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Curriculum Development Project

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This is my curriculum Development Project

This is my curriculum Development Project

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  • This project is the culmination of an curriculum development project which was completed for ED7106 - Curriculum Development at Capella University. The curriculum was developed around the Understanding by Design Template created by Wiggins and McTighe (2005).

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  • 1. Thomas More School 13 JUN 08 Marc Daly
  • 2.
    • Definition of Curriculum
    • Target Population
    • Overarching Big Ideas
    • Essential Questions
    • What students should be Know and Understand
    • What students should be Able to Do
    • Content Standards Explicitly Addressed
  • 3.
    • Curriculum is a combination of the written plan for each course, the learning expected by the teacher, the student driven learning, and the state mandated courses and objectives.
  • 4.
    • Juvenile Delinquents in a Residential Treatment Facility
    • Content Area: English Language Arts
    • Grade Level – Multiple levels in a classroom –Differentiated
  • 5.
    • Literate Individuals:
      • Communicate through various means;
      • Identify the theme and tone of any communication;
      • Evaluate the message being presented by the writer, artist, or speaker; and,
      • Clarify the understandings through a variety of strategies.
  • 6.
    • What is propaganda?
    • What is the difference between a fact and an opinion?
    • What is the author/artist trying to communicate?
    • What is Active Reading?
    • How can I utilize Active Reading to improve my comprehension?
    • What can I do to help my understanding?
    • What is the most effective way to respond?
  • 7.
    • All communication has a purpose;
    • Strategies to determine communication they don’t understand;
    • How tone can be used to convey different meanings;
    • Responses may take different forms;
    • Facts can be used to provide evidence for opinions;
    • Different forms of art can be used to convey the same message; and,
    • Fiction can be used to present a moral.
  • 8.
    • Determine the author’s purpose;
    • Use different strategies to determine meanings of word they don’t know;
    • Identify the tone of the author;
    • Identify the theme of the writing;
    • Write a story conveying a theme; and,
    • Write an opinion paper supported by facts.
  • 9.
    • Michigan High School English Language Arts Content Expectations:
      • CE 1.1.3, CE 1.1.4, CE 1.1.7, CE 1.3.2, CE1.5.1, CE 1.5.3
      • CE 2.1.2, CE 2.1.3, CE 2.1.10, CE 2.1.12, CE 2.2.1, CE 2.2.3
      • CE 3.1.1, CE 3.4.2, CE 3.4.3
      • CE 4.1.2, CE 4.1.3, CE 4.2.2, CE4.24
  • 10.
    • Performance Tasks
    • Other evidence to collect
    • Student Self-Assessment and Reflection
    • Assessment Task Blueprint
    • Rubric for Assessment
  • 11.
      • Issue Fair – Students will develop and present a supported opinion on a current issue.
      • Newspaper Critic – Students will write a critique of another students presentation during the issue fair.
  • 12.
    • Fact/Opinion – Quiz
    • Prompt – Uniforms at Thomas More School – a good choice or a bad choice?
    • Observations/Discussions
  • 13.
    • Self – Assessment of Presentation and Display
    • Reflection on development of their opinion about their issue.
    • Self-assess Newspaper Critic Article
  • 14.
    • Understanding or Goals assessed through task
      • Select format and tone
      • Use effective written and spoken language
      • Use effective visual representations
      • Creation of powerful, creative, and critical messages
  • 15. 1 2 3 4 5 The claim I make a claim and explain why it is controversial I make a claim but donít explain why itís controversial  My claim is buried, confused, and/or unclear. I donít say what my argument or claim is. Reasons in support of the claim I give clear and accurate reasons in support of my claim. I give reasons in support of my claim, but I overlook important reasons. I give 1 or 2 weak reasons that donít support my claim, and/or irrelevant or confusing reasons. I donít give reasons in support of my claim. Reasons against the claim I discuss the reasons against my claim and explain why it is valid anyway. I discuss the reasons against my claim but neglect some or donít explain why the claim still stands. I say that there are reasons against the claim, but I donít discuss them. I donít acknowledge or discuss the reasons against the claim. Organization My writing has a compelling opening, an informative middle, and a satisfying conclusion. My writing has a beginning, a middle, and an end. My organization is rough but workable. I may sometimes get off topic. My writing is aimless and disorganized. Voice and tone It sounds like I care about my argument. I tell how I think and feel about it. My tone is OK, but my paper could have been written by anyone. I need to tell how I think and feel. My writing is bland or pretentious. There is either no hint of a real person in it, or it sounds like Iím faking it. My writing is too formal or informal. It sounds like I donít like the topic of the essay. Word choice The words that I use are striking but natural, varied and vivid. I make some fine and some routine word choices. The words that I use are often dull or uninspired, or sound like Iím trying too hard to impress I use the same words over and over. Some words may be confusing or used incorrectly. Sentence My sentences are clear, complete, and of varying lengths. My sentences are well-constructed. My essay marches along, but doesnít dance. My sentences are often awkward, run-ons, or fragments. Many run-on sentences and sentence fragments make my essay hard to read. Conventions I use correct grammar, punctuation, and spelling I have a few errors to fix, but I generally use correct conventions. I have enough errors in my essay to make my paper distract a reader. Numerous errors make my paper hard to read.
  • 16.
    • W - Ensure students know WHERE the unit is headed and WHY.
    • H - HOOK students in the beginning and HOLD their attention throughout.
    • E - EQUIP students with necessary experiences, tools, knowledge, and know-how to meet performance goals.
    • R - Provide students with numerous opportunities to RETHINK big ideas, reflect on progress, and REVISE their work.
    • E - Build in opportunities for students to EVALAUTE progress and self-assess.
    • T - Be TAILORED to reflect individual talents, interests, styles, and needs.
    • O - Be ORGANIZED to optimize deep understanding as opposed to superficial coverage (Wiggins & McTighe, pp. 197-198).
  • 17.  
  • 18.
    • Recommendation
    • Study the work of John Dewey
  • 19.
    • Recommendation
    • Study the work of Jerome Bruner
  • 20.
    • Recommendation
    • Study the work of Carol Ann Tomlinson on Differentiated Instruction
  • 21.
    • Recommendation
    • Keep an assessment folder for each student to help you understand where the student is in the process of growth and learning.
  • 22.
    • Recommendation
    • Design you curriculum around Big Ideas
  • 23.
    • Recommendation
    • Develop knowledge of the Six Facets of Understanding
    • by Wiggins and McTighe (2005)
    • 1. Explanation 2. Interpretation 3. Application
    • 4. Perspective 5. Empathy 6. Self-knowledge
  • 24.
    • Recommendation
    • Utilize WHERETO (Wiggins & McTighe, 2005),
    • in the development and organization of your currciulum
  • 25.
    • Recommendation
    • Learn the differences in Formative and Summative Assessments and how both can be utilized in the classroom
  • 26.
    • Recommendation
    • Study the developmental stages of adolescent boys – Utilize the developmental stages to plan with student interests in mind
  • 27.
    • Recommendation
    • Provide opportunities for student self-assessment.
  • 28.
    • Recommendation
    • Provide material to each student,
    • which is challenging, but accessible.
  • 29.
    • Andrade, H. (Feb 2000). Using rubrics to promote thinking and learning. Educational Leadership , 17.
    • Fisher, D. &. (2007). Checking for understanding: formative assessment techniques for your classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
    • Michigan Department of Education. (2006). High school English language arts content expectations. Lansing, MI: Michigan Department of Education.
    • Tomlinson, C. A. (1999, September). Mapping a Route Toward Differentiated Instruction. Educational Leadership , pp. 12-16.
    • Tomlinson, C. A. (2000, September). Reconcilable Differences? Standards-Based Teaching and Differentiation. Educational Leadership , pp. 6-11.
    • Tomlinson, C.A. & McTighe, J. (2006). Integrating Differentiated Instruction & Understanding by Design: Connecting content and kids. Alexandria, VA: Association of Supervision and Curriculum Development.
    • Tomlinson, C.A. (1999). The differentiated classroom: responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
    • Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexandria, VA.: Association for Supervision and Curriculum Development.
    • Wiggins, G. &. (2007). Schooling by design: mission, action, and achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
  • 30.