Franklin%20County%20Community%20School%20Corporation

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Franklin County Community School
Corporation

• Curriculum Mapping Overview

Presented by Dr. Brewer and Dr. Howell
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What is Curriculum?

• A course of study which systematically develops a
  body of knowledge and skills that students are
  expected to learn.

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Paradigm Shift

• Curriculum is no longer textbook driven.
  Instead, curriculum should be
• Shared with students, parents, and colleagues.
• Changed to add new information or delete
  out-dated or erroneous information
• Modified in response to student needs

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• Curriculum is never finished rather it is the
  beginning of a dynamic process.

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What is Curriculum Mapping?

• A written document that helps teachers translate
  the standards into actual classroom practice in
  terms of what and how they teach, and how they
  assess student mastery.
• A process for recording what content and skills
  are actually taught in a course, classroom,
  school, or school corporation over a specified
  amount of time.

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What is Curriculum Mapping? (continued)

• Curriculum mapping is a description of the
  content taught and the amount of time spent
  teaching it.
• Uses the school calendar as an organizer,
  teachers describe or map a years curriculum in
  grading period chunks as it is actually taught.

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What is Curriculum Mapping? (continued)

• Curriculum maps also help identify where gaps
  exist in the standards addressed, deal with
  repetitions in instruction, and determine the
  appropriate sequencing and spiraling of concept
  and skills.

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What information is included on the FCCS
curriculum map?

• Course, Unit, and Time Frame
• Essential Questions
• (overarching question)
• Units (Common Thread)
• Standards (State and Common Core)
• Content (What is taught)
• Skills (What students will do)
• Assessments (This is how you find out if they
  really know)
• Resources(What you will use to teach with)

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Course Title _______ Quarter
__ Academic Year
2011-2012 Essential Questions for Unit
I1.2.3.
Unit/Time Frame Standards Content Skills Assessment Resources

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Unit/ Time Frame

• A subset of the curriculum.
• A way to organize content and skills in a manner
  that is both logical and meaningful.

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Example Unit/Time Frame

• Unit I Early Civilization
• Prehistory A.D. 1570
• Weeks 1-5 Prehistory -300B.C
• Ancient Middle East and Egypt
• Ancient India and China
• Ancient Greece
• Ancient Rome and the Rise of
  Christianity
• Civilizations of the Americas

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Course Title World History
Quarter 1
Academic Year 2011-2012 Essential Questions
for Unit I
Unit/Time Frame Standards Content Skills Assessment Resources
Unit I Early Civilization Weeks 1-5 Prehistory-A.D. 1570Ancient Middle East and ChinaAncient India and China Ancient Rome Civilizations of the Americas
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What are Essential Questions ?

• 1. Essential questions identify the key knowledge
  or skill that a student should know or
  demonstrate as a result of the unit of study, as
  opposed to details or minor issues.
• As a result of the unit of study about the civil
  war, students should be able to have a
  conversation about the civil war which
  demonstrates more than superficial knowledge or
  facts. For example, what would the U.S. be like
  if there had been no Civil War? If the war had a
  different outcome what would be the effects felt
  today? Discuss the cause(s) and affect(s) of the
  Civil War. How did the economy of the Southern
  states differ from that of the Northern states,
  and how did that affect perceptions, and
  attitudes. (In addition,students should be able
  to write about the civil war, in a cohesive,
  organized, informative manner) ?

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Essential Questions

• A question(s) that generates a conversation that
  students should be able to contribute to in a
  meaningful way at the conclusion of the unit of
  study or quarter.
• Students should be able to respond both verbally
  and in writing.

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Examples- Essential Questions for the
Unit of Study about Early Civilization

• What was life like in early times and how did
  it change as civilizations began to develop?
• What did early civilizations have in common?
• What brought about the demise of many early
  civilizations?

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Course World History Quarter 1
Academic Year
2011-2012Essential Questions for Unit I 1.
What was life like in early times and how did it
change as civilization began to develop? 2. What
brought about the demise of early civilizations?
3.What did early civilizations have in common?

• Sample Curriculum Map

Unit/Time Frame Standards Content Skills Assessment Resources
Unit I Early Civilization Weeks 1-5
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What are the Standards ?

• Standards are a body of knowledge and skills that
  have been identified as essential to learning.
• Currently, we have both Indiana State Standards
  and Common Core State Standards. We are in a
  transition period.
• There are content standards and literacy
  standards. Content is a body of knowledge that
  students learn/retain.
• Literacy standards require that students be
  able to demonstrate and use their knowledge
  through reading and writing.

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Standards

• Standards define the minimum level of what
  content, skills, and knowledge we want students
  to be able to demonstrate.
• Indiana Academic Standards
• Common Core Standards (CC)
• (fully implemented in by 2014-15)
• Two types of standards
• Content standards
• Process (old) or Literacy (new) standards

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Where Do I Find the Standards?

• http//dc.doe.in.gov/Standards/AcademicStandards/P
  rintLibrary/index.shtml
• http//www.doe.in.gov/commoncore/
• https//learningconnection.doe.in.gov/
• http//dc.doe.in.gov/Standards/AcademicStandards/i
  ndex.shtml

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Sample Curriculum Map
Course Title World History Quarter I
Academic Year
2011-2012Essential Questions Unit I1. What was
life like in the early times and how did it
change as civilization began to develop? 2. What
brought about the demise of early civilizations?
3.What did early civilizations have in common?
Unit/Time Frame Standards Content Skills Assessment Resources
Unit I Early Civilization Weeks 1-5 Prehistory Ancient Middle East History Ancient India and China Ancient Greece Ancient Rome Civilizations of America Content Standards W.H. 1.1 W.H. 1.2 W.H. 2.2 Literacy Standards 9-10R.H. 2 9-10 W.H.1
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Content

• Content should answer the question(s) Who, What,
  When, or Where.
• Content should always be a noun.
• Content may be interdisciplinary.

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Example Content

• Where were the earliest civilizations located?
• What evidence enables archeologists to make
  conclusions about early civilizations?
• What is required to establish a civilization?

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Sample Curriculum Map
Course Title World History Quarter I
Academic Year
2011-2012Essential Questions Unit I1. What was
life like in the early times and how did it
change as civilization began to develop? 2. What
brought about the demise of early civilizations?
3.What did early civilizations have in common?
Unit/Time Frame Standards Content Skills Assessment Resources
Unit I Early Civilization Weeks 1-5 Prehistory Ancient Middle East History Ancient India and China Ancient Greece Ancient Rome Civilizations of America Content Standards W.H. 1.1 W.H. 1.2 W.H. 2.2 Literacy Standards 9-10R.H. 2 9-10 W.H.1 1. Where were the earliest civilizations located? 2. Whatevidence enables Archaeologiststo make conclusions about early civilizations? 3. What is required to establish a civilization?
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Skills

• Skills should answer the question How.
• Skills should always be an action or performance
  verb.
• Skills should be specific and measurable.
• Skills are what the kids DO to learn the content.

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Examples - Skills

• Read Text
• Understand Cause/Effect
• Interpret Charts and Graphs
• Summarize
• Synthesize
• Compare
• Outline (identify main idea and supporting
  details)
• Identify Bias
• Analyze/Interpret Cartoons
• Engage Critical Thinking

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Sample Curriculum Map
Course Title World History Quarter I
Academic Year
2011-2012Essential Questions Unit I1. What was
life like in the early times and how did it
change as civilization began to develop? 2. What
brought about the demise of early civilizations?
3.What did early civilizations have in common?
Unit/Time Frame Standards Content Skills Assessment Resources
Unit I Early Civilization Weeks 1-5 Prehistory Ancient Middle East History Ancient India and China Ancient Greece Ancient Rome Civilizations of America Content Standards W.H. 1.1 W.H. 1.2 W.H. 2.2 Literacy Standards 9-10R.H. 2 9-10 W.H.1 1. Where were the earliest civilizations located? 2. Whatevidence enables Archaeologiststo make conclusions about early civilizations? 3. What is required to establish a civilization? 1. Read Text 2. Understand Cause/Effect 3. Summarize 4. Synthesize 5. Compare 6. Outline 7. Identify Bias 8. Interpret Cartoons 9. Engage in Critical Thinking
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Assessments/Products

• Crucial and often overlooked component of the
  curriculum map
• Formative Assessment
• (daily/on-going)
• Summative Assessments that are on-going
  throughout the year

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Example Assessments/Products

• 1. Quizzes
• 2. Tests
• 3. Projects
• 4. Text Skills Practice Chapter Review
• 5. Online Progress Review
• 6. Power Point Presentation

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Sample Curriculum Map
Course Title World History Quarter I
Academic Year
2011-2012Essential Questions Unit I1. What was
life like in the early times and how did it
change as civilization began to develop? 2. What
brought about the demise of early civilizations?
3.What did early civilizations have in common?
Unit/Time Frame Standards Content Skills Assessment Resources
Unit I Early Civilization Weeks 1-5 Prehistory Ancient Middle East History Ancient India and China Ancient Greece Ancient Rome Civilizations of America Content Standards W.H. 1.1 W.H. 1.2 W.H. 2.2 Literacy Standards 9-10R.H. 2 9-10 W.H.1 1. Where were the earliest civilizations located? 2. Whatevidence enables Archaeologiststo make conclusions about early civilizations? 3. What is required to establish a civilization 1. Read Text 2. Understand Cause/Effect 3. Summarize 4. Synthesize 5. Compare 6. Outline 7. Identify Bias 8. Interpret Cartoons 9. Engage in Critical Thinking 1. Quizzes 2. Tests 3. Projects (name a specific project) 4.Chapter Review 5. Power Point Presentation 6. Group Project
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Resources

• An endless pool of teaching/learning tools.
• Variety of formats text, video, digital,
  Internet links, audio, apps, etc.
• Continues to grow.
• Available to share with colleagues.

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Example Resources

• 1.World History Book, by Ellis and Esler2.Audio
  Clips, PHSchool.com.
• 3. Video Clips, Witness History Discovery
  School, by National Geographic.
• 4. Alexander the Great by Paul Cartledge.
• 5. History of Egypt, Part I, YouTube, 7
  minutes.

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Sample Curriculum Map
Course Title World History Quarter I
Academic Year
2011-2012Essential Questions Unit I1. What was
life like in the early times and how did it
change as civilization began to develop? 2. What
brought about the demise of early civilizations?
3.What did early civilizations have in common?
Unit/Time Frame Standards Content Skills Assessment Resources
Unit I Early Civilization Weeks 1-5 Prehistory Ancient Middle East History Ancient India and China Ancient Greece Ancient Rome Civilizations of America Content Standards W.H. 1.1 W.H. 1.2 W.H. 2.2 Literacy Standards 9-10R.H. 2 9-10 W.H.1 1. Where were the earliest civilizations located? 2. Whatevidence enables Archaeologiststo make conclusions about early civilizations? 3. What is required to establish a civilization? 1. Read Text 2. Understand Cause/Effect 3. Summarize 4. Synthesize 5. Compare 6. Outline 7. Identify Bias 8. Interpret Cartoons 9. Engage in Critical Thinking 1. Quizzes 2. Tests 3. Projects (name a specific project) 4.Text-World History Skills,Practice Chpt. Review 5. Online Progress Review web code naa-0141 5. Power Point Presentation 1. World History by Ellis Elser 2. Videos- Witness History Discovery School Audio- PHSchool.com 4.Alexander the Great by Paul Cartledge 5. Video History of Egypt, Part I YouTube 7 min.
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Sample Curriculum MapCourse Title 6th
Grade E/LA Writing Quarter I
Academic Year 2011-2012Essential
Questions 1. Students will write essays, and
reports that are clearly wirtten, well organized,
with vocabulary the makes the writing precise and
interesting.NOTE The Reading and Writing
framework, unlike history and science (content
subjects), do not have a content column, because
reading and writing do not have content to learn,
only skills.
Unit/Time Frame Standards Skills Assessment Resource
Unit I Writing for organization clarity, and style, both narrative and informative. Support claims using information from multiple sources, and short research projects. 6.4.8a 6.4.8b 6.5.6 6.5.8 CC.6.W.1(6.4.4) CC.6.W.2(6.4.3,6.4.4,6.5.2) Critique writing for meaning and clarity Revise writing for meaning and clarity Use varied word choices to make writing interesting Compose increasingly complex summaries that include the main idea and relevant details. Curriculum Aligned Acuity Writing assignments/reports Teacher made tests Student accountability test School or Corp. made tests Birkensteins They Say, I Say. Google docs. Text http//is.gd/gXmdI0 Livebinders.com
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Sample Curriculum Map Course Title
6th grade E/LA Reading Nonfiction Quarter 1
Academic Year
2011-2012Essential Questions 1. Students will
connect M.I. and themes from multiple sources.2.
Students will support/defend ideas with
information from text(s)
Unit/Time Frame Standards Skills Assessment Resources
Unit I Reading Nonfiction/Informational Texts Weeks 1-9 6.2.3a 6.2.3b CC.6RI.1a(6.2.7) CC.6.RI.1b(6.2.7) CC.6RI.2a CC.6RI.2a CC.6RI.2b I.D. the relationship between M.I. Of multiple sources of information about related topics Clarify M.I. Of a text by identifying their relationship to multiple sources and related topics Cite textual evidence to support analysis of what text says explicitly Cite textual evidence to support analysis inferences drawn from text Curriculum map aligned (cma)Acuity Written assignments/projects Teacher made unit tests Chapter review from textbook Student Accountability Test Core Reading Text Content Subject Texts NewspaperMagazines BrainPop Multiple online sources about a specific topic (actual sources go here)
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Essential Vocabulary

• Vocabulary that students need in order to
  communicate about the subject with the teacher
  and each other, and which are also used on ISTEP.
  For example, Grade 6 E/LA 1st nine weeks
  Clarity/Clarify Most clearly and correctly
  expresses
• Compare and Contrast How does one view differ
  from the other, or how are they
  alike?SequenceSummarize
• Essential vocabulary are found with the
  curriculum map provided by the IDOE, on the
  Learning Connection.

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Whats Next?K-Grade 8

• 1. Develop a Curriculum Map for E/LA and
  Math(including digital links) completed by
  January 31, 2012. Release time for individual
  grade levels, corporatiom wide.
• 2. Develop a Curriculum Map for all subject
  areas K- 8 over the coming 9 months to be
  complete before August 2012.
• 3. Begin collecting digital resources for all
  subjects/grade levels, which are maintained in a
  common electronic site. This is ongoing.

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Whats Next for FCHS?

• Complete Feshman Core Courses Biology I Earth
  Space Science World History World Geography
  English 9 and Algebra I.
• In mid-October, Freshman teachers and department
  chairs were given two consecutive days of release
  time to begin work on curriculum maps for core
  Freshman Courses.
• Once the Freshman Core Courses have been
  addressed, move on to all other core courses
  Science Social Studies English and Math.

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Whats next for FCHS ?

• Once all core courses are addressed we will begin
  work with other courses World Languages
  Business Technology FACS Fine Arts Health Ag
  Ed. and Technology Ed.
• The maps completion date is August 2012 or
  sooner.