Running Head: CURRICULUM MAP

Nicole Olson
Curriculum Map
PPE310
Dr. Lineberry
April 3, 2016

Standards

MPS Examples

MPS Resources

RI.1 Quote accurately from a text when

CURRICULUM
explaining
what the MAP
text says explicitly and
2 drawing inferences from the text.
when

Teacher models how to refer to the

text to find information and cite
location(s) (e.g., page___,
paragraph___, line___).

Harcourt:
Theme 2: 243A-B Theme 5: 597B

Students refer to the text to find

information and cite location(s) (e.g.,
page___, paragraph___, line___).
Teacher models and guides how to
make an inference (background
knowledge + textual evidence =
inference) based on evidence from the
text using a graphic organizer to
arrange clues, ideas, and quotes with
page number, paragraph, and line(s)
from the text.
For example:
Background knowledge (Brick
buildings are stronger structures.) +
Evidence (The third pig built his
house out of bricks.) =
Inference (The third little pig was the
smartest.).
Students use a graphic organizer to
arrange clues, ideas, and quotes with
page number, paragraph, and line(s)
from the text to make an inference.
Teacher models how to make an
inference based on background
knowledge and evidence from the
text.

Science Kit:
Bones and Muscles TG Understanding
the Brain TG Stars and Galaxies TG
Flight and Rocketry TG Newton's Law
TG
Simple Machines TG
Matter, Matter Everywhere TG
Supplemental Resources:
Blueprint for Intervention:
Comprehension Social Studies
Americas Past
TG Lesson 3 pp. 29-39 (SS-S4C5PO1)
TG Lesson 4 pp.40-47
(SS-S2C1PO5;S2C5PO1) TG Lesson 8
pp. 92-101
(SS-S1C3PO8; S2C5PO1;
S4C4PO2; S5C1PO1) TG Lesson 9 pp.
102-133
(SS-S1C3PO3,4; S3C2PO1) TG
Lesson 13 pp. 177-185
(SS-S1C4PO2; S2C6PO1,2)

Students make an inference based on

background knowledge and evidence
from the text.

RI.2 Determine two or more main ideas of a

text and explain how they are supported by key
details; summarize the text.

Teacher models how to identify main

ideas in a text. Students identify main
ideas in a text.
Teacher models how to identify

Harcourt:
Theme 2: S54-55
Theme 3: 296I, 318-319, 348I, S80, T78 Theme
4: 464I, 486,S124-125
Theme 6: 698I, 714-715, S188-189

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Narrative
This curriculum map comes from Whitman Elementary School in the Mesa Public School District. I am currently student
teaching in a 4th and 5th grade English Language Development classroom. The classroom contains 24 students that are all considered
struggling readers.
Mini Lesson One
Sleep
RI.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Materials Needed:

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4
Why We Need Sleep Reading Passage
Highlighter
Graphic Organizer
Pencil
To begin this lesson, students will be given a graphic organizer. This graphic organizer will have a section for a direct quote to
be written, a section for paragraph number, and a section for line number. The teacher will explain that this graphic organizer will be
used to quote accurately from a text to explain what it is saying. The teacher will begin by stating the objective of the day; students
will be able to identify quotes in Why We Need Sleep in order to support their understanding of what the text says.
Students will be given the passage Why We Need Sleep. The teacher will ask students to separate their paragraphs and number
each line in the passage. The teacher will model how to find important quotes in the passage that help identify what the text says. She
will do this by modeling highlighting of the first paragraph and thinking out-loud as she does so. After she highlights a quote she will
model how to write this quote down in the graphic organizer using the direct line, the paragraph number, and the line number. After
modeling this concept, the teacher will ask students to reflect on what they saw her do.
After the modeling is completed, the students and the teacher will have an opportunity to find another quote from the passage
together. The teacher will ask the students to read the second paragraph out-loud with her and think about what purpose the paragraph
serves. After reading the paragraph, the teacher will ask students to highlight an important quote from that paragraph that helps them

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better understand the text. They will then fill in the graphic organizer with the teacher. The teacher will remind students of the
objective of the day before giving them the opportunity to find a quote on their own.
Students will take what they learned from their teachers modeling to practice this skill on their own. They will read the rest of
the reading passage and highlight important quotes that help them better understand the purpose of the text. They will find at least two
quotes and place them correctly in their graphic organizer. Once students have finished the entire passage on sleep and filled in their
graphic organizer they will answer the following questions based on Why We Need Sleep:

Why do you need sleep?

What happens to your body while you are sleeping?
How many hours of sleep should you be getting?

Each of these questions will be answered directly from the text.

Mini Lesson Two
Sun Safety
RI.2 Determine two or more main ideas of a text and explain how they
are supported by key details; summarize the text.
Materials:
Key Details Graphic Organizer

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Stay Safe In The Sun Reading Passage
Fun In The Sun Reading Passage
Highlighter/Pencil
This mini lesson will focus on sun safety, and how students can be proactive in protecting themselves when they are outside in
the sun. To begin this lesson, the teacher will inform students of the objective; students will be able to use key details from texts to
answer comprehension questions. The teacher will pass out the two reading passages as well as the key details graphic organizer.
The teacher will model how to find key details in the first text, Stay Safe in The Sun. She will think out loud as she reads the
first paragraph and find a key detail that supports the main idea. She will highlight and write this key detail down on her graphic
organizer and ask students to do the same. She will explain why this idea is a key detail and ask students to reflect on what they saw
her do. She will repeat these steps by finding another key detail in the article.
After modeling the objective, students and the teacher will find the next two key details together in the same article. They will
discuss why they chose to highlight certain sentences and not others, and then write their key details down in their graphic organizer.
The teacher and students will have a group discussion about the entire article and discuss the key details that were found. Before
giving students the opportunity to work on their own, the teacher will remind students of the objective.

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Students will then get the opportunity to work independently by finding at least three key details in the second article, Fun In
The Sun. Students will find at least three key details and highlight them. Once they highlight these details, they will write them down
in their graphic organizer. Using the key details from both passages, students will answer the following comprehension questions:

What should you do to protect yourself when you are playing in the sun?
What SPF sunscreen should you use?
What is the main idea of both passages?
Mini Lesson Three
Sustainability

W.2 Write informative explanatory texts to examine a topic and convey ideas and information clearly.
Materials:
Child Poverty in Madagascar (Video)
Life in Madagascar (Article)
Life is Too Expensive (Article)
KWL Chart
Highlighter/Pencil

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This mini-lesson will focus specifically on poverty, which is a very important aspect of sustainability that is often time
overlooked. To begin this lesson the teacher will explain the objective of the day; students will be able to use important details from
text and videos to write accurately about poverty in Madagascar. Teacher will first ask students what they already know about
Madagascar and poverty, based on previous lessons. The students will fill out the K section of their KWL chart. After that, students
and teacher will fill out the W section on their KWL chart based on what they want to know. Before moving on to the rest of the
mini lesson, the teacher will remind students of the objective of the day.
The teacher will explain that she is going to play a video called Child Poverty in Madagascar and ask that students take note of
what they see in the video. After watching the video, the teacher and the students will discuss what they learned from the video, and
add these ideas to the L section of their KWL chart.
After reflecting on the video, the students and teacher will explore two different articles together:
1) Life In Madagascar
2) Life Is Too Expensive
Together students and the teacher will highlight key details found in these articles and have a class discussion about them. Using these
details, students will fill in the rest of their KWL chart. The teacher will explain that now students have a general understanding of
poverty in Madagascar they will write a one-paragraph summary examining the topic of poverty and the articles that they read.
Students will be required to use at least two direct quotes from the articles to support their ideas on the subject. Students must also use

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their own opinions and thoughts to support their understanding of the text. As students write their one-paragraph summary, the teacher
ill walk around and observe students writing.

Criteria
Curriculum
Map/Scope
and Sequence
Integration
of Health
Topics
Teacher

Exemplary (5)
Your Assignment 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

Proficient (3)
Your Assignment 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

Unsatisfactory (1)
Your Curriculum Map includes:
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

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Content
Knowledge
(TCK)
Score:
x2

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. (TCKTap)

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. (TCK-Tap).

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/Sustainability = 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 conten
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).

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Instructional
Plans (IP)
SCORE:
x2

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 all learners you teach
and;
o 3, 1 page, double spaced
mini-lessons in teacher
talk format, one for sleep,
one for sun safety, and
one for environmental
health
o A brief narrative
summary describing your
grade, the school district,
describe your classroom

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 all learners you teach
and;
o 2 of the 3 following, 1
page, double spaced minilessons in teacher talk
format, one for sleep, one
for sun safety, and one for
environmental health
o A brief narrative summary
describing your grade, the
school district, describe

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
Your assignment was not embedded
into your E-Portfolio
Curriculum map sometimes
includes: (IP)
o Evidence that assignment is
appropriate for the age,
knowledge, and interests of
all learners you teach and;
o 1 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
o A brief narrative summary
describing your grade, the
school district, describe your
classroom context and other
pertinent information

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context and other
pertinent information

your classroom context

and other pertinent
information