robert E. Lee, and Frederick Douglass and the effect they had on Reconstruction.

Unit Plan: Lesson Plan (.pdf) 0.07mb

Assignments: Bri Hull

Classroom Management Plan

Classroom Management Plan

Bri M. Hull

Liberty University

Classroom Management Plan

Creating and implementing a classroom management plan is essential to every classroom, as it sets expectations for students, brings accountability for teachers, and ensures that all students have an equal opportunity for education. The first step to a classroom management plan is a classroom motto and bible verse. My classroom motto is “Put on kindness, love one another, forgive as Christ forgave you.” I derived this motto from Scripture, specifically, Colossians 3:13-14, “Put on then, as God's chosen ones, holy and beloved, compassionate hearts, kindness, humility, meekness, and patience, bearing with one another and, if one has a complaint against another, forgiving each other; as the Lord has forgiven you, so you also must forgive. And above all these put on love, which binds everything together in perfect harmony” (“Bible Gateway passage: Colossians 3 - English Standard Version,” n.d.). I chose this motto because if my students can remember to be kind, patient, loving, and forgiving as Christ was, all other expectations will naturally fall into place.

The second step in creating a classroom management plan is to adopt a teaching philosophy. The teaching philosophy I have chosen to adopt and implement is essentialism. “Essentialism establishes the school’s primary or essential function as maintaining the achievements of human civilization by transmitting them to students as skills and subjects in a carefully organized and sequenced curriculum” (MindTap - cengage learning, n.d.). To minimize off-task behavior I will minimize distractions and maximize instructional time. To reach students with different needs, I will differentiate instruction to fit the individual needs of each student. 

My classroom is a first-grade class in a Christian private school that has 22 students. There are boys and girls of different races, ethnicities, cultures, academic levels, disabilities, and personalities. To support this diverse population, I will create a positive classroom learning environment that is responsive and that has various modes of learning. Using all three of the main learning modalities, visual, auditory, and kinesthetic, I will aim to cater to the learning needs of all students. “If learners are exposed to content in a variety of ways, they may develop a better understanding for that content. Furthermore, if a learner has a difficult time understanding content through one mode (i.e., aural), he or she may have an easier time understanding the same content through a different mode (i.e., visual)” (Sorensen, 2016). In addition to meeting different learners' needs to create a positive learning environment, the setup of the classroom is essential is vital to managing a class well and creating a positive learning environment. As seen in the graphic below, the teacher’s desks are at the back of the class, where the teacher can monitor the entire classroom. The whiteboard and rug are at the front of the class, drawing student’s attention to where instruction is given. The students' desks are in the center of the room so the teacher can walk around them easily to assist any students needing help. The reading nook, computer station, and supply area, are on the edges of the classroom, equally accessible and visible to all students, but out of the way of instruction.

To maintain student motivation, I will use various “instructional media and methods;”  “student achievement is increased when a variety of instructional materials and techniques are used. Varying media by using a projector, whiteboards, web-based virtual field trips, and online resources provides a more interesting approach to teaching any lesson” (MindTap - cengage learning, n.d.). I will also be enthusiastic about the lesson and learning in general. Students, especially young ones, feed off of the energy of the adults around them, so my being excited about learning will in turn make them excited about it. Finally, I will maintain a good pace for instruction and activities to limit boredom, transition time, distractions, and lack of motivation. In addition to motivational strategies, I will establish classroom procedures to maintain a well-managed classroom and positive student behavior. The first procedure I will establish is to have students line up outside the door before the day starts and greet them individually as they walk in to signal to each student I care about them and want them to have a good day. I will also have students put away all supplies and throw away all trash before moving on to the next activity or part of the day to teach stewardship and organization. Because my students are so young, we will establish a time when we will all go take a bathroom break as a class, during transition times when we already have to be in the hall, such as lunch or specials. I will establish classroom jobs, such as line leader, board-eraser, and paper handout manager, that will rotate between students to make them feel as important as they are and to maintain structure. Finally, I will establish a classroom economy so students are rewarded for good behavior and following procedures. In addition to procedures, I will establish rules. A few rules will include not talking while the teacher is talking, raising your hand when you need something, being kind to everyone, treating supplies well, and keeping your hands, feet, and objects to yourself. To teach the rules, I will write them down, post them at the front of the class, go over them frequently, reward good behavior, and have consequences for misbehavior. “Rules provide guidelines for appropriate behaviors so that teaching and learning can take place. They should be directed at organizing the learning environment to ensure the continuity and quality of teaching and learning and not simply be focused on exerting control over students” (MindTap - cengage learning, n.d.). To maintain a well-managed classroom, I will establish a classroom economy system for good behavior and minor misbehavior, which will consist of giving and taking away tickets that are redeemable for prizes every Friday. Using the small consequence of simply taking away a ticket from a student who misbehaves demonstrates the principle of least intervention.

To keep track of records and other materials, I will keep a filing cabinet with clear labels. To keep track of grades, I will create a spreadsheet with students’ names running vertically and assignments running horizontally. I will enter them by assignment as I grade them so as to not get behind on grading. Finally, a record-keeping system I will implement is having a cubby for each student, labeled with their name, to give back papers and put any information that needs to be sent home. 

Sending home information and graded papers is an important part of parent communication so parents stay in the loop with their child's education. To promote open communication with parents, I will also email them regularly with new or relevant classroom information and hold parent-teacher conferences. At the beginning of the school year, I will create a get-to-know-the-teacher and classroom newsletter so parents know how to contact me and have an introduction to me and the class.

My classroom management plan demonstrates the five SCRIP dispositions as follows: My classroom will have social responsibility as being loving is in my class motto. My class will be committed to following the rules and procedures, even when we may not want to. I will be reflective in looking at student’s progress and students will be reflective in looking over their graded work and seeing where they can improve. My class will demonstrate integrity by following our class motto of being kind, patient, and forgiving. Finally, I will be professional in carrying out my classroom management plan as I have laid it out. A classroom management plan is essential to a well-oiled classroom and an effective teacher. One that is centered around Scripture and follows SCRIP dispositions set up both students and the teacher to have a successful school year.

References

Bible Gateway passage: Colossians 3 - English Standard Version. (n.d.). Retrieved October 6, 2023, from Bible Gateway website: https://www.biblegateway.com/passage/?search=Colossians%203&version=ESV

Burden, P. (2016). Classroom management: Creating a successful K-12 learning community 6e epub: Creating a successful K-12 learning community (6th ed.). Wiley.

MindTap - cengage learning. (n.d.). Cengage.com. Retrieved September 4, 2023, from https://ng.cengage.com/static/nb/ui/evo/index.html?deploymentId=5505012456087968965270910565&eISBN=9781305636576&id=1852204010&nbId=3574153&snapshotId=3574153&

Sorensen, C. (2016). Multimodal Learning. In S. Danver (Ed.), The SAGE Encyclopedia of Online Education. Sage Publications. Retrieved October 6, 2023, from https://search.credoreference.com/articles/Qm9va0FydGljbGU6NDMyMzE5Mw==.

Classroom Management Plan (.pdf) 0.87mb

SHARE 

Download QR Code