Cultural Literacy

See attached









Virginia Standards Sample Curriculum Planning Charts: Third Grade

Jane Doe

Liberty University




A                 Art

CI               Community involvement activity (collaboration)

CIV            Civics

CC              Collaboration with colleagues

CE              Character education

CL              Cultural literacy and diversity

CM             Communication

CT              Critical thinking

D                Dramatic Arts

DA              Differentiation/diversity/accommodation

E                 English

EC              Economics

EVAL        Evaluation (assessment)

GA              Group activity

GEO           Geography

L                 Literacy

LI                Listening

LS               Life skills

HE              Health

HI               History

HS              Home/school connection (collaboration)

HW             Homework

M                Math

MA             Manipulative activity

MU             Music

OL              Oral language/presentations (public speaking)

PE               Physical education/movement

PS               Problem solving

R                 Reading

S                 Science

T                 Technology

W                Writing






Day 16
Character Trait:  Commitment
VA SOL Writing 3.8, 3.9; Reading 3.4 f, g

Cursive handwriting; write with purpose; expand vocabulary


Fractions, mixed numbers


Animal adaptations:




Ancient Greece

Introduction and Vocabulary

Fine Arts, Health, and

PE / Movement Connections

ENG/HI: Class will compile a list of unknown content vocabulary/topics about Ancient Greece. (SEE HISTORY)


ENG/T/R/GA/W/CM: The teacher will explain to students that nonfiction writing is used provide information about a topic to readers. Students will divide into groups and the teacher will assign an equal number of content words/topics to each group. Students will use their iPads and classroom library to look up information and to create definitions/short answers with the most important facts about the word/topic in their own words (not a word for word definition, but a created definition or short answer). The group will work together to create a working short answer about each word. Then the students will divide the words evenly amongst themselves.  Each student will write the definition/short answer the group came up with in their best cursive handwriting, with correct spelling.


EVAL: Teacher will collect and review definitions for topic understanding and correct spelling.

 M/CT: The teacher will introduce improper fractions. She will write several proper and improper fractions on the board. She will ask the students if they can tell what is different about each of these fractions (desired answer examples: the top is bigger than the bottom, the numerator is bigger, the denominator is smaller, the numbers are the same on top and bottom). When it is obvious all the students see what makes the improper fractions different from proper fractions the teacher will then use the smartboard to show the students how to convert the improper fractions into mixed numbers using models.


MA/M/GA: Students will separate into pairs. They will use fraction manipulatives to physically create improper fractions then convert them into mixed numbers. Students should commit to using their time wisely. The students will choose one improper fraction/mixed number equation they created to present to the class on the magnetic board.


EVAL: Teacher will monitor fraction presentations for understanding.

S: The teacher will talk about what the word adaptation means by breaking out the root word, adapt. She will explain to the students that animals adapt for many reasons, such as to avoid predators, to find food, and to keep warm.


S/T: The class will watch a video about black bear adaptations.


S/A: Students will use the maker’s space bin to design one form of black bear adaptation. The creations must be unique, wearable, and realistic (meaning they must represent actual black bear adaptations).


OL: Students will wear their creations and stand up at their seats to show them to the class.  They will describe how their adaptation creation will help the black bear (e.g., find food, avoid predators, keep warm).


EVAL: Teacher will add to and help students fully articulate what role each adaptation plays as they present their adaptations.



HI: The teacher will review geography lessons about Ancient Greece, making sure to include the term “city-state.” Then she will ask the students what they “know” about Ancient Greece and what they would “like to know” about Ancient Greece making sure to prompt students to include architecture, government, and sports. She will record the answers on the board.


HI/MU/T/LI: Students will watch short video about Ancient Greece with the song, “Party at the Parthenon.” The students will sing along and do the movements Hercules does. The teacher will play the video again, this time asking the students to call out any names of people or places they hear as the video plays. The teacher will add the words the students call out to the “want to know” list.


DA: For the students who have trouble processing auditory information, a printout of the song’s lyrics will be provided for them to read along with while the song is playing.




  • Visual Art – Wearable animal adaptation
  • Music – “Party at the Parthenon”



·         The teacher will discuss with students the proper clothing humans need to keep themselves warm because we cannot adapt to the environment as well as some other animals.



  • Movement – Students will move along to the Ancient Greece video and mimic the movements of Hercules in the video.
  • Movement – Students will stand up at their desks to describe their animal adaptations using arm and body movements.










                                                                                                                  Day 17
Character Trait:  Commitment
 VA SOL Writing 3.8, 3.9; Reading 3.4 f, g

Cursive handwriting; write with purpose; expand vocabulary


Fractions, mixed numbers


Animal adaptations




Ancient Greece


Fine Arts, Health, and

PE / Movement Connections

E/W: The content vocabulary and nonfiction writing unit continues.  The teacher will remind the students that nonfiction writing is meant to inform readers about a topic. She will tell the students that when they are writing nonfiction, they must be careful not to put in opinions or personal comments. Students should commit to writing only the facts when writing nonfiction.


E/W/GA/H: While in their history groups, students will write two paragraphs describing the Ancient Greek architecture features of the modern day building they were assigned.  Details about the building’s location, designer, purpose, date of construction, and obvious safety features should be included in the nonfiction writing. Everyone should have a chance to contribute writing to the paragraphs using their best cursive writing.


DA: Students who struggle with writing may dictate their contributions to the group’s paragraphs to another student in the group who may act as scribe.

M: Converting improper fractions to mixed numbers continues.


M/PE/GA/CT/PS/CM/CC: All third-grade classes will get together to complete this activity. On a hard, flat surface outside, the teachers will draw or mark the symbols used for converting improper fractions to mixed numbers (i.e., fraction bar, equals sign, space for a whole number with another fraction bar). The marks should be large enough to use real world basketballs, volleyballs, soccer balls, or other PE balls to create fraction models. The students will be divided into groups with students from other classes. Students will use the materials to create improper fraction models. Then students will use sidewalk chalk to write the mixed number that equals the improper fraction they created.  Each group will work together to solve the problem itself and to solve the other problems created by using real world manipulatives (e.g., how to keep the balls from rolling away, how to make the sidewalk chalk numbers big enough to fit the model).

S: The teacher will briefly review with the class the various ways animals adapt to their environment and why they adapt.  She will then discuss in more detail what camouflage is and why animals use it.


S/T: Students will watch a video on animal camouflage to see if they can locate the animals when they are camouflaged in their natural environment.


S/A: Students will create a representation of an animal using camouflage. They may draw, paint, sculpt, or use paper strips to create a realistic representation of a camouflaged animal.


DA: Because the video requires students to look closely to find the camouflaged animal, students with visual impairments may watch the video on an iPad so they can see each picture more closely.  The video should be synced to the class video so if the teacher pauses it for the class, the video will pause for the students using the iPads.

HI: The teacher will tell the students that Ancient Greece has contributed many things to society that we still see and use today. The first one to discuss is architecture.  The teacher will present many real-world pictures and artists renderings of the architecture in Ancient Greece and the buildings in our society that were influenced by the Greeks. She will discuss the specific features of Greek architecture as each picture is shown.


HI/T/GA/CM: Students will divide into groups. Each group will be given the name of a modern-day building that was influenced by Greek architecture. They will use iPads to look up, read about, and study pictures of this building. Working together they will create a chalk drawing on black construction paper of the building. They will also write two paragraphs about the building as described in today’s English lesson.


·         Visual art – Greek architecture chalk drawing

·         Visual art – Animal camouflage creation.



·         The teacher will include a discussion of the various safety features inherent to Greek architecture both in Ancient Greece and in today’s designs.




  • Movement – Creating large scale models of improper fractions and mixed numbers.


Day 18
Character Trait:  Commitment
VA SOL Writing 3.8, 3.9; Reading 3.4 f, g

Cursive handwriting; write with purpose; expand vocabulary


Fractions, mixed numbers


Animal adaptations:

Physical and behavioral



Ancient Greece



Fine Arts, Health, and

PE / Movement Connections

E/HI/GA/CC/D: Students will continue to expand their understanding of content vocabulary and explore nonfiction writing by drafting a play with a group of students from the various third grade classes. Students will write the script for a play that showcases a display of direct and indirect democracy as studied in today’s History lesson.


E/CE: Creating a play is a large undertaking that requires commitment on the part of everyone involved to make it successful.  Students will watch a portion of Admiral William McRaven’s speech at the 2014 University of Texas commencement. The teacher will make sure to discuss with students how important it is to work through challenges and obstacles to overcome adversity and to be successful. (Begin video at the 8:18 minute mark and end at the 9:43 minute mark.)


DA: Students in the group may act as scribe for students who struggle with writing.


M/A: To cement the terminology: mixed numbers and improper fraction, students will be given construction paper with block numbers showing mixed numbers and improper fractions. Students will color and decorate the numbers with squiggly lines, polka dots or in any way they chose and will then cut out the numbers. On a display board in the classroom, the teacher will have the words “Improper Fractions” and “Mixed Numbers.” Students will place their numbers under the proper headings.


M: Next, the teacher will review the models that were created by the students in previous days. She will demonstrate how to write equations from these models and explain how the numbers represent the same equation that the models represented.


M/GA/CT/PS: The teacher will use the smart board to present models of improper fractions.  In pairs, students will work together to write down the equation the model represents.

S/T: The teacher will review the lessons learned so far about camouflage. She will discuss with the class the other ways animals avoid predators in the environment. She will introduce behavioral adaptation to the study of physical adaptations. Students will watch a video discussing these adaptations.


S/T/HW: For homework, students will research and print two images each of animals displaying either behavioral or physical adaptations. They will write sentences under each picture describing what physical adaptation the animal in the picture is using or what behavioral adaptation the animal is exhibiting making sure to clearly label whether the adaptation is behavioral or physical.


EVAL: The teacher will collect papers to assess understanding of animal adaptations.


DA: If students do not have access to computers or printers at home, they may be given time in the computer lap to complete this activity.

HI/T: Continuing the Ancient Greece unit, the teacher will discuss representative and direct democracy. She will tell the students how Greek democracy functioned in comparison to how American’s current form of democracy functions. Students will watch a video on Ancient Greece’s democratic system.


HI/D/CC/A/GA: Together with the other third grade classes, students will work together to create performances of Ancient Greek democracy (direct) and American democracy (representative). Students will divide into groups of at least 10 students. They will work together to create a play that acts out a Greek democratic system and an American democratic system. Each play should be narrated and may include dress up, designed props using materials from the classroom.  It should be unique, but it must clearly explain and perform a representation of a direct democracy and a representative democracy. (Multiple day project)


·         Dramatic art – Democracy play

·         Visual art – Democracy play props

·         Visual art – Improper fractions and mixed numbers display.



·         The teacher will discuss with the children how predators can be dangerous to humans and ways students can be aware and avoid the dangers they present to them.



·         Acting in the play provides a chance for all students to be active and to move around.





Black, I. (2013). Animal adaptations. [Video file]. Retrieved from

Flocabulary. (2018). Ancient Greece. [Video file]. Retrieved from

Motivational Archive. (2018 Mar. 9). Watch this everyday-motivational speech by navy seal admiral

William H. McRaven. [Video file]. Retrieved from

Rayor, L. (2012). Avoiding predators: How to avoid being eaten. [Video file]. Retrieved


Schwartzberg, M. (n.d). What did democracy mean in Athens? [Video file]. Retrieved from

Scientist Cindy. (2016). Coolest camouflage – animal adaptations. [Video file]. Retrieved


Virginia Department of Education. (2008). History and social science standards of learning


for Virginia public schools: Grade 3 introduction to history and social science.


Retrieved from




Virginia Department of Education. (2010).  English standards of learning curriculum


framework. Retrieved from




Virginia Department of Education. (2010). Grade three science standard of learning for Virginia public schools-


  1. Retrieved from






Virginia Department of Education. (2013). Music standards of learning for Virginia public schools.


Retrieved from




Virginia Department of Education. (2013). Visual arts standards of learning for Virginia public schools.


Retrieved from




Virginia Department of Education. (2015). Physical education standards for Virginia public schools. Retrieved




Virginia Department of Education. (2016). Mathematics standards of learning for Virginia


public schools: Grade 3. Retrieved from





Curriculum Project: Sample Curriculum Planning Charts Project – Elementary or SPED Assignment Instructions

MAT in Elementary or SPED

Consult the Horizontal Mapping Project you have already completed and create daily planning charts to correspond to 3 days of mapping. Submit a legend and 3 days of Curriculum Planning Charts. Each day of curriculum should fit on one page (your submission will be a total of six pages—title page, legend, three charts, and a reference page). Utilize grading feedback from this sample submission to complete the final Curriculum Project. No retroactive credit for the Sample Curriculum Planning Charts Project can be given from submission of the final Curriculum Project.

For this project, you should consider yourself to be a curriculum planner that is providing an overview of what would be involved in a lesson.  As the curriculum planner you are creating the block plan and the classroom teacher would then use your overview to create a very detailed daily lesson plan.

Your curriculum planning charts (block plans) should have:

  • The standard number and standard topic clearly identified (e.g. VA Math 3.1 Place Value)
  • What the teacher and students will do for each lesson
  • The legend symbols to show integration (see description below)

Your curriculum planning charts (block plans) should exhibit:

  • Effective use of allotted time for instruction as well as learning activities
  • Creative, engaging, hands-on, and age-appropriate learning activities and assignments
  • Thorough explanation of learning concepts, activities, and experiences

Your curriculum planning charts (block plans) will include:

  1. Integration of content areas. Show how content areas relate to each other by using a legend. The legend is a “symbol list” of the many parts that should make up the curriculum. A legend helps you easily view where you are making holistic learning experiences for your students. For example:
  • If you are teaching grids and how to plot points in math, you could teach map skills (using longitude and latitude) in Social Science.[M, SS,] The M stands for Math and the SS stands for Social Science and you are integrating the two together.
  • If you are teaching poetry in English / Language Arts class, you could introduce your history lesson with a poem such as “O Captain, My Captain” by Walt Whitman (an homage to Abraham Lincoln after his assassination following the Civil War.) [LA, SS,] The LA stands for Language Arts and the SS stands for Social Science and you are integrating the two together.
  • If you are teaching the water cycle in Science and a “Rain Dance” from the Native American culture in SS, you are integrating 3 subjects. [S, SS, D] The S stands for Science, and the SS stands for Social Science, and the D stands for Dance.
  • If you are teaching how to read and create Historical timelines in Social Science class, you could have your students create a timeline using Power Point. [SS, T] The SS stands for Social Science, and the T stands for Technology.
  1. Integration of content and curriculum components. Make sure to integrate the following content and components:
  • Daily integrate reading and writing instruction for English Language Arts (ELA). Use classic and award-winning literature.  Note what skill you are teaching by using the literature.
  • Daily integrate Fine Arts (Visual Art, Music, Theatre, or Dance); Health (e.g. You could teach about cell growth in math class, etc.); and PE (eg. You could teach a dance popular in the Civil War era.)
  • Highlight in yellow (as seen in the example) how you are frequently providing diverse instruction and accommodations for exceptional learners.
  • Promote critical thinking and use problem solving activities.
  • Provide active learning experiences. Plan multiple hands-on learning experiences and projects. Paper and pencil worksheets should be used very sparingly.
  • Leverage technology. Teachers and students should use various apps to design and complete projects and reinforce learning.
  • Use a variety of informal and formal assessments (paper /pencil, projects, reports, portfolios, etc.)
  • Collaborate with colleagues, families, and communities (consider team-teaching and using other faculty members to help form smaller groups in the classroom, using families to help with classroom experiences or field trips, using community guest speakers and area resources and field trip opportunities).
  • Use diverse resources (books, apps, websites, and journal articles). If you use an app or website, paste the web address within the block plan. However, you will formally cite the resource as a reference in current APA format at the end of the project in the reference section.




Complete Answer:

Get Instant Help in Homework Asap
Get Instant Help in Homework Asap
Calculate your paper price
Pages (550 words)
Approximate price: -
Open chat
Hello 👋
Thank you for choosing our assignment help service!
How can I help you?