EDLC 571 I NTERDISCIPLINARY I NSTRUCTIONAL P LANNING P ROJECT : P ROPOSAL – E LEMENTARY AND S PECIAL E DUCATION T EMPLATE Grade: 4 th Unit Topic: Jamestown and 1619: The First Permanent English Colony in America (VS3) Discipline SOL - Standards CCSS Standards (ELA & Math) Instructional Ideas (Draft) Example: Social Studies VA SOL - USI.6 - The student will apply history and social science skills to explain the American Revolution by…(a-e) a. Identifying causes & effects of the French & Indian War b. Identifying the issues of dissatisfaction that led to the American Revolution… c. Key figures involved… (Washington, Jefferson, Madison, etc.) Science or Social Studies VA SOL – VS. 3 The student will demonstrate an understanding of the first permanent English settlement in America by… (a-g) a) explaining the reasons for English colonization; b) describing the economic and geographic influences on the decision to settle at Jamestown; c) describing the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement; d) identifying the importance of the General Assembly (1619) as the first representative legislative body in English America; e) identifying the impact of the arrival of Africans and English women to the Jamestown settlement; f) describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival; and g) describing the interactions between the English settlers and the native peoples, including the role of the Powhatan in the survival of the settlers. Reading & Research VA SOL – 4.6 The student will read and demonstrate comprehension of nonfiction texts. VA SOL 4.9 The student will demonstrate comprehension of information resources to research a topic. RI- Informational Text: 3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. f) Draw conclusions and make simple inferences using textual information as support.\ g) Distinguish between cause and effect. h) Distinguish between fact and opinion. i) Use prior knowledge and build additional background knowledge as context for new learning. a) Construct questions about a topic. b) Collect information from multiple resources including Page 1 of 5

EDLC 571 Grade: 4 th Unit Topic: Jamestown and 1619: The First Permanent English Colony in America (VS3) Discipline SOL - Standards CCSS Standards (ELA & Math) Instructional Ideas (Draft) online, print, and media. Writing & Communicatio n VA SOL 4.7 The student will write cohesively for a variety of purposes. W-Writing 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented. a) Identify intended audience. b) Focus on one aspect of a topic. c) Use a variety of pre-writing strategies. d) Organize writing to convey a central idea. Math VA SOL- 4.14 The student will... Numeber and Operations 4. NBT 4. Fluently add and subtract multi- digit whole numbers using the standard algorithm. a) collect, organize, and represent data in bar graphs and line graphs; b) interpret data represented in bar graphs and line graphs; PE/Health VA SOL-4.4 The student will demonstrate positive interactions with others in cooperative and competitive physical activities. a)Identify a group goal and the strategies needed for successful completion while working productively and respectfully with others. Arts VA SOL-4.4 The student will describe how personal beliefs influence responses to works of art.  Creating a flag of Jamestown Page 2 of 5

EDLC 571 Strategies were suggested for English Language Learners during math lessons and how teachers must understand the topic in order to provide effective support to their students. Some strategies for ELL included would be allowing students to answer questions non verbally by using hands, stating some answers in their home language, and providing students with key vocabulary. Overall, all students are capable of learning the required material when they are provided the necessary teacher support. 2. Freedberg, S., Bondie, R., Zusho, A., & Allison, C. (2019). Challenging students with high abilities in inclusive math and science classrooms. High Ability Studies , 30 (1–2), 237–254. https://doi.org/10.1080/13598139.2019.1568185 The article Challenging students with high abilities in inclusive math and science classrooms focuses on students who are higher achieving but receive little attention while in an inclusive classroom. Research was conducted to see if students were perceived as self-regulated learners. It was found that not all learners are self-regulated because they tend to loose focus and become bored. However, teachers promote self-regulated learning even if they are not able to provide the needed attention. 3. Swanson, J. A., Ficarra, L. R., & Chapin, D. (2019). Strategies to strengthen differentiation within the common core era: Drawing on the expertise from those in the field. Preventing School Failure: Alternative Education for Children and Youth , 64 (2), 116–127. https://doi.org/10.1080/1045988x.2019.1683802 Page 4 of 5

EDLC 571 This article is about educators providing differentiation for students with disabilities and gifted/talented students. They examine the Common Core standards to see how students would benefit from various differentiation strategies. A research study was conducted on eight teachers, administrators, and principles to see how the thematic themes of differentiation amongust students. Interviews reflected various opinions on how the Common Core standards have an impact on how differientation is given. Page 5 of 5