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Briana Lambert
PPE 310
Curriculum Map
April 3rd, 2016
Curriculum Map
Instructional Strategies:
Curriculum Map
Instructional Strategies:
Read Aloud
Decoding Skills
Fluency Skills
CODE IT strategy
Text Structure Strategy
Curriculum Map
Instructional Strategies:
CODE it strategy
Text Structure strategies
Decoding Skills
Fluency Skills
Curriculum Map
The curriculum map that was used comes from Mesa Public Schools. The lessons
that were created are for a fifth grade resource room at Wilson Elementary School. The
class has 7 students in it who all have a specific learning disability. During our thirtyminute class period we are to review comprehension and decoding skills. These three
mini-lessons will be great for all of my students because reading comprehension and
fluency for them daily is important. Each lesson is designed based off an article that we
can read together.
Nutrition
*This will be done in a 10-20 minute resource class period.
PL.7 Analyze how visual and multimedia elements contribute to the meaning,
tone, or beauty of a text. (e.g., graphic novel, multimedia presentation of
fiction, folktale, myth, and poem).
We will read an article from Read Works called The Truth About Weight. This
article is about what students should and shouldnt be eating. It is teaching students about
a healthy lifestyle. It has images through the article that I will project on the smart board.
We will discuss the pictures and how they contribute to the text and meaning of it.
Healthy Enviornment
*This lesson will be a 10-15 minute class discussion in the resource class period.
Curriculum Map
RL.9 Compare and contrast stories in the same genre on their approaches to
similar themes and topics.
We will read an article from Read Works called Food For Thought. This article
is about school lunches and how they have changed over time. After we read this article
aloud we will have a class discussion. We will compare and contrast how lunches have
changed over time. We will talk about the positives and negatives as well of the
environment in the cafeteria with healthier lunch choices.
Sleep
*This lesson will be taught during a 30-minute resource class period.
RL.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, at the high end of the grades 4-5 text complexity
band independently and proficiently.
We will read an article from Read Works called Yawn. We will read this aloud
as a whole group, calling on students to read paragraphs. The article is about sleep and
why it is important for kids and adults. The students will then answer 7 questions that are
all multiple choice. The questions vary from vocabulary, comprehension and main idea.
The students will then answer three written response questions using evidence from the
article.
Curriculum Map
References
Curriculum Map
Curriculum
Map/Scope
and Sequence
Integration
of Health
Topics
Teacher
Content
Knowledge
(TCK)
Score:
x2
Curriculum Map
Instructional
Plans (IP)
SCORE:
x2
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)
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
Curriculum Map
10
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
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
your classroom context
and other pertinent
information