Curriculum Map

1

Briana Lambert
PPE 310
Curriculum Map
April 3rd, 2016

Curriculum Map

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English Language Arts: Integration of Knowledge and Ideas
CCRS: Teacher explains how visual/multimedia representations (e.g., illustrations, photographs, music, sound,
graphics, videos, animations) influence the meaning and/or tone of a text.

Arizona 2015 ELA Common
Core State Standards
RL.7 Analyze how visual and
multimedia elements contribute to 
the meaning, tone, or beauty of a 
text.

Essential Skills and
Understandings: “I can...”
I can read the article fluently.
I can analyze how images contribute
to the meaning, tone, or beauty of a
text.

Instructional Strategies:

-CODE it Strategy during reading
fluency
 Questions
 Vocab
 Interesting facts
 Didn’t Understand
-Decoding skills: Ex. “OU says ow”

Curriculum Map

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English Language Arts: Reading Standards for Literature
CCRS: Teacher models how to examine two or more works with similar themes or topics in the same genre (e.g.,
to understand the relationship between the two.)

Arizona 2015 ELA Common
Core State Standards

Essential Skills and
Understandings: “I can...”


RL. 9 Compare and contrast
stories in the same genre on their 
approaches to similar themes
and topics.

Appropriate Questions to ask-


How have school lunches changed
over time?
How have school lunches stayed the
same over time?
How has the environment of lunch in
the cafeteria changed?
How has the environment of lunch in
the cafeteria stayed the same?

Instructional Strategies:

Read Aloud
Decoding Skills
Fluency Skills
CODE IT strategy
Text Structure Strategy

Curriculum Map

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Reading Literature: Range of Reading and Level of Text Complexity
CCRS: Teacher identifies and uses a variety of texts within the Lexile range of 740-1010.

Arizona 2015 ELA Common
Core State Standards
RL.10 By the end of the year, read
and comprehend literature,

including stories, dramas, and
poetry, at the high end of the grades 
4-5 text complexity band

independently and proficiently.

Essential Skills and
Understandings: “I can...”
Questions regarding vocabulary
comprehension
Questions regarding comprehension
Questions regarding main idea
Text citing evidence questions

Instructional Strategies:




CODE it strategy
Text Structure strategies
Decoding Skills
Fluency Skills

Curriculum Map

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The curriculum map that was used comes from Mesa Public Schools. The lessons
that were created are for a fifth grade resource room at Wilson Elementary School. The
class has 7 students in it who all have a specific learning disability. During our thirtyminute class period we are to review comprehension and decoding skills. These three
mini-lessons will be great for all of my students because reading comprehension and
fluency for them daily is important. Each lesson is designed based off an article that we
can read together.

Nutrition
*This will be done in a 10-20 minute resource class period.

PL.7 Analyze how visual and multimedia elements contribute to the meaning,
tone, or beauty of a text. (e.g., graphic novel, multimedia presentation of
fiction, folktale, myth, and poem).

We will read an article from Read Works called “The Truth About Weight”. This
article is about what students should and shouldn’t be eating. It is teaching students about
a healthy lifestyle. It has images through the article that I will project on the smart board.
We will discuss the pictures and how they contribute to the text and meaning of it.

Healthy Enviornment
*This lesson will be a 10-15 minute class discussion in the resource class period.

Curriculum Map

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RL.9 Compare and contrast stories in the same genre on their approaches to
similar themes and topics.

We will read an article from Read Works called “Food For Thought”. This article
is about school lunches and how they have changed over time. After we read this article
aloud we will have a class discussion. We will compare and contrast how lunches have
changed over time. We will talk about the positives and negatives as well of the
environment in the cafeteria with healthier lunch choices.

Sleep
*This lesson will be taught during a 30-minute resource class period.

RL.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, at the high end of the grades 4-5 text complexity
band independently and proficiently.

We will read an article from Read Works called “Yawn”. We will read this aloud
as a whole group, calling on students to read paragraphs. The article is about sleep and
why it is important for kids and adults. The students will then answer 7 questions that are
all multiple choice. The questions vary from vocabulary, comprehension and main idea.
The students will then answer three written response questions using evidence from the
article.

Curriculum Map

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References

English Language Arts. (n.d.). Retrieved April 01, 2016, from
http://www.mpsaz.org/bskills/elem-ela/elementary/k-6ela-curriculum/
ReadWorks.org | Reading Passages. (n.d.). Retrieved April 02, 2016, from
http://www.readworks.org/books/passages

Curriculum Map

Curriculum
Map/Scope
and Sequence
– Integration
of Health
Topics
Teacher
Content
Knowledge
(TCK)
Score:      
x2

Your Assignment includes:
 A cover page that includes the
following…name, the course,
the assignment, the date and an
appropriate Running head in
APA format. Your cover page
should include a page number.
 District provided curriculum
map/scope and sequence
appropriate for placement
classroom.
 Highlighted text, outlining the
following…Sleep = Blue, Topic
of your Choice = Yellow,
Healthy
Environment/Sustainability =
Green
 Integration of the health
components do not detract from
the academic content
 Teacher regularly implements a
variety of subject-specific
instructional strategies to
enhance student content

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Your Assignment includes:
Your Curriculum Map includes:
 A cover page that includes most of
 A cover page that includes some of
the following…name, the course,
the following…name, the course,
the assignment, the date and an
the assignment, the date and an
appropriate Running head in APA
appropriate Running head in APA
format. Your cover page should
format. Your cover page should
include a page number.
include a page number.
 District provided curriculum
 District provided curriculum
map/scope and sequence
map/scope and sequence is not
appropriate for placement
appropriate for placement
classroom.
classroom.
 Highlighted text, outlining most of
 Highlighted text, outlining some of
the following…Sleep = Blue,
the following…Sleep = Blue, Topic
Topic of your Choice = Yellow,
of your Choice = Yellow, Healthy
Healthy
Environment/Sustainability = Green
Environment/Sustainability =
 Integration of the health components
Green
often detract from the academic
 Integration of the health
content
components sometimes detract
 Teacher rarely implements a variety
from the academic content
of subject-specific instructional
 Teacher sometimes implements a
strategies to enhance student content
variety of subject-specific
knowledge.
instructional strategies to enhance
 Specifically, places that logically fits
student content knowledge.
into the academic content that is

Curriculum Map

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Instructional
Plans (IP)
SCORE:
     x2




knowledge.
Specifically, places that logically
fits into the academic content
that is being taught, where you
can teach three separate mini
lessons; one about sun safety,
one about sleep, and one about
environmental health. (TCKTap)
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

Specifically, places that logically
fits into the academic content that
is being taught, where you can
teach three separate mini lessons;
one about sun safety, one about
sleep, and one about
environmental health. (TCK-Tap).

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;




being taught, where you can teach
three separate mini lessons; one
about sun safety, one about sleep,
and one about environmental health.
(TCK-Tap).





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,
grammatical 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
for sleep, one for sun safety,

Curriculum Map

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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

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

and one for environmental
health
o A brief narrative summary
describing your grade, the
school district, describe your
classroom context and other
pertinent information