CURRICULUM MAPPING Creating Lutheran Schools of Academic Excellence.
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Transcript of CURRICULUM MAPPING Creating Lutheran Schools of Academic Excellence.
CURRICULUM MAPPING
Creating Lutheran Schools of Academic Excellence
MAPPING IS…
A technique for recording time on task data and then analyzing this data to determine the ‘fit’ to
the officially adopted curriculum and the assessment/testing program.
Fenwick English 1983
We are teaching…
• What?• When?• Why?• How?• With what results?
Experienced Teachers…
• Know what they are teaching• Know what they are not teaching• May or May not know why they are teaching
what they are or are not teaching!
New Teachers…generally don’t have a clue as to…
• What to teach.• What not to teach.• Why they are teaching what they are or are
not teaching!
Administrators…
• Just can’t keep up!
ADMINISTRATORS
• Spend on average only 11% of their time on instructional matters!
And…
Instruction matters!
QUESTIONS to create ‘buy in’…• Do your teachers get to the end of the textbook each
year?• Do you believe that one textbook holds all of the
content a student needs to learn?• Do your textbooks integrate Christian teachings?• Do your teachers know what their students have
learned in the previous grade, and what they need to learn for the next grade?
• Have your students ever said, “We learned that last year?” or, “We never learned that!”
Why Mapping?• We have more to teach.• We need to know where our students have
been and where they are going.• We have more to people/groups to please.• Instruction time is limited.• Need curriculum development for
accreditation.• Makes sense.• Technology makes it possible.
Mapping can help…
• Experienced teachers qualify decisions to add or omit units, concepts or skills.
• Inexperienced teachers know what their students have been taught, and the curriculum goals for their class/content area.
• Administrators keep track of their school’s curriculum and assessment practices.
• Students make good use of their learning time in school – fewer repeats.
• The Christian faith is intentionally incorporated into units and lessons.
Mapping will give all involved…
• A clear picture of what is taught and assessed at each grade level in every content area.
• An opportunity to find gaps and overlaps in the current curriculum, instruction, and assessment practices.
• A new appreciation for the learning process.• A sense of professionalism
TO REMEMBER…
• Curriculum mapping is a procedure for collecting information about the operational curriculum in a school.
• Maps are calendar-based and include four elements: content, skills and thinking processes, assessments, and faith integration.
• Maps are written by teachers not by publishing companies.
MAPS will impact school learning and instruction
• Departments can investigate the map to identify gaps in the vertical (within the discipline for that grade) and horizontal (within the discipline for all grades) alignment of courses.
• Teachers can assess what students mastered in the preceding grade and focus on building skills and knowledge.
• Horizontal alignment, assures that all teachers follow a similar timeline.
• Maps will help teachers locate repetitions and gaps in the curriculum, match the curriculum with standards, and aid in curriculum integration. (Can a topic be covered in another content area)
• Maps are created by teachers and revised after a series of readings and shared findings. Mapping involves entire faculty.
• Maps are tools for communication, planning, and teacher training.
START the curriculum discussion…
• Is our school’s curriculum driven by publishing companies? Should it be?
• Is our school’s curriculum driven by national and state standards? Should it be?
• What should drive our curriculum?
WRITING a curriculum is scary…
• How do we know what we should teach?• How do we know when to teach it?• How do we why we are teaching what we
teach?• How do we know our students will be well
prepared?• Where do we start?
IN the beginning….Steps to begin developing/mapping your own
curriculum:1. Set school goals – by the end of the year we will have…2. Each teacher spends 15 – 30 minutes a week completing a
topic map for each subject. (This could be completed in a few hours at a pre-school session based on previous year)
3. Faculty meetings become work sessions for developing philosophy statements and learning objectives.
4. Make time to review and share – mix it up by grade levels and content areas. All PreK – 3rd teachers meet, all science teachers meet etc.
GETTING STARTED….with a CONTENT PHILOSOPHY…
Why are we teaching what we are teaching?How does what we teach relate to who we are as Christians?How do children learn?What methods should be used?How will we know students have learned?
LANGUAGE ARTS Philosophy Statement
We believe that to effectively proclaim and teach the Gospel of Jesus Christ, our students must become proficient speakers and writers of the English language. They must be equipped to defend their faith both orally and in written exposés. Students must first learn and know the rules of the language before they express their thoughts and ideas. In addition, their vocabulary must be expanded to include word origin, definitions, usage, antonyms and synonyms. Teachers must build skills through memorization of rules, daily practice drills, regular evaluation, and practice. Writing is a key element to a comprehensive language arts program, and students must write every day. Exposure to various writing examples including Scripture is critical in developing young writers, and the language arts program must be structured to work side-by-side with the reading and social studies curriculums. Students must be encouraged to write in every style, and use the process of brainstorming, editing, and proofing in the process. A firm understanding of the language will enable students to discern information, make godly decisions, and witness their faith throughout their lives.
MATH Philosophy We believe that mathematical learning relies on children’s opportunities
to describe and explore the relationships of objects, patterns, time and materials in God’s world. Students’ knowledge and understanding of mathematics is built on practice, repetition and active manipulation in the areas of numbers and operations, patterns and functions, algebra, geometry, measurement, data analysis and probability. Students must learn essential problem-solving skills that will be used in today’s diverse society and explosion of technology. During these years we must give children rich and appropriate mathematical experiences so they can conceptualize the symbols, structures, and shapes of mathematics later in life. Recognition of mathematical elements established by God provides limitations and parameters essential to daily life and cultivates an appreciation of the intricacies of God’s world.
OBJECTIVES…what do you want your students to know?
• Start with the teacher for the next grade, ask them, “What do my students need to know to begin your level of instruction?”
• Start with your highest grade. What do you want your 12th graders, 8th graders, 6th graders, 4 year olds to be able to do, understand, solve, or produce.
• Make a list, determine what objectives are appropriate for each age, and how often do you repeat.
• Will you expect basic, proficient or mastery levels.
LANGUAGE ARTS objectivesThe Language Arts Curriculum seeks to:• Teach the 6 step writing process: prewriting, rough draft, revising, editing,
final paper and publishing.• Develop writing skills in a variety of styles; expository, persuasive,
descriptive, narrative, creative, comparison and contrast, friendly letters, business letters, poetry, book reviews, how-to process, research reports.
• Teach proper oral language skills. • Prepare students to effectively communicate verbally and in print.• Teach sentence structure and parts of speech.• Develop an understanding of the English language, word origins etc.• Develop vocabulary skills.• Prepare students to identify a writer’s purpose.• Prepare students to use a variety of sources to gain information.• Prepare students to express and defend the Christian faith using both oral
and written language skills.
NOW on to mapping….
• Phase 1 – Gathering data. Create a common template and common area to write, & gather information. (Networking drive, Google Docs, software program)
Once the topic map is completed, make a second copy and label it content map. Teachers can use the second map to add content (skills, concepts, objectives) One content area/year.
How to start… Phase I Collecting the Data
• Spread sheets can be created so teachers can type in the basic topics, concepts and/or skills covered in their classroom by topic and then content. Google Docs ideal format.
• Maps should be designed in the same format to make comparisons easier.
• Teachers complete a map based on the topics they are teaching in their classroom on a weekly/monthly basis by discipline.
• Topic maps should not take longer than 15 minutes/week, or a few hours at year’s end/beginning to create
September October November December January February March April May
Essays; narrative, descriptive, personal, reflective, persuasive. Novel Study
Biography: Winslow Homer, Nolan Ryan
Drama: Christmas Carol - Dickens, St. Crispian's Day Speech - Shakespeare, Romeo
Fairy Tales and Legends: variations of Cinderella,
Short Stories: character - Two Kinds, Papa's Parrot
LSWeek: Martin Luther
Author Study: CS Lewis
Achievement Tests Novel Study; CS Lewis - Prince Caspian
September 11th - READ magazine: 911, read-aloud nonfiction accounts of the events inside the twin towers
Poetry: Poe, Frost, Basho, Service, Scott, E.E. Cummings, Walker, Tennyson, Heaney, Whitman, Dickinson
Autobiography: No Gumption, The Chase Fairy Tales
Deep Soul - African American writers
Novel Study: The Hiding Place,
Author Study: CS Lewis
Novel Study: The Bronze Bow
Short Stories:Plot, The Third Wish, After Twenty Years
Short Stories: Theme - The Cat Who Thought She Was a Dog..,
Myths and Fables: Aesop, Greek Myths,
Musical: Novel Study: Prince Caspian
Novel Study: The Bronze Bow
NO SCHOOL
Short Stories:Setting - Rip Van Winkle, The Californian's Tale
Short Stories: Conflict - Seventh Grade, A Day's Wait (Hemmingway)
Myths and Fables
Achievement Tests Novel Study; CS Lewis - Prince Caspian
Novel Study: The Bronze Bow
Valediction, Miracles, I'm Nobody,
Non-Fiction Articles - My Furthest Back Person, Melting Pot, Golden Girls,
Annabel Lee, Tell Tale Heart, The Raven, The Pasture, Stopping by Woods, Three Haiku, The Cremation of Sam McGee, Lochinvar, in Just, Lonely Particular, The Enemy, The Charge of the Light Brigade,,
Independent Reading - Folk Tales & Legends: King Arthur, How the Snake Got Poison, Popocatepeti and Ixtlaccihuate,
Mysteries: The Dying Detective; Sir Aruthur Doyle, The Raven; Edgar Alllan Poe
Novel Study: Red Badge of Courage, Bronze Bow, Across Five Aprils
T
O
P
I
C
M
A
P
Week August September October November December January February March April May
1
A/An, synonyms/antonyms, editing paragraphs
Review parts of speech. SN V pattern
Helping verbs, not-adverb,
Compound sentences, coordinate conjunction, connective adverb
Sentence structure review
Indirect object, improving long rambling sentences in paragraphs, word analogies SN V-t DO IO pattern
Pronoun cases, analogies
Kinds of pronouns, review 5 patterns Verb tenses
Participles/gerund/infinitives
2Types of sentences
Subject/predicate, capitalization, punctuation
Conjunctions, compound parts, interjections,
Sentence structure review
Improving sentences
Quotations, analogies
Predicate adjective, pronouns/antecedents, demonstrative/ interrogative pronoun/adj SN LV PA pattern
Object complement noun, object compliment adjective, reflexive/intensive pronouns
Adjective/Adverb phrases
Independent clauses, subordinate conjunctions, adjective clauses
3
Word analogies, oral skill builders
Double negatives, adjectives and adverbs in comparisons
Direct object, transitive verb, sentence improvement SN V-t DO pattern
Writing from dictations, punctuating quotations, metaphors/ similes
Review pattern sentences
Appositives, practice and improved sentences
Verbals, participles, adjective/adverb phrases, pronoun choices
Review problems in usage
4Subject verb agreement
Eight parts of speech, simple sentences, fragments, simple sentence w/compound parts
Fact/opinion, propaganda techniques
Predicate noun, linking verb, improving sentences SN LV PrN pattern
Review sentence patterns, indefinite pronouns
Regular/irregular verbs, simple/perfect tenses, verb conjugation, progressive/ emphatic forms Gerunds
5
daily: grammar definitions, sentence classification
daily: grammar definitions, sentence classification
daily: grammar definitions, sentence classification
daily: grammar definitions, sentence classification
daily: grammar definitions, sentence classification
daily: grammar definitions, sentence classification
daily: grammar definitions, sentence classification
daily: grammar definitions, sentence classification
daily: grammar definitions, sentence classification
daily: grammar definitions, sentence classification6
RLS Curriculum Map GRAMMAR - topic Level 7 & 8
RLS Curriculum Map - Topic GRAMMAR Level 4 & 5Week August September October November December January February March April May
1 Study skills
Kinds of sentences, complete sentences, synonyms/ antonyms
Common and proper nouns, simple subject, simple predicate
Vocab. - sullen, differentiating between prepositions and adverbs,
Parts of speech, practice and improved sentences, subject-verb agreement.
Pronoun jobs, sentence classification, Vocab. Study
Review: parts of speech, articles, pronouns, ↓
Classifying sentences, capitalization and punctuation Vocab. Study ↓
Simple sentences, compound parts, sentence fragments, sentence
Paragraph editing, linking verbs, sentence types
2Getting organized
Sentence definitions, parts of speech
Homonyms, sentence classification, vocab. - fragrance
Relationship between prep. and their objects, adding prep. phrases to sentences.
Synonyms, antonyms, definitions, Vocab.Study
Direct objects, practice and improved sentences, pronouns, ↓
Subject-verb agreement, synonyms and antonyms, homonyms, definitions
Vocab. Study sentence classification.
Regular and irregular verbs, sentence classification, Vocab. Study
3Classify sentences
Homonyms, identify one part of speech in a sentence, review definitions
English terms and definitions, matching.
Predicate phrases.
Verb phrase, part of speech
Review: types of nouns, parts of speech
Possessive nouns, sentence classification
Vocab. Study, double negatives. Verb tenses;
4
Complete subject, complete predicate classification, vocab. practice ↓
Practice and improved sentences Vocab. Study
Subject-verb agreement, verb tenses
Article choices, practice and improved sentences, Vocab. Study
Sentence classification, compound parts, conjunctions, interjections Vocab. Study
Capitalization, punctuation, editing Vocab. Study
Possessive nouns, editing sentences, Capitalization, punctuation.
Comples sentences, classification.
5
Sentence complete subject/predicate
Practice and improved sentences. Pronouns ↓
Helping verbs, sentence classification.
Classifying sentences with interjections, improved sentences.
Capitalization /punctuation,
Subject-verb agreement, possessive pronouns.
Homonyms, subject/verb agreement, subject pronouns,
6
Identifying parts of speech in a sentence, Vocab. Study
Prepositions, prepositional phrases.
Sentence classification, Vocab. Study
Homonyms, synonyms, antonyms, subject-verb agreement.
Parts of speech, Vocab. Study
Vocab.Study captialization/punctuaton.
Pronouns, indirect objects, sentence classification
Possessive pronouns.
Redeemer Lutheran School Writing Map - Topic Level 3 lesson August September October November December January February March April May
1 Study Skills Journal Writing ↓
Introduce three- point expository paragraph. ↓ ↓ ↓ ↓ ↓ ↓ Narrative writing.
2 Study Skills Journal Writing ↓ ↓ ↑ ↓ ↑ ↓Group writing a friendly letter. Narrative writing.
3
Introduce writing objectives/ quick write. ↓ ↓
Introduce persuasive writing and persuasive paragraphs. ↓ ↓
Introduce editing partners. ↑
Writing a tall tale. Narrative writing.
4
Practice quick writes- personal info. Pieces. ↓ ↓ ↓ → ↓
Introduce descriptive writing and editing a descriptive paragraph.
Introduce narrative writingand editing a narrative. TaleTale.
5 ↓ ↓ ↓
Descriptive paragraph writing. ↓
Introduce narrative with dialogue.
Friendly letter and addressing envelope.
6
Two point expository paragraph. ↓ ↓ ↓ ↓ ↓
Narrative writing/editing.↓
Introduce the four types of businessletters and the parts of a business letter.
7 ↓ ↓ ↓ ↓ ↓ ↓Business letter.
8 → ↑ ↓ → → →
Narrative writing.9
lessonAugust September October November December January February March April May
1Journal Writing
Journal Writing
Three-point expository paragraph; topic sentence, ↓
Three-point persuasive paragraph. ↓
Conferencing with peers and teachers.
Introduce descriptive writing guidelines.
Introduce narrative writing.
Writing a research report from encyclopedia source.Usin
Thank you notes for gifts and actions. Poetry
2 Journal Writing
Three-point sentence, supporting sent., conclusion.
Developing and supporting points of the
Making cards.
Titles and topic sentences, organizing ideas,
Story elements, main idea, setting, character,
note cards to make bibliography cards and take notes.
Narrative writing - writer's choice.
Autobiography
3
Introduce writing objectives/ quick write.
Writing outline for a three-point expository paragraph.
Writing the conclusion for a persuasive three-point
Descriptive paragraphs in the first person,drafts, peer
adding dialog, editing.
Writing Tall Tales
Writing invitations.
4
Practice quick writes- personal info. Pieces.
Three-point expository paragraph in first person - 9
Using a persuasive writing outline.
teacher conferencing, final papers.
Writing rough drafts, peer editing.
Editing a friendly letter, addressing an
Creative writing; A Remarkable Person
5
Three-point in third person. ↓
Editing paragraphs, editing checklist.
Writing friendly letters, the five parts; heading,
Introducing business letters - 4 types; ↓
Descriptive writing.
6
Three paragraph essay in first person; outline, 14
Time-order paragraph format. ↑
Editing paragraphs, editing checklist.
Parts of an envelope; return address, mailing
letter of inquiry, letterof request, letter to an Poetry
RLS Curriculum Map - Topic Writing Grades 4 & 5 Year 1
Next…
• Once the topic maps are completed for each discipline, teachers summarize specific concepts, skills and assessments in that discipline – more detail.
August September October November December January February March April May
Essays: interpret the authors purpose, comprehend, interpret and compare essays, identify main points/thesis and supporting details. Novel Study - continued
Biography: define, purpose for reading, KWL, thematic focus, identify facts -summarize
Drama: Christmas Carol, envision performance, elements of drama, stage directions, interpret mood; determine reasons for character's actions-motivation.
Fairy Tales: characteristics, compare and contrast variations - same story different country versions, compare/contrast tales to Bible stories, relate to personal experience
Short Stories: character -learn direct and indirect characterization, compare/contrast characters' traits & personalitites, identify with characters
LSWeek: Martin Luther; compare book to movie, determine Luther's general beliefs and his impact on the church, where would we be today?
Myths and Fables -define, make predictions, determine; research origin, identify thematic focus, identify moral lessons
September 11th - READ magazine: points of view, lasting impact of events on individuals, country, politics, laws; compare nonfiction accounts of the events
Poetry: narrative, recognize the rhythm, and repitition, make inferences, read according to punctuation, identify speaker, analyze poem
Autobiography: define,author's purpose, setting, identify thematic focus; identify life changing events
Fairy Tales: elements of tale, identify conflict, author's purpose-politics, illustrate, identify hero, heroine, conflict, villian
READ: Deep Soul; Portrait of the Harlem Renaissance; compare and contrast today's artists with those of the Harlem Renaissance, determine the impact of the artists life on their music.
Myths and Fables - use clues to predict, compare myth to actual truth.
Poetry: vocabulary;stanza, concrete poem, haiku, anaylize personality of poem,
Short Stories:Plot - make predictions, identify with character, make inferences about characters
Short Stories: Theme - identify implied theme, central message, find clues to theme, strategy-ask questions while reading MusicalEssays;
identify elements of each type of essay: narrative, descriptive, personal, reflective,
Poetry: illustrate poems, read, identify the pattern, paraphrase a poem, analyze the effect of vaious literary devices; rhyme, rhythm, alliteraton, figurative language, NO SCHOOL
Short Stories:Setting -define as time and place, period, reflect on importance to the story, visualize the setting.
Short Stories: Conflict: interpret,relate to personal experience, recognize the tone and author's purpose, Achievement Tests
Class Trip: research sites historical relevance, journal days' events and activities,
READ: Silenced; identify techniques used in brainstorming, look for story clues, compare/contrast cults to Christian faith, discuss methods of persuasion, compare/contrast schools in freedom govern. And those in dictator gov't.
READ: Shakespeare; Romeo and Juliet. Drama Tragedy. Research the dynamics of the medieval family and the feudal system, compare the system to today's society and gov't. , identify figurative language and specific examples of figures of speech.
Mysteries: identify the story elements of a mystery, write a mystery, compare/contreast mystery authors, demonstrate an understanding of mystery story elements by writing an original mystery.
READ: Poe; learn the elements of a suspense story; sympathetic character, ticking bomb, misdirection, pacing surprise and atmosphere, identify the emotional pull.
Novel Study: adventure (movie). Identify author's purpose, compare/contrast novel to movie, determine the impact of the setting, analyze the characters, identify and analyze the protagonist and antagonist of the book, summarize the climax and the turning points of the story.
Independent Reading: preview texts to choose selection, summarize major themes and present to class - cite text, use text excerpts to support responses and reactions.
Novel Study: historical fiction; illustrate various settings of the story, research other events of the era, differentiate fact from fiction, draw interences based on information - past experiecnes and knowledge, understand characters decisions and actions; determinet the climax of the story, analyze the relationships between the characters -explain citing text.
EASTER: sequence the events of Holy Week, read from each Gospel and determine author's purpose, identifying details of each and comparing stories for similarities - does the story change?
Novel Study: autobiography; identify author's purpose, identify events that were life-changing, sequence events, determine the author's world view and compare to Christian's, summarize the events, what world events played an importantpart in the author's life How? What would change if born in different time?
READ mag.: Sword and the Stone, take a role in the play and read script with expression, discuss the relationship between the characters,use a Venn diagram to compare/contrast the character traits,
CONTENT MAP: OBJECTIVES Literature Grades 7/8
RLS Curriculum Map - Content GRAMMAR Level 7 & 8Week August September October November December January February March April May
1
A/An choice, synonyms/antonyms, editing paragraphs - spelling, homonyms.
Identify and label parts of speech; subj, verb, adv, adj, articles, simple subj. & pred., common/proper nouns
Learn to use an editing checklist, helping verbs, not-adverb, editing for possessive nouns,
Identifying compound/ complex sentences, use coordinate conjunctions, connective adverb (also etc.
Sentence structure review
Define function of an indirect object; improving long rambling sentences in paragraphs, word analogies
Parts of a library, fiction, non-fiction, reference, card catalog.
Categorize: the person and case of personal pronouns, demonstrative, indefinite, and interrogative pronouns.
Changing verb tenses in paragraphs, identifying active/passive voice in sentences, review verbs
Using a verbal checklist for participles/gerund/infinitives; distinguish between phrases, mixed phrases,
2
Sentence definition, Declarative, imperative, interrogative and exclamatory sentences - punctuation.
Complete subject & predicate,use of prepositions, prep.phrase, object of prep., natural/inverted word order
Conjunctions, compound parts, interjections, identify metaphors, similes, and personification
Sentence structure review
Using transition words, improving long rambling sentences, word analogies
Edit paragraphs for capitalization, homonyms, apostrophies, commas, subj/verb agreement; quotation rules, dialogues, analogies
Parts of a book, title page, copyright, preface, content, body, appendix, glossary, bibliography, index; pronoun cases.
Review 5 patterns, identify object complement noun & adjective, identify and use; reflexive/intensive prns, contractions,
Taking notes in an outline form from an oral lecture, adjective/adverb phrases
Identify the difference between a clause and a phrase, identify independent clauses, subordinate conjunctions, adjective clauses
3
Identifying pronouns, subject/object pronouns, understood subj. pronoun
Double negatives, changing negative words to positives, using adjectives and adverbs in comparisons
Identifying Direct objects, transitive verbs. Sentence improvement, combining sentences
Identify relationships between words with word analogies, ↓
Writing from dictations, punctuating quotations, quotes within a quote, direct quotes, metaphors/ similes
Review pattern sentences, identifying predicate adjective, pronouns/antecedents, demonstrative/ interrogative pronoun/adj
Identifying and using appositives with correct punctuation, practice and improved sentences
Identifying and labeling participles and the words they modify, adjective/ adverb phrases, pronoun choices
Using relative pronouns to introduce an adjective clause; review problems in usage; identifying mixed clauses.
4
Making possessive pronouns & possessive nouns, subject verb agreement, editing paragraphs for subj/verb agreement, superlative forms
Eight parts of speech, simple sentences, fragments, simple sentence w/compound parts & punctuation
Distinguishing Fact/opinion, propaganda techniques; bandwagon, famous people, loaded words, mudslinging, fact/opinion - identifying/using
identify metaphors, similes, personifications.
Identifying predicate noun, linking verb; improving sentences
Identify pronouns and their antecedents, review sentence patterns, identify and use indefinite pronouns
Identify regular/irregular verbs, simple/perfect tenses, finding tenses, verb conjugation using 6 tenses, progressive/ emphatic forms
Identifying and using gerunds and their noun jobs, participles, pronoun choices, infinitives,
RLS Curriculum Map - Content GRAMMAR Level 4 & 5Week August September October November December January February March April May
1
Study skills, long term goals and short term goals.
Identifying kinds of sentences, declarative, interrogative, exclamatory, imperative,complete sentences, synonyms/anton
Common and proper nouns, simple subject, simple predicate
Vocab. - sullen, differentiating between prepositions and adverbs.
Eight parts of speech, N,V,P,A,A,P,I,C,practice and imporved sentences, subject-verb agreement.
The object pronoun, sentence classification, Vocab.-conflict
Review: 8 parts of speech, A/An, subject pronouns, possessive pronouns, ↓
Classifying sentences, capitalization and punctuation of business letter Vocab. -
Simple sentences, compound parts, sentence fragments, sentence
Paragraph editing, predicate nouns, linking verbs, double negatives, sentence types
2
Getting organized, listening,planning study time, homework
Sentence definitions, nouns, verbs, adverbs, adjectives
Homonyms, sentence classification, Vocab. - fragrance
Relationship between prep. and their objects, adding prep. phrases to improve sentences.
Synonyms, antonyms, definitions, Vocab.-renown
Direct objects, practice and improved sentences, subject classifying sentences SN, V, ADJ, ADV, DO,
Subject-verb agreement, synonyms and antonyms, homonyms, definitions
Correcting the capitalization and punctuation of a business letter, ↓
Vocab. - serious, triumph, sentence classification,
Indentifying regular and irregular verbs, sentence classification, Vocab.- verdict
3
Classify sentences SN,V, ADJ, ADV Pattern 1
Homonyms, identify single parts of speech in a sentence, review definitions
Matching English terms and definitions, matching definitions, homonyms
Identifying predicate phrases in the subject part of the sentence, inverted sentences.
possessive pronouns, 'be' verbs, parts of a verb phrase, identifying one part of speech
Review: common or proper nouns, singular/plural nouns, one part of speech
Making possessive nouns, sentence classification
Vocab. - original, Double negatives, review fragments, compounds.
Verb tenses; simple present, simple past, simple future, changing paragraphs from one tense to another.
4
Identifying parts of a complete subject & complete predicate classification, vocab. - sabotage, identifying ↓
Write practice sentences in a classif ied pattern1, practice and improve sentences w ith synonyms, antonyms Vocab.- abundant
Subject-verb agreement, changing past tense to present tense, rules for subject-verb agreement
A/An choices, practice and improving sentences with new word choices, correct punctuation & capitlaization. Vocab. - zeal
Sentence classification, compound nouns, verbs, direct objects, conjunctions, interjections Vocab. -eliminate
Editing sentences for correct capitalization & punctuation, Vocab. - alertness
Mixed patterned sentences, possessive nouns, editing sentences, Capitalization, punctuation of letters,
Simple sentences, identifying & correcting run-on sentences, sentence classification.
5
Sentence complete subject/predicate, identify nouns - singular/plural
Practice and improved sentences.
Identifying pronouns, replacing nouns w ith pronouns,subject pronouns, possessive
Helping verbs, the NOT adverb, sentence classification
Classifying sentences with interjections, improved sentences,
Editing sentences for capitalization /punctuation, friendly letters
Subject-verb agreement, possessive pronouns,
Homonyms, subject/verb agreement, subject pronouns,
6
Identifying a single part of speech in a sentence, vocab. -customary
Identifying prepositions, object of the prepositions, prepositional phrases, predicate words in the complete subject, inverted
Understood subject pronoun, command -imperative sententce, possessive nouns, sentence classification, Vocab. -
Homonyms, synonyms, antonyms, subject-verb agreement rules, six parts of speech
Orally defining the eight parts of speech, Vocab. - evaporate, designate
Vocab.- legend Teaching rules for captialization/punctuaton for a friendly letter
Subject pronouns, 'be' verbs, object pronouns, indirect objects, sentence classification
Possessive pronouns, 'Be' verbs, object pronouns, An/A, editing sentences, possessive nouns.
Redeemer Lutheran School Writing Content Map Level 3lessonAug. September October November December January February March April May
1Study Skills Journal Writing
Using the tw o-point outline, Assign. #2 Favorite foods. ↓
Review expository paragraph, introduce parts ↓ Share assign. #14
Assign. #17 Why I should/should not choose my ow n clothes or Reasons for/ against smoking. ↓
Writing assign. #22 Reasons for sharing or Ways to take care of pets. ↓ ↓
Learn f ive parts of a friendly letter; heading, greeting, body, closing, signat.
Edit w riting assign., # 32
2Study Skills Journal Writing
Writing assign. #3 My favorite holidays or things my family likes to do. ↓
to a three-point, compare w ith a tw o-point -Favorite colors. Use an outline for a three-point
Writing Assign. #15 Way to be organized or Favorite movies.↑
Share assign. #17 ↓
Sharing assign. #22 ↓ ↓
Write a friendly letter w ith the proper parts, and address an envelope.
Share w riting assign. #32
3
Introduce w riting objectives/ quick w rite.
Share w riting assignment # 3 w ith the class. ↓
paragraph. Assgn. #10 Favorite Adults or Things I know About... ↓
Define a persuasive paragraph, supporting opinion w ith fact. ↓
Assign. #18 Why I should/should not ow n a pet or Why I should do chores.↓
Use editing checklist to edit a partner's paragraph. Assgn. #23
Share Writing Assign. #27
Learn the elements of a tall tale; humorous story, great exaggerations, believable events.
Narrative Writing assign. #33 My Neighborhood, Treasure Hunt, Choice
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Practice quick w rites- personal info. Pieces. ↓
Changing plural categories to singular points. Assgn. #4 Favorite Animals. ↓
Writing assignment #11, My favorite times in school or Different kinds of dinosaurs/etc. ↓
Organizing w riting w ith an outline; topic, general number sentence, point and supporting sentences, conclusion.
Writing Assign. #19 Reasons for taking a f loat trip or Why I like to read. ↓
Define a descriptive paragraph, learning various types of descriptive w ords for people, places, nature,
Writing assign. #28 A Firefighter or Recess Time
Writing Assign. #31 The Talking Money or the Smartest Animal I Ever Saw .
Learn to w rite thank-you notes; w hat you are thanking for, how gift w as used, your appreciation.
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Writing assign. #5, Favorite sports or things I like to do by myself. ↓
Writing assign. #12, Things I am learning in ( ), Favorite things at home. ↓
Assign. #16 Reasons for staying in School. ↓
Share w riting assign. #19
incidents or events. Descriptive paragraph w riting. Assign. #24 ↓
Learn the elements of a story; main idea, setting, character, plot, ending. ↓
Write a friendly letter and address the envelope; share w riting assign. #31.
Share w riting assign. #33
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Organize w riting into a tw o point expository paragraph, define paragraph, selecting and
Writing assign. #6, Favorite books, TV programs, Reasons I like animals. ↓
Share w riting assignment #12, Assign. #13 Reasons to have a computer or Favorite kinds of transportation. ↓
Writing assign. #20 Why w e need vacations or Reasons to see the movie...↓
Conferencing w ith the teacher on f inal papers, Assign. #25 Favorite private place or Family Gatherings or Trees
Introduce narrative w ith dialogue. Assign. # 29 Three Unusual Animals or Thy Mystery Man.
Learn the 4 most common reasons to w rite a business letter; inquiry, request, editor, complaint. 6 parts of a business letter…
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using a paragraph outline, parts of a topic sentence, tw o point sentence, ↓
Writing assign. #7, things that make me angry or Favorite desserts. ↓
Share w riting assign. #13 ↓
Share w riting assign. #20
Writing Assign. #26 When I Have a Bad Morning, or The Dream. ↓
Write narrative w ith or w ithout dialogue: The Circus or Homew ork Disaster or The Teacher #30, ↓
heading, inside address, formal greeting, body, closing, signature. Write a business letter to obtain information.
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supporting sentences, conclusion. Assign. #1 favorite colors. →
Writing assign. #8, Things that make me happy, or Favorite kinds of ice cream. ↑
Writing assign. #14, Insects I hate or Favorite ocean animals. ↓
Writing assign. #21 Ways to stop hiccups or Reasons I like snow . ↓
Descriptive Assign. # 27 A Gloomy Day or Ants at a Picnic →
Edit Assign. #30 w ith a partner. →
Narrative Writing assign. #32 The Big Game, the Invention of the Century, choice topic. 9
August September October November
Essays: interpret the authors purpose, comprehend, interpret and compare essays, identify main points/thesis and supporting details. Novel Study - continued
Biography: define, purpose for reading, KWL, thematic focus, identify facts -summarize
September 11th - READ magazine: points of view, lasting impact of events on individuals, country, politics, laws; compare nonfiction accounts of the events
Poetry: narrative, recognize the rhythm, and repitition, make inferences, read according to punctuation, identify speaker, analyze poem
Autobiography: define,author's purpose, setting, identify thematic focus; identify life changing events
Novel Study: historical fiction; illustrate various settings of the story, research other events of the era, differentiate fact from fiction, draw inferences based on information - past experiences and knowledge, understand characters decisions and actions; determine the climax of the story, analyze the relationships between the characters -explain citing text.
Poetry: vocabulary; stanza, concrete poem, haiku, analyze personality of poem,
Mysteries: identify the story elements of a mystery, write a mystery, compare/contreast mystery authors, demonstrate an understanding of mystery story elements by writing an original mystery.
Essays; identify elements of each type of essay: narrative, descriptive, personal, reflective, persuasive.
Poetry: illustrate poems, read, identify the pattern, paraphrase a poem, analyze the effect of various literary devices; rhyme, rhythm, alliteration, figurative language, READ: Shakespeare; Romeo and Juliet. Drama Tragedy. Research the dynamics of the medieval family and the feudal system, compare the system to today's society and gov't. , identify figurative language and specific examples of figures of speech.
READ: Poe; learn the elements of a suspense story; sympathetic character, ticking bomb, misdirection, pacing surprise and atmosphere, identify the emotional pull.
7th & 8th Literature Map - Content
Next…
• Add state standards to your maps • Add Faith Development/Application• Add Assessment s• Add technology tools
Sci. PA STANDARDS PRESCHOOL 3'S PRESCHOOL 4'S K & 1 1st K & 1 2nd
3.1 Unifying Themes: Systems, models, patterns, scale, change
Identify and describe what parts make up a system: body parts and senses; basic parts of plant:roots stem, leaf; petals: change: growth and seasons
Identify and describe what parts make up a system: body parts and senses; basic parts of plant:roots stem, leaf; petals; change: growth and seasons
Examine and explain change by using time and measurement. Describe how people change as they grow.
Describe changes caused by heat, cold, light.
3.2 Inquiry and Design: nature of scientific knowledge, process knowledge, scientific method, problem solving in technology.
Conduct an experiment: mixing colors
Conduct an experiment:Queen's Anne lace experiment, mixing colors
Describe objects using the five senses.
3.3 Biological Sciences: living forms, structure and function, inheritance, evolution/creation
describe basic needs of plants and animals; know that similarities and differnences are related to environmental habitat: zoo animals, farm animals, pets
Know that some animals have similar external characteristics:(type fof covering: fur, feathers, scales. know that similarities and differnences are related to environmental habitat: zoo animals, farm animals, pets,water animals
Know the characteristics of living things. Observe similarities and differences among plants. Identify water, light, air, and soil as needs of plants. Identify human growth processes.
Identify five senses and sense organs; Identify similarities among animals, including movements, body coverings, body parts. Describe basic needs of animals.
3.4 Physical Science, chemistry, chemistry: matter, energy, forces and motion, astronomy
know that combining 2 or more substances can make new materials with different properities:making pudding and other cooking activities; identify characteristic of sound: loudness; describe various types of motion: fast/slow
know that combining 2 or more substances can make new materials with different properities:making pudding and other cooking activities; identify characteristic of sound: loudness; describe various types of motion: fast/slow
Classify objects attracted/not attracted by magnets; magnetic force can pass through some materials;magnetic force varies and is strongest at the poles; like poles repel unlike poles attract.
Recognize that sound is caused by vibrations; temperature affected by environment. Identify different sources of light. Identify transparent, translucent, opaque. Know that stars give off their own light and the sun is a star; moon reflects sun's light; causes of day and night; sun does not move. Define: work, force, load, machine. Identify six types of simple machines.
TOPICS PRESCHOOL 3'S PRESCHOOL 4'S ENRICHMENT K & 1 1ST K & 1 2ND
PreK 2.2 Study of Lutheran Doctrine
Baptism, saved by grace, Jesus died and rose, 7 day creation, sin
Baptism, saved by grace, Jesus died and rose, 7 day creation, sin
Baptism, saved by grace, Jesus died and rose, 7 day creation, sin
Baptism, Law: Ten Commandments, Commandments 1-4 and meanings, Gospel,Apostles Creed
Baptism, Law: Ten Commandments, Commandments 1-4 and meanings, Gospel,Apostles Creed
PreK 2.3 Study of Lutheran Worship
Table Prayers, Praise Songs,Closing Song
Table Prayers, Praise Songs,Closing Song
Table Prayers, Praise Songs,Closing Song
Table Prayers, The Lord's Prayer, Luther's Morning Prayer, Devotion Songs, Doxology Lutheran Hymns,Closing Song
Table Prayers, The Lord's Prayer, Luther's Morning Prayer, Devotion Songs, Lutheran, Doxology Hymns,Closing Song
PreK 2.4 Study of History of the Christian Church
language, clothes, transportation
language, clothes, transportation, daily life
language, clothes, transportation, daily life, occupations, Martin Luther
language, clothes, transportation, daily life, occupations, religious practices, government, Martin Luther, Reformation, Pentecost, Letters of Paul,
language, clothes, transportation, daily life, occupations, religious practices, government, Martin Luther, Reformation, Pentecost, Letters of Paul,
PreK 2.5 Sharing the Christian Faith
The "Jesus Way", Ways to Witness and Minister
The "Jesus Way", Ways to Witness and Minister
The "Jesus Way", Ways to Witness and Minister
Learn & Practice Ways to Witness and Minister
Learn & Practice Ways to Witness and Minister
PreK 2.6 Responsible Citizenship
Major OT Stories,OT People, Psalms, NT Life of Jesus, Early Christian Church, Ephesians 4:32, John 3:16 1John4:16a,Prov 17:17, Mark 10:14, John 3:16a, 1Peter 5:7
PreK 2.1 Study of Holy Scripture
Major OT Stories,OT Patriarchs NT Life of Jesus, 1John 4:16a
Major OT Stories,OT Patriarchs, NT Life of Jesus, Paul & Timothy, 1John 4:16a,Prov 17:17, Mark 10:14
Major OT Stories,OT Patriarchs, Psalm 96 & 98 NT Life of Jesus, Stories of Early Christian Church, 1John 4:16a,Prov 17:17, Mark 10:14, John 3:16a, 1Peter 5:7
Major OT Stories,OT People, Psalms, NT Life of Jesus, Stories of Early Christian Church, Ephesians 4:32, John 3:16 1John4:16a,Prov 17:17, Mark 10:14, John 3:16a, 1Peter 5:7
TOPIC MAP: THEMES, MAIN IDEAS, UNITS – with Standards
MAPS will evolve
• Instruction should remain the center of our discussion, specifically Christian instruction.
• New opportunities to learn, new methods, new resources will change maps.
7 PHASES OF MAPPING• Collecting Data – what is actually happening in
the classroom• The First Read-through – teacher-as-editor• Mixed-Group Review – small group by discipline• Large Group Review – all faculty members• Determine Points That Can Be Revised
Immediately• Determine Points that Require Long-Term
Research• Review Cycle Continues
COLLECTING DATA• What do you want to know about your
school’s curriculum?• Choose the format; Topic maps – general more thematicContent maps – more specific, skill and objective
based – could include assessmentsStandard maps – aligning skills and content to
state standardsInclude Christian Faith application and
technology resources
PHASE IIREAD-THROUGHS
• Teachers are the map editors, reading each map alone, noting repetitions, gaps, and areas for integration in their content area.
• Read-throughs should take about 2- 4 hours per teacher depending on the number of classrooms and teachers.
PHASE IIIMIXED GROUP REVIEW
• Groups of teachers work together with other teachers who are not on their team or in their grade level to review maps.
• Groups should be between 6 – 8 people, however smaller schools will have smaller teams, and maybe even the same teams all the time!
PHASE IVLARGE GROUP REVIEW
• Small group findings are shared and discussed.• Depending on the size of the faculty, working
groups may now consist of teams that relate: common disciplines, common grade level, departments etc.
PHASE VDETERMINE IMMEDIATE REVISIONS
• Groups go through data to address glaring repetitions that can be addressed easily with minimal disruptions by teachers.
• elimination of a topic through teacher negotiation• integration of units
PHASE VIDETERMINE POINTS THAT WILL REQUIRE
LONG-TERM RESEARCH AND DEVELOPMENT
• What is developmentally appropriate?• Will rescheduling need to take place?• Do we need to purchase new texts or materials?• Are supplemental materials required?• What will happen if we eliminate units?• Can we create interdisciplinary units?• Can we justify what we are teaching, when we are
teaching it, and how we are teaching it?• Are the assessments developmentally appropriate?• Is the Christian faith intentionally integrated?• Are we using technology effectively and efficiently?
PHASE VII – Ongoing Review
• Faculty meetings become more about learning and instruction
• Work to make Christ and His teachings at the center of our curriculum conversation
END result…
• We (administrators, teachers, students, parents, boards) know what we are teaching, when and why.
• Time is used more efficiently – gaps are closed, redundancies are eliminated
• Christian instruction remains the focus of faculty discussions – more collaborating/sharing
• Resources and results are shared in an organized professional manner - credibility
MAPPING continued….
OBSERVATIONS• What is possible with the information on the
maps?• What would you be able to do if you had this
information?• How would your school be different if you had
this information available now?
WHERE TO BEGIN
• Determine why you want to map.• Determine the format.• Determine the goal.• Schedule time for faculty to write.• Schedule time for review.• Keep the curriculum in the forefront – each
meeting.• Encourage collaboration.
OBJECTIVES
• How can a school carry out mapping?• What are advanced mapping skills?• How does technology assist the mapping
process?• How can we structure the school setting to
support mapping?
CHALLENGES
• Time Topic maps take little time, teacher driven Content maps take more time, teacher
driven Group Review must be ongoing and often
CHALLENGES
Teachers must: • See the value in mapping• Know their content• Become familiar with their standards
TECHNOLOGY for Mapping
• Google Docs• Post on web sites - wikis Allows for quick changes and additions Allows for multiple designs• Mapping Software • Central ‘teacher’ drive on server• Excel program
CONTINUAL REVISIONS
• Maps should be used regularly.• Review the next month’s map at a staff meeting,
encouraging multi-disciplinary and interdisciplinary units of study & collaboration of teachers.
• Review maps with parents at the beginning of the school year.
• Teachers should review their maps during the months to note changes and additions.
Advanced Mapping
• Essential Questions• Assessment Tools
Theme, Enduring
Understandings, & Essential
Questions for this Unit
How Students will
Demonstrate Their
Understanding
Standards-based Essential
Skills & Concepts to be
Targeted Throughout the
Unit
Strategies / Best Practices Used
to Explicitly Teach the Skills
& Concepts
Resources forthis Unit
Theme/Unit:
Enduring Understandings:
Essential Questions:
Christian Faith Application/Truths:
Summative Assessment (at the end of the unit):
Formative Assessments (throughout the unit):
PROCESS STANDARDSProblem Solving:Communication:Reasoning:Connections:Representation:CONTENT STANDARDS
(Stanford Testing)
Textbook Lessons:
Manipulatives:
Technology:Support
Materials:
Personally Designed Materials:Other Resources:
Template for a Unit Plan
ESSENTIAL QUESTIONS
• No right answer• All students can answer• Enable all students to learn• Make students investigators• Are provocative – they hook students into
wanting to learn• Offer a sense of adventure, fun to explore
CRITERIA FOR ESSENTIAL QUESTIONS
• Each child should be able to understand the question. What were the intellectual underpinnings of sectionalism? (7th grade)
• The language of the questions should be written in broad, organizational terms. What were the major contributions of the Ancient Greeks? (7th grade)
• The questions should reflect your conceptual priorities. Forces teacher to choose conceptual outcome for the students.
• Each question should be distinct and substantial. What is snow? How does snow affect people? (1st grade)
• Questions should not be repetitious. What is change? What causes change? How does change affect people? How has change affected our town over 300 years? Revise to: What is the nature of change and how has change affected our community?
• The questions should be realistic given the amount of time allocated for the unit or course. 2 – 5 questions is the average per unit
• There should be a logical sequence to a set of essential questions. Clear rationale, sense of focus and direction
• The questions should be posted in the classroom.
ESSENTIALS QUESTIONS
• Teachers can develop them together• Increase process learning – critical thinking,
problem solving• Prepares students to learn
ASSESSMENTSMatching Learners and Assessments
• K-2 LearnersEgocentricLoves the TeacherThinking is concreteInterest in sound-symbol relationshipsPlays “next to” rather than “with”“Me, me, me!”
K- 2 POSSIBILITIES• CAPTIONS• LABELS• SIMPLE RESEARCH• MAPS• INTERVIEWS with a key questions• STORY BOARDS• STORY LINES• GRAPH/CHARTS• JOKE TELLING• OBSERVATIONAL DRAWING
GRADES 3 – 5 are…
SocialCause and effectSimple abstract thinkingCan combine several concepts“We, we, we!”
GRADE 3 - 5 POSSIBILITIES• SIMPLE RESEARCH REPORT• NOTE CARDS• SHORT STORIES• ARTIFACT ANALYSIS• NEWSPAPER ARTICLES• EXTENDED RESEARCH REPORT• INTERVIEW: QUESTION SERIES• PHOTO ESSAY WITH TEXT• COMPARATIVE OBSERVATIONS
GRADES 6 – 8 are …..In a quest for personal identityConcerned with fairness, justice and trustSensitiveConcerned for others conflicts with concern
for self“Me and them”
GRADES 6 – 8 POSSIBILITIES• PERSUASIVE ESSAYS• ANALYTIC ESSAYS• HYPOTHESIS TESTING• BLUEPRINTS AND MODEL• DESCRIPTIVE ESSAYS• PERSONAL ESSAYS• ISSUE-BASED FORUMS• ORIGINAL PLAY WRITING• NOTE-TAKING FORMS
GRADES 9 – 12:Social life focused on smaller groups and pairings Sexuality an issueAbstract conceptsFocused on future and next stepsPhysical maturity rapidly paces“You and me”
GRADES 9 – 12 POSSIBILITIES
• POSITION PAPERS• BUSINESS PLANS• CHOREOGRAPHY• FILM AND LITERARY CRITICISM• WORK STUDY ANALYSIS• CASE STUDIES• LEGAL BRIEFS• ANTHOLOGIES• GAME BOOK• SENIOR PROJECT AND DEFENSE• INTERVIEW SIMULATIONS• ORIGINAL MUSICAL COMPOSTITIONS
ASSESSMENTS
• Encourage learning• Direct Instruction• Should grow to be authentic• Focus on objectives• Support essential questions
VALUE OF MAPPING• All teachers will know what students are learning at
every level and when.• New teachers will know what content to cover and
the time line for covering it.• Administrator will know the content of each grade
level for each subject and when it is taught.• Students and parents will see the connections and
progress from one grade to the next. • Christ-centered education will remain our focus
ADMINISTRATORSCan Determine:• The amount of teacher time on task• The degree of conformity and variance on a topic or
skill from teacher to teacher.• Scope and sequence of the curriculum• Percent of class time allocated to a topic and the
effectiveness of assessment instruments• Whether there is duplication of content• What topics should be covered for staff development• The depth and breadth of instruction and learning• Where to focus change
TEACHERS• Close gaps• Eliminate repetition in each area: instruction and
assessment• Identify areas for collaboration • Create interdisciplinary units (connecting key
concepts shared by various disciplines), multidisciplinary units (design a unit of study fusing various disciplines – planned integration), parallel disciplines (units run concurrently)
• Plan curriculum from a Christian World view• Apply all resources – including appropriate
technology
NEW TEACHERS
• No need to determine what units to eliminate or shorten
• Assist in planning the year – start and ending point
• Opportunity for planned collaboration (mentoring)
• Clear objectives
PARENTS AND STUDENTS
• Gives the school credibility – my child’s learning experience is planned, mapped, intentional. The school cares! The school knows what they are doing!
• Gives students ownership of their learning.• Keeps Christ at the center of education.
• Jacobs, Heidi. Mapping the Big Picture Alexandria, Virginia: ASCD 1997
• Concordia Curriculum Guide