Curriculum Mapping – Mrs. Ashok
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Curriculum Mapping – Mrs. Ashok

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    Curriculum Mapping – Mrs. Ashok Curriculum Mapping – Mrs. Ashok Presentation Transcript

    • Creating a Curriculum Map Grade 6 ELA WRITING BY PREMILA ASHOK I.S.52
    • Aligning curriculum, instruction andassessment to Common Core State Standards This supports 21st century learning where students get a chance to integrate cross-curricular skills (reading, writing, science or social studies, research, higher order thinking, technology, etc.)
    • STEP 1: Selection of Common Core Writing Standard Writing:• W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.• Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.• Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.• Use appropriate transitions to clarify the relationships among ideas and concepts.• Use precise language and domain-specific vocabulary to inform about or• explain the topic.
    • Writing Standards 6.2 RED-SKILLS (Verbs) BLUE-(Nouns) TASKSW.6.2. Writeinformative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.• Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
    • Step 2: Create a summative task built on thestandardsThis task empowers students with choices in selection of topic and builds ownership and needs to be authenticEssay showing a process of change or development over time
    • WHAT ARE AUTHENTIC TASKS?• They integrate subject/content areas• Require disciplined inquiry asking students to research information• Taps various levels of thinking (summarize, analyze, evaluate, create) and different types of knowledge (factual, conceptual, procedural, metacognitive)• Provides explicit criteria for quality like models, or rubrics• Provides flexibility in Content or Strategies or• Products for student choice
    • You are an explorer or scientist or an expert in your chosen field. You are asked to trace the developmentof something in the process of change. You can usesomething natural or not natural. Possible range ofsubjects include the growth of a child, life cycle of aninsect, bird migration, growth of a penguin or other Arcticanimal, creation of a painting, progress of a sunset, or thecoming and going of a thunderstorm, an earthquake, atsunami, change in a habitat/city, development of fashion ortype of music or sport over the ages, development of aninvention, (ex. present computer) process of learning a skill,the process of how a firefighter responds to a fire, thebreaking of a record, the launch of a shuttle/satellite, the lifeof an artist, scientist etc. (The topic should show five or more developmental steps indicating change) You will present your work to the class using appropriate eye contact, adequate volume and clear pronunciation.
    • Step 3: FRAMING AN ESSENTIAL QUESTION This is a doorway to get students start thinking about big ideas and the reason why they are studying the content.What is change and how does it happen?
    • STEP 4 – ADDING GUIDING QUESTIONS• Guiding questions are the bridge between the standards and the lessons and performance tasks.• They point the direction in which the teacher takes the student on the learning journey.
    • Step 5 – Creating a weeklycalendar The week by week progress is charted which includes guiding questions, lesson topics, assessments and vocabulary.
    • SAMPLE WEEKLY CALENDARWK Guiding Lessons Assess- Voca-5 questions ments bulary How do you Students Graphic All time order organize will select a organizer of transition topic with words-first, information timelines next, after, five or more logically? develop- with details meanwhile, then, until mental filled while, during steps indicating change
    • SAMPLE WEEKLY CALENDARWK Guiding Lessons Assess- Voca-5 questions ments/Perf. Bulary -How do you -Students analyze Tasks All time order include relevant the process of transition facts, definitions development or Graphic words-first, and concrete change in a topic organizer of next, after, details? of choice meanwhile, timelines then, until -How do you -Students will with details while, during summarize select key filled /paraphrase information to include in their -information? final product.
    • STEP 6- CREATE PERFORMANCE TASKS• 5 Interim PERFORMANCE TASKS are created to build up student skills and lead to the final SUMMATIVE ASSESSMENT.• A RUBRIC is created to grade each of these PERFORMANCE TASKS so that students know what is expected of them and get a chance to correct areas in need of improvement before they write their final essay.
    • SAMPLE RUBRIC for PERFORMANCE TASK- TIMELINE FOR ESSAY 4 3 2 1Ideas: - The different-The - Some of - TheShows stages of the different the stages ofunderstanding process are different stages of the the process of unit precisely and process are are stages ofspecific task clearly the clearly presented inand text presented to indicate what described a process will be and mechanical are written in the presented way missing or paragraph unclearOrganization: - Uses a - Uses a - Attempts a Shows how - Fails to logical logical logicalthe structure sequence sequence but establish a sequencebuilds directionand coherence through through there may be logical distinct and an overlap in sequence specific specific steps the stages steps.
    • STEP 7- CREATE RUBRIC FOR SUMMATIVE ASSESSMENT Exceptional - Capable - Ah Developing - Emerging - WOW! ha! Mm mm! OOPS!Ideas: - Ideas make clear - Ideas make - Ideas are reasonably - Ideas are unclear or connections beyond connections beyond clear incomplete the task and text the task and textDevelopment - Supports ideas with - Supports ideas clearly - Develops ideas briefly - Fails to develop ideas elaboration and and fully thorough analysisOrganization: - Uses a logical - Uses a logical Attempts a logical - Fails to establish a sequence through sequence through sequence through logical sequence sophisticated and appropriate transition words, varied transition transitional words, phrases or clauses words, phrases and phrases and clauses clausesLanguage use: - Varies structure and - Varies structure and - Exhibits some - Sentences lack length of sentences to length of sentences to attempt to vary variety in structure or enhance meaning and enhance meaning sentence structure or length hold reader interest length, with uneven successMechanics Shows control with no Shows control with Shows some control Shows little control errors in grammar, essentially no with occasional errors with errors that make spelling etc. errors in grammar, that hinder comprehension spelling etc. comprehension in difficult grammar, spelling etc.
    • STEP 8-IDENTIFYING RESOURCES– Journey Across Time: The Early Ages by Glencoe: p. 37-42; 1-23; esp. p 1, p 31 & chapter 1– Time for Kids– Wildlife Explorer– Excerpt from Predator by Bruce Brooks– The Writer’s Craft (WC) by McDougall, Littell– http://www.nationalgeographic.com/pyramids/pyra mids.html– http://www.vangoghgallery.com/– Frozen Man by David Getz (Pages 28-35)– www.jason.org
    • Next steps• The curriculum is a living, dynamic document. Once implemented in the classroom, data from student work will be used to refine maps.