Description
A comprehensive curriculum map is a valuable tool for teachers. Mapping curriculum allows instructors to review the aligned curriculum and continue to develop learning experiences that meet the needs of a diverse student population. Additionally, connecting learning across disciplines increases the relevance of the content and helps students build strong frameworks for past, present, and future learning.
For this benchmark, continue to build and revise your curriculum map to include cross-curricular, differentiation, and cultural diversity components based on current best practices.
The cross-curricular component should include:
Three disciplines or curricular areas other than your own.
The cross-curricular connections must be clearly articulated.
- Resources, as appropriate.
- The differentiation component should include for each unit:
- Strategies that reflect best practices for differentiating access to the content.
Suggested adjustments to the instructional strategies and materials, assessments, and the learning environment.
Extension and remedial activities.
- Note: Differentiation strategies should vary for each unit. Keep in mind the needs of students with disabilities, English language learners, high-achieving, and gifted students.
- The cultural diversity component should include for each unit:
- Culturally responsive pedagogical practices.
- Resources such as appropriate literature, videos, technology, etc.
Activities that reflect culturally inclusive practices.
Note: Cultural diversity can be integrated into various areas of the curriculum map but should be explicitly pointed out.
This map should be a comprehensive visual depiction of the content for an 18-week period. Use the feedback you received in the Topic 4 field experience to make any additional changes to your map.
- In 250-500 words reflect on the following:
- How do the cross-curricular components make learning meaningful and engaging for students?
- How did you develop your curriculum map to include culturally diverse and differentiated curriculum?
- How can technology enhance cross-curricular and cultural components?
How does your curriculum map align with the organizational goals and standards in a way that improves student achievement?
How have you used current best practices to build and revise your curriculum map?
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1
Cross-Curricular Development
Institutional Affiliation
Student's Name
Course Name
Instructor's Name
Date
2
Cross-Curricular Components
Cross-curricular learning is very beneficial to students in different means. It helps
students learn and work together, which can be easily seen as a reflective mode of improving the
learning experience. Cross-curricular components can be used to help in creating cultural
diversity in a learning setup. There are various means under which the cross-curricular
components make learning meaningful. These means or steps form the basis or the core guidance
of teaching and learning practices (Mateo, del Rey & Hernández, 2010).
How the cross-curricular components make learning meaningful and engaging for
students
The cross-curricular components allow for connecting between two subjects that have a
similar lesson focus. This helps deepen the learning for the students as it purposes in connecting
the learning process and making it meaningful. For instance, applying mathematics knowledge to
science will prove beneficial to the student. This gives the curriculum a collaborative
characteristic.
A cross-curricular lesson can take as long as a whole semester or year but culminate in
good performance from the project. Its connection among disciplines pushes for critical thinking
and collaboration among students. The basis of learning in students is to allow them to apply
what they have learned, which turns out to be excitements that foster discovery and
understanding. At the same time, the students anticipate that what they know reflects on concepts
and ideas and interact with one another as they focus more profound on the lessons (Kirsten,
2019).
Developing your curriculum map to include culturally diverse and differentiated
curriculum
3
Various steps need to be followed when mapping a curriculum. These steps are critical in
ensuring the alignment begins and ends as preferred. For one to develop a curriculum map that
has to include culturally diverse and differentiated curriculum, they are supposed to;
•
Identify the program goals- the program goal is to include a culturally diverse and diverse
curriculum. The curriculum will focus on cultural diversity by having materials or activities that
are culturally based and beneficial to learning.
•
Identify course learning objectives- the course learning objectives in the curriculum is
supposed to benefit the students learning and relationships with one another. At the same time, it
should stipulate a culturally diverse and differential curriculum.
•
Prepare instructional support materials- the instructional support materials should be such
that they support cultural diversity. Learning materials, for instance, are the determinants of this
type of diversity. Students connect with their learning; therefore, it is very inherent to focus more
on the learning materials alongside learning methods. This can well put into place a culturally
diverse and differentiated curriculum.
•
Plan for formative course assessment- formative course assessment entails the various
methods teachers use to conduct in-process evaluations of student learning and academic
progress.
How technology can enhance cross-curricular and cultural components
Technology has proven to be beneficial in causing improvements in various sectors of
learning. The implementation of technology creates multiple pathways for differentiated
instruction to meet the curriculum's unique needs, for instance, cultural diversity in crosscurricular components. Technology can be used as a means of creating awareness. Technology
can also be used as a form of implementing cultural diversity in the curriculum. Students can use
various components of education to learn about cross-curricular and cultural components.
How your curriculum map aligns with the organizational goals and standards in a
way that improves student achievement
4
This curriculum map is beneficial to students, given the aspects of learning that it covers.
For instance, the curriculum fosters cultural diversity and a differentiated curriculum. Cultural
diversity promotes good relations between students' interactions. Organizational goals and
standards and students are all about creating a good curriculum that supports the students
learning process and interaction. This curriculum map maintains the said acts through cultural
diversity. Implementation of various means or rather following the steps of mapping a
curriculum will ensure student achievement improvement.
Current best practices to build and revise your curriculum map
According to Savage (2010), current practices and curriculum maps show the best focus
on students. A curriculum can best be improved through reviewing various activities. These
activities can also be implemented from other practices. These include describing, instead of
going through, the objectives, students' needs, and the curriculum vision. Besides that, one can
develop new plans, methods, and viable processes to build a better curriculum map. Creating a
students' experience can also be beneficial in coming up with best practices. Getting the ideas of
making a curriculum through assessing the students' experience creates a diverse and proper
curriculum map.
5
Reference
Kirsten, N. (2019). Improving literacy and content learning across the curriculum? How teachers
relate literacy teaching to school subjects in cross-curricular professional
development. Education Inquiry, 10(4), 368-384.
Mateo, J. M., del Rey, D. P., & Hernández, S. M. (2010, April). Student motivation and crosscurricular development through e-learning applied to cooperation. In IEEE EDUCON
2010 Conference (pp. 913-920). IEEE.
Savage, J. (2010). Cross-curricular teaching and learning in secondary education. Routledge.
1
Pacing Guide
Natasha Bosworth
Grand Canyon University
2
Week
Dates
Monday
Tuesday
1
Aug 16-20 INTROS/INFO/
SUMMER
MATERIALS
READING
❖ To Kill a
To Kill a
Mockingbird Mockingbird
Written by:
❖ The Great
Harper Lee
Gatsby
Type of Work:
❖ The
a novel
Nightingale
Genres:
❖ The Grapes of bildungsroman
(coming of age
Wrath
novel); civil
rights
movement
First
Published:
1960 by J. B.
Lippincott
Setting: 1930s;
Maycomb,
Alabama
Learning
objective
Given the reading
material SWBAT
begin reading
TKM and start pre
reading analysis
of the novel by
defining the
meaning and
effect of the
Symbolism in the
title TKM and
give at least one
other example of
symbolism in
literature they
have read before.
Wednesday
SUMMER
READING
The Great
Gatsby
Written by:
F. Scott
Fitzgerald
Type of
Work: a
novel
Genres:
social
commentary;
American
fiction; Jazz
Age
First
Published:
1925
Setting:
1920s in
West Egg,
Long Island
Given the reading
material SWBAT
begin reading
TGG and start pre
reading analysis of
the novel. Writing
a brief report on
what was
happening in the
1920’s
Thursday
Friday
SUMMER
SUMMER
READING
READING
The
The Grapes of
Nightingale
Wrath
Written by:
Written by:
Kristin
John
Hannah
Steinbeck
Type of
Type of
Work:
Work: a
Fiction
novel
Genre:
Genres:
WWII
historical
narrative
fiction
First
First
Published:
Published:
2015
1939
Setting
Setting: the
(primary):
Great
Carriveau,
Depression;
France
Oklahoma
Settings
(secondary):
Paris,
France;
Oregon,
USA;
various
French
towns;
Spain;
Germany
Given the reading Given the reading
material SWBAT material SWBAT
begin reading The begin reading The
nightingale and grapes of wrath
start pre reading and start pre
analysis of the
reading analysis of
novel. Writing a the novel. Writing
brief report on the a brief report on
context in which the setting in
the book was
which the book
written: WWII written: Great
Depression
3
2
Aug 23-27 To Kill a
Mockingbird
(TKM) Section
1 2 Lessons
—4 Days
Characters and
character maps
TKM Section 1
TKM Section 1
Characters and
character maps
Characters and
character maps
Calpurnia
Arthur Radley
Aunt Alexandra Judge John
John Finch
Taylor
Atticus Finch
Scout Finch
Jem Finch
Dill Harris
FORMATIVE
ASSESMENT:
In class discussion
on the characters
being analyzed
Learning
objectio
ns
SWBAT
1. Distinguish
between
various
characters in
TKM using
character
profiles where
they will list 3
pieces of text
that will
support the
description
and
characteristics
of the
characters
Atticus, Scout,
Jem and Dill
FORMATIVE
ASSESMENT:
In class
discussion on
the characters
being analyzed
SWBAT
1.
FORMATIVE
ASSESMENT:
In class
discussion on
the characters
being analyzed
TKM Section 1 TKM Section 2
3 Lessons
Characters and —5 Days
character maps
Plot summary
and
plot
Tom Robinson
diagram
Bob Ewell
Mayella Ewell
SUMMATIVE
Miss Maudie
ASSESMENT
A hero is
FORMATIVE someone who is
ASSESMENT: admired by
In class
people for their
discussion on
courage and
the characters
being analyzed greatness.
Atticus is a hero
because he
defends a black
ESSENTIAL
man at a time
QUESTIONS
From what you when black men
have read about were
discriminated
the character
against. He cares
Atticus Finch
would you call for everyone
equally and is not
him a hero?
easily swayed by
What makes
someone a hero? people’s opinion.
It took a lot of
courage from
Atticus to defend
a black man in a
public court at a
time where black
people were seen
as low sand
below the rest of
the people.
SWBAT
SWBAT
SWBAT
Distinguish
Distingu
1. Compare
1. Identify
between
ish
and
climaxes
Calpurnia
between Aunt Alexandra
contrast
in certain
various John Finch
the
parts of
charact using character
characterst
the novel
ers in
ics of Tom
using
profileswhere
students will
TKM
Robinson
printed
list at least 2
using
and Bob
copies of
charact pieces of text to
Ewell
the text to
support the
er
using a
analyze
profiles characteristics
table to list
the
of these
where
at least two
language
characters.
they will
scenarios
structure
list at
in the novel
and
least 3
where the
imagery
pieces
characters
of 3
of text
can be
selected
that will
compared
paragrap
support
hs from
2. Distinguish
thediscr
the novel
between
4
iption
AND
attitude
of the
charact
ers
Culpuri
na Aunt
Alexand
r and
John
3
Aug 30Sep 3
TKM Section 2
TKM Section 2 TKM Section 2
Plot summary and plot Plot summary
Plot summary
diagram
and plot diagram
and plot
diagram
FORMATIVE
FORMATIVE
FORMATIVE
ASSESMENT
ASSESMENT
ASSESMENT
Weekly pop quiz on
Homework
TKAM
LOW STAKE
assignment
GROUP WORK
Students will get
into groups and
identify the
genres and
themes that
occur in the
novel
Learning
objective
s
various
characters
in TKM
using
character
profiles
where they
will list at
least 3
pieces of
text And 1
adjective
that
describes
the
characters
Mauvella
Ewell and
Miss
Maude
UNIT
ACTIVITY
Students are to
design a poster
that can reflect
and summarize
the entire plot
of TKAM
SWBAT
SWBAT
SWBAT
Identify anti - climaxes
in parts of the novel
using printed copies of
the text to analyze the
language structure and
imagery of 3 selected
paragraphs from the
novel and explain how
this affects the plot up
to that point
Identify the
Design a
genres and
cartoon comic
themes that
poster using A4
occur throughout
paper to
the novel using
illustrate the
academic articles plot of TKM
and critics
From chapters
response to TKM
1-15
student will pick
out 8 quotes from
the article that
relate to the
TKM Section 2
Plot summary
and plot
diagram
ESSENTIAL
QUESTION
and
explain
how that
affects
the plot
up to that
poin
TKM Section 3
5 Lessons—
7 Days
The book
summary and
analysis CHAPT
1-8
Chapter 1-2
Is TKAM still
relevant in
FORMATIVE
today’s society? ASSESMENT
Explain your
Yes, the novel is
answer
still relevant in
today’s society. It
helps people
understand the
importance of
equality even in
today’s society. A
character like
Atticus teaches us
the importance of
treating everyone
equally despite
their race.
SWBAT
SWBAT
Design a cartoon
comic poster
using A4 paper
to illustrate the
plot of TKM
1.Using the
given novel
Identify and
Analyze the
language
structure and
tone of the text
from the
selected
chapters using
at least 10
quotes to
From chapters
16-31
5
genre and themes
of TKM
4
Sept 6-10
Labor Day
TKM Section 3
Chapter 3
support your
analysis
TKM Section 3
Chapter 4
TKM Section
3
Chapter 5
FORMATIVE
ASSESMENT
Weekly pop quiz
on TKAM
1.Using the
given novel
SWBAT
Identify and
Analyze the
language
structure and
tone of the text
from the
selected
chapters using
at least 10
quotes to
support your
analysis
5
Sept 13-17 TKM Section 3
Chapter7
FORMATIVE
ASSESMENT
Weekly pop quiz on
TKAM
TKM Section 3
FORMATIVE
ASSESMENT
Homework
FORMATIV
E
ASSESMENT
assignment
Graded
Presentation
of cartoon
comic
1.Using the
given novel
SWBAT
Identify and
Analyze the
language
structure and
tone of the
text from the
selected
chapters
using at least
10 quotes to
support your
analysis
TKM Section 4
4 Lessons
Chapter 8
—6 Days
ESSENTIAL
The book
QUESTION
summary and
How would you analysis CHAPT
describe Atticus’s 9-15
parenting style?
How are we
Chapter 9
shaped by the
FORMATIVE
moral standards ASSESMENT
and values of
Homework
adults particularly assignment
our parents?
TKM Section 3
Chapter 6
FORMATIVE
ASSESMENT
Students to write
a 1 minute
reflection
assignment on the
novel they are
currently studying
Summative
assessment
Standardized Test
1.Using the
given novel
SWBAT
Identify and
Analyze the
language
structure and
tone of the
text from the
selected
chapters
using at least
10 quotes to
support your
analysis
1.Using the
given novel
SWBAT
Identify and
Analyze the
language
structure and
tone of the text
from the
selected
chapters using
at least 10
quotes to
support your
analysis
TKM Section 4
TKM Section 4
Chapter 11
FORMATIVE
Chapter 10
ASSESMENT
Scout is just a
FORMATIVE persona who tells
ASSESMENT the story of one
Atticus who is the
Class debate
who is the hero real hero of the
in TKAM Scout story. He is a man
who treats
or Atticus
everyone equally.
He instills in his
children the values
he wants to see in
the society.
Through the eyes
of Scout we see
how caring
Atticus is as a
father. We see that
their race does not
hinder them from
treating everyone
6
well and with the
uttermost respect.
Learning Objectives 1.Using the given novel
SWBAT Identify and
Analyze the language
structure and tone of the
text from the selected
chapters using at least
10 quotes to support
your analysis
1.Using the given
novel SWBAT
Identify and
Analyze the
language structure
and tone of the text
from the selected
chapters using at
least 10 quotes to
support your
analysis
1.Using the
given novel
SWBAT Identify
and Analyze the
language
structure and
tone of the text
from the
selected
chapters using
at least 10
quotes to
support your
analysis
6
TKM Section 4
TKM Section 4
Chapter 13
Chapter 14-15
Sept 20-24 TKM Section 4
Chapter 12
FORMATIVE
ASSESMENT
Weekly pop quiz on
TKAM
UNIT ACTIVITY
FORMATIVE
In groups students ASSESMENT
will act out a
Homework
specific chapter assignment
allocated by the
teacher, while the
other students
ESSENTIAL
guess
QUESTIONS
How are we
changed by
experiences and
society?
1.Using the given
novel SWBAT
Identify and
Analyze the
language
structure and tone
of the text from
the selected
chapters using at
least 10 quotes to
support your
analysis
1.Using the given
novel SWBAT
Identify and
Analyze the
language structure
and tone of the text
from the selected
chapters using at
least 10 quotes to
support your
analysis
TKM Section 5
TKM Section 5
6 Lessons
Chapter 18...
Review
Review
