Introductory Week Curriculum Map

1 Day of Class
st
2 Day of Class
nd
3 Day of Class
rd

Objectives: Objectives: Objectives:

-Students will be able to -Students will know that -Students will

identify classmates by strong understand why
their names. (D1) discussion/conversation reading is prominent.
-Students will understand skills could further promote (U1)
that positive environments classroom community. (K1) -Students will know
promote risk-taking, which -Students will know the what it means to set a
leads to students working classroom routine. (K2) goal and what it takes
together for a common to meet that goal. (K1)
goal.(U1)

Assessments Assessments Assessments

-Informal assessment of -Informal assessment of
students knowing each students partner
others names through conversations about what
name game at the end community means to them
(D1) and how it could relate to
-Informal assessment of the classroom (Teacher
the students teamwork to takes notes on what
see if students are students are saying and
practicing working uses that information to
together to meet a determine how much
common goal of creating scaffolding to use in future
positive behavior discussions) (K1)
expectation ideas (Teacher -Informal assessment in the
takes notes on what the beginning of class to see
environment is like) (U1) how many students do the
Do-Now without being
prompted (K2)
-Informal diagnostic
assessment by
listening to students
sharing of ideas during
peer/class time to
gauge what students
already know about
the importance of
reading (We will
continue working on
this objective
throughout the year)
(U1)
-Formal diagnostic
assessment of what
students already
understand about
goals - what it means
to have a goal and
how to achieve that
goal. Students will also
write their personal
writing goal.
(Teacher will collect
exit tickets and
provide written
feedback as
necessary) (K1)
Lists of Activities (in List of Activities (in
order): order):
-Watch announcements -Watch announcements
-Do-Now (student -Do-Now: (student
inventory: Fun Facts About inventory: Extracurricular)
You and Reading Interests) -Classroom notebooks
-Teacher explains get to (explaining the purpose and
know you game process)
-Students participate -Writing Prompt (What does
-Teacher introduces an the word community
idea of positive classroom mean to you?) (could be
climate (explaining what it also used as diagnostic
means and looks like to assessment to know
have this kind of students level of writing)
environment) -Show students basic
-Teacher presents broad discussion norms and have
behavioral expectations of them think about them as
students in the classroom whole class: make any
(team analogy?) changes they offer
-Students work in teams immediately
to come up with a list of -Students pair up with
reasonable classroom elbow partners (teacher
behavioral expectations explains concept) to discuss
that they think will be what they think
effective to creating that community means and
environment how it potentially relates to
-Students will share their discussion norms.
expectations as a class, -Come back as whole class:
and teacher will type the each pair shares one idea;
ones that are appropriate then further class
on Google Doc discussion about norms
-Teacher also emphasizes -Teacher emphasizes that
that the teacher is a part the discussion norms are
of positive classroom not yet complete, and they
climate and she thus will have many
would follow these opportunities to add and
expectations as well delete
-Name-game -Teacher also emphasizes
that community involves
both the teacher and
students and she thus
would follow these norms
as well
List of Activities (in
order):
-Watch
announcements
-Do-Now (student
inventory: Just a few
more)
-(Transitioning from
student inventory
which asks the Commented [SS2]: Building classroom community is also
question of what is the a part of classroom management because it largely affects
purpose of an English how the class is run. If students are respectful of each other
and support each other, then they are more likely to listen
class) With their elbow to their peers and want to complete the work.
partners, students will
talk about why it is
important to read and
will come up with 2
reasons
-Students will share
their reasons as a
class
-Teacher will write
these down on Google
Doc
-Introduce classroom
binders and its
purpose
-Explain the
importance of owning
ones progress and
mapping it Commented [SS1]: This part of the introductory week will
-In small groups of 3 help students work to not only understand classroom
or 4, students will talk expectations but develop the expectations. This gives
students a say in what the rules are, making them more
about a time when likely to want to follow them.
they set a personal
goal and if they
thought met that goal/
what did they do to try
to meet that goal
(Was it in sports,
school, at home, etc.?)
-Students will create
their first personal
writing goal for Unit 1
-As an exit ticket,
students will write a
short reflection about
what it means to
establish a goal and to
fulfill it. Students will
write their first
personal writing goal
to submit.

(We will use this topic

of progress monitoring
to transition to next
unit)
Your name:

Birthday:

Fun facts about you

Your motto:

Describe yourself in 3 words:________________________,

_______________________, and ________________________________.

If you had a genie to fulfill three wishes, what would they be? Why?

What is your dream job?

Reading Interests

What type of reading do you currently do? (Books, articles, Instagram, Buzzfeed,
Twitter, text messages, blogs, etc)

What type of writing do you usually do outside of school? (Blogs, Journal, Diary,
Social media, text messages, etc).

How many books do you usually read for pleasure during the summer?

0-2 books 3-5 books 6-9 books 10+ books

 Extracurricular Activities

What activities are you involved outside of the school? What are you hobbies?

Do you work? If so, what do you like about your job?

Just a few more

What do you think is the purpose of an English class?

What do you consider some of your personal strengths?

What are some questions that you have for me?