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Running head: CURRICULUM MAP

Jordan Hammel
Curriculum Map
Course #20463
Dr. Hesse
April 3, 2016

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This curriculum map comes from the Roosevelt School Districts website. The following lessons have been created for a first grade
classroom, in which I am currently student teaching. This class contains twenty-one ELD students of various academic levels, and cultural
backgrounds. I have a very rambunctious group of first graders. They are incredibly active and vibrant and so adjusting the curriculum to meet
these needs for my class specifically is pertinent. I have about six problem students in my class that impact the classroom environment greatly, so
getting them engaged in the lesson is key.

Speaking & Listening

Roosevelt School District Curriculum Map
English Language Arts: First Grade
Arizona State ELA Common Core
Standards 2015

Performance Objective
I can..

Instructional Strategies

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1.SL1: Participate in
collaborative conversations
with diverse partners about
grade 1 topics and texts with
peers and adults in small and
larger groups.
a. Follow agreed-upon rules
for discussions(e.g.,listening
to others with care, speaking
one at a time about the topics
and texts under discussion).
b. Build on others talking
conversations by responding
to the comments of others
through multiple exchanges.
c. Ask questions to clear up
any confusion about the topics
and texts under discussion.

I can follow rules for discussions such as

listening to others and speaking only when
called on.
I can follow rules for responding to others.
I can ask questions about text.

Mini Lesson 1: Humans vs. Animals Sleep

Sub-Objectives:
Sleep- importance
Speaking and Listening: reading a
story and applying information
through discussion questions.
Materials:
I see Animals Sleeping: A Bedtime
Story
Discussion Questions
White Board & Marker for
predictions
Sleep Facts
Discussion Questions in an
organizer
1. do you need sleep? Why?
2. how much sleep do you think you
need?
3. how do you feel when you're
tired
4. how do you feel when you get a
good nights sleep?
5. Do animals only sleep at night?
6. Are there other times besides
bedtime that you fall asleep?
7. What was your favorite animal in
the story?
8. Do you have animals in the
house? How do they sleep?

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Science
Roosevelt School District Curriculum Map
English Language Arts: First Grade
Arizona State ELA Common Core
Standards 2015
S01-S1C3 - 01
Organize (e.g., compare, classify, and
sequence) objects, organisms, and events
according to various characteristics.

Performance Objective
I can..

Instructional Strategies

I can listen to a book.

Mini Lesson 2

I can list prior knowledge of foods and

nutrition.

Sub-Objectives:
Nutrition- importance
Scienceclassifying and sorting
Vocabulary-nutrition
Materials:
Chart paper to brainstorm
Staying Healthy: Eating Right by
Alice McGinty
The Edible Pyramid, Good Eating
Everyday by Loreen Leedy.
Newspapers
Food pyramid game board

I can sort foods into food groups.

I can Identify foods by listening to clues.

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Math
Operations in Base Ten
Roosevelt School District Curriculum Map
Science: First Grade
Arizona State ELA Common Core
Standards 2015
1.OA.A.1
Use addition and subtraction within 20
to solve word problems involving
situations of adding to, taking from,
putting together, taking apart, and
comparing, with unknowns in all
positions, e.g., by using objects,
drawings, and equations with a symbol
for the unknown number to represent
the problem.

Performance Objective
I can..

Instructional Strategies
Mini Lesson 3

I can actively listen to audio information

using Internet resources
I can summarize information by retelling
stories
I can determine if items should be
recycled, reused, or sent to the landfill
I can create a class poster that explains
recycling
I can analyze the volume of trash created
by students' families

Mini Lesson 3
Sub-Objectives:
Students summarize information.
Determine if items should be
recycled, reused, or sent to the
landfill.
Count the amount of trash their
family collects in a month.
Materials:
trash bad counter worksheet
mini trash bag template

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Mini Lesson One

Sleep

1.SL1: Participate in collaborative conversations with diverse partners about grade 1 topics
and texts with peers and adults in small and larger groups.

To begin, the teacher will begin by reading the title, author and illustrator names, and publisher
name to the students while showing them the outside front and back covers of the book, I See the
Animals Sleeping: A Bedtime Story. The students should be guided in making predictions about the story
they will hear. Predictions will be written on the whiteboard for everyone to see and refer to laterhaving
students write their name next to their prediction. The teacher will then read the story, pausing as needed
to insert checks for understanding.
At the conclusion of the book, the teacher will lead a whole class discussion comparing what the
story was actually about and what the students had predicted earlier. The teacher will refer to the
whiteboard and the responses the students gave in the beginning and why they gave those predictions.

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The teacher will then supplement the text by reading sleep facts from the PBS kids website, as part of the
story and have students discuss how this relates to what they learned in the story.
Students will then be guided into a discussion in order to make connections between their
predictions, the sleep facts, and the variety of animal sleep habits and the necessity of sleep for humans.
The following questions will be posed to students and will be addressed through verbal response, written
response, and drawings/use of graphic organizers.

Do you need sleep? Why or why not?

How much sleep do you think you need?

How do you feel when you are tired?

How do you feel when you get a good night of sleep?

When do you usually sleep?

Do animals only sleep at night?

Are there other times, besides nighttime, that you fall asleep and why? (i.e. when the student is sick he/she
might sleep during the day)

What was your favorite animal in the story and why?

Do you have any animals in your house and can you share with us where, when and how they sleep?

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Mini Lesson Two

Nutrition
S01S1C301
Organize(e.g.,compare,classify,andsequence)objects,organisms,andeventsaccordingtovariouscharacteristics.

To begin the nutrition mini lesson, as a group, the teacher will list what the children already know
about foods and food groups on chart paper. Once the teacher has a variety of ideas from different
classmates, the teacher will read Staying Healthy: Eating Right to the students out loud. As the teacher
reads, they will discuss the types of food that are mentioned in the different food groups and refer to the
responses the students gave before reading.
Next, the teacher will read The Edible Pyramid, Good Eating Every Day by Loreen Leedy out loud to
the class. The teacher will talk about pyramids and what they are and how they relate to a food pyramid.
The teacher will list other foods that would go into each of the food groups that are mentioned in the book.
The teacher will then have students look through newspapers and find pictures of food, and glue them

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onto an index card. They will write the name of the food under the picture along with clues describing the
food. If it were an apple students could say its red, its crunchy, and its in the fruits group. When
students complete a card they will put it in a basket. Each students should complete about 3 cards from
three different food groups.
When the food cards are complete, each student will get a food pyramid game board. The students will
work in teams in this game. On the game board there will be a series of dots. The students will check off
the dots if their team guesses a card correctly in that food group. The teacher will draw a food card out of
the basket. They will read the clues. If the team guesses the food, they color in a circle on their game
board. If they do not, another team is allowed to guess. Continue until the students have "eaten" all the
servings from each food group.
Mini Lesson Three
Environmental Health
1.OA.A.1
Useadditionandsubtractionwithin20tosolvewordproblemsinvolvingsituationsofaddingto,takingfrom,puttingtogether,
takingapart,andcomparing,withunknownsinallpositions,e.g.,byusingobjects,drawings,andequationswithasymbolfor
theunknownnumbertorepresenttheproblem.

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To begin the third mini lesson, the teacher will visit the garbage and recycling section of the
EekoWorld website. Together,the teacher and students will learn about reduce, recycle, and reuse through
a series of education modules and videos that are interactive and that allow the teacher to introduce
vocabulary in a fun and innovative way. Students will create a 4-square vocabulary paper where they will
define each of the vocabulary words they talked about along with a picture and an example. The teacher
will describe how trash relates to each of these concepts as that will help them when they move on to the
next part of the activity.
Students will be using what they learned about trash and how to sort different types of trash and
explore how much trash their families are generating in a given week. The students will be counting how
many bags of trash they send to the landfill each week. The students will be receiving the Trash Bag
Counter worksheet that they can share with their families and work to fill out each week. After students
have returned the Trash Bag Counter Worksheets, give students one bag from the Mini Trash Bag Printout
for each bag of trash their family threw out that week. Provide an area for students to hang up the mini
trash bags. Hang the mini trash bags in rows of ten, and group ten rows of ten trash bags to create a group
of one hundred trash bags. This will give students an opportunity to count by ones, tens and hundreds.
Count the mini trash bags together as a class. Discuss how much trash the class and their families

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generated. If a student doesn't have a total number of bags, you may give him or her a number of bags
that seems reasonable.
The class will continue counting the trash bags for the upcoming weeks, adding to the wall and
counting them and comparing them to the week before and to other students. The class will also discuss
how it represents how much trash the class and their families are generating in a month. Students will
create graphs that represent their own personal trash bag numbers weekly and compare it to the overall
month as well as creating equations to figure out how many bags they had in a month and how many the
class had in a month. Students will then create a poster to take home to their parents to teach them about
recycling and how they can reduce the trash that is going to the landfills.
References
Lessonplansfor.(n.d.).RetrievedApril04,2016,fromhttp://school.sleepeducation.com/\
2.1MyPyramid.(n.d.).RetrievedApril04,2016,fromhttp://www.learnnc.org/lp/editions/nutrition/6643
PBSKIDS.(n.d.).RetrievedApril04,2016,fromhttp://wwwtc.pbskids.org/
Criteria

Exemplary (5)

Proficient (3)

Unsatisfactory (1)

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Curriculum
Your Assignment includes:
Your Assignment includes:
Your Curriculum Map includes:
Map/Scope and
A cover page that includes the
A cover page that includes most of
A cover page that includes some of
Sequence
followingname, the course, the
the followingname, the course,
the followingname, the course, the
Integration of
assignment, the date and an
the assignment, the date and an
assignment, the date and an
Health Topics
appropriate Running head in APA
appropriate Running head in APA
appropriate Running head in APA
format. Your cover page should
format. Your cover page should
format. Your cover page should
Teacher
include a page number.
include a page number.
include a page number.
Content
District provided curriculum
District provided curriculum
District provided curriculum
Knowledge
map/scope and sequence
map/scope and sequence
map/scope and sequence is not
(TCK)
appropriate for placement
appropriate for placement
appropriate for placement classroom
classroom.
classroom.
Highlighted text, outlining some of
Score:
Highlighted text, outlining the
Highlighted text, outlining most of
the followingSleep = Blue, Topic
x2
followingSleep = Blue, Topic
the followingSleep = Blue,
of your Choice = Yellow, Healthy
of your Choice = Yellow, Healthy
Topic of your Choice = Yellow,
Environment/Sustainability = Green
Environment/Sustainability =
Healthy
Integration of the health components
Green
Environment/Sustainability =
often detract from the academic
Green
Integration of the health
content
Integration of the health
components do not detract from
Teacher rarely implements a variety
the academic content
components sometimes detract
of subject-specific instructional
from the academic content
Teacher regularly implements a
strategies to enhance student content
Teacher sometimes implements a
variety of subject-specific
knowledge.
instructional strategies to
variety of subject-specific
Specifically, places that logically fits
enhance student content
instructional strategies to enhance
into the academic content that is
knowledge.
student content knowledge.
being taught, where you can teach
Specifically, places that logically
Specifically, places that logically
three separate mini lessons; one
fits into the academic content that
fits into the academic content that
about sun safety, one about sleep,
is being taught, where you can
is being taught, where you can
and one about environmental health.
teach three separate mini lessons;
teach three separate mini lessons;
(TCK-Tap).
one about sun safety, one about
one about sun safety, one about
sleep, and one about
sleep, and one about environmental
environmental health. (TCK-Tap)
health. (TCK-Tap).

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Instructional
Plans (IP)
SCORE:
x2

References are included where

appropriate
This rubric is attached at the end
of the document
Your word document file name
includes your last name, first
name, assignment #, and your
class section #
There are no writing,
grammatical or spelling errors
Your assignment was placed in
your E-Portfolio under the
Healthy Curriculum
Development tab
Curriculum map includes: (IP)
o Evidence that assignment
is appropriate for the age,
knowledge, and interests
of all learners you teach
and;
o 3, 1 page, double spaced
mini-lessons in teacher
talk format, one for sleep,
one for sun safety, and
one for environmental
health
o A brief narrative
summary describing your
grade, the school district,
describe your classroom
context and other
pertinent information

References are included where but

not on the last page of the
document
This rubric is attached but not at
the end of the document
Your word document file name
includes most of the following
last name, first name, assignment
#, and your class section #
There are few writing, grammatical
or spelling errors
Your assignment was placed in
your E-Portfolio however it was
placed in the wrong section
Curriculum map mostly includes:
(IP)
o Evidence that assignment is
appropriate for the age,
knowledge, and interests of
all learners you teach and;
o 2 of the 3 following, 1
page, double spaced minilessons in teacher talk
format, one for sleep, one
for sun safety, and one for
environmental health
o A brief narrative summary
describing your grade, the
school district, describe
your classroom context and
other pertinent information

References are not included

This rubric is not attached at the end
of this document
Your word document file name
includes some of the following
last name, first name, assignment #,
and your class section #
There are many writing, grammatica
or spelling errors
Your assignment was not embedded
into your E-Portfolio
Curriculum map sometimes includes
(IP)
o Evidence that assignment is
appropriate for the age,
knowledge, and interests of
all learners you teach and;
o 1 of the 3 following, 1 page,
double spaced mini-lessons
in teacher talk format, one fo
sleep, one for sun safety, and
one for environmental health
o A brief narrative summary
describing your grade, the
school district, describe your
classroom context and other
pertinent information

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