Running head: CURRICULUM MAP

Gabby Sorkine
Curriculum Map
4/4/2016
PPE 310
Mary Dean

Curriculum Map
2

English Language Arts Common Core Curriculum Map for 3rd Grade
STRAND: READING INFORMATIONAL TEXT
Reading informational Text
Standards and
strategies/activities to
support standards
3. RI: Ask and
answer questions to
demonstrate
understanding of a
text, referring
explicitly to the text
as the basis for the
answers.

Lesson Objective:

Instructional Strategies

Students will be able to

Students will be able to ask
and answer questions about
the importance of sleep.

Lesson 1- Sleep study

Sub-Objectives-SWBAT fill out a KWL chart
before beginning.
SWBAT work in partners
SWBAT read at grade level
SWBAT share aloud
Materials usedKWL chart
Sleep importance article

English Language Arts Common Core Curriculum Map for 3rd Grade
STRAND: Integration of Knowledge and Ideas
Reading informational Text
Standards and
strategies/activities to
support standards
3R17: Use
information gained
from illustration
(e.g. maps,
photographs) and
the words in a text
to demonstrate
understanding of the
text.

Lesson Objective:

Instructional Strategies

Students will be able to

Students will be able to look
at pictures of recycling and
garbage dumps and solar
panels and make predictions
about how the choices we
make effect our environment.

Lesson 2- A look at our

Environment
Sub-ObjectivesSWBAT compare and
contrast
SWBAT visualize ideas
SWBAT make predictions
Materials usedImages from the internet

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3

English Language Arts Common Core Curriculum Map for 3rd Grade
STRAND: Craft and Structure
Reading informational Text
Standards and
strategies/activities to
support standards
3R15: Use text features and
search tools (eg, key words,
sidebars, hyperlinks) to
locate information relevant
to a given topic efficiently.

Lesson Objective:

Instructional Strategies

Students will be able to

Students will be able to chose
a part of the body to research
ways to keep it healthy.

Lesson 3 Our Body Research

Sub-ObjectivesSWBAT conduct research
SWBAT type
SWBAT summarize
SWBAT present
Materials usedClassroom laptops

Curriculum Map ContextThe curriculum map used for this activity was a third grade, English Language Arts subject, used
at Yavapai Elementary in Scottsdale Unified School District. Our class had 23 students,
performing at or below grade level.

Lesson One- Sleep

The standard I choose to use in lesson one was3. RI: Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the basis for the answers. This standard
was chosen because it is important for the students to develop the independent ability to read a

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text and find areas in which they are confused and need extra information on as well as fin their
strengths. These strengths are then used to teach a peer who may be struggling. This technique of
learning helps students develop the skill of asking for help.
Before beginning to read the provided article on sleep, student will fill out the first section of
their KWL chart listing the things they already know about sleep and what they want to find out.
After reading, students will then complete the chart with information they have learned. Students
will then work in partners to answer each others questions and explain information they found
interesting. These partners will then present 3 interesting facts they learned about sleep. By
having the students present in partners it takes away from the fear of public speaking while still
allowing them to practice their speaking skills.
Lesson two- Sustainability/Environment
For lesson two, I chose the standard 3R17: Use information gained from illustration (e.g. maps,
photographs) and the words in a text to demonstrate understanding of the text. This was because
when I took a sustainability class, the pictures showed to us in the class always remain as a
mental memory when thinking about the key topics of sustainability.
The students will see real life images of both good examples of recycling and its benefits and
poor examples and compare them to the pictures of the environment. These images will show the
ocean, forest, and towns around them. Images help students develop that mental image which
can aid the development of new ideas and memories. If students were to see a dolphin with a
soda strap around its nose, the students will think of that image in the future when choosing to
recycle. Students will then make predictions of how the environment will look in the future and
what new sustainability technologies might be invented. Students will get in groups and draw

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their future environment. Students will then present there sustainable world to the class and
answer questions directed by their peers. Students need to develop presentation skills which
come over time with practice.
Lesson 3- Our Body Research
The standard chosen for this topic was 3R15: Use text features and search tools (eg, key words,
sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Recently, the
classroom got to keep the mobile lab of 30 laptops in our room. This has been a blessing because
it gives us the opportunity to use technology that not all classes are receiving. We can now turn
any lesson into a technology based one as well by having students work independently or in
groups on the laptops. At the point, each student receives their own laptop in which they must sit
at their desk with and work independently on. When students work in groups with the laptops,
students fight to control the computer and not much work is accomplished.
Students will have the freedom to pick a part of their body, for example the heart or lungs, to do
research on. Students will then spend 3o minutes researching their topic and steps to do to keep
their body healthy and running well. Students may choose to present their information in a
several of ways, including a power point, brochure, or poster. They will then present their
findings to the class so that others can learn about the topic they chose. This procedure allows the
students the chance to learn about more than just the topic they researched. Other students while
listening will record three facts they learned in their journals.

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Criteria
Curriculum
Map/Scope and
Sequence
Integration of
Health Topics

Teacher Content
Knowledge
(TCK)

Exemplary (5)
Your Assignment includes:

Score: x2

Instructional
Plans (IP)

SCORE:
x2

A cover page that includes the

followingname, 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
followingSleep = 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 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. (TCK-Tap)
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

Proficient (3)
Your Assignment includes:

Your C

A cover page that includes most of

the followingname, 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 most of
the followingSleep = Blue, Topic
of your Choice = Yellow, Healthy
Environment/Sustainability = Green
Integration of the health components
sometimes detract from the academic
content
Teacher sometimes implements a
variety of subject-specific
instructional strategies to enhance
student content 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 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

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all learners you teach and;

3, 1 page, double spaced
mini-lessons in teacher talk
format, one for sleep, one
for sun safety, and one for
environmental health
A brief narrative summary
describing your grade, the
school district, describe
your classroom context and
other pertinent information

all learners you teach and;

2 of the 3 following, 1 page,
double spaced mini-lessons
in teacher talk format, one for
sleep, one for sun safety, and
one for environmental health
A brief narrative summary
describing your grade, the
school district, describe your
classroom context and other
pertinent information