Franklin County Community School Corporation Curriculum Mapping Overview

Franklin County Community School Corporation Curriculum Mapping Overview Presented by Dr. Brewer and Dr. Howell

What is Curriculum? A course of study which systematically develops a body of knowledge and skills that students are expected to learn.

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

is never “finished” – rather it is the beginning of a dynamic process. Curriculum

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

What is Curriculum Mapping? (continued) Curriculum mapping is a description of the content taught and the amount of time spent teaching it. Uses the school calendar as an organizer, teachers describe or “map” a year’s curriculum in grading period “chunks” as it is actually taught.

What is Curriculum Mapping? (continued) Curriculum maps also help identify where gaps exist in the standards addressed, deal with repetitions in instruction, and determine the appropriate sequencing and spiraling of concept and skills.

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

Course Title: _______ Quarter: __ Academic Year: 2011 -2012 Essential Questions for Unit I: 1. 2. 3. Unit/Time Frame Standards Content Skills Assessment Resources

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

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

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

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

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

Examples- Essential Questions for the Unit of Study about Early Civilization 1. What was life like in early times and how did it change as civilizations began to develop? 2. What did early civilizations have in common? 3. What brought about the demise of many early civilizations?

Sample Curriculum Map COURSE: WORLD HISTORY QUARTER: 1 ACADEMIC YEAR 2011 -2012 ESSENTIAL QUESTIONS FOR UNIT I: 1. WHAT WAS LIFE LIKE IN EARLY TIMES AND HOW DID IT CHANGE AS CIVILIZATION BEGAN TO DEVELOP? 2. WHAT BROUGHT ABOUT THE DEMISE OF EARLY CIVILIZATIONS? 3. WHAT DID EARLY CIVILIZATIONS HAVE IN COMMON? Unit/Time Frame Unit I: Early Civilization Weeks 1 -5 Standards Content Skills Assessment Resources

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

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

Where Do I Find the Standards? http: //dc. doe. in. gov/Standards/Academic. Standards/Print. Lib rary/index. shtml http: //www. doe. in. gov/commoncore/ https: //learningconnection. doe. in. gov/Login. aspx? ret=%2 f. Ad min%2 f. Corporation%2 f. Corp. Home. aspx%3 fcid%3 d 348 http: //dc. doe. in. gov/Standards/Academic. Standards/index. s html

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

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

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

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

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

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

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

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

Example – Assessments/Products 1. Quizzes 2. Tests 3. Projects 4. Text – Skills Practice & Chapter Review 5. Online Progress Review 6. Power Point Presentation

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

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

Example: Resources 1. World History Book, by Ellis and Esler 2. Audio Clips, PHSchool. com. 3. Video Clips, Witness History Discovery School, by National Geographic. 4. Alexander the Great by Paul Cartledge. 5. History of Egypt, Part I, You. Tube, 7 minutes.

Sample Curriculum Map Course Title: World History Quarter: I Academic Year: 2011 -2012 Essential Questions Unit I: 1. What was life like in the early times and how did it change as civilization began to develop? 2. What brought about the demise of early civilizations? 3. What did early civilizations have in common? Unit/Time Frame Standards Content Skills Assessment Resources Unit I: Early Civilization Content Standards W. H. 1. 1 W. H. 1. 2 W. H. 2. 2 1. Where were the earliest civilizations located? 1. Read Text 2. Understand Cause/Effect 3. Summarize 4. Synthesize 5. Compare 6. Outline 7. Identify Bias 8. Interpret Cartoons 9. Engage in Critical Thinking 1. Quizzes 2. Tests 3. Projects (name a specific project) 4. Text-World History Skills, Practice & Chpt. Review 5. Online Progress Review web code naa-0141 5. Power Point Presentation 1. World History by Ellis& Elser 2. Videos“Witness History Discovery School” Audio. PHSchool. com 4. Alexander the Great by Paul Cartledge 5. Video: History of Egypt, Part I You. Tube 7 min. Weeks 1 -5 *Prehistory *Ancient Middle East History *Ancient India and China *Ancient Greece *Ancient Rome Civilizations of America Literacy Standards 9 -10 R. H. 2 9 -10 W. H. 1 2. What evidence enables Archaeologists to make conclusions about early civ ilizations? 3. What is required to establish a civilization?

Sample Curriculum Map Course Title: 6 th Grade E/LA: Writing Quarter I Academic Year: 2011 -2012 Essential Questions: 1. Students will write essays, and reports that are clearly wirtten, well organized, with vocabulary the makes the writing precise and interesting. NOTE: The Reading and Writing framework, unlike history and science (content subjects), do not have a content column, because reading and writing do not have content to learn, only skills. Unit/Time Frame Standards Unit I: Writing for organization clarity, and style, both narrative and informative. Support claims using information from multiple sources, and short research projects. • 6. 4. 8 a • 6. 4. 8 b • 6. 5. 6 • • • 6. 5. 8 CC. 6. W. 1 (6. 4. 4) CC. 6. W. 2 (6. 4. 3, 6. 4. 4, 6. 5. 2) Skills • Critique writing for meaning and clarity • Revise writing for meaning and clarity • • Use varied word choices to make writing interesting Compose increasingly complex summaries that include the main idea and relevant details. Assessment • Curriculum Aligned Acuity • Writing assignments /reports • Teacher made tests • Student accountabili ty test • School or Corp. made tests Resource • • • Birkenst eins’ “They Say, I Say”. Google docs. Text http: //is. gd/g. Xm d. I 0 Livebind ers. com

Sample Curriculum Map Course Title: 6 th grade E/LA Reading: Nonfiction Quarter 1 Academic Year: 2011 -2012 Essential Questions: 1. Students will connect M. I. and themes from multiple sources. 2. Students will support/defend ideas with information from text(s) Unit/Time Frame Standards Unit I: Reading Nonfiction/In formational Texts Weeks 1 -9 • 6. 2. 3 a • 6. 2. 3 b • CC. 6 RI. 1 a (6. 2. 7) • CC. 6. RI. 1 b (6. 2. 7) • CC. 6 RI. 2 a • CC. 6 RI. 2 b Skills Assessment • I. D. the relationship • Curriculum between M. I. Of multiple map aligned sources of information (cma)Acuity about related topics • Written • Clarify M. I. Of a text assignments by identifying their /projects relationship to multiple sources and related • Teacher topics made unit tests • Cite textual evidence to support analysis of what • Chapter text says explicitly review from textbook • Cite textual evidence to support analysis • Student inferences drawn from Accountabil text ity Test Resources • Core Reading Text • Content Subject Texts • Newspaper Magazines • Brain. Pop • Multiple online sources about a specific topic (actual sources go here)

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

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

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

What’s next for FCHS ? Once all core courses are addressed we will begin work with other courses: World Languages; Business Technology; FACS; Fine Arts; Health; Ag Ed. ; and Technology Ed. The maps completion date is August 2012 or sooner.