INTRODUCTORY WEEK CURRICULUM MAP
1st Day of Class
Objectives:
Students will be able to
identify principles that
perpetuate engaged, healthy,
and inclusive discussion.
Students will understand that
conversational skills can be
learned and practiced.
Students will practice non-
cognitive social skills through
introducing themselves and a
classmate.
Students will understand the
value of building a classroom
community.
Assessments
Student Interest Inventory
Willhelpteacherunderstand
studentinterestsinorderto
informfutureinstruction
Drafted Set of Discussion
Norms (collective)
Teacherwillusethis
discussiontogetafeelfor
howherstudentsfeel
comfortablesharingaloudin
class.Shewillalsobeableto
learnaboutwhatstudentsfind
importanttofeelsafe/heard
intheclassroom
Discussion Norms exit slip
Thiswillgivestudentsa
chancetoshareanythingthey
mayhavebeenuncomfortable
sayingaloudinclass,sothe
teachercanusethemtomake
moresuggestionsfor
discussionnorms.
2nd Day of Class
Objectives:
Students will revise and
practice the discussion
norms they have
previously determined are
necessary for classroom
discussion.
Students will be able to
identify basic self-
monitoring skills for
reading as demonstrated
by the teacher.
Students will understand
that interpreting a text is
a process shaped by
personal experience and
identifying connections to
the text to generate
meaning.
Assessments
Eleven discussion handout
with discussion questions
Thiswillallowthe
teachertoassesshowthe
studentssynthesizethe
readingskillstaughtby
theteacherduringthe
minilesson.
Informal Assessment
during clock partner
discussion (teacher
circulating room to
participate and answer
questions)
3rd Day of Class
Objectives:
Students will continue to
understand the value of
building an inclusive
classroom community.
Students will be able to
describe an object and
their personal connection
to it through writing.
Students will practice
respectful and active
listening skills.
Students will practice oral
presentation skills.
Assessments
Whats in the Bag writing
sample
Thiswillbethefirst
officialwritingsample
theteacherwillreceive
fromthestudents.Itwill
giveherapreliminary
measureoftheirwriting
skillsandwheretheymay
requiremoreinstruction.
List of Activities (in
order):
Blobs and Lines icebreaker
activity
Clock partner activity with
worksheet; introduce 12
oclock partner to rest of class
Filling out of Student Interest
Inventory individually
Draft Discussion Norms as a
class; fill out exit slips
individually where students
can list any ideas for norms
they may not have been
comfortable sharing in class
List of Activities (in List of Activities (in
order): order):
Interactive Modeled Think Whats in the Bag activity
Aloud of Eleven by Sandra
Cisneros; modeling of Writing sample exercise
setting the scene and self- (students pick one item
monitoring for from their bag after the
comprehension through activity and describe it
asking questions and and its significance to
collecting student input their lives/identity)
Revise / Review Discussion
Norms
Discussion of Eleven using
clock partners
Assigning of Whats in the
Bag activity
 Your name:

Student Interest Inventory

What is your spirit animal?

What was the last thing you enjoyed reading? What was it about? Where did
you find it?

What kind of things do you not like reading? What makes them so bad?

If you could have dinner with anyone, living or dead, who would it be and
why? What would you eat and drink?

What is your favorite subject? Why?

What else is there for me to know about you that can help me support you as
a person and a learner in my class?

It is a beautiful Saturday afternoon and you dont have any homework to do!
What are you doing instead? Draw a picture with a caption.