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Blanca Zamora
Curriculum Map
Course #25966
Dr. Hesse
April 1, 2016
Friendly
Standards
Objective
Instructional Strategies
IWBAT
IWBAT
convince
someone
on why
Functional writing
Organization Purpose
sleep is
important.
Material used
Panaboard
Template (Topic Sentence, 3
reasons, conclusion)
Template worksheet
Clipboard
Checklist
Kagan mats (PB/J) (ELD students)
Friendly
Instructional Strategies
Objective
Anchor Standard:
Prepare for and participate effectively in a
range of conversations and collaborations with
diverse partners, building on others' ideas and
expressing their own clearly and persuasively.
Standards:
1.SL.1 Participate in collaborative
conversations with diverse partners about
grade 1 topics and texts with peers and adults
in small and larger groups.
IWBAT
IWBAT
Materials needed
talk about
the
importance
of sun
safety.
Video:
https://www.youtube.co
m/watch?
v=T7ghJsZug60
Sentence frames for
ELD
Blank paper (List &
Drawing)
Friendly
Objective
Grade Level
Standard(s):
1.RF.4 Read with
sufficient accuracy
and fluency to
support
comprehension.
Read on-level text
with purpose and
understanding.
IWBAT
IWBAT to read
about
Instructional Strategies
Readon-level text
orally with accuracy,
appropriate rate, and
expression on
successive readings.
Use context to
confirm or selfcorrect word
recognition and
understanding,
rereading as
necessary.
Material needed
Narrative
The curriculum map was developed by the Roosevelt School District and is used
at Cesar Chavez Leadership Academy. The lessons are created are specifically for a 1st
grade ELD classroom where Im currently doing my senior residency. The class has a
total of 18 students, with 3 ELLs, 1 monolingual and 1 gifted.
Mini Lesson 1/ Sleep
1.W.4 With guidance and support from adults, produce writing in which the development
and organization are appropriate to task and purpose. (Grade-specific expectations for
writing types are defined in standards 13 above).
To begin the mini lesson, students will start by doing the introduction to the
lesson, which included the hook, lesson objectives, relevance to life, and make any
connections. The hook of the lesson would consist of a skit done by two adults. The main
idea of the skit would be that sleeping in class is not okay. Once thats done teacher states
importance of sleep and how this relates to them! Then objectives must be stated; the
objective of this lesson is IWBAT convince someone on why sleep is important.
The second part of the lesson is talking to the students about persuasion, reminder
of what that is. Next, the Panaboard is used to illustrate the persuasive template. Teacher
will model a persuasive example (NOT SLEEP). Then, once they have seen the model
they will know what is expected. With assistance of the teacher, students will pick up a
clipboard and a worksheet with the template. Some templates will have sentence starters
for ELLs. Teacher will then give students the topic sentence and conclusion. Students
will do a rally robbin with their pb/j partner on why sleep is important. Once they
brainstorm they will write down their ideas using complete sentences and doing neat
work.
Topic Sentence
Reason
Reason
Reason
Conclusion
Sleep is important.
The final part of this mini lesson involves the student transcribing their ideas to a
paragraph. They will put clipboards away, pick up a checklist, lined paper and walk back
to their desk. Once they are back in their seats they will start writing down their ideas on
why sleep is important. They will use a checklist to make sure they include everything
that needs to be included in a perfect paragraph. Students who need extra support will
work with their pb/j partner. Teacher will use the FAME model to grade them. After this
lesson is over check back in with the objectives, tell them to give you a thumbs up if they
did the objectives. State the importance of sleep again and do a Kagan cheer!
Checklist:
Indent- 3 fingers
Topic Sentence
3 Reasons
Conclusion
Lines are filled
Spaces between words
Letters sit on the line
Capital Letters
End Marks
Graded on:
E: 1 of the boxes is not checked.
M: 2-3 of the boxes are not checked.
A: 4 of the boxes are not checked.
F: 5 of the boxes are not checked.
Mini Lesson 2/ Sun Safety
1.SL.1 Participate in collaborative conversations with diverse partners about grade 1
topics and texts with peers and adults in small and larger groups.
To begin the mini lesson students, will start by doing the introduction to the
lesson, which included the hook, lesson objectives, relevance to life, and make any
connections. The hook of the lesson is the YouTube video of George The Sun Superstar
and its a book animation. The students will be able to watch this and understand the
message behind this video. After students watch the video, teacher will state objective.
Next, students will have the opportunity to do a hand up stand up pair up describing why
sun safety is important. Teacher will state the following about whats expected
1. Both PB/J have to take turns and talk about why Sun Safety is important.
2. Each partner needs to give points. (Sentence Stem, Complete Sentence and
Detail)
3. Make sure you talk to more than 3 people when doing the hand up stand
up pair up. (Similar to QQT)
Students will proceed with this and after the timer is up, then teacher will indicate
to go back to the carpet. Its important to have a few students share what they talked
about with partner, so you can pick a few students from the magic sticks to share. Once
students have shared, you can state why Sun Safety is important. The second part of this
mini lesson can be something simple such as listing things you need to go outside and
play when the sun is out. The students can list things and draw a picture to go along with
it. Students will work quietly on this then teacher will state that thye will have a gallery
walk to warp this lesson up.
Mini Lesson 2/ First Aid
This lesson will begin by introducing the topic. What exactly is first aid?
Have the students talk to each other by doing a pair share with their PB/J partner. They
will take turns talking about the topic; they will give each other points (sentence stem,
detail and complete sentence), and add more information to what partner says. Once they
are done talking teacher will do an attention getter to move forward with the lesson.
Teacher will write down ideas in an anchor chart and state All these ideas are great,
today we will read a book called The Kids' Guide to First Aid: All about Bruises, Burns,
Stings, Sprains & Other Ouches. Students will be given expectations, the expectations
are to read with PB/J, P will go first and they will know that they must coach their partner
if they dont know a word. They will walk to their desk and start reading.
Once students finish reading they will be given a sheet where they will write
down things they learned or interesting things. Teacher will indicate to meet at the carpet
again and talk about what was read. Teacher will ask questions and will make a new
anchor chart with the information they read. Next, teacher will talk about how this is
relevant to their life and they will have a chance to connect to that. Finally, students will
be able to create a poster with their table. They will have time to think about what they
want to do. Mainly they will draw and write down key points of the book. They will have
a chance to present to the class. This may take more than one day to complete.
References
Gale, K. B., & Kline, M. P. (2002). The kids' guide to first aid: All about bruises, burns,
stings, sprains & other ouches. Charlotte, VT: Williamson Pub.
10
George The Sun Safe Superstar - Book Animation (2014, Jul 18) Retrieved April 3, 2016
from https://www.youtube.com/watch?v=T7ghJsZug60
Criteria
Exemplary (5)
Proficient (3)
Curriculum
Map/Scope
and
Sequence
Integration
Unsatisfa
Your Curriculum
A cover pa
some of th
name, the
assignmen
11
Instructiona
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SCORE:
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in APA for
page shoul
number.
District pr
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Sleep = Bl
Choice = Y
Environme
= Green
Integration
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instruction
enhance st
knowledge
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logically f
academic c
being taug
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mini lesso
safety, one
one about
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Reference
This rubric
at the end
Your word
name inclu
following
name, assi
your class
There are
grammatic
errors
Your assig
12
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 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
embedded
Portfolio
Curriculum
includes: (
o Ev
ass
app
age
and
lea
and
o 1o
fol
dou
les
talk
sle
saf
env
hea
o Ab
sum
you
sch
des
cla
and
inf