COVID-19 Curriculum

As an educator, I’m always looking for the lesson–today and in the future.

What am I learning?

What learning do I want to pass on?

What added learning can I seek and create?

At some point during this pandemic, around April, it occurred to me that there would be a need to discuss all that was happening. That teachers would want and need a set of plans, guidelines, for discussing COVID-19, whenever they returned to school. This is, after all, history in the making; this is public policy, human rights, public health, economics, mathematics, psychology–every basic and higher level subject taught was available and tangible when I stepped back and considered what was shared in the news or discussed with family and friends.

In this realizing, I took on the task of creating lesson plans on COVID-19, which I discovered, as I started writing, were much more complex than I originally anticipated. So, I decided to make a complete semester-long learning path.

This has been hours of work and readings. It’s not done, but I have the destination and overall plan pretty much set. I have gone back to it and want to add more–there is so much that can be included, and with the daily rapid changing nature of it all, so much to be included or updated. Regardless, I have work to share with you.

I have work to take and to make your own. I have a COVID-19 curriculum for those interested in learning, growth, discussions, and plans. It has goals, it has themes, it has continuity, it has lots of room for reflection and discussion–two areas of development and need that I see most critical to our current climate.

I have worked to create something meaningful, impactful, and useful–for educators and non-educators alike. I’m still on this journey but I wanted to start sharing, to provide a discussion plan, to offer this tool for learning, now. I will update, hopefully, every three weeks or so–to add the rest of the weeks, and then circle back for more additions as needed.

For now, I have the plan, the mid-point, the culminating project, and the first portion available to you. I hope it helps provide a pathway for learning, learning we are all undergoing.

Available now:

General Explanations and Framework:

1 COVID-19 Curriculum–Overview

2 COVID-19 Curriculum–Unit Plans

3 COVID-19 Curriculum–Prework

Week 1-3

4 COVID 19 Curriclum_ Week 1

5 COVID-19 Curriculum_ Week 2

6 COVID-19 Curriculum_ Week 3

Week 4 — still in the works

Week 5

8 COVID-19 Curriculum_ Week 5


9 COVID-19 Curriculum_ Mid-point Exercise

Week 6-10: TBW (to be written)

Final Project

15 COVID-19 Curriculum_ Final Project

Much of this post was taken from the initial share of the curriculum here.

Welcome Back!

On March 31, 2020 I announced a hiatus as I focused my efforts here.

April, May, June, a bit of July — a pandemic continues, a social uprising begins, and somehow we are expected to manage our personal lives as these two major events, as well as every other change, movement, and news comes along. Wow.

As we prepare for an uncertain future, in every realm, allow me to return to education.

Although no one knows for certain what classrooms or learning will look like in the fall, there will still be classrooms and there will still be learning.


I had long ago taken a pathway of learning and instruction that was focused on equity, diversity, and inclusion, and now it has gained the attention it always deserved. I will continue to intertwine this passion onto this platform. Of course, I will continue to add a bit of humor too–we need that in our lives, now more than ever. So, really, the only thing that will change is the addition of remote and virtual elements.

Remote/virtual learning was modis operandi this past spring, and it has unleashed the call for more remote/virtual learning–given our current state of affairs, we may go back to it, right?

Whatever happens, wherever we’re headed, I’m here — and happy you’re joining me.

Photo by CDC on Unsplash

Teacher Humor

“Cheers to all of the teachers who give out pencils every single day knowing that they’ll never get them back.”




Why do I teach?

Installment #8:

I teach because I can, and do, make an impact–even when I doubt it, even when I don’t see it; I make an impact.

I started teaching in 2007; I was a kindergarten teacher. I didn’t think I would make a career in K-12 education, I thought this was a stepping stone to my ultimate goal: a professor at a university.

I had heard from lifelong teachers about seeing, meeting, and watching their students graduate high school, even college. I had heard from lifelong teachers who taught a student and then, eventually, taught that student’s children. It seemed magical and incredibly distant. I talked about the future with my kiddos, I imagined it, but I didn’t think I would be a part of it–not truly. It was just a wish. Not to mention I was in kindergarten–I had a long wait ahead of me!

Whelp, it’s 2020, and guess what? My first group of students, my little kindergarteners, are graduating high school. It had dawned on me in a conversation with a friend recently and I was stunned–how did I get so old? That much time had passed?

And just as I had come to terms with this realization and began to fancifully dream of what my former students looked like, what they were like, where they were going, and all kinds of hopeful thoughts and thoughts about the future, all of that saturating my mind, a former student contacted me and invited me to their graduation in May!

As soon as I saw the name and the invitation, I was overwhelmed with emotion. It was more than an invite or a thought, it was this feeling that after all this time, I was one of those teachers–the kind you want to keep sharing achievements with, the kind you remembered, and that’s what makes teaching all the more special, all the more powerful, all the more important.

When someone chooses teaching, they choose to become a role model, a mentor, an adviser, and so much more–and in this way, they choose to make an impact in the development and lives of people. It’s an incredible opportunity to do good, and in this way, it’s why so many people choose teaching.