1

Running head: CURRICULUM MAP

Krysta Jenkins
Curriculum Map
Course #26039
Dr. Miller
April 1, 2016

CURRICULUM MAP
Informal Texts
Integration of Knowledge and Ideas
Arizonas College and Career Ready Standards English Language Arts Fourth Grad
Arizona State ELA Common Core
Performance Objective
Instructional Strategies
Standards 2010
I can..
RI.7 Interpret information presented
I can explain how visuals contribute to the Mini Lesson 1
visually, orally, or quantitatively (e.g., in
understanding of a text.
charts, graphs, diagrams, time lines,
Sub-Objectives:
animations, or interactive elements on
Sleep- answer: How effect the
Web pages) and explain how the
body
information contributes to an
Writing- explain
understanding of the text in which it
Math- read and understand graphs
appears.
and charts
Materials:
Article about Sleep with graphicsInternet
Paper
Pencil
Writing Standards
Arizonas College and Career Ready Standards English Language Arts Fourth Grad
Arizona State ELA Common Core
Performance Objective
Instructional Strategies
Standards 2010
I can..
W.3 Write narratives to develop real or
I can write a narrative to warn about the
Mini Lesson 2
imagined experience or events using
dangers of the sun through the use of
effective technique, descriptive details,
details and clear sequencing.
Sub-Objectives:
and clear event sequences.
Sun Safety- How to protect against
Writing- planning
Reading- use text in story
Materials:
Colored paper

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Internet
Crayons
Story about Sun Safety

Research to Build and Present Knowledge

Arizonas College and Career Ready Standards English Language Arts Fourth Grad
Arizona State ELA Common Core
Performance Objective
Instructional Strategies
Standards 2010
I can..
W.7 Conduct short research projects that
I can use research to present statistics and
Mini Lesson 3
build knowledge through investigation of solutions to help to environment.
different aspects of a topic.
Mini Lesson 3
Sub-Objectives:
Writing- use information in
appropriate and relevant way
Science- humans effect their
environment
Materials:
Internet
Poster Board
Markers
Narrative
This curriculum map comes from the Mesa School District. I used the curriculum map to come up with lessons focused on
sleep, sun, and environment importance for a fifth grade, writing classroom in which I am currently student-teaching. The fifth grade,
writing classroom is a resource room that has eight students who have IEPs and are of varying academicals levels.

CURRICULUM MAP
Mini Lesson One
Sleep

RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or
interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

The class will begin with a discussion on sleep habits. The students will share their regular sleep habits, and then the teacher
should help guide the conversation to importance of a regular sleep retinue. Questions like how do you feel when you do not get
enough sleep? Do you get cranky? Do you pay attention? should be asked and explored. The teacher should discuss their own sleep
habit with the class, and comment on how this is appropriate or if a more regulated schedule with more sleep time was necessary.
The teachers should introduce three articles to the students. Students will then be responsible for reviewing the three articles
that present the importance of sleep, and writing three paragraphs comparing the articles. Two articles will have graphics and the first
article will have no graphics. The teacher will read the article with no graphics first to get an idea of how an article with no graphics
differs from an article with graphics, and this should help write their three paragraphs. The teacher will begin by reading the article
with no graphics, and modeling how to making annotated notes. Then students will practice reading and annotating the next two
articles with a partner.

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After the reading is finished, partners will split up and write three paragraphs. Two will be based on the articles with graphics
and how those graphics help visualize the information in the articles, and one will be about how the article without graphics was
affected. The students will write their three paragraphs, and then the class will come back together to have a class discussion about
what the students found about graphics and articles.

Mini Lesson Two

Sun Safety
W.3 Write narratives to develop real or imagined experience or events using effective technique, descriptive details, and clear event
sequences.
The class will begin with a YouTube video that discusses sun safety. A class conversation about sun and how it can harm your
body will be held. Students can tell stories about what happened when they forgot sun block or about someone they knew who forgot
sun block. The teacher can share an article that reinforces that information from the video and what students say.
The teacher will explain that students are going to share the dangers of the sun with a narrative story. Students can make up a
story or tell their own personal experience with a time the sun was harmful to them or a friend. The story should have a clear
beginning, middle, and end with enough detail to know where and when the story is taking place. Students can draw pictures to their

CURRICULUM MAP
story, and make it into a booklet or just write on a sheet of paper. The story should have a solution at the end that tells people how to
protect themselves from the sun. The article will posted on the SmartBoard, so students can relate back to it to get ideas.

Students will read their stories to the class. The class will discuss what how the sun was harmful in the story and then what the
solution was after each students story.

Mini Lesson Three

Environmental Health
W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
Go to a trash can, pick it up, and rattle it around. Ask the students, Where do you think this goes? Where do you think it came
from. Begin to discuss with students the effects humans have on the environment. Our trash, resources, homes, and food all take
away from the environment. Have students brainstorm other ways we effect the environment, and take note of what students come up
with on the board. Transition into solutions and what could be done to help the environment.
Tell students that they will be using websites you provide to explore different human effects on the environment and different
solutions that can help limit the negative effects humans have on the environment. Students will use computers to access teacher
approved website and use a worksheet to record the information they find. Students should record data on different ways humans
effect the environment and ways humans are trying to lessen the negative effects of human interaction with the environment.

CURRICULUM MAP
Once students have their worksheet filled out, they will transfer that information to a poster. Students should use the most

important information and present it in an easy to read manner. The teacher should have a model of an appropriate poster and a poster
that has too much information. Students can add graphics to the posters. The posters should be hung up somewhere in the school.
Criteria
Curriculum
Map/Scope
and Sequence
Integration
of Health
Topics
Teacher
Content
Knowledge
(TCK)
Score:
x2

Exemplary (5)
Your Assignment includes:
A cover page that includes the
followingname, the course,
the assignment, the date and an
appropriate Running head in
APA format. Your cover page
should include a page number.
District provided curriculum
map/scope and sequence
appropriate for placement
classroom.
Highlighted text, outlining the
followingSleep = Blue, Topic
of your Choice = Yellow,
Healthy
Environment/Sustainability =
Green
Integration of the health
components do not detract from
the academic content
Teacher regularly implements a
variety of subject-specific
instructional strategies to
enhance student content
knowledge.

Proficient (3)

Unsatisfactory (1)

Your Assignment includes:

Your Curriculum Map includes:
A cover page that includes most of
A cover page that includes some of
the followingname, the course,
the followingname, the course,
the assignment, the date and an
the assignment, the date and an
appropriate Running head in APA
appropriate Running head in APA
format. Your cover page should
format. Your cover page should
include a page number.
include a page number.
District provided curriculum
District provided curriculum
map/scope and sequence
map/scope and sequence is not
appropriate for placement
appropriate for placement
classroom.
classroom.
Highlighted text, outlining most of
Highlighted text, outlining some of
the followingSleep = Blue,
the followingSleep = Blue, Topic
Topic of your Choice = Yellow,
of your Choice = Yellow, Healthy
Healthy
Environment/Sustainability = Green
Environment/Sustainability =
Integration of the health components
Green
often detract from the academic
Integration of the health
content
components sometimes detract
Teacher rarely implements a variety
from the academic content
of subject-specific instructional
Teacher sometimes implements a
strategies to enhance student conten
variety of subject-specific
knowledge.
instructional strategies to enhance
Specifically, places that logically fits
student content knowledge.
into the academic content that is
Specifically, places that logically
being taught, where you can teach

CURRICULUM MAP

Instructional
Plans (IP)
SCORE:
x2

Specifically, places that logically

fits into the academic content
that is being taught, where you
can teach three separate mini
lessons; one about sun safety,
one about sleep, and one about
environmental health. (TCKTap)
References are included where
appropriate
This rubric is attached at the end
of the document
Your word document file name
includes your last name, first
name, assignment #, and your
class section #
There are no writing,
grammatical or spelling errors
Your assignment was placed in
your E-Portfolio under the
Healthy Curriculum
Development tab
Curriculum map includes: (IP)
o Evidence that assignment
is appropriate for the age,
knowledge, and interests
of all learners you teach
and;
o 3, 1 page, double spaced
mini-lessons in teacher
talk format, one for sleep,
one for sun safety, and

fits into the academic content that

is being taught, where you can
teach three separate mini lessons;
one about sun safety, one about
sleep, and one about
environmental health. (TCK-Tap).

References are included where but

not on the last page of the
document
This rubric is attached but not at
the end of the document
Your word document file name
includes most of the following
last name, first name, assignment
#, and your class section #
There are few writing,
grammatical or spelling errors
Your assignment was placed in
your E-Portfolio however it was
placed in the wrong section
Curriculum map mostly includes:
(IP)
o Evidence that assignment
is appropriate for the age,
knowledge, and interests
of all learners you teach
and;
o 2 of the 3 following, 1
page, double spaced minilessons in teacher talk

three separate mini lessons; one

about sun safety, one about sleep,
and one about environmental health.
(TCK-Tap).

References are not included

This rubric is not attached at the end
of this document
Your word document file name
includes some of the following
last name, first name, assignment #,
and your class section #
There are many writing,
grammatical or spelling errors
Your assignment was not embedded
into your E-Portfolio
Curriculum map sometimes
includes: (IP)
o Evidence that assignment is
appropriate for the age,
knowledge, and interests of
all learners you teach and;
o 1 of the 3 following, 1 page,
double spaced mini-lessons
in teacher talk format, one
for sleep, one for sun safety,
and one for environmental
health
o A brief narrative summary

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one for environmental
health
o A brief narrative
summary describing your
grade, the school district,
describe your classroom
context and other
pertinent information

format, one for sleep, one

for sun safety, and one for
environmental health
o A brief narrative summary
describing your grade, the
school district, describe
your classroom context
and other pertinent
information

describing your grade, the

school district, describe your
classroom context and other
pertinent information