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Curriculum Map Example

Curriculum Map Example

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Published by: arudenstine on Oct 12, 2010
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01/05/2013

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Curriculum Map: READER’S WORKSHOP: WHO AM I?

 
Essential Question: Who Am I? • How do various genres explore this question? • What are the factors that shape a person’s identity?   ELA Content/Skills Cross-Disciplinary Learning Strategies

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Reading Focus Tasks

What is Genre? How does one undertake a character analysis? What is point of view? What sorts of literary devices do authors use to help readers’ think about a character’s identity, or the nature of identity: setting, plot, climax, turning point, resolution? What does Facebook tell us about how different people choose to share their identities?   Daily in-class independent reading Daily at-home independent reading In-class read-alouds   • • •

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What is higher-order thinking (analysis, evaluation, & synthesis)? How do you do it? How can the use of Literacy Strategies make reading easier: text structure analysis, visualization, asking questions, prediction, questioning, inference, determining importance What is metacognition and why is it critical for accelerated learning?   What tips and techniques will help me with lower-order tasks (remembering, understanding & applying info.)?

Writing Focus Tasks
Journals 4 Analytic Essays on Identity 4 Self-Assessments on Reading progress and growth Annotated Bibliography of texts read  

Speaking & Listening Focus Tasks
• • • Daily Read-aloud w/ modeling Literary Circles Book Talks Flexible group interactions: pairs, small groups and whole class  

• Resources

Sample Texts for Independent Reading: Chosen for diversity of reading level, time period, gender, genre, and culture. • Bodega Dreams by E. Quinones, • Forged by Fire S. Draper, • Scorpions W. D. • The Friends R. Guy, • Shadow of the Dragon S. Garland, • Maus, A. Spiegelman (graphic novel) • American Born Chinese, G.L. Yang (graphic novel)

Class Texts (chosen because of their reading level accessibility and high-interest content): • Long Way Gone: Memoir of a Boy Soldier I. Beah (memoir) • Coming of Age in America G. Soto, M. Frosch (anthology of short stories) • The Everyday Living of Children and Teens A. Young (monologues) Videos: * Sankofa * The Antwone Fisher Story * Fresh  

Evidence of Understanding: Benchmark Assessments: Over the course of the term, there will be 3 benchmark assessments that ask students to demonstrate the growth of their ability to effectively use the Learning Strategies to broaden & deepen their understanding of the courses’ Essential Questions and core content and skills. All 3 of the below tasks need to be administered every 3 weeks in order to track growth over time):
• Higher-order thinking task: An Essay on the core question of the course: How is the question “Who Am I?” explored in various genres? Over the course of the trimester students’ products will evidence their increasing capacity to think about identity at higher cognitive levels. For example, an early essay on identity may be fairly self-referential, or more of a description of a character, while later essays would explore the question by synthesizing ideas from multiple texts. Metacognition: A Self-Assessment documenting (1) hard data related to quantity, breadth and depth of reading: # of pages, name and range of texts, appropriateness of texts’ reading levels; (2) perceptions of, and plans for, growth as a reader: how did you grow, and what changed you; (3) perceptions of self as a learner: what have you learned about identity? Which of our mini-lessons were most helpful to you as a learner? Where are you in relation to meeting your reading goals for this course? Lower-order thinking task, where students rely on “study” skills and literacy strategies to remember, understand, and apply new learning. Examples: A Regents-style multiple-choice question quiz; a time-line of events; a “portrait” of the protagonist’s identity; a set of open-ended questions on the literal meaning of a text.   Develop a personal philosophy about the factors that shape identity. Draw on personal experience as well as the course texts. Write an analytic essay applying your philosophy on identity to a set of texts. Explain: Where does your philosophy come from? What were the ideas and experience that influenced it most profoundly? How does it help you understand these texts? Self-Evaluation: o Content: What will you take away from our study of identity? How have your perceptions of your own identity changed? What do you attribute this to? How has our study of identity influenced your understanding of the world we live in? o Reading: How many texts did you read this trimester? How many pages? Which texts did you read that challenged you as a reader? What are your new strengths as a reader? What are your next reading goals? o Writing: What new writing rules conventions did you master this trimester? Which pieces of your writing were most effective…how did you achieve this? What are your new strengths as a writer? What are your next writing goals?

Final Performance Assessments:

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