Appendix B Horizontal Curriculum Map by Month Template Detailed Curriculum Map Template “Unpacking” a Standard Template Detailed Curriculum Map Template with Essential Questions Template Overview and Statement of Purpose Instructional Task Analysis Template Developmentally Appropriate Practice Template Gradual Release of Instructional Responsibility Template Learner Outcomes – Webb’s DOK Template Formative and Summative Assessment Template Performance Assessment Template EDU 612 – Curriculum Organization and Planning Curriculum Map Monthly Overview Template Subject/Course: Grade Level: August September October November December January February March April May 2 EDU 612 – Curriculum Organization and Planning Detailed Curriculum Map Template Standard(s) Content Skills January December November October September August Subject/Course: Grade Level: Month 3 4 May April March February EDU 612 – Curriculum Organization and Planning Unpacking a Standard Template State Standard: Grade: What would students need to DO (verbs)…. [LOWER ORDER BLOOM] Remembering (Knowledge), Understanding (Comprehension) What would students need to DO (verbs)…. [HIGHER ORDER BLOOM] Analyzing, Evaluating, Creating (Synthesis) Previous and Next Grade Level • What prerequisite knowledge should student have based on previous grade level standard? • What are students going to be expected to know and do based on the next grade level standard? KEY KNOWLEDGE: What would students need to KNOW (nouns)…[Key Vocabulary To Define, Discuss and Model for Students] 5 January December November October September August Month EDU 612 – Curriculum Organization and Planning Detailed Curriculum Map with Essential Questions Template Essential Standard(s) Content Skills Questions 6 7 May April March February EDU 612 – Curriculum, Planning and Organization Unit Overview and Statement of Purpose Template YOUR NAME: SUBJECT: COURSE AND GRADE: UNIT TITLE: [Creative title may be used but subtitle denoting unit topic/instructional focus must be included, i.e. Brother vs. Brother: Civil War] CENTRAL or BIG IDEA: TIME FRAME: Total instructional time: Number of days/instructional periods: Length of each instructional period: STANDARDS: [List the standards students will be expected to master in this unit. Cite source(s) of the standards. Be sure to include your literacy standard(s).] DESCRIPTION: [Outline the instructional focus of the selected unit of study as well as the content and skills that will be taught and evaluated.] STATEMENT OF PURPOSE Outline multiple compelling reasons for teaching this unit – not the course and not the subject – but rather the specific unit of study you are developing for the curriculum project. Each reason should address the students’ question, “Why do I have to learn this?” Cite evidence from selected sources to support each reason. Sources cited may include professional literature (text and articles), information from newspapers, magazines, and/or Internet sites. 8 9 EDU 612 – Curriculum Planning and Organization Instructional Task Analysis Grade Level: Subject/Course: Topic of Unit: Detailed Description of Instructional Task: Step 1: What is the academic purpose of this task? Content and context: what learning is expected from this task? Step 2: What does someone need to know and be able to do to complete the instructional task successfully? Step 3: Identify the standards that apply to this task – at least one content standard and one literacy [read/writing] standard. List below the skills and concepts that are addressed, taught and assessed through this task: Addressed: Taught: Assessed: 10 EDU 612 Curriculum Organization and Planning Developmentally Appropriate Practice Template Grade Level: Subject: Topic of Unit: Developmental Characteristics Physical Developmental Implications for Instructional Practice Intellectual Developmental Moral/Ethical Developmental Emotional/Psychological Developmental Social Developmental 11 EDU 612 Curriculum Organization and Planning Gradual Release of Responsibility Template Teacher Student I do it Direct Instruction We do it Guided Instruction You do it independently Independent Practice You do it together Collaborative Learning 12 EDU 612 Curriculum Organization and Planning Learner Outcomes – Webb’s Depth of Knowledge (DOK) Template Grade Level: Subject: Standard of Emphasis for Instructional Task: Webb’s Depth of Knowledge Level Learner Outcome 1 Learner Outcome 2 Recall and Reproduction Skill/Concept Strategic Thinking 13 EDU 612 Curriculum Organization and Planning Formative and Summative Assessment Template Grade Level: Subject: Unit of Study: Standard of Emphasis for Assessment Formative Assessment Evaluation Strategies Summative Assessment Evaluation Strategies Strategies must be clearly related to standard (content/skills) identified in the first column. Need to have at least two (2) formative and one (1) summative assessment strategy for each standard of emphasis in your selected unit of study. A mixture of formal and informal (graded/ungraded) formative assessments is permissible for this assignment. 14 EDU 612 Curriculum Planning and Organization Performance Assessment Template Grade Level and Content Area: Standard(s): Concepts: Need to know about (Nouns) Skills: Be able to do (Verbs) Identifying Big Ideas from Unwrapped Standards: 1. 2. 3. 4. Essential Questions from Big Ideas to Guide Instruction and Assessment: 1. 2. 3. 4. ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Assessment Title: Overview of Performance Assessment: (Summary of the assessment with a brief synopsis of each task) 1. 2. 3. 4. “Engaging Scenario” Planning Include elements of an effective Engaging Scenario: Presents students with a challenge Connects learning to real life – “Why do we need to learn this?” Conveys importance – “What does this mean to the student personally?” Acknowledges audience – “Can the student present the completed task to others?” 15 Engaging Scenario (Full description): Task Planning Guide (“SQUARE”) Which STANDARD(s) and indicators will this task target? Which Essential QUESTION will this task address? Which UNWRAPPED content knowledge and skills will this task develop? What APPLICATION of learning will this task require? (What will the students actually do or produce in this task?) What instruction, information, and RESOURCES (including technology connections and related URLs) will students need first? What individual EVIDENCE of learning will this task provide? (How will you know by the work students produce what they have learned relative to this task?) Task Complete Description (The Full Details of what students will do in this task) Task Scoring Guide Exemplary: All proficient criteria met PLUS: Proficient: Progressing: Not Yet: 16 DEPARTMENT OF EDUCATION BELHAVEN UNIVERSITY Lesson Plan Format Adapted for Curriculum Project – EDU 612 Name: _______________________________________________________________________ Subject: ____________________________ Grade or Course: __________________________ Unit: ________________________________________________________________________ Subunit: _____________________________________________________________________ Standard targeted: Concept(s) addressed: Learner Outcome(s): [Related to standard/concept(s) identified and assessed at the end of the lesson] Materials and equipment needed for lesson: Accommodation for Diversity: [different cognitive styles, visual versus auditory or tactile learners, previous knowledge, disabilities, cultural differences, etc.] Instructional strategies to be used to teach lesson: 1. Gaining Attention/Motivation: 2. Presenting Learner Outcome(s) to Students: 3. Relating to Prior Experiences/Knowledge/ Introduction: 4. Presenting Content of Lesson/Concept Development [teacher input including modeling and integration of technology into instruction]: 5. Gaining Response from Students [check for understanding/questioning/guided and independent practice]: 17 6. Providing Feedback to Students: 7. Closing the Lesson: 8. Assessing Learner Outcome(s): ALL handouts, transparencies, worksheets, quizzes, etc., needed for the lesson must be included at the end of this plan. 18 CURRICULUM PLANNING AND ORGANIZATION EDU 612 Online Studies Faculty Module © Belhaven University | Updated June 2019 Course Description The development, analysis, and evaluation of the school curriculum with emphasis upon input form the school and community and current research. The purpose of the course is to develop educational leaders who have a broad view of curriculum planning, organization, design and implementation. Each topic is integrated with a Christian worldview. Students are expected to apply theory, research, and biblical guidance in assessing the effectiveness of curricular policy and practice. Candidate Competencies • • • • • Evaluate curriculum orientations, the congruence with a Christian worldview, and the impact of each on curriculum design and delivery. (InTASC 9) Integrate knowledge of teaching and learning and the Christian worldview in designing curriculum units that maximize the talents and gifts of all learners. (InTASC 4, 7, & 8) Apply knowledge of long and short-term planning strategies and research-based pedagogical approaches in the design and delivery of curriculum units. (InTASC 1) Evaluate and implement a wide variety of methods in assessing student learning and evaluating the effectiveness of curriculum units. (InTASC 6) Examine and evaluate the role of leadership and service in curriculum development, implementation and evaluation. (InTASC 9) 2 Assessment Criteria Assignments Writing Assignments Discussion Questions Quizzes Final Projects Total Weight 30% 20% 10% 40% 100% Grading Scale: A 93-100% A- 90-92% B+ 87-89% B 83-86% B- 80-82% C+ 77-79% C 70-76% D+ 67-69% D 63-66% D- 60-62% F 0-59% Resource Inventory Lalor, A. D. (2017). Ensuring high-quality curriculum: How to design, revise, or adopt curriculum aligned to student success. Alexandria, VA: ASCD. ISBN 9781416622796 The Holy Bible Research Articles: Locate articles by accessing the Belhaven Library Online http://belhaven.libguides.com/az.php Anderson, L.W. and Krathwohl, D.R. (Eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom’s Taxonomy of Educational Objectives: Complete Edition. New York: Longman. Brookins-Santelises, S., & Dabrowski, J. (2015). Checking in: Do classroom assignments reflect today’s higher standards? [Equity in Motion Series]. Washington, DC: The Education Trust. Copple, C., & S. Bredekamp. 2006. Basics of developmentally appropriate practice: An introduction for teachers of children 3 to 6. Washington, DC: NAEYC. Creating and supporting learning environments that are collaborative, democratic, and equitable. (n.d.). Retrieved June 22, 2017, from http://cce.org/. 3 Crowley, M. C. (2011). Lead from the heart: transformational leadership for the 21st century. Bloomington: Balboa Press. Fisher, D., F., & Frey, N. (2014). Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, 2nd Edition. Association for Supervision and Curriculum Development. Gough, D. P. (2004, January). Creating a timely curriculum: A conversation with Heidi Hayes Jacobs. Educational Leadership, 61(4), 12-17. Jacobs, H. H. (2004). Getting results with curriculum mapping. Alexandria, VA: Association for Supervision and Curriculum Development. McLeod, J., Fisher, J., & Hoover, G. (2003). The key elements of classroom management managing time and space, student behavior, and instructional strategies. Alexandria, VA: Association for Supervision and Curriculum Development. McTighe, J., & O'Connor, K. (November 2005). Seven Practices for Effective Learning. Educational Leadership, 63(3), 10-17. McTighe, J., & Wiggins, G. P. (2012). From common core standards to curriculum: Five big ideas. Retrieved from https://grantwiggins.files.wordpress.com/2012/09/mctighe_wiggins_final_common_core_sta ndards.pdf McTighe, J., & Wiggins, G. P. (2013). Essential questions: opening doors to student understanding. Alexandria, VA: ASCD. Mitchell, R. (1996). Front-end alignment: using standards to steer educational change, a manual for developing standards. Washington, D.C.: Education Trust. National School Reform Faculty |. (n.d.). Retrieved June 23, 2017, from https://www.nsrfharmony.org/. Niebling, B. C. (2012, October 9). Determining the Cognitive Complexity of the Iowa Core in Literacy and Mathematics Implications and Applications for Curriculum Alignment. Retrieved June 21, 2017, from https://iowacore.gov/sites/default/files/determining_the_cognitive _complexity_of_the_iowa_core_in_literacy_and_mathematics_final.pdf. November, A. C. (2012). Who owns the learning?: preparing students for success in the digital age. Bloomington, IN: Solution Tree Press. Stiggins, R. (May 2007). Assessment Through the Student's Eyes. Educational Leadership, 64(8), 10-15. Tankersley, K. (2005). Literacy strategies for grades 4-12: reinforcing the threads of reading. Alexandria, VA: Assoc. for Supervision and Curriculum Development. Voltz, D. L., Sims, M. J., & Nelson, B. P. (2010). Connecting teachers, students, and standards: strategies for success in diverse and inclusive classrooms. Alexandria, VA: ASCD. Wiggins, G., & Wilbur, D. (2015, September). How to Make Your Questions Essential. Educational Leadership, 73(1), 10-15. Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating high-quality units. Alexandria, VA: ASCD. 4 Expectations of Online Studies Candidates Attendance For the attendance policy, please see the Student Online Handbook in Blazenet. Due Dates A unit is considered to be Monday – Saturday. You are encouraged to “Observe the Sabbath day and keep it holy.” Good time management is essential to career and academic success. Early submissions of assignments and discussion responses are encouraged. Assignments received within 48 hours of the due date are subject to a 30% reduction in grade. After two days late, the assignment will not be accepted. Technical difficulties such as crashes, last-minute computer glitches, errors, etc. (unrelated to the Belhaven servers) are NOT acceptable excuses for submitting work late. Communication Communicate questions directly to the professor, except in cases where you need to contact technical support. Your Belhaven University email address will be utilized for the class, so check it frequently. Americans with Disabilities Act (ADA) Belhaven University offers students disability accommodation in accordance with the guidelines of the Americans with Disabilities Act. The student must make his or her disability known to the Office of Student Care, must provide current documentation of the disability from an appropriate licensed professional, and complete the Belhaven ADA Request Form for accommodation. The student must provide such a request to the Office of Student Care at least two weeks prior to the beginning of each semester for which the accommodation is requested. Approved accommodations will be communicated to the student and made within a reasonable time period after completion of the official request. Apply under the Quick Links on the Student Life/Services tab. Required Formatting The required formatting for your papers, assignments, projects, discussions, or anything else that may be research based is the current edition of Publication Manual of the American Psychological Association (APA). Review the University’s APA Quick Reference Style and Formatting Guide (link provided in Canvas). Plagiarism Belhaven University subscribes to a third-party plagiarism detection service. Any assignment the instructor chooses to have checked for plagiarism will automatically be submitted to Turnitin once you have completed it. Plagiarism involves the presentation of some other person’s work or idea as if it were the work of the presenter either intentionally or unintentionally. Plagiarism includes submitting a paper or parts of a paper written by someone other than the candidate. Plagiarism also includes quoting from source materials without using quotation marks or block indentations to show that the material was quoted as required in acceptable documentation. Self-plagiarism is also a violation 5 and is defined as using one’s own prior work to gain credit for current works of the learner without properly citing the original source, such as a previous paper or homework activity. For more information regarding plagiarism, access http://www.plagiarism.org. The Bible teaches that God honors honesty and fair dealing. God will bless the person who “walks blamelessly and does what is right and speaks truth” from the heart (Psalm 15:2; see also Proverbs 20:7). Only responsible, honest research fulfills this high ethical standard. Good research and writing is hard work. The Bible also teaches that God blesses diligent, righteous labor (Proverbs 12:24, 27). The Bible stresses that work should be performed in such a manner as will please God (Colossians 3:22-24). Responsible Research Responsible research is a critical component of education, and any individual conducting research must learn how to investigate, read, understand, systematize, interpret, and finally explain complex ideas and issues in writing. An individual conducting research must also understand that ideas found in literature, media presentations, interviews or any other form of media do not belong to the researcher and therefore must be given credit through proper documentation. It is required that every person conducting research provides proper credit through correct use of documentation not only to prevent plagiarism, but also to demonstrate respect to the originator of the idea. To ensure that all papers possess originality, faculty members will use Turnitin. Any paper exceeding 20% of non-original material or noticeable undocumented information will be subject to a discount in points at the discretion of the faculty. Originality Unit writing and papers will be evaluated for originality using Turnitin. Belhaven University encourages a high degree of originality in writing. Quoted material should seldom be used and must be limited to phrases that cannot be paraphrased or summarized without losing their effectiveness. Administrator candidates are required to cite and reference all sources of information and images using APA style. Review the University’s APA Quick Reference Style and Formatting Guide (link provided in Canvas). Non-originality exceeding 20% on papers will be subject to discount at the professor’s discretion and administrator candidates may be referred to a writing lab for assistance with originality. Candidates are responsible for verifying that Turnitin received their submissions. Turnitin sends receipts for all submitted assignments. If you don’t receive this receipt, Turnitin did not receive your paper. Failure to complete this step is NOT an acceptable excuse for assignments not being submitted on time. Specific Practices to Avoid • Do not attempt to get a research paper from the Internet (or anywhere else) and submit as your paper. This is dishonest and unethical. • Do not copy from any book, article, or encyclopedia and submit this for your paper. This is not acceptable research. • Include references (including source and page numbers) which document every source upon which you have in any way relied for each paragraph of your paper. If sources are not properly referenced, the candidate has cheated the sources out of deserved credit and cheated readers out of valuable information. 6 • • • Do not use material from any other candidate’s paper or work unless you give that candidate full credit in reference notes. Do not recycle papers from another class as submissions for this class. If you are repeating this class, you are NOT permitted to resubmit papers already completed when you took the class the first time. 7 Summary of Assignments Writing Assignments Writing assignments must use APA-compliant formatting and include a title page, appropriate citations, and references. Each will be evaluated using the individual assignment rubrics located in the module appendices. Assignments are due no later than 11:59 p.m. (CT) on Saturday. Earlier submissions are encouraged. Discussion Questions Discussion questions are available the first day of each week. You should respond to the initial discussion questions no later than 11:59 p.m. (CT) each subsequent Wednesday. Responses to classmate’s discussion questions are due Saturday at 11:59 p.m. for each unit. Early postings are encouraged. Initial discussion question responses must be 250 – 300 words each. A response to a classmate must be at least 100 words. Fewer than this will automatically result in a significant reduction in one’s grade. Three responses to classmates’ postings are required. Responses must be made to a minimum of two different classmates’ posts. You must mention the person’s name to whose comments you are responding and quote what aspect of his or her post you are addressing. Without either, it is not possible to see the direction of your comments and the comments will not receive any points. Quizzes Candidates will complete quizzes on all reading assignments and lectures. Quizzes are available once all week lectures have been viewed. Quizzes must be completed by Saturday at 11:59 p.m. (CT). Final Project The Final Project components must be completed to receive a grade for the course. Failure to complete the Final Project will result in a final grade of F, no matter what grade you had prior to those Final Project components being due. Final Project: The Curriculum Project – See Appendix B The curriculum project represents a collection of components that demonstrates your skill in developing a detailed curriculum plan for a selected unit. A detailed outline of the project components and guidelines and a detailed rubric that outlines the evaluation criteria for each component are provided in the appendices. The following components are required: • Detailed Curriculum Map with Essential Questions • Unit Overview and Statement of Purpose • Instructional Task Analysis • Gradual Release of Instructional Responsibility • Formative and Summative Assessments • Performance Assessment • Multi-Day Lesson Plan • Entire Curriculum Project submitted as one document (pdf format preferred) – Upload final submission in Week 7. 8 Information related to components of the curriculum unit is presented in the texts, on lecture slides, and in supplemental readings/materials. The Curriculum Project Guidelines provides extensive information related to the development of each component. Examples of many of the components may also be found on the Internet, state departments of education websites, and websites supported by professional organizations for each discipline. 9 UNIT ONE • Reading Assignments o Introduction (Lalor text) o Gough, D. P. (2004, January). Creating a timely curriculum: A conversation with Heidi Hayes Jacobs. Educational Leadership, 61(4), 12-17. o McTighe, J., & Wiggins, G. P. (2012). From common core standards to curriculum: Five big ideas. Available from https://www.cliu.org/cms/lib/PA06001162/Centricity/Domain/21/McTigheWigginsE LCommonCoreStandards.pdf and copied into Canvas • Scripture: John 14:6, Matthew 5:14-16; Psalms 23 – Teachers must be knowledgeable of curriculum to provide the leadership and guidance students need to meet essential learning goals. • • View lecture – Unit 1 TAKE QUIZ – UNIT 1 • Discussion Questions: Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m. o Discussion Question (10 points) ▪ Discuss the guidance provided in the texts for developing a meaningful and effective curriculum. Articulate the specific guidance you would provide to a novice teacher in creating learning experiences/learning environments that make subject matter meaningful and useful in promoting the achievement of all students. • Writing Assignments: Submit by Saturday 11:59 p.m. o Horizontal Curriculum Map by Month Overview (30 pts.) ▪ Decide on the grade level and the subject area that you will select for using in the development of your curriculum project. Locate the national, state or local standards for the grade level and subject area and read through the standards for your chosen grade level. Highlight or make notes of key terminology used throughout the standards. Using the Horizontal Curriculum Map by Month template, map out the main topics for each month; we will get more detailed in the next writing assignment – for now this is the 10,000-foot view. o Detailed Curriculum Map (30 pts.) ▪ Continuing with your grade level and content of choice let’s zoom in on our “map” using the Unit 1 Detailed Curriculum Map – here you will include standards, content, and skills for each month. We will be adding to this “map” next week. 10 o Unpacking a Standard (30 pts.) ▪ Next, drill down to a specific standard that you want to address in your curriculum project (your final project will include at least one content and at least one literacy standard). Follow the unpacking process outlined in the lecture (identify verbs and nouns within the standard) – template provided in the appendix. In the last column of the template, you are asked to outline prior and following standards to identify prerequisite knowledge of standard and what students will need to know for next grade level. FOR THIS ASSIGNMENT: You only need to unpack one of your identified standards but BOTH standards need to be identified. Also, both standards need to be addressed in your identified activity (see Week 3 Writing Assignment). o Identify the literacy standards you will target throughout your course. 11 UNIT TWO • Reading Assignments o Consideration I (Lalor text) o Wiggins, G., & Wilbur, D. (2015, September). How to Make Your Questions Essential. Educational Leadership, 73(1), 10-15. • Scripture: Psalms 19:1-2, 8; Matthew 22:37-39; Matthew 28:18-20 – Like Jesus, teachers must have a clear, concise, and aggressive mission of educating students. • • View lecture – Unit 2 TAKE QUIZ – UNIT 2 • Discussion Question: Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m. o Discussion Question (10 pts.) ▪ Which curriculum orientation best aligns with your views on teaching and learning? Articulate your beliefs related to standards, content, teaching strategies, and the role of the teacher and learner. Support beliefs with Scripture. • Writing Assignments: Submit by Saturday 11:59 p.m. o Curriculum Project Components for Review: Submit by Saturday 11:59 p.m. ▪ Detailed Curriculum Map with Essential Questions (30 pts.) • Using the “Horizontal Curriculum Map” that you submitted last week, add an ESSENTIAL QUESTION column to the end of the document. Add at least one essential question for each month. For the unit that you are selecting for your final curriculum project, you will need (1) overarching essential question and (1) topical essential question included on your “Horizontal Curriculum Map.” Include your Big Idea at the top of your chart – keep in mind this might change slightly as you refine your curriculum project. • A Formula for Essential Questions: BIG IDEA + VERB + BIG IDEA = A GOOD ESSENTIAL QUESTION Verb Word Bank: guide, relate, promote, influence, provoke, change, affect, perpetuate, diminish, help, transform How do social inequities PROVOKE civil war? (big idea + VERB + big idea) 12 o Unit Overview and Statement of Purpose (30 pts.) ▪ Outline the unit of study (overview) and your statement of purpose for your curriculum project for instructor feedback. Use the template provided in the appendices of the module. 13 UNIT THREE • Reading Assignments o Consideration 2 (Lalor text) o Brookins-Santelises, S., & Dabrowski, J. (2015). Checking in: Do classroom assignments reflect today’s higher standards o Scripture: Ecclesiastes 1:12-18 and 2:12-17 – There is more to teaching than the increasing of knowledge. • • View lecture – Unit 3 TAKE QUIZ – UNIT 3 • Discussion Question: Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m. o Discussion Question (10 points) ▪ Secular education does not necessarily build curriculum or even consider God’s truth. As Christians when we consider developing curriculum we need to consider God’s hierarchy of curriculum development: knowledge, understanding, wisdom. How can you use God’s hierarchy when developing curriculum? • Writing Assignments: Submit by Saturday 11:59 p.m. o Curriculum Project Components for Review: Submit by Saturday 11:59 p.m. ▪ Instructional Task Analysis (30 pts.) • Develop an instructional task or activity that will be used to teach the standard in which you “unpacked” during week 1 and the remaining standards you identified during Unit 1. These standards should be included in your final curriculum project unit of study. Using the Instructional Task Analysis template, vet the instructional task to ensure alignment to the standards. Also, identify where these standards are addressed, taught, and assessed within your instructional task or activity. 14 UNIT FOUR • Reading Assignments o Consideration 3 (Lalor text) o Fisher, D., & Frey, N. (2013). Gradual Release of Responsibility Instructional Framework. o Scripture: Proverbs 29:18, Jeremiah 18:12; James 4:13-16, Genesis 1:27; James 1:17; Deuteronomy 10:17-19. Just as God has a plan for each life to accomplish His purposes, the teacher must have a plan for delivering and evaluating the effectiveness of their curriculum. • • View lecture – Unit 4. TAKE QUIZ – UNIT 4 • Discussion Question: Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m. o Discussion Question ▪ Select three (3) of the sequencing patterns that you could use to organize your unit. Present a viable rationale for using each one in organizing your specific unit. Determine the pattern you will use and justify your decision. • Writing Assignments: Submit by Saturday 11:59 p.m. o Developmentally Appropriate Practice (30 pts.) ▪ Using the Developmentally Appropriate Practice template found in the appendix outline what is developmentally appropriate for the grade level chosen for your unit of study. (Learning environment, instructional strategies, curriculum, assessment, and professionalism) o Curriculum Project Components for Review: Submit by Saturday 11:59 p.m. ▪ Gradual Release of Instructional Responsibility (30 pts.) • Using the instructional task you developed, outline a lesson in which you note the gradual release of responsibility. How would you teach the lesson with the “I do, we do, you do” frame? Outline the steps of each stage of release using the Gradual Release template found in the appendix. Include on the template the grade-level focus of the standard upon which the instructional task is based. 15 UNIT FIVE • Reading Assignments o Consideration 4 (Lalor text) o McTighe, J., & O'Connor, K. (November 2005). Seven Practices for Effective Learning. Educational Leadership, 63 (3), 10-17. o Scripture: Genesis 22:1; I Kings 10:1; I Corinthians 3:13 and Psalm 26:2 – God sets standards for His people and measures their performance to refine them – teachers must also measure students’ progress toward meeting standards to refine and enhance performance • • View lecture – Unit 5 TAKE QUIZ – UNIT 5 • Discussion Question o NONE • Writing Assignments: Submit by Saturday 11:59 p.m. o Learner Outcomes – Webb’s Depth of Knowledge (30 pts.) ▪ Using the instructional task created earlier/gradual release of responsibility, create two (2) learner outcomes for the following Webb’s DOK levels: Recall and Reproduction, Skill/Concept, and Strategic Thinking. Make sure that the learner outcomes are measuring mastery of the indicated standard. Use the template located in the appendix. o Curriculum Project Component for Review: Submit by Saturday 11:59 p.m. ▪ Formative and Summative Assessments (30 pts.) • Using the Formative and Summative template found in the appendix outline proposed evaluation strategies (formative and summative) for student attainment of standard/s for your selected unit of study. Strategies must be clearly related to standard (content/skills) identified in the unit (horizontal curriculum map). Need to have at least two (2) formative and one (1) summative assessment strategy for each standard of emphasis in your selected unit of study. A mixture of formal and informal (graded/ungraded) formative assessments is permissible for this assignment. 16 UNIT SIX • Reading Assignments o Consideration 5 (Lalor text) o The Future is Performance Assessment by Dan French • • View lecture – Unit 6. TAKE QUIZ – UNIT 6 • Discussion Question: Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m. o Discussion Question 1 ▪ View the following video about the “hidden” and sometime the most valuable part of the curriculum – relationships. How can you use your Christian worldview and biblical foundations to be a “champion” for your students? https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion • Writing Assignment o NONE • Curriculum Project Component for Review: Submit by Saturday 11:59 p.m. o Performance Assessment (30 pts.) ▪ Using the Performance Assessment Template found in the appendix, write a performance assessment, performance task, engaging scenario, and rubric for your chosen unit of study. 17 UNIT SEVEN • Reading Assignments – Part A o Considerations 6, and 7 (Lalor text) o Voltz, D. L., Sims, M. J., & Nelson, B. P. (2010). Connecting teachers, students, and standards: strategies for success in diverse and inclusive classrooms. Alexandria, VA: ASCD. Chapter 2 only (located in appendix) o Scripture: Proverbs 9:10 The fear of the LORD is the beginning of wisdom, and knowledge of the Holy One is understanding. • • View lecture – Unit 7 TAKE QUIZ – UNIT 7 • Reading Assignments – Part B o Consideration 8 (Lalor text) o Scriptures: John 15:16; John 14:26; Titus 1:9 and Luke 22:26 – Teachers must be well versed in the design, delivery, and evaluation of curriculum. • • View lecture – Unit 8 TAKE QUIZ – UNIT 8 • Discussion Question o NONE • Writing Assignment o NONE • Curriculum Project for Final Submission: Submit by Saturday 11:59 p.m. o Final Curriculum Project (400 pts.) ▪ Submit ALL completed curriculum project components beginning with the unit overview and ending with the selected unit lesson plan. This submission will check the originality of the curriculum project. ▪ If you have made substantive revisions to any component of the curriculum project, you may highlight those revisions for re-consideration of scores on evaluation criteria. Please note that minor revisions will not be considered and substantive, targeted revisions increase rating(s) only one level. 18 APPENDIX A Rubric for Weekly Discussion Forum Participation Points (4 points for initial post; 2 points for each response) NOTE: All initial posts are due by Wednesday, 11:59 p.m. each week. All responses to colleagues are due by Saturday, 11:59 p.m. each week. INITIAL RESPONSE TO PROMPT: Reveals accurate understanding of key concepts/ideas INITIAL RESPONSE TO PROMPT: Integrates specifics from readings and/or experiences RESPONSE TO CLASSMATE #1 RESPONSE TO CLASSMATE #2 RESPONSE TO CLASSMATE #3 Fully Met (2 pts) Partially Met (1 pt.) Not Met (0 pts) Post’s ideas are consistent with the readings and lectures and accurately represent key concepts and ideas. Post’s ideas are related to the readings and lectures and accurately represent key concepts and ideas, but some elements of the prompt are weak or lacking in substance. Post’s ideas are inconsistent with the readings and/or lectures and do not accurately address key concepts and ideas. Post interweaves specific evidence from readings AND personal teaching experiences to support argument. Post interweaves specific evidence from readings OR personal teaching experiences to support argument. Post consists of opinions unsupported by evidence from readings or personal teaching experiences. Response offers a substantive discussion or elaboration on the key elements in the original post. Response offers a substantive discussion or elaboration on the key elements in the original post. Response offers a substantive discussion or elaboration on the key elements in the original post. Response offers a discussion of the key elements in the original post. Response offers a discussion of the key elements in the original post. Response offers a discussion of the key elements in the original post. Response lacks substance; it is primarily an agreement with or acknowledgement of the original post. Response lacks substance; it is primarily an agreement with or acknowledgement of the original post. Response lacks substance; it is primarily an agreement with or acknowledgement of the original post. NOTE 1: Presence of grammatical or mechanical errors in a post limits a grade to “Partially Met” if errors are few or minimal or “Not Met” if multiple errors are present. NOTE 2: One “Response to Classmate” can be a continuation of a discussion with the same classmate. The continued discussion must be substantive and continue to add to the conversation. 19 Appendix B Horizontal Curriculum Map by Month Template Detailed Curriculum Map Template “Unpacking” a Standard Template Detailed Curriculum Map Template with Essential Questions Template Overview and Statement of Purpose Instructional Task Analysis Template Developmentally Appropriate Practice Template Gradual Release of Instructional Responsibility Template Learner Outcomes – Webb’s DOK Template Formative and Summative Assessment Template Performance Assessment Template 20 EDU 612 – Curriculum Organization and Planning Curriculum Map Monthly Overview Template Subject/Course: Grade Level: August September October November December January February March April May 21 EDU 612 – Curriculum Organization and Planning Detailed Curriculum Map Template Standard(s) Content Skills January December November October September August Subject/Course: Grade Level: Month 22 23 May April March February EDU 612 – Curriculum Organization and Planning Unpacking a Standard Template State Standard: Grade: What would students need to DO (verbs)…. [LOWER ORDER BLOOM] Remembering (Knowledge), Understanding (Comprehension) What would students need to DO (verbs)…. [HIGHER ORDER BLOOM] Analyzing, Evaluating, Creating (Synthesis) Previous and Next Grade Level • What prerequisite knowledge should student have based on previous grade level standard? • What are students going to be expected to know and do based on the next grade level standard? KEY KNOWLEDGE: What would students need to KNOW (nouns)…[Key Vocabulary To Define, Discuss and Model for Students] 24 January December November October September August Month EDU 612 – Curriculum Organization and Planning Detailed Curriculum Map with Essential Questions Template Essential Standard(s) Content Skills Questions 25 26 May April March February EDU 612 – Curriculum, Planning and Organization Unit Overview and Statement of Purpose Template YOUR NAME: SUBJECT: COURSE AND GRADE: UNIT TITLE: [Creative title may be used but subtitle denoting unit topic/instructional focus must be included, i.e. Brother vs. Brother: Civil War] CENTRAL or BIG IDEA: TIME FRAME: Total instructional time: Number of days/instructional periods: Length of each instructional period: STANDARDS: [List the standards students will be expected to master in this unit. Cite source(s) of the standards. Be sure to include your literacy standard(s).] DESCRIPTION: [Outline the instructional focus of the selected unit of study as well as the content and skills that will be taught and evaluated.] STATEMENT OF PURPOSE Outline multiple compelling reasons for teaching this unit – not the course and not the subject – but rather the specific unit of study you are developing for the curriculum project. Each reason should address the students’ question, “Why do I have to learn this?” Cite evidence from selected sources to support each reason. Sources cited may include professional literature (text and articles), information from newspapers, magazines, and/or Internet sites. 27 EDU 612 – Curriculum Planning and Organization Instructional Task Analysis Grade Level: Subject/Course: Topic of Unit: Detailed Description of Instructional Task: Step 1: What is the academic purpose of this task? Content and context: what learning is expected from this task? Step 2: What does someone need to know and be able to do to complete the instructional task successfully? Step 3: Identify the standards that apply to this task – at least one content standard and one literacy [read/writing] standard. List below the skills and concepts that are addressed, taught and assessed through this task: Addressed: Taught: Assessed: 28 EDU 612 Curriculum Organization and Planning Developmentally Appropriate Practice Template Grade Level: Subject: Topic of Unit: Developmental Characteristics Physical Developmental Implications for Instructional Practice Intellectual Developmental Moral/Ethical Developmental Emotional/Psychological Developmental Social Developmental 29 EDU 612 Curriculum Organization and Planning Gradual Release of Responsibility Template Teacher Student I do it Direct Instruction We do it Guided Instruction You do it independently Independent Practice You do it together Collaborative Learning 30 EDU 612 Curriculum Organization and Planning Learner Outcomes – Webb’s Depth of Knowledge (DOK) Template Grade Level: Subject: Standard of Emphasis for Instructional Task: Webb’s Depth of Knowledge Level Learner Outcome 1 Learner Outcome 2 Recall and Reproduction Skill/Concept Strategic Thinking 31 EDU 612 Curriculum Organization and Planning Formative and Summative Assessment Template Grade Level: Subject: Unit of Study: Standard of Emphasis for Assessment Formative Assessment Evaluation Strategies Summative Assessment Evaluation Strategies Strategies must be clearly related to standard (content/skills) identified in the first column. Need to have at least two (2) formative and one (1) summative assessment strategy for each standard of emphasis in your selected unit of study. A mixture of formal and informal (graded/ungraded) formative assessments is permissible for this assignment. 32 EDU 612 Curriculum Planning and Organization Performance Assessment Template Grade Level and Content Area: Standard(s): Concepts: Need to know about (Nouns) Skills: Be able to do (Verbs) Identifying Big Ideas from Unwrapped Standards: 1. 2. 3. 4. Essential Questions from Big Ideas to Guide Instruction and Assessment: 1. 2. 3. 4. ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Assessment Title: Overview of Performance Assessment: (Summary of the assessment with a brief synopsis of each task) 1. 2. 3. 4. “Engaging Scenario” Planning Include elements of an effective Engaging Scenario: Presents students with a challenge Connects learning to real life – “Why do we need to learn this?” Conveys importance – “What does this mean to the student personally?” Acknowledges audience – “Can the student present the completed task to others?” 33 Engaging Scenario (Full description): Task Planning Guide (“SQUARE”) Which STANDARD(s) and indicators will this task target? Which Essential QUESTION will this task address? Which UNWRAPPED content knowledge and skills will this task develop? What APPLICATION of learning will this task require? (What will the students actually do or produce in this task?) What instruction, information, and RESOURCES (including technology connections and related URLs) will students need first? What individual EVIDENCE of learning will this task provide? (How will you know by the work students produce what they have learned relative to this task?) Task Complete Description (The Full Details of what students will do in this task) Task Scoring Guide Exemplary: All proficient criteria met PLUS: Proficient: Progressing: Not Yet: 34 DEPARTMENT OF EDUCATION BELHAVEN UNIVERSITY Lesson Plan Format Adapted for Curriculum Project – EDU 612 Name: _______________________________________________________________________ Subject: ____________________________ Grade or Course: __________________________ Unit: ________________________________________________________________________ Subunit: _____________________________________________________________________ Standard targeted: Concept(s) addressed: Learner Outcome(s): [Related to standard/concept(s) identified and assessed at the end of the lesson] Materials and equipment needed for lesson: Accommodation for Diversity: [different cognitive styles, visual versus auditory or tactile learners, previous knowledge, disabilities, cultural differences, etc.] Instructional strategies to be used to teach lesson: 1. Gaining Attention/Motivation: 2. Presenting Learner Outcome(s) to Students: 3. Relating to Prior Experiences/Knowledge/ Introduction: 4. Presenting Content of Lesson/Concept Development [teacher input including modeling and integration of technology into instruction]: 5. Gaining Response from Students [check for understanding/questioning/guided and independent practice]: 35 6. Providing Feedback to Students: 7. Closing the Lesson: 8. Assessing Learner Outcome(s): ALL handouts, transparencies, worksheets, quizzes, etc., needed for the lesson must be included at the end of this plan. 36 EDU 612 – Curriculum Planning and Organization Final Curriculum Project Scoring Rubric Total Points = 400 Detailed Curriculum Map with Essential Questions (InTASC 9; CAEP 1.4) Points Unit Overview and Statement of Purpose (InTASC 1 and CAEP 1.4) Points Instructional Task Analysis (InTASC 7 and CAEP A1.1a) Points Gradual Release of Instructional Responsibility Advanced Proficient Basic Scope and sequence for the year-long standards reflects the minimum requirements for instructional time; reflects appropriate level of content knowledge and pacing for grade level and content area. Four or five (4-5) essential questions per month/unit meet ALL criteria Scope and sequence for the year-long standards reflects the minimum requirements for instructional time; reflects appropriate level of content knowledge and pacing for grade level and content area. Three (3) essential questions per month/unit meet ALL criteria Scope and sequence for the year-long standards reflects the minimum requirements for instructional time; reflects appropriate level of content knowledge and pacing for grade level and content area. Two (2) essential questions per month/unit meet ALL criteria Minimal Scope and sequence for the year-long standards does not reflects the minimum requirements for instructional time; reflects inappropriate level of content knowledge and pacing for grade level and content area. One (1) essential question per month/unit meet ALL criteria 60 51 42 33 Basic plus supplemental information provided; time frame exceeds minimum requirement, adequate and appropriate content, college/career standards. Comprehensive and detailed description of instructional focus for the unit of study Multiple substantive compelling reasons for teaching the unit supported by evidence from multiple sources for teaching the unit of study. All basic information (subject/course, grade level, content-related title); time frame meets minimum requirement; adequate and appropriate content and college/career standards presented Thorough description of instructional focus for the unit of study Compelling reasons for teaching the unit supported by evidence for more than one source for teaching the unit of study. Omission of 1 element of required information; does not meet minimum time requirements; inadequate content and college/career standards identified for the unit Limited overview of the disciplinary focus with satisfactory presentation of the content and skills to be addressed Generic reasons for teaching the unit of study with supporting evidence from a single source. Omission of multiple elements of basic information; does not meet minimum time requirements; content OR college/career standards are not provided Description of disciplinary focus is incomplete or unrelated. Does not provide compelling reasons for teaching the unit of study OR no supporting evidence provided. 60 51 42 33 Instructional task/s aligned with selected standards; detailed description of the instructional task with connection to previous/prior learning; content and context of the instructional task outlined – what learning is expected from the instructional task and how this learning will transfer to upcoming learning; includes what someone needs to know and do to successfully complete instructional task. Instructional task/s aligned with selected standard/s; detailed description of the instructional task; content and context of the instructional task outlined – what learning is expected from the instructional task; includes what someone needs to know and do to successfully complete task; identifies standards that apply to instructional task. Instructional task/s are somewhat aligned with selected standard/s; description of the instructional task lacks detail; content and context of the instructional task is partially outlined; includes some of what students will need to know and do to successfully complete instructional task; identifies some standards that apply to instructional task. Instructional task/s are misaligned with selected standard/s; description of the task is vague or not present; content and context of the instructional task is absent; omits what students will need to know and do to successfully complete task. 60 Direct instruction responsibilities of both the teacher and student outlined on the template – what will the teacher do and what will the student do. Guided instruction 51 Direct instruction responsibilities of both the teacher and student outlined on the template – what will the teacher do and what will the student do. Guided instruction 42 33 One of the following are incomplete: direct instruction, guided instruction, or independent practice. Either have only what the teacher will do or what the student will do but One of the following are missing: direct instruction, guided instruction or independent practice. 37 (InTASC 7 and CAEP A1.1a) Points Formative and Summative Assessments (InTASC 6 and CAEP A1.1c) Points Performance Assessment (InTASC 6 and CAEP A1.1c) responsibilities of both the teacher and the student outlined on the template – what will the teacher do and what will the student do. Independent practice responsibilities of both the teacher and the student outlined on the template – what will the teacher do and what will the student do. Collaborative learning responsibilities of both the teacher and student outlined on the template – what will the teacher do and what will the student do. responsibilities of both the teacher and the student outlined on the template – what will the teacher do and what will the student do. Independent practice responsibilities of both the teacher and the student outlined on the template – what will the teacher do and what will the student do. not both 60 51 42 33 Multiple appropriate formative and summative strategies for assessing student learning clearly related to unit are identified; Formative and summative assessments are clearly aligned with standard of emphasis Three (3) plus formative assessment strategies and two (2) plus summative strategies included Multiple and appropriate formative and summative strategies for assessing student learning are identified. Formative and summative assessments aligned with standard of emphasis Two (2) formative and one (1) summative assessment strategy for each standard of emphasis Appropriate formative and summative strategies for assessing student learning identified. Formative and summative assessments weakly aligned with standard of emphasis Fewer than (2) formative and (1) summative assessment strategy for each standard of emphasis Formative and summative strategies for assessing student learning for the unit of study are inadequate or inappropriate Formative and summative assessment strategies not present 60 51 42 33 Identification of more than two (2) big ideas and more than two (2) essential questions that correlate to performance assessment. Overview of performance assessment task(s) and full description of engaging scenario; use the SQUARE task planning guide to outline the performance task(s). Create a scoring guide for each of the score points – make sure standards are addressed in each score point (exemplary, proficient, progressing and not yet.) Identification of at least two (2) Big Ideas and two (2) essential questions that correlate to performance assessment. Overview of performance assessment task and full description of engaging scenario; use the SQUARE task planning guide to outline the performance assessment task. Create a scoring guide for each of the score points – make sure standards are addressed in each score point (exemplary, proficient, progressing and not yet.) Identification of fewer than two (2) big ideas and fewer than two (2) essential questions that correlate to performance assessment. Overview of performance assessment is minimal and partial description of engaging scenario; use parts of the SQUARE task planning guide to outline the performance task. Create a scoring guide for most of the score points – standards loosely addressed in each score point (exemplary, proficient, progressing and not yet.) No identification of big idea or essential questions that correlate to performance assessment. Overview of performance assessment is missing and no engaging scenario is present; Doesn’t use SQUARE task planning guide to outline the performance task. No rubric is present. Points 60 APA-compliant formatting Consistently follows APA format. There is a properly formatted and accurate reference page (NO errors) (20 pts.) 51 Consistently follows APA format including title page, running heads, citations, quotations or references (1-2 MINOR errors). (17 pts.) 42 33 Limited (3-5) APA errors in APA format including title page, running heads, citations, quotations or references. More than 5 APA errors in format including title page, running heads, citations, quotations or references. (14 pts.) (11 pts.) 38 Mechanics The presentation demonstrates exceptional use of standard English conventions (mechanics, usage, grammar and syntax). NO ERRORS. (20 pts.) The presentation demonstrates consistent use of standard English conventions (mechanics, usage, grammar and syntax). (1-2 MINOR errors). (17 pts.) The presentation demonstrates inconsistent use of standard English conventions (mechanics, usage, grammar and syntax). (3-5 errors). (14 pts.) The presentation does NOT demonstrate use of standard English conventions (mechanics, usage, grammar and syntax). (More than 5 errors). (11 pts.) 39 APPENDIX C INTASC Standards Standard 1 - Learner Development The teacher understands how children learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences Standard 2 - Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her full potential. Standard 3 - Learning Environments The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self-motivation. Standard 4 - Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners. Standard 5 - Innovative Applications of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related to authentic local and global issues. Standard 6 - Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s ongoing planning and instruction. Standard 7 - Planning for Instruction The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals. (The teacher is able to plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals.) Standard 8 - Instructional Strategies The teacher understands and uses a formal and informal instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information. Standard 9 - Reflection and Continuous Growth The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner. Standard 10 - Collaboration The teacher collaborates with students, families, colleagues, other professionals, and community members to share responsibility for student growth and development, learning, and well-being. Advanced The student’s performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills. Proficient The student’s performance consistently meets expectations. The student effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills. Basic The student’s performance sometimes meets expectations but is not doing so consistently. Student demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking. Minimal The student’s performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The student demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills. 40 From Common Core to Curriculum: Five Big Ideas From Common Core Standards to Curriculum: Five Big Ideas by Jay McTighe and Grant Wiggins In this article, we explore five big ideas about the Common Core State Standards and their translation into a curriculum. As with most big ideas, these Standards are in some ways obvious but may also be counter-intuitive and prone to misunderstanding. We highlight potential misconceptions in working with the Standards, and offer recommendations for designing a coherent curriculum and assessment system for realizing their promise. Big Idea # 1 – The Common Core Standards have new emphases and require a careful reading. In our travels around the country since the Common Core Standards were released, we sometimes hear comments such as, “Oh, here we go again;” “Same old wine in a new bottle;” or “We already do all of this.” Such reactions are not surprising given the fact that we have been here before. A focus on Standards is not new. However, it a misconception to assume that these Standards merely require minor tweaks to our curriculum and instructional practices. In fact, the authors of the Mathematics Standards anticipated this reaction and caution against it: “These Standards are not intended to be new names for old ways of doing business.” (p 5) Merely trying to retrofit the Standards to typical teaching and testing practices will undermine the effort. A related misconception in working with the Common Core is evident when teachers turn immediately to the grade level Standards listed for their grade or course to plan their teaching. Such an action is reasonable; after all, isn’t that what they are supposed to teach? While understandable, we advise against zeroing in on the grade-level Standards before a careful examination of the goals and structure of the overall documents. To invoke a construction analogy: Think of the grade level standards as building materials. As a construction supervisor, we wouldn’t simply drop off materials and tools at a worksite and have the workers “go at it.” Instead, we would begin with a blueprint – an overall vision of the desired building to guide its construction. Without an overall end in mind, teachers can create wonderful individual rooms that won’t necessarily fit together within and across floors or achieve the intended results. © 2012 Jay McTighe and Grant Wiggins Permission is granted for reproduction. Page 1 of 12 From Common Core to Curriculum: Five Big Ideas The Common Core Standards have been developed with long-term outcomes in mind (e.g., College and Career Anchor Standards in English Language Arts), and their components are intended to work together (e.g., Content and Practice Standards in mathematics). This point is highlighted in a recently released publication, Publishers’ Criteria for the Common Core State Standards for Mathematics (July 2012): “ ‘The Standards’ refers to all elements of the design – the wording of domain headings, cluster headings, and individual statements; the text of the grade level introductions and high school category descriptions; the placement of the standards for mathematical practice at each grade level. The pieces are designed to fit together, and the standards document fits them together, presenting a coherent whole where the connections within grades and the flows of ideas across grades...” It is imperative that educators understand the intent and structure of the Standards in order to work with them most effectively. Accordingly, we recommend that schools set the expectation and schedule the time for staff to read and discuss the Standards, beginning with the “front matter,” not the grade-level Standards. We also recommend that staff reading and discussion be guided by an essential question: What are the new distinctions in these Standards and what do they mean for our practice? Since the Standards are complex texts and demand a “close” reading, we recommend that staff carefully examine the table of contents and the organizational structure; the headers (e.g., Design Considerations; What is Not Covered, etc.), the components (e.g., Anchor Standards and Foundational Skills for ELA; Standards for Mathematical Practice), and the Appendices (ELA). Following a thorough reading of these introductory sections, discuss the changing instructional emphases called for by the Standards and their implications. For example, the ELA Standards demand a greater balance between reading informational and literary texts, and stress the use of text-based evidence to support argumentation in writing and speaking. The Mathematics Standards accentuate the focus on a smaller set of conceptually larger ideas that spiral across the grades (as opposed to simply “covering” numerous skills) with an emphasis on meaningful application using the Practices. We cannot overemphasize the value of taking the time to collaboratively examine the Standards in this way. Failure to understand the Standards and adjust practices accordingly will likely result in “same old, same old” teaching with only superficial connections to the grade level Standards. In that case, their promise to enhance student performance will not be realized. © 2012 Jay McTighe and Grant Wiggins Permission is granted for reproduction. Page 2 of 12 From Common Core to Curriculum: Five Big Ideas Big Idea # 2 – Standards are not curriculum. The Introduction to the Common Core State Standards (CCSS) for Mathematics makes a noteworthy point: “These Standards do not dictate curriculum or teaching methods” (p 5) A similar point is offered by the ELA Standards: “The Standards define what all students are expected to know and be able to do, not how teachers should teach. For instance, the use of play with young children is not specified by the Standards, but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this document… The Standards must therefore be complemented by a well-developed, content-rich curriculum consistent with the expectations laid out in this document.” (p 6) Indeed, these statements highlight the intent of any set of Standards; i.e., they focus on outcomes, not curriculum or instruction. The implication is clear – educators must translate the Standards into an engaging and effective curriculum. So, what is the relationship between the Standards and curriculum? Consider another analogy with home building and renovation: The standards are like the building code. Architects and builders must attend to them but they are not the purpose of the design. The house to be built or renovated is designed to meet the needs of the client in a functional and pleasing manner – while also meeting the building code along the way. Similarly, while curriculum and instruction must address established Standards, we always want to keep the long-term educational ends in mind – the development of important capabilities in the learner. In other words, a curriculum works with the Standards to frame optimal learning experiences. To shift analogies, the Standards are more like the ingredients in a recipe than the final meal; they are more like the rules of the game instead of strategy for succeeding at the game. So then, what is a curriculum? In research for our initial book, Understanding by Design® (Wiggins and McTighe, 1998), we uncovered 83 different definitions or connotations for the word, curriculum, in the educational literature! Such a variety of meanings confer an unhelpful ambiguity on the challenge of moving from Standards to curriculum. Worse, most definitions focus on inputs, not outputs – what will be “covered” rather than a plan for what learners should be able to accomplish with learned content. This is a core misunderstanding in our field. Marching through a list of topics or skills cannot be a “guaranteed and viable” way to ever yield the sophisticated outcomes that the Standards envision. © 2012 Jay McTighe and Grant Wiggins Permission is granted for reproduction. Page 3 of 12 From Common Core to Curriculum: Five Big Ideas The ELA Standards make this point clearly by framing everything around “anchor standards,” all of which highlight complex abilities and performances that students should master for college and workplace readiness. The Mathematics Standards’ emphasis on the need to weave the Content and Practice Standards together in a curriculum makes the same point. Big Idea # 3 – Standards need to be “unpacked.” As suggested above, the first step in translating the Common Core Standards into engaging and outcome-focused curriculum involves a careful reading of the documents in order to insure clarity about the end results and an understanding of how the pieces fit together. This idea is not new. Over the years, we have suggested various ways of unpacking standards in conjunction with our work with the Understanding by Design framework®. (Wiggins and McTighe, 2005, 2010, 2011, 2012). When working with the Common Core, we recommend that educators “unpack” them into four broad categories – 1) Long term Transfer Goals, 2) Overarching Understandings, 3) Overarching Essential Questions, and 4) a set of recurring Cornerstone Tasks. The first category, Transfer Goals, identifies the effective uses of content understanding, knowledge, and skill that we seek in the long run; i.e., what we want students to be able to do when they confront new challenges – both in and outside of school. They reflect the ultimate goals, the reason we teach specific knowledge and skills. Unlike earlier generations of standards where transfer goals were implicit at best, the Common Core Standards have made them more overt. Indeed, the College and Career Anchor Standards in ELA specify long-term transfer goals, while the Mathematics Standards strongly suggest a goal such as, Students will be able to use the mathematics they know to solve “messy,” never-seen-before problems using effective mathematical reasoning. The second and third unpacking categories – overarching Understandings and Essential Questions – are like two sides of a coin. The Understandings state what skilled performers will need in order to effectively transfer their learning to new situations, while explorations of the Essential Questions engage learners in making meaning and deepening their understandings. Here are examples for Mathematics and English Language Arts, respectively: © 2012 Jay McTighe and Grant Wiggins Permission is granted for reproduction. Page 4 of 12 From Common Core to Curriculum: Five Big Ideas Overarching Understandings Mathematical Modeling • Mathematicians create models to interpret and predict the behavior of real world phenomena. • Mathematical models have limits and sometimes they distort or misrepresent. Determining Central Ideas in Text • Writers don’t always say things directly or literally; sometimes they convey their ideas indirectly (e.g., metaphor, satire, irony). Overarching Essential Questions • How can we best model this (real world phenomena)? • What are the limits of this model? • How reliable are its predictions? • What is this text really about? (e.g. theme, main idea, moral) • How do you “read between the lines?” The term, overarching, conveys the idea that these understandings and questions are not limited to a single grade or topic. On the contrary, it is expected that they be addressed across the grades with application to varied topics, problems, texts and contexts. The fourth category, Cornerstone Tasks, are curriculum-embedded tasks that are intended to engage students in applying their knowledge and skills in an authentic and relevant context. Like a cornerstone anchors a building, these tasks are meant to anchor the curriculum around the most important performances that we want learners to be able to do (on their own) with acquired content knowledge and skills. Since these tasks are set in realistic contexts, they offer the natural vehicle for integrating the so-called 21st century skills (e.g., creativity, technology use, teamwork) with subject area content knowledge and skills. They honor the intent of the Standards, within and across subject areas, instead of emphasizing only the content measured more narrowly on external accountability tests. These rich tasks can be used as meaningful learning experiences as well as for formative and summative purposes. Cornerstone tasks are designed to recur across the grades, progressing from simpler to more sophisticated; from those that are heavily scaffolded toward ones requiring autonomous performance. Accordingly, they enable both educators and learners to track performance and document the fact that students are getting progressively better at using content knowledge and skills in worthy performances. Like the game in athletics or the play in theater, teachers teach toward these tasks without apology. © 2012 Jay McTighe and Grant Wiggins Permission is granted for reproduction. Page 5 of 12 From Common Core to Curriculum: Five Big Ideas The four categories that we recommend are initially unpacked at the “macro”, or program, level to establish the equivalent of a curriculum blueprint. More specific course and grade level curriculum maps are then derived from backward from them, just as rooms in a building are constructed using the architect’s blueprint as a guide. Practically speaking, this macro level work is best undertaken at the state, regional or district levels by teams of content experts and experienced teachers. Currently two states, Massachusetts and Pennsylvania, have assembled teams of content experts to unpack their Common Core state standards in this very manner, and the Next Generation Arts Standards, presently in development, are using this same construct to frame the Standards from the start! While we strongly advocate this type of unpacking and have witnessed its benefits, we have also seen the process become way too narrow and granular when applied at the “micro” level. Thus, we concur with the important cautionary note offered by the Kansas Department of Education about a misapplication of Standards unpacking: " ‘Unpacking’ often results in a checklist of discrete skills and a fostering of skill-anddrill instruction that can fragment and isolate student learning in such a way that conceptual understanding, higher order thinking, cohesion, and synergy are made more difficult. Too often, the process of ‘unpacking" is engaged in an attempt to isolate the specific foundational or prerequisite skills necessary to be successful with the ideas conveyed by the overall standard and is a common precursor to test preparation and reductive teaching. Although this process may be important work in some instances and can certainly be enlightening, it also poses substantial problems if those completing the work never take the time to examine the synergy that can be created when those foundational or prerequisite skills are reassembled into a cohesive whole. Metaphorically speaking, ‘unpacking’ often leads educators to concentrate on the trees at the expense of the forest.” Big Idea # 4 – A coherent curriculum is mapped backwards from desired performances. The key to avoiding an overly-discrete and fragmented curriculum is to design backward from complex performances that require content. A return to the linguistic roots of “curriculum” reveals the wisdom in this outcome-focused view. The Latin meaning of the term is a “course to be run.” This original connotation helpfully suggests that we should think of a curriculum as the pathway toward a destination. As mentioned above, our conception is that curriculum should be framed and developed in terms of worthy outputs; i.e., desired performances by the learner, not simply as a listing of content inputs. © 2012 Jay McTighe and Grant Wiggins Permission is granted for reproduction. Page 6 of 12 From Common Core to Curriculum: Five Big Ideas This is not a new idea. Ralph Tyler made this very point more than 60 years ago (Tyler, 1949). He proposed a curriculum development method involving a matrix of content and process components that would guide teachers in meshing these two elements into effective performance-based learning. As Tyler points out, the “purpose of a statement of objectives is to indicate the kinds of changes in the student to be brought about… Hence it is clear that a statement of objectives in terms of content headings… is not a satisfactory basis for guiding the further development of the curriculum.” Indeed, the Mathematics Standards recommend just such an approach: “The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years. Designers of curricula, assessments, and professional development should all attend to the need to connect the mathematical practices to mathematical content in mathematics instruction.” (p 8) Thus, the first question for curriculum writers is not: What will we teach and when should we teach it? Rather the initial question for curriculum development must be goal focused: Having learned key content, what will students be able to do with it? Our long-standing contention applies unequivocally to the Common Core Standards as well as to other Standards: The ultimate aim of a curriculum is independent transfer; i.e., for students to be able to employ their learning, autonomously and thoughtfully, to varied complex situations, inside and outside of school. Lacking the capacity to independently apply their learning, a student will be neither college nor workplace ready. The ELA Standards make this point plainly in their characterization of the capacities of the literate individual: “They demonstrate independence. Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information… Students adapt their communication in relation to audience, task, purpose, and discipline. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions... Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.” -- Common Core State Standards for English Language Arts © 2012 Jay McTighe and Grant Wiggins Permission is granted for reproduction. Page 7 of 12 From Common Core to Curriculum: Five Big Ideas These points underscore a potential misunderstanding resulting from a superficial reading of the Standards documents (especially in Mathematics). One could simply parcel out lists of discrete grade-level standards and topics along a calendar while completely ignoring the long-term goal of transfer. A curriculum envisioned and enacted as a set of maps of content and skill coverage will simply not, by itself, develop a student’s increasingly autonomous capacity to use learned content effectively to address complex tasks and problems. Such traditional scope-andsequencing of curriculum reinforces a “coverage” mentality and reveals a misconception; i.e., that teaching bits of content in a logical and specified order will somehow add up to the desired achievements called for in the Standards. A related misconception is evident when teachers assume that the Standards prescribe the instructional sequence and pacing. Not so! To assume that the layout of the documents imply an instructional chronology is as flawed as thinking that since a dictionary is helpfully organized from A to Z, that vocabulary should therefore be taught in alphabetical order. While the gradelevel Standards are certainly not arbitrary and reflect natural long-term “learning progressions,” a rigid sequence within each grade level was never intended. The authors of the Common Core Standards explicitly call attention to this misconception and warn against it: “For example, just because topic A appears before topic B in the standards for a given grade, it does not necessarily mean that topic A must be taught before topic B. A teacher might prefer to teach topic B before topic A, or might choose to highlight connections by teaching topic A and topic B at the same time. Or, a teacher might prefer to teach a topic of his or her own choosing that leads, as a byproduct, to students reaching the standards for topics A and B.” (p. __) The implications of these points are critical not only for curriculum mapping but for the very nature of instructional practice. Consider this advice from a non-academic source – the United States Soccer Coaches Federation. In Best Practices for Coaching Soccer in The U.S., the Federation recommends a change in the soccer “curriculum” of practice: “When conducting training sessions, there needs to be a greater reliance on game oriented training that is player centered and enables players to explore and arrive at solutions while they play. This is in contrast to the ‘coach centered’ training that has been the mainstay of coaching methodology over the years. ‘Game centered training’ implies that the primary training environment is the game as opposed to training players in ‘drill’ type environments. This is not to say that there is not a time for a more ‘direct’ approach to coaching. At times, players need more guidance and direction as they are developing. However, if the goal is to © 2012 Jay McTighe and Grant Wiggins Permission is granted for reproduction. Page 8 of 12 From Common Core to Curriculum: Five Big Ideas develop creative players who have the abilities to solve problems, and interpret game situations by themselves, a ‘guided discovery’ approach needs to be employed.” (pp 62-64) We propose that this recommendation applies equally to teachers of academics as to coaches of soccer. In other words, if we want students to be able to apply their learning via autonomous performance, we need to design our curriculum backward from that goal. Metaphorically speaking, then, educators need to ask, what is the “game” we expect students to be able to play with skill and flexibility? In other words, we need clarity and consensus about the point of content learning – independent transfer. Then, we can build the curriculum pathway backward with those worthy performances in mind. To design a 12-K curriculum backward from the goal of autonomous transfer requires a deliberate and transparent plan for helping the student rely less and less on teacher hand-holding and scaffolds. After all, transfer is about independent performance in context. You can only be said to have fully understood and applied your learning if you can do it without someone telling you what to do. In the real world, no teacher is there to direct and remind you about which lesson to plug in here or what strategy fits there; transfer is about intelligently and effectively drawing from your repertoire, independently, to handle new situations on your own. Accordingly, we should see an increase, by design, in problem- and project-based learning, small-group inquiries, Socratic Seminars, and independent studies as learners progress through the curriculum across the grades. Our point here is straightforward: if a curriculum simply marches through lists of content knowledge and skills without attending to the concomitant goal of cultivating independent performance, high-schoolers will remain as dependent on teacher directions and step-by-step guidance as 4th graders currently are. The resulting graduates will be unprepared for the demands of college and the workplace. Big Idea #5 – The Standards come to life through the assessments. A prevalent misconception about standards in general is that they simply specify learning goals to be achieved. A more complete and accurate conception, in line with the colloquial meaning of the term, recognizes that standards also refer to the desired qualities of student work and the degree of rigor that must be assessed and achieved. © 2012 Jay McTighe and Grant Wiggins Permission is granted for reproduction. Page 9 of 12 From Common Core to Curriculum: Five Big Ideas Think about what we mean when we talk about “high standards” in athletics, music or business: we refer to the quality of outcomes, not the inputs. We ask if work is up to standard, not whether we “covered” such standards as teachers. In this sense, the standards are at their core a set of criteria for building and testing local assessment. They tell where we must look and what we must look for to determine if student work is up to standard. Such information is crucial to guide local assessments and insure that these are validly anchored against national standards. Ironically (and unfortunately), this important point is not made in the main body of the ELA Common Core Standards but in Appendix B and C. These Appendices are arguably the most important sections of the ELA Standards because there the authors describe the degree of text difficulty that students must be able to handle, the features that need to be evident in student writing, and the kinds of performance tasks that will provide the needed evidence. Accompanying samples of scored work illustrate the qualities of performance that must be attained to meet the Standards. This performance-based conception of Standards lies at the heart of what is needed to translate the Common Core into a robust curriculum and assessment system. The curriculum and related instruction must be designed backward from an analysis of standards-based assessments; i.e., worthy performance tasks anchored by rigorous rubrics and annotated work samples. We predict that the alternative – a curriculum mapped in a typical scope and sequence based on grade-level content specifications – will encourage a curriculum of disconnected “coverage” and make it more likely that people will simply retrofit the new language to the old way of doing business. Thus, our proposal reflects the essence of backward design: Conceptualize and construct the curriculum back from sophisticated “cornerstone” tasks, reflecting the performances that the Common Core Standards demand of graduates. Indeed, the whole point of Anchor Standards in ELA and the Practices in Mathematics is to establish the genres of performance (e.g., argumentation in writing and speaking, and solving problems set in real-world contexts) that must recur across the grades in order to develop the capacities needed for success in higher education and the workplace. Our recommendation to construct curriculum around assessments may lead to a related misunderstanding; i.e., that we need to assess each grade-level Standard in isolation, one by one. © 2012 Jay McTighe and Grant Wiggins Permission is granted for reproduction. Page 10 of 12 From Common Core to Curriculum: Five Big Ideas We think that this view is due in part to the layout of grade-level Standards and to the look and feel of traditional standardized tests, in which very discrete objectives are the subject of most test items. This confuses means and ends; it conflates the “drill” with the “game.” The authors of the Common Core E/LA Standards wisely anticipated this misconception and they caution against it: “While the Standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment. Often, several standards can be addressed by a single rich task.” (p 5) In sum, moving from Standards to curriculum requires careful reading and thoughtful interpretation to avoid the predictable misunderstandings noted above, while building the curriculum backward from worthy tasks offers the pathway to the performances envisioned by the Common Core. References Kansas State Department of Education. (2011) “A Cautionary Note about Unpacking, Unwrapping, and/or Deconstructing the Kansas Common Core Standards.” Available at www.ksde.org/kscommoncore National Governors Association Center for Best Practices, Council of Chief State School Officers (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Washington D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers. National Governors Association Center for Best Practices, Council of Chief State School Officers (2010). Common Core State Standards for Mathematics. Washington D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers. National Governors Association Center for Best Practices, Council of Chief State School Officers (2012). K–8 Publishers’ Criteria for the Common Core State Standards for Mathematics. Washington D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers. Tyler, R. (1949) Basic Principles of Curriculum and Instruction. Chicago, IL: University of Chicago Press. © 2012 Jay McTighe and Grant Wiggins Permission is granted for reproduction. Page 11 of 12 From Common Core to Curriculum: Five Big Ideas United States Soccer Federation. Best Practices for Coaching Soccer in The United States. Available at www.USSOCCER.com Wiggins, G. and McTighe, J. (1998) Understanding by Design, 1st edition. Alexandria, VA: ASCD. Wiggins, G. and McTighe, J. (2005) Understanding by Design, expanded 2nd edition. Alexandria, VA: ASCD. Wiggins, G. and McTighe, J. (2011) Understanding by Design Guide to Creating High-Quality Units. Alexandria, VA: ASCD. Wiggins, G. and McTighe, J. (2011) Understanding by Design Guide to Advanced Concepts in Creating and Reviewing Units. Alexandria, VA: ASCD. Wiggins, G. and McTighe, J. (2012) Unpacking The Common Core Standards Using The UbD Framework. (DVD) Alexandria, VA: ASCD. About the Authors Jay McTighe is an educational writer and consultant. E-mail: jaymctighe@verizon.net. Website: http://www.jaymctighe.com Grant Wiggins is President of Authentic Education. Website: http://www.authenticeducation.org/ © 2012 Jay McTighe and Grant Wiggins Permission is granted for reproduction. Page 12 of 12 1 Final Project Lahqiana Fain Belhaven University EDU612: Curriculum Planning and Organization Dr. Westerfield 24 April 2021 2 Unit Overview and Statement of Purpose YOUR NAME: Lah’Qiana Fain SUBJECT: Mathematics COURSE AND GRADE: 3rd Grade Mathematics UNIT TITLE: Geometry and Measurements CENTRAL or BIG IDEA: By understanding geometry, we have been able to classify and categorize shapes based off their given attributes TIMEFRAME: Total instructional time: 2Weeks Number of days/instructional periods: 10 days Length of each instructional period: 75 minutes STANDARDS: Mississippi CCRS for Mathematics 3.G.1Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. DESCRIPTION: This unit will cover the attributes of shapes. Students will learn how to precisely describe shapes using number of side , angles , and properties. This unit will allow students to compare and group shapes based off their attributes. Students will also be able to draw and categorize based off properties. This unit will also relate shapes to be classified as quadrilaterals. Students will be able to compare attributes of squares and rectangles and come to understand that although all squares are rectangles, not all rectangles are squares. Students also name and draw quadrilaterals based on given attributes.        Identify two-dimensional shapes and their attributes. Draw two-dimensional shapes, given attributes. Compare and contrast attributes of two-dimensional shapes. Categorize two-dimensional shapes according to attributes. Identify and draw two-dimensional shapes that do not belong to a given category. Identify quadrilaterals and their attributes. Draw quadrilaterals, given attributes. 3     Compare and contrast attributes of quadrilaterals. Identify shared attributes of different quadrilaterals. Categorize quadrilaterals according to attributes. Identify and draw quadrilaterals that do not belong to a given category. STATEMENT OF PURPOSE     Student will describe, analyze, and compare properties of two- dimensional shapes. Student will compare and classify shapes by attributes, sides and angles. Student will group shapes with shared attributes to define a larger category (e.g., quadrilaterals). Student will draw examples and non- examples of quadrilaterals with specific attributes. Detailed Curriculum Map Subject/Course: Math Grade Level: 3rd Month Standards August 2.NBT.3-5 Essential Question  2.NBT.6 2.OA.1-2  2.MD.1-9    How do you know if a number is odd or even? How can patterns on a hundred chart be used when adding twodigit numbers? How can you add three or four two-digit numbers with and without regrouping? How can you subtract three or four twodigit numbers with and without regrouping? What strategies can Skill Solve real-world problems related to collections of objects. Problems involve skip counting, making equal groups, using arrays to add, writing addition and subtraction equations, and identifying odd or even numbers. Content   Understand the meaning of all four operations, addition , subtraction multiplication and division. Use an equation to represent and solve a multiplication or division word problem involving equal groups, arrays, and equal measurement quantities. 4   September 3.OA.1  3.OA.2 3.OA.3 3.OA.5    you use to add/subtract and record three-digit numbers and explain why they work? How do you use different units to measure the height and length of objects? How do you use addition and subtraction to solve measurement problems? What strategies can we use to multiply whole numbers? How are addition and multiplication related? How are subtraction and division related ? How does the relationship between addition and subtraction Use fact families and a multiplication table to solve multiplication and division problems and to write related multiplication and division facts.   Fluently multiply and divide within 100. Use fact families and the relationship between multiplication and division to find unknown whole numbers in multiplication and division equations. 5  October 3.OA.2  3.OA.4 3.OA.7-9   help you solve real world problems? How can we use place value to understand addition and subtraction? How can one use properties as strategies to solve problems? How can one use multiplication to help solve division problems? How can one use the relationship between multiplication and division to find products and quotients? November 3.OA.1-3 3.OA.5  3.OA.7-8 3.NBT.1   How can sums and differences be found mentally? How can sums and differences be estimated? How is rounding an efficient method for estimating? Extend understanding of both division and multiplication by recognizing how the two operations are related. In multiplication, a number of equalsized groups are combined to find the total number (or product). In division, the total number is known and then separated into a certain number of equalsized groups.  Solve word problems using equations with the unknown whole number in different places in the equations. Use multiple skills to solve real-world problems. Skills include rounding, adding, and subtracting 2- and 3digit numbers, and multiplying by multiples of 10.  Identify ones, tens, and hundreds in a three-digit number.  Interpret models to determine the combinations of hundreds, tens, and ones in a number. Write a threedigit number in terms of varied  6   December 3.NBT.2-3  3.OA.3  3.OA.5  3.OA.7-8      January 3.G.1-2  3.NF.1  3.MD.7a  3.MD.1-2 Why and when would we round? How to use multiple operations to solve a word problem ? What are whole numbers? What is place value? What is the commutative property in addition? What is the identity property in addition? What are addition patterns? How can I round to 10s and 100s? How can I add whole numbers? How can I subtract whole numbers? What is a twodimensional shape? What is a quadrilateral? How can I break shapes into equal areas? combinations of hundreds, tens, and ones. Apply all understandings to solving one-step multiplication and division word problems that involve equal groups, arrays, and measurements. Students use drawings, words, and equations to represent situations in word problems. Students recognize that the same situation can be represented with both a multiplication equation and a division equation.  Focus on the meaning of fractions and name fractions by the number of equal parts in the whole, such as sixths or eighths. Students learn about the structure of fractions, identifying the denominator as       Determine operations needed to solve two-step word problems. Model twostep problems with four operations using a variety of representations, including equations with a variable. Solve two-step problems with four operations. Assess the reasonableness of answers. Understand that a fraction is a whole divided into some number of equal parts. Understand and recognize the parts of a fraction. Understand 7 the number of equal parts in the whole and the numerator as the number of parts being considered. February 3.MD.3-8             What is measurement? How can I measure time? How can I measure mass? How can I measure capacity? How can I measure length? How can I measure perimeter? How can I measure area? How can I measure the area of a rectangle? How can I measure irregular figures? What is a picture graph? What is a bar graph? What is a line graph? Students apply multiple skills to solve real-world problems related to carrying, storing and serving snacks. Skills include computing with measurements of mass and liquid volume and finding area and perimeter of a rectangle. that unit fractions are the building blocks of fractions in the same way that 1 is the building block of whole numbers.         Measure time intervals in minutes using clock models and number lines. Solve word problems involving addition of time intervals in minutes. Understand that one way objects can be measured is by how heavy or light they are. Identify items that can be measured in mass units. Understand relative masses of gram and kilogram. Use unit size to estimate mass. Solve one-step word problems involving mass. Identify items that can be measured in 8    March 3.NF.1-3a    April 3....
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