Curriculum mapping expectations ppt

Curriculum mapping expectations ppt

• 1.
  Curriculum Mapping Expectations MURSD
• 2.
  Stage 1 Essential Questions Enduring Understandings Content Skills Standards
• 3.
  Unit Calendar 2-6 weeksper unit No one long unit—break it up into subunits Go back and revise timeline after each unit is taught
• 4.
  Unit Names Discipline StandardStrands Broad Phrase Number Sense Biomes Geography of South America Pyramid Design Economics: North American Trade 1920s Art Contributions Personal health: Drug Awareness Cold War Systems: Human Body Unit Names should NOT be: Resource Driven. For example: Chapter 2: Romeo and Juliet Look at other grades to develop consistency in unit naming.
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  Standards: Review Questions Isthere alignment with standards and content/skills? Are there too many standards listed? Are you teaching one part of the standard? Stage 2: Are all of the assessments aligned to a standard?
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  Essential Questions • 2-3per unit • Alignment • Can it be answered?—if it can, then it is not an essential question. • Is it engaging for the students? Enduring Understandings • 2-3 per unit • Alignment • Is the enduring understanding broad enough that has enduring value and will be asked throughout one’s lifetime? • Is it at the heart of the discipline?
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  Content • Topic: humanbody, fractions, WWII • Concept: structure, functions, symbiotic connections • Noun (not a verb) • Format: Noun, noun, descriptor – WWII: Key causes for US Entry – Double-Bar Graph: Up to 3 variables – US Geography: Northeast Region – Earth’s Moon: 8 Sequential Phases – Number Recognition: 0-10 – Historical Fiction Text: Fact vs. Fiction
• 8.
  Skill Statement 3 partsof a skill statement: 1. Measurable verb 2. Target (how it will be measured…what mode) 3. Descriptor (details with relationship to content) – Compare (measurable verb) in writing (target) 3 elements, line, stanza, meter, using traditional and nontraditional forms of poetry (descriptor) – Justify (measurable verb) in writing (target) effects of economic ebb and flow in relationship to target audience sales (descriptor --Identify and define (measurable verb) in writing (target) 5 common literary devices used in diary-based reading: structure, tone, theme, point of view, characterization (descriptor)
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  Skill vs. Activity ActivitiesSkills Role-play the Boston Tea Party (Is role-playing the primary learning expectation?) Justify in writing ramifications of Boston Tea Party in relationship to igniting American Revolution from multiple perspectives Walk around the room and interview classmates while focusing on 3 techniques— eye contact, restating of questions, clarifying responses (Is the skill they are learning---walking?) Interview orally people focusing on 3 techniques: eye contact, restating of questions, clarifying responses. Look at artwork to see if the pieces incorporate religious icons Relate visually wooden artworks to religious beliefs in 2 geographic regions: Africa, Asia Put pattern blocks in arrays Create manipulatively arrays up to 4 x 4 Keep a daily personal fitness journal for 1 month Self-evaluate in writing personal physical activities that promote lifelong involvement
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  Verbs—non-measurable and self- explanatory Non-measurableverbs Demonstrate Understand Know Show Use Self-explanatory verbs— need no target Write Illustrate Draw Orate Tune Solve Calculate Figure
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  Stage 2 1. IdentifyDesired Results What is it that I want the students to understand and know and be able to do? 2. Determine Acceptable Evidence How will I know that they know what I want them to know? 3. Plan Learning Experiences What do I need to do in the classroom to prepare them for the assessment?
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  Stage 2 Introduction
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  From snapshot toscrapbook •Formative assessments •Assist in adjusting instruction •Gives immediate feedback Informal Checks for understanding •Assess for factual information and discrete skill •Use selected-response (MC, TF) Tests and Quizzes •Students involved in self- assessing their learning and understanding against rubric/criteria Self-assessments •Constructed responses to prompts •Involve analysis and evaluation •Open-ended Academic Prompts •Real or simulated setting •Require an audience •Authentic •Apply a variety of knowledge, skills, understanding Performance Tasks Think of anchoring your unit with a quality performance assessment, but use the other evidence along the way.
• 14.
  Intra-alignment Standard •Students will usea variety of intellectual skills to demonstrate their understanding of the major ideas and historical background of immigration policies. Enduring Understanding •The US continues to debate the benefits and risks of immigration. Essential Question •Who should be allowed into the U.S.? Content •Immigration policies: quotas, open-door Skills •Debate the controversial issue of immigration (quotas vs open-door policy) Assessment •Your goal is to promote an open-door policy for immigration. Your role is as a member of Congress and your target audience is the House of Representatives. You need to convince them that the restrictive immigration legislation should be repealed.