Natalie Navarrete

Curriculum Map
Course #20463
Dr. Hesse

W.2.5: With guidance and support from adults and peers, focus on topic and strengthen writing
as needed by revising and editing.
II-W-3: HI-1: Generating ideas through student-led prewriting activities (e.g., advanced
graphic organizers, etc.) and student recording of the ideas.

RL.2.3: Describe how characters in a story respond to major events and challenges.
RL.2.5: Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.
II-R-4: HI-14: Identifying and describing the plot in a literary selection.

PO 1. Describe the life cycles of various insects.

Narrative
This curriculum map is from Esperanza Elementary in the Isaac School District. This has
been implemented in my 2nd grade ELD classroom by the National Geographic Reach for
Reading Common Core Program. Students in this classroom are leveled in the falling below
category.

Mini Lesson One

Sleep
W.2.5: With guidance and support from adults and peers, focus on topic and strengthen writing
as needed by revising and editing.
II-W-3: HI-1: Generating ideas through student-led prewriting activities (e.g., advanced
graphic organizers, etc.) and student recording of the ideas.
This lesson will begin by students reading The Sleep Book by Dr. Seuss. Students will be
connecting their learning to writing and enhancing their writing skills. Students will read the
book as a whole class. As students are reading the book they will stop to answer some questions
and discuss with a partner.
1.
2.
3.
4.

What is sleep?
Why do people need sleep?
What happens when we sleep?
What happens when you dont get any sleep?
Taking these discussions into consideration students will write about a time when they

did not get enough sleep. Students will include how they felt getting no sleep, why they
didnt get any sleep, and what they could have done or changed in order to get more sleep.
Students will make connections to the characters in the book that are yawning, as the
yawning keeps going on more and more people are beginning to yawn as well.
Students will need to fill out a graphic organizer before beginning their writing in order
to gather ideas and thoughts. Students will fill out a visualize, who, what, why, where,
feelings and tell more section of the graphic organizer. Making a connection to self with the
story will be required for students to include in their writing.

Students will answer:

1. Do you feel the same as Van Vleck when he doesnt get enough sleep?
2. When you dont get enough sleep how do you feel?
In their writing students will begin to explain why sleep is important and needed.
Students will have the chance to create two illustrations as part of their work. The first
illustration will consist of students drawing a picture of what they look like when they do not
get a good nights rest. The second picture will be a picture of what they look like when they
receive the sufficient amount of sleep.
The ending result of this lesson is to have students essentially create their own response
to the book while also incorporating how they connect to the story themselves.
Mini Lesson Two
Dont get Toasty! (Sun safety)
RL.2.3: Describe how characters in a story respond to major events and challenges.
RL.2.5: Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.
II-R-4: HI-14: Identifying and describing the plot in a literary selection.
To start this lesson students will watch and listen to the animated story of George the Sun
Safe Superstar! Students will listen and point out important components of the story such as
setting, characters, beginning, middle, end, problem, and solution. The ending goal of this lesson
is for students to create a book report based on the book George the Sun Safe Superstar!

After students have become familiar with the story vocabulary words such as sunscreen,
protective clothing, shade, etc. Students will discuss with their partner why they think wearing
sunblock is important, when they should wear sunblock, what happens when sunblock is not
used, and what other ways they can protect their skin from the sun. Possible answers may consist
of:

It is important to wear sunscreen so that your skin wont get burned or damaged.
Wearing sunblock is important because it helps keep your skin healthy and protect it from

the sun.
If you wouldnt wear any sunblock your skin would get burned and become red.
Other ways you can protect your skin is to wear clothes that cover your skin like long
sleeved shirts, pants, and hats to cover your face.
Students will begin to fill in the graphic organizer and identify one of the focus skills;

problem and solution. And ask questions with their partners. The questions can consist of:

What do you do to protect your skin from the sun?

When you go outside to you wear sunscreen?
Where can you get sunscreen from?

In the book report students will include the reasons of why sun safety is important and what
they can do at home and at school to better protect themselves from the sun.

Mini Lesson Three

Life Cycles
PO 1. Describe the life cycles of various insects.

For this lesson students will read The Very Hungry Caterpillar. Students will develop
vocabulary, and make connections from the story book and apply it to the real world.
Students will make a vocabulary chart with the words:
1.
2.
3.
4.

Egg
Larva or caterpillar
Pupa
Adult butterfly

After knowing the meaning of each word students will create their own cycle showing
how the life cycle of a butterfly. Students will illustrate their own drawings and connect the
pictures together using arrows. Under each illustration there must be a small description of that
part of the cycle created by the students. Students may use the teachers model as a reference if
needed to.
Students will then look at another life cycle of a different animal and compare how they
are different and the kinds of things that they have in common. Students will discuss and answer
the following questions:
1. How are the two life cycles different?
2. How many stages does the butterfly life cycle have compared to the other animal life
cycle?
Criteria
Curriculum
Map/Scope
and
Sequence
Integration
of Health
Topics

Teacher

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

Proficient (3)
Your Assignment includes:

A cover page that includes

most of the following
name, the course, the
assignment, the date and
an appropriate Running
head in APA format. Your
cover page should include
a page number.
District provided

Unsatisfactory (1)

Your Curriculum Map include

A cover page that inclu

some of the following
name, the course, the
assignment, the date a
appropriate Running h
in APA format. Your c
page should include a
number.
District provided

Content
Knowledge
(TCK)

Score:
x2

Instructiona
l Plans (IP)

SCORE:
x2

curriculum map/scope and

sequence appropriate for
placement classroom.
Highlighted text, outlining
the followingSleep =
Blue, Topic of your Choice
= Yellow, Healthy
Environment/Sustainabilit
y = 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.
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.
(TCK-Tap)

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)

curriculum map/scope and

sequence appropriate for
placement classroom.
Highlighted text, outlining
most of the following
Sleep = Blue, Topic of
your Choice = Yellow,
Healthy
Environment/Sustainabilit
y = Green
Integration of the health
components sometimes
detract from the academic
content
Teacher sometimes
implements a variety of
subject-specific
instructional strategies to
enhance student content
knowledge.
Specifically, places that
logically fits into the
academic content that is
being taught, where you
can teach three separate
mini lessons; one about
sun safety, one about sleep,
and one about
environmental health.
(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

curriculum map/scope
sequence is not approp
for placement classroo
Highlighted text, outli
some of the following
Sleep = Blue, Topic of
Choice = Yellow, Heal
Environment/Sustaina
= Green
Integration of the heal
components often detr
from the academic con
Teacher rarely implem
a variety of subject-sp
instructional strategies
enhance student conte
knowledge.
Specifically, places tha
logically fits into the
academic content that
being taught, where yo
can teach three separat
mini lessons; one abou
safety, one about sleep
one about environmen
health. (TCK-Tap).

References are not

included
This rubric is not attac
at the end of this docu
Your word document f
name includes some o
following last name
name, assignment #, a
your class section #
There are many writin
grammatical or spellin
errors
Your assignment was n
embedded into your E
Portfolio
Curriculum map some
includes: (IP)
o Evidence that
assignment is

Evidence that
assignment is
appropriate for the
age, knowledge,
and interests of all
learners you teach
and;
3, 1 page, double
spaced minilessons in teacher
talk format, one
for sleep, one for
sun safety, and one
for environmental
health
A brief narrative
summary
describing your
grade, the school
district, describe
your classroom
context and other
pertinent
information

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
mini-lessons in
teacher talk
format, one for
sleep, one for sun
safety, and one for
environmental
health
o A brief narrative
summary
describing your
grade, the school
district, describe
your classroom
context and other
pertinent
information

appropriate fo
age, knowledg
and interests o
learners you te
and;
1 of the 3
following, 1 p
double spaced
mini-lessons i
teacher talk fo
one for sleep,
for sun safety,
one for
environmental
health
A brief narrati
summary
describing you
grade, the sch
district, descri
your classroom
context and ot
pertinent
information