Physical Education teacher, 10th grade high school
I live in the state of Mississippi
Horizontal Curriculum Map by Month Overview (30 pts.)

Decide on the grade level and the subject area that you will select for using in the development of your curriculum project. Locate the national, state or local standards for the grade level and subject area and read through the standards for your chosen grade level. Highlight or make notes of key terminology used throughout the standards. Using the Horizontal Curriculum Map by Month template, map out the main topics for each month; we will get more detailed in the next writing assignment – for now this is the 10,000-foot view.

Assignment 2

Continuing with your grade level and content of choice let’s zoom in on our “map” using the Unit 1 Detailed Curriculum Map – here you will include standards, content, and skills for each month. We will be adding to this “map” next week.

Assignment 3
Unpacking a Standard (30 pts.)

Next, drill down to a specific standard that you want to address in your curriculum project (your final project will include at least one content and at least one literacy standard). Follow the unpacking process outlined in the lecture (identify verbs and nouns within the standard) – template provided in the appendix. In the last column of the template, you are asked to outline prior and following standards to identify prerequisite knowledge of standard and what students will need to know for next grade level. FOR THIS ASSIGNMENT: You only need to unpack one of your identified standards but BOTH standards need to be identified. Also, both standards need to be addressed in your identified activity (see Week 3 Writing Assignment).
Identify the literacy standards you will target throughout your course.
Appendix B
Horizontal Curriculum Map by Month Template
Detailed Curriculum Map Template
“Unpacking” a Standard Template
Detailed Curriculum Map Template with Essential Questions Template
Overview and Statement of Purpose
Instructional Task Analysis Template
Developmentally Appropriate Practice Template
Gradual Release of Instructional Responsibility Template
Learner Outcomes – Webb’s DOK Template
Formative and Summative Assessment Template
Performance Assessment Template
EDU 612 – Curriculum Organization and Planning
Curriculum Map Monthly Overview Template
Subject/Course:
Grade Level:
August
September
October
November
December
January
February
March
April
May
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EDU 612 – Curriculum Organization and Planning
Detailed Curriculum Map Template
Standard(s)
Content
Skills
January
December
November
October
September
August
Subject/Course:
Grade Level:
Month
3
4
May
April
March
February
EDU 612 – Curriculum Organization and Planning
Unpacking a Standard Template
State Standard:
Grade:
What would students
need to DO (verbs)….
[LOWER ORDER
BLOOM]
Remembering
(Knowledge),
Understanding
(Comprehension)
What would students
need to DO (verbs)….
[HIGHER ORDER
BLOOM]
Analyzing, Evaluating,
Creating (Synthesis)
Previous and Next Grade
Level
• What prerequisite
knowledge should
student have based on
previous grade level
standard?
• What are students going
to be expected to know
and do based on the
next grade level
standard?
KEY KNOWLEDGE:
What would students
need to KNOW
(nouns)…[Key
Vocabulary To Define,
Discuss and Model for
Students]
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January
December
November
October
September
August
Month
EDU 612 – Curriculum Organization and Planning
Detailed Curriculum Map with Essential Questions Template
Essential
Standard(s)
Content
Skills
Questions
6
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May
April
March
February
EDU 612 – Curriculum, Planning and Organization
Unit Overview and Statement of Purpose Template
YOUR NAME:
SUBJECT:
COURSE AND GRADE:
UNIT TITLE:
[Creative title may be used but subtitle denoting unit topic/instructional focus must be included, i.e. Brother vs.
Brother: Civil War]
CENTRAL or BIG IDEA:
TIME FRAME:
Total instructional time:
Number of days/instructional periods:
Length of each instructional period:
STANDARDS:
[List the standards students will be expected to master in this unit. Cite source(s) of the standards. Be sure to
include your literacy standard(s).]
DESCRIPTION:
[Outline the instructional focus of the selected unit of study as well as the content and skills that will be taught
and evaluated.]
STATEMENT OF PURPOSE
Outline multiple compelling reasons for teaching this unit – not the course and not the subject – but rather the
specific unit of study you are developing for the curriculum project.
Each reason should address the students’ question, “Why do I have to learn this?”
Cite evidence from selected sources to support each reason.
Sources cited may include professional literature (text and articles), information from newspapers, magazines,
and/or Internet sites.
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EDU 612 – Curriculum Planning and Organization
Instructional Task Analysis
Grade Level:
Subject/Course:
Topic of Unit:
Detailed Description of Instructional Task:
Step 1: What is the academic purpose of this task? Content and context: what learning is
expected from this task?
Step 2: What does someone need to know and be able to do to complete the instructional
task successfully?
Step 3: Identify the standards that apply to this task – at least one content standard and
one literacy [read/writing] standard.
List below the skills and concepts that are addressed, taught and assessed through this
task:
Addressed:
Taught:
Assessed:
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EDU 612 Curriculum Organization and Planning
Developmentally Appropriate Practice Template
Grade Level:
Subject:
Topic of Unit:
Developmental Characteristics
Physical Developmental
Implications for Instructional Practice
Intellectual Developmental
Moral/Ethical Developmental
Emotional/Psychological Developmental
Social Developmental
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EDU 612 Curriculum Organization and Planning
Gradual Release of Responsibility Template
Teacher
Student
I do it
Direct Instruction
We do it
Guided
Instruction
You do it
independently
Independent
Practice
You do it
together
Collaborative
Learning
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EDU 612 Curriculum Organization and Planning
Learner Outcomes – Webb’s Depth of Knowledge (DOK) Template
Grade Level:
Subject:
Standard of Emphasis for Instructional Task:
Webb’s
Depth of Knowledge
Level
Learner Outcome 1
Learner Outcome 2
Recall and
Reproduction
Skill/Concept
Strategic Thinking
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EDU 612 Curriculum Organization and Planning
Formative and Summative Assessment Template
Grade Level:
Subject:
Unit of Study:
Standard of Emphasis
for Assessment
Formative Assessment
Evaluation Strategies
Summative Assessment
Evaluation Strategies
Strategies must be clearly related to standard (content/skills) identified in the first column.
Need to have at least two (2) formative and one (1) summative assessment strategy for each
standard of emphasis in your selected unit of study. A mixture of formal and informal
(graded/ungraded) formative assessments is permissible for this assignment.
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EDU 612 Curriculum Planning and Organization
Performance Assessment Template
Grade Level and Content Area:
Standard(s):
Concepts: Need to know about (Nouns)
Skills: Be able to do (Verbs)
Identifying Big Ideas from Unwrapped Standards:
1.
2.
3.
4.
Essential Questions from Big Ideas to Guide Instruction and Assessment:
1.
2.
3.
4.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Assessment Title:
Overview of Performance Assessment:
(Summary of the assessment with a brief synopsis of each task)
1.
2.
3.
4.
“Engaging Scenario” Planning
Include elements of an effective Engaging Scenario:
Presents students with a challenge
Connects learning to real life – “Why do we need to learn this?”
Conveys importance – “What does this mean to the student personally?”
Acknowledges audience – “Can the student present the completed task to others?”
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Engaging Scenario (Full description):
Task Planning Guide (“SQUARE”)
Which STANDARD(s) and indicators will this task target?
Which Essential QUESTION will this task address?
Which UNWRAPPED content knowledge and skills will this task develop?
What APPLICATION of learning will this task require? (What will the students actually do or
produce in this task?)
What instruction, information, and RESOURCES (including technology connections and related
URLs) will students need first?
What individual EVIDENCE of learning will this task provide? (How will you know by the
work students produce what they have learned relative to this task?)
Task Complete Description
(The Full Details of what students will do in this task)
Task Scoring Guide
Exemplary:
All proficient criteria met PLUS:
Proficient:
Progressing:
Not Yet:
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DEPARTMENT OF EDUCATION
BELHAVEN UNIVERSITY
Lesson Plan Format
Adapted for Curriculum Project – EDU 612
Name: _______________________________________________________________________
Subject: ____________________________ Grade or Course: __________________________
Unit: ________________________________________________________________________
Subunit: _____________________________________________________________________
Standard targeted:
Concept(s) addressed:
Learner Outcome(s): [Related to standard/concept(s) identified and assessed at the end of the
lesson]
Materials and equipment needed for lesson:
Accommodation for Diversity: [different cognitive styles, visual versus auditory or tactile
learners, previous knowledge, disabilities, cultural differences, etc.]
Instructional strategies to be used to teach lesson:
1. Gaining Attention/Motivation:
2. Presenting Learner Outcome(s) to Students:
3. Relating to Prior Experiences/Knowledge/ Introduction:
4. Presenting Content of Lesson/Concept Development [teacher input including modeling
and integration of technology into instruction]:
5. Gaining Response from Students [check for understanding/questioning/guided and
independent practice]:
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6. Providing Feedback to Students:
7. Closing the Lesson:
8. Assessing Learner Outcome(s):
ALL handouts, transparencies, worksheets, quizzes, etc., needed for the lesson must be
included at the end of this plan.
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