Curriculum planning chartGenerative Topic
(Blythe et al, 1998)
: Subject: Literacy / Social Studies Name: Jake Frumkin
("The student willunderstand…")StandardAssessment(How will you haveevidence that theyknow it?)Facts("The students willknow…")Skills("The students willbe able to…")Problems to pose("Guiding questions"or "unit questions")Activities:(The big idea, the"enduringunderstanding"[Wiggins, 1998]; abroad way of making sense of theworld, or a “lifelesson”)Individuals createsocial change.Different types of text tell thesestories.Central problem / issue / or essentialquestion (intendedto "get at" theconcept; the“motorvator”)- What needs to bechanged in ourcommunities?What examples canwe learn from forhow to enactchange?Common Core Literacy --
CC.1.2.5.G Draw oninformation from multiple print or digital sources,demonstrating the ability tolocate an answer to aquestion quickly or to solvea problem efficiently.CC.1.4.5.C Develop thetopic with facts, definitions,concrete details, quotations,or other information andexamples related to thetopic; include illustrationsand multimedia whenuseful to aidingcomprehension.CC.1.4.5.M Writenarratives to develop real or imagined experiences or events.
National CurriculumStandards for SocialStudies:
1. Culture 3. People, Placesand Environments 5.Individuals Groups andInstitutions 6. Power, Authorityand Governance 7. ProductionDistribution and Consumption9. Global Connections 10.Civic Ideals and Practices
- Observation of student conversationand notes in literacylogs throughout readaloud- Evaluate variouswriting pieces basedon PSSA rubrics- Rubric basedgrading of finalproject andintegration of ideasfrom unit- Quick write / exittickets from socialstudies lessons togauge thematicengagementunderstanding- Individuals canand do make change(big and small)- People don’talways understandpositive changewhen they first seeit- Growing foodtakes hard work butis not particularlydifficult- Access to healthyfood improvesquality of life forindividuals andcommunities- Identify keycomponents of writing (linguistic,structural, thematic)- make text basedconnections (to self,to world, to othertexts)- “Read” multi-media content asform of non-fictiontext- Follow prescribedconventions of personal narrative,informational andpersuasive essayforms (PSSA)- Compare andcontrast betweentexts- Contextualize ownexperience withingreater communityand world examples- What happenswhen agriculture isintroduced to anunfamiliarenvironment?- How does urbanagriculture createpositive change?- What can we learnfrom successfulmodels for urbanagriculture?- What kinds of people and settingshave created changethrough agriculture?- What is my ownposition, role,potential in terms of access to freshhealthy food?- Ongoing daily readaloud and literacylog notes- Shared reading of selectedbiographical andnonfiction texts- Word work andliteracy skillpractice activitiesbased on said texts- Watching videoson Belo Horizonte,Growing Power,OSBG, etc.- PSSA essay formatbased writingprompts- Hunger banquet &Harvest festival andsubsequentreflections