Running head: Curriculum Map

Curriculum Map
Michelle Turner
PPE 310 Vance Miller
September 20, 2015

Curriculum Map

HABITS OF MIND COMMON CORE ENGLISH PRACTICES

I RESPOND TO THE VARYING DEMANDS OF AUDIENCE, TASK, PURPOSE AND
DISCIPLINE

I adapt my communication in relation to audience, task, purpose, and discipline.

I set and adjust my purpose for reading, writing, speaking, listening and language use as
warranted by the task.

I adapt my tone, nuances, and connotations of my words to affect meaning.

I know that different disciplines call for different types of evidence.

I COMPREHEND AS WELL AS

CRITIQUE

I cite specific evidence

I am an engaged, discerning, and open-

I use relevant evidence when supporting

minded reader and listener.

my own points in writing and speaking,

I work diligently to understand

making my reasoning clear to the reader

precisely what an author or speaker is

or listener.

saying.

I VALUE EVIDENCE

I question and assess the veracity of

I constructively evaluate others use of

evidence.

claims and the soundness of reasoning

of an authors or speakers assumptions
and premises.
I BUILD STRONG CONTENT

I COME TO UNDERSTAND OTHER

KNOWLEDGE

I engage with a wide range of works of

PERSPECTIVES AND CULTURES

I appreciate learning and working with

quality and substance.

people from widely divergent cultures

I am proficient in new areas through

who represent diverse experiences and

Curriculum Map

research and study.

I read purposefully and listen

I actively seek to understand and

attentively to gain both general

communicate clearly with people of

knowledge and discipline-specific

varied backgrounds.

expertise.

perspectives.

Through reading world, classic and

I refine and share my knowledge

contemporary literature, I can vicariously

through writing and speaking.

inhabit worlds and have experiences

much different than my own.

I USE TECHNOLOGY AND DIGITAL

MEDIA STRATEGICALLY AND

I DEMONSTRATE INDEPENDENCE

CAPABLY

I employ technology thoughtfully.

I acquire useful information efficiently

and I integrate what I learn online with

and comprehend complex text.

I construct effective arguments and

convey multifaceted information.

I independently discern a speakers key

what I learn offline.

points, request clarification and ask

I am familiar with the strengths and

relevant questions.

limitations of various technological

I am a self-directed learner, I evaluate

I build on others ideas, articulate my

tools and mediums.

own ideas, and confirm I have been

I select and use tools best suited to my

understood.

communication goals.

I demonstrate command of standard

English and acquire and use a wide-

ranging vocabulary.
This curriculum map was taken from the Phoenix Union High School Districts
Curriculum homepage, and pays special attention to specific standards and expectations in the

Curriculum Map

English/Language Arts classroom. The lessons below are designed for a ninth grade English
classroom at Camelback High School in Phoenix, Arizona.

Sustainability

Conduct short as well as more sustained research projects to answer a question

(including a selfgenerated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,

demonstrating understanding of the subject under investigation. (910.WHST.7)

Draw evidence from informational texts to support analysis, reflection, and
research. (910.WHST.9)

Play the short video Stop Motion Film: Renewable vs. Non-Renewable Energy Sources for
class. Ask class about their familiarity with sustainable energy methods and reasons for its
development. Generate a brief discussion on the topic and students experiences/previous
knowledge surrounding it.
Split class into groups of three, assigning each group one of four renewable energy sources to
each group: solar energy, wind power, geothermal, or hydro power. Instruct students to briefly
research their topic and construct a poster detailing the pros, cons, and essential details about
their energy source, citing specific evidence that supports why their topic is a viable option for
sustainable energy. At the end of class, one of each specified energy group will meet up and
present their posters to the other three groups.

Stress Management

Curriculum Map

Analyze in detail how an authors ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a text (e.g., a section or
chapter). (910.RI.5)

Pass out the news article Teens feeling stressed, and many not managing it well to class.
Ask for a volunteer to begin reading the article aloud, and go around the room, asking each
student to read a paragraph to the class. Ask students to examine the authors language
specifically, and how the text is organized.
Students will answer a series of questions, projected on the smart board, about the content
they have just read. What are some the main causes of stress? Why has there not been a focus on
specifically teen-stress in the past? Is this author biased? Ask students to discuss their answers
with small groups of three or four peers. At the close of class, ask each group to compile a list of
stress-management strategies together and turn in.

Sleep

Determine a central idea of a text and analyze its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide

an objective summary of the text. (910.RI.2)

Determine an authors point of view or purpose in a text and analyze how an author
uses rhetoric to advance that point of view or purpose. (910.RI.6)
Begin by handing out a short worksheet asking students about their sleep habits. Students

will answer questions about approximately how many hours of sleep they receive each night,
how hard getting out of bed is in the morning, and their level of fatigue during the day. Pass out
the PBS article entitled From Zzzz's To A's - Adolescents And Sleep to students. Have them
partner up and alternate reading aloud to one another by paragraph.

Curriculum Map

Ask students to begin second portion of worksheet, which asks students to summarize
main points of the article and examine the authors purpose in writing it. Who is this articles
intended audience? Does the article seek to simply inform, or is it meant to affect the readers
own habits? Students will then be asked to write a short reflection on their own sleeping habits,
how they might be affecting their lives, and where they can stand to improve their practices.

Curriculum Map

7
References

Crabtree, R. (Director). (2012). Stop Motion Film: Renewable vs NonRenewable Energy Sources
[Motion picture].
From Zzzz's To A's - Adolescents And Sleep. (2002). Retrieved from
http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/from/sleep.html
HABITS OF MIND COMMON CORE ENGLISH PRACTICES. Retrieved from
http://phoenixunion.org/Page/8467.
Jayson, S. (2014, February 11). Teens feeling stressed, and many not managing it well. USA
Today. Retrieved from http://www.usatoday.com/story/news/nation/2014/02/11/stressteens-psychological/5266739/

Criteria

Exemplary (5)

Curriculu

Your Assignment

Curriculum Map
m

Map/Sco

pe and
Sequence

Integratio
n of

Health
Topics

Teacher
Content
Knowled
ge (TCK)

Score:

x2

Instructio

nal Plans
(IP)

SCORE:

x2

includes:
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/Sustaina
bility = 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

Proficient (3)
Your Assignment includes:

Unsatisfactory (1)
Your Curriculum Map includes:

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/Sustaina
bility = 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.
(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,

A cover page that

includes some 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 is not
appropriate for
placement classroom.
Highlighted text,
outlining some of the
followingSleep =
Blue, Topic of your
Choice = Yellow,
Healthy
Environment/Sustaina
bility = Green
Integration of the
health components
often detract from the
academic content
Teacher rarely
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 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