This document provides an overview of a training on curriculum maps for an English program. It includes an agenda that outlines reflecting on objectives, the purpose and components of curriculum maps, and lesson planning. Key aspects of curriculum maps are explained, such as what they include (standards, unit summaries, assessments) and how they are designed using backward design. The document also discusses understanding by design framework and its three stages. Additional resources like pacing calendars and supplemental materials are noted. Tips for teaching English language learners are provided.

1. ESL Curriculum Maps
Aidita Vélez Ortiz
Director
English Program

2. AGENDA
• Greetings
• Reflection
• Objectives of the training:
– Purpose of the Curriculum Maps
– What each map includes
– Lesson planning

3. REFLECTION
• It is the supreme art of the teacher to
awaken joy in creative expression and
knowledge.
• Albert Einstein

4. Objectives
June 2012 4
Participants will be able to:
• Identify and describe the different elements of a
curriculum map.
• Prepare a daily lesson plan using a curriculum
map unit and its supplementary materials.

5. Purpose of Curriculum Maps
• To provide the guidelines for standards-
based instruction
• To organize the standards into teachable
units of instruction

6. Each map includes:
• Unit Summary and transfer goal
•Content Standards and Grade Level Expectations
•Big Ideas and Essential Questions
•Content and Skills
•Assessment Evaluation
•Learning Plan

7. Other resources available in the
CD
• Pacing Calenders
• Curriculum Alignment tool
• Content Maps
• Supplemental Materials

8. Understanding by Design
(UbD)
• Is a framework for designing
curriculum units, performance
assessments, and instruction that lead
your students to deep understanding
of the content and skills you teach.

9. Stages of UbD
• The Backward design approach is developed in three stages.
• Stage 1
• Starts with the overall goal of the lessons by using content
standards, common core or state standards.
• Defines "Students will understand that..." and lists essential
questions that will guide the learner to understanding
• Focuses on identifying "what students will know" and most
importantly "what students will be able to do".

10. Stages of UbD
• Stage 2
Focuses on evidence of learning by assessment.
Teachers plan performance tasks and evidence of
understanding. Performance tasks determine what
the students will demonstrate in the unit and what
evidence will prove their understanding. This can
include self-reflections and self-assessments on
learning.

11. Stages of UbD
• Stage 3
Lists the learning activities that will lead
students to your desired results.

12. The transfer goal leads to
learning
• It is what
we want
our
students to
walk away
with.

13. What is a “big idea” or enduring understanding?
Why use it?
• Big ideas:
• Connect lessons to a life
lesson or a larger
understanding of the world for
both students and teachers
• Require time to “uncover” and
discover
• Have lasting effects and
connections to other
subjects and life
• As teachers, we do not give the
student the big idea, but we
lead them to it through
essential questions

14. What are Essential Questions?
• Are “thought provoking” questions to
introduce a new unit or lesson
• Spark discussion in the classroom
• Allow ideas/answers to be revised
and added to as learning continues
• Help students to understand the big
ideas/enduring understandings

15. Why are the Expectations in
Stage 1?
• Expectations are what guide
our instruction
• This is what knowledge we
want our students to acquire
• The expectations that are
being explicitly introduced and
taught are shown in the
learning expectations

16. What are Content and Skills?
STAGE 2
From the expectations,
we focused on:
•Content: What
knowledge will the
students gain?
•Skills: What strategies
or abilities will the
students gain?

17. STAGE 3
Learning Plan
(Learning Activities)
•What teaching and learning experiences
promote understanding, interest, and
excellence?
•Identify the best educational experiences that
facilitate understanding and comprehension
of the content, process, and skills of grade
level teaching.

18. What is in the CD?
1.PACING CALENDAR
2.CURRICULUM MAPS
3.ATTACHMENTS

19. WEBB AND BLOOM

21. Pacing Calendar

22. LESSON PLAN

23. CORRELATION BETWEEN CURRICULUM
MAPS AND CIRCULAR LETTER #2 2010-2011
LESSON PLAN ELEMENTS
CC#2 2010-2011
CURRICULUM MAP LOCATION
Date and Study Theme
Content Area and Time Period
--- Top Part of Curriculum Map
General Strategy and Phase Learning Plan--- Stage 3
Integration of Subjects Learning Plan--- Stage 3
Standards and Expectations Stage 1--- Desired Results
Depth of Knowledge (DOK) Expectations, Big Ideas, Essential Questions, Content,
and Skills--- Stage 1
Objectives Stage 3 --- Learning Plan
Stage 1--- Summary of Unit, standards and Expectations
Assessment Stage 2--- Assessment Evidence
Stage 3--- Learning Plan
Learning Activities Stage 3---Learning Plan, lessons, and attachments
Materials or Resources Stage 3--- Learning Plan, Lessons, Additional Resources,
and Literature Connections.
Assignment Stage 3--- Learning Plan, Additional Resources
Reflection Individually/ Self-Evaluation; Rethinking

24. DAILY LESSON PLANNING MODEL
Unit /Theme:_______________________________________________ Date: ____________________________________
General Strategy: ( )ECA / ( )Exploration ( )Conceptualization ( ) Application
Skill:___________________________________
Curricular Integration: ( ) Science, ( ) Mathematics, ( ) Social Studies, ( ) Art, ( ) Health, ( ) Music, ( ) Theatre
Stage 1 –Standards and Expectations
Standards Expectations

25. Lesson Plan
Depth of Knowledge:
• ( ) DOK I – Recall & Reproduction = Recall information such as a fact, definition, or a simple procedure; or
performance of a simple
• process or procedure.
• ( ) DOK II – Skills & Concepts = Engagement of mental processing beyond recall or reproduction; more than one
step.
• ( ) DOK III – Strategic Thinking = Reasoning, planning, using evidence, and a higher level of thinking than
previous levels; more
• complex, abstract.
• ( ) DOK IV – Extended Thinking = Develops and completes projects by planning, developing and reasoning,
justifies and explains, uses
• different resources to argue ideas, monitors his own work and progress.
Stage1 - (Content and Skills for Stage 2 Assessment)
Stage 2 -
Performance
Tasks and Other
Evidence
Objectives Assesment
Conceptual
Procedural
Attitudinal

26. Lesson Plan
Activities:
Stage 3 Initial : _____________________________________________________________________
Learning Development: _______________________________________________________________
Activities Closure: ____________________________________________________________________
Stage 3:
Literature
and
Additional
Resources
Educational Materials and Resources Education Team
( ) Curricular Framework - English
( ) Content Standards and Grade – Level Expectations
( ) Guide, pages ____________ ( ) Power point presentation
( ) Textbook, pages ___________ ( ) transparencies
( ) Workbook, pages ___________ ( ) bingo / games
( ) organizer ( ) photos ( ) flashcards
( ) board ( ) charts ( ) sentences strips
( ) dictionary ( ) pictures ( ) notebook
( ) thesaurus ( ) copies ( ) glossary
( ) newspaper ( ) magazine ( ) picture dictionary
( ) _____________________________________ ( ) ______________________________________
( ) T V
( ) V C R y/o ( ) D V D
( ) Audio C D
( ) Videos
( ) Computer
( ) Printer
( ) Vertical
( ) Radio CD
( ) Digital (Infocus)
( ) Internet
( ) ________________________________________
Teacher’s reflection
Homework: ( ) Practice, ( ) Elaboration, ( ) Preparation __________________________________________________________________
___________________________________________________________________________________________________________________________________

27. Lesson Plan
• Digital Lesson Plan
K-9_INGLES.xls

28. Twenty-Five Quick Tips for
Classroom Teachers
by Judie Haynes
• Put any five of the following tips into practice and your
English language learners will benefit from the improved
instruction.
• Do you want to create an effective learning environment
for your English language learners? Pick five ideas that
you have never tried from the list below and implement
them in your content area or mainstream classroom. You
will be surprised to see how much the learning of ELLs
improves.

29. Before Teaching the Lesson
• Determine the English language learning level of your
ELLs. Be realistic about what you expect ELLs to do.
..Reading strategies Teacher observation checklist.pdf
..reading strategies student self-assessment rating scale.pdf
..reading strategies Analytic Scoring Rubric.pdf

30. Before Teaching the Lesson
• Plan ahead. Think about how you will make the content
comprehensible to your ELLs. Consider the following
questions.
– How will you link the content to the students’ previous
knowledge?
– How will you build background information? Show a video or
read a book aloud about your topic first.
– Decide what language and concepts need to be pre-taught.
– How can you develop content area vocabulary? What visuals will
you need?

31. Word Wall
Introduce concrete concepts
and vocabulary first.

32. Before Teaching the Lesson
• Reflect on how you can teach to oral, visual, auditory,
and kinesthetic learning modalities.
• Prepare teaching aids such as maps, charts, pictures,
and flashcards before the lesson is taught.
• Add vocabulary word banks to student activities.
• Adapt text so that the concepts are paraphrased in
easier English. Eliminate non-essential details.
• Find non-fiction books in the library written at a lower
level about the topic you are teaching.

33. During the Lesson
• Build on what ELLs already know.
kwl 2.pdf
KNWS Math.doc
KWHLChart.doc

34. During the Lesson
• Simplify vocabulary and sentence structure. Pre-teach
vocabulary in context.
• Teach students to categorize their information using
graphic organizers. Create semantic and story maps.
story map.pdf
story-map.jpg
pepita story map.ppt

35. During the Lesson
• Demonstrate highlighting techniques so that students
can highlight important information.
• Review and repeat important concepts and vocabulary.
• Provide concrete “real” examples and experiences.
• Teach ELLs to find definitions for key vocabulary in the
text.

36. During the Lesson
• Help ELLs become familiar with their textbooks (table of
contents, glossary, index, etc.)
• Model your thinking processes for students using “think-
alouds”.
• Tape record part of your lesson to reinforce learning.

37. After the Lesson
• Have ELLs watch videos or listen to tapes about current
lesson using close caption feature.
• Provide follow-up activities that reinforce vocabulary and
concepts.
• Have students work in small groups or pairs so that
language and concepts are reinforced.

38. After the Lesson
• Adjust homework assignment to your ELLs’ English
language proficiency.
• Modify assessment so that your ELLs have an
opportunity to show what they have learned.
http://www.everythingesl.net/inservices/twenty_five_quick_t
ips_classro_70733.php

39. Other Online Resourses
• http://www.eduplace.com/graphicorganizer/
• http://homeschoolbin.com/worksheets/story-map.jpg
• http://www.educationworld.com/a_tsl/archives/01-
1/lesson0019.shtml
• http://funkyfirstgradefun.blogspot.com/2011/11/story-mapping.html
• http://www.graphic.org/kwhl.html
• http://wvde.state.wv.us/strategybank/KWLCharts.html
• http://www.readwritethink.org/classroom-resources/printouts/chart-
a-30226.html