Fluent Essays

Please see attached Title (Ex. Virginia Standards Curriculum Project: Fifth Grade) Student Name Liberty University Mission Statement Sample: Running head: CURRICULUM PROJECT 1 CURRICULUM PROJECT 2 The faculty and staff at Pleasant Valley School District have a strong commitment to the belief that all children can learn if given the proper tools and the opportunity. Focusing on school climate and academic rigor, we have implemented a variety of programs to assure that the diverse needs of our students are met. Wonderful parent participation in the education of their children is evident and visible on a daily basis. Horizontal Mapping Sample: Week 17 DAY ENGLISH MATHEMATICS SCIENCE SOCIAL STUDIES Integration Possibilities 81 ELAGSE2W5 – Revising & Editing MGSE2.MD.7 – Tell/ Write Time with Digital/Analog S2E3 – Human Effects on Environment SS2G2c – Effects of Regions on Historical Figures SCI/SS – Effect of regions on Historical Figures and vice versa. MA/SCI – How humans affect environment at different times of day. 82 83 MGSE2.MD.9 – Lengths on a Line Plot 84 85 Template: Week 1 DAY ENGLISH MATHEMATICS SCIENCE SOCIAL STUDIES Integration Possibilities 1 2 3 4 5 Legend A Art CI Community involvement activity (collaboration) CC Collaboration with colleagues CE Character education CL Cultural literacy and diversity CM Communication CT Critical thinking D Dramatic Arts DA Differentiation/diversity/accommodation E English EC Economics EVAL Evaluation (assessment) GA Group activity L Literacy LI Listening LS Life skills HE Health HS Home/school connection (collaboration) HW Homework M Math MA Manipulative activity MU Music OL Oral language/presentations (public speaking) PE Physical education/movement PS Problem solving R Reading S Science SE Sensory SP Spelling SS Social Science and History T Technology W Writing Running head: CURRICULUM PROJECT ELEM/SPED 1 CURRICULUM PROJECT 11 Curriculum Planning Charts Sample: Week 5 – Day #1 Character Education: Kindness English/Language Arts ELAGSE2RL7 – Use illustrations to demonstrate understanding of text. Math MGSE2.MD.8 – Word Problems with Money Science S2E2c – Use tables/graphs of length of the day/night to recognize change in seasons. Social Studies/History SS2H2a – Describe Georgia Creek Indians. Compare/contrast to today. Fine Arts, Health, and PE/Movement Day 1: LA/LI/R/L: Teacher reads My Many Colored Days by Dr. Seuss. LA/OL/PS/CE/CM/LS: As a class, discuss colors and pictures and what they represent. Discuss emotions that match colors and how students can deal with their emotions in a healthy way. LA/A/MA/T: As a class, look at color meaning chart of Native Americans on classroom iPads. (https://www.warpaths2peacepipes.com/native-american-symbols/color-meanings-symbolism.htm). Students create a mask using colors that represent themselves. Volunteers stand up and share. LA/W/PS: Students write a journal entry on colors they used and why those colors represent them. LA/R: Students who finish can read a trade book on day/night, seasons, or Native Americans. Day 4: M/LI/R/L/CM: Teacher reads Follow The Money by Leedy and discusses uses for money. M/CP/PS/MA/OL/CM/LS: Partners will be given a 4x4 grid of real-world word problems. They choose a row to complete. Students use play money manipulatives to answer questions. First work independently, then collaborate to compare answers and discuss. (http://www.k-5math teachingresources.com/support-files/money-board.pdf) M/DA: Teams who finish early can pick another row from the grid. M/OL/E/CM: Partners explain each problem to the class. As an informal assessment, any problems that students could not understand should be addressed first. Day 1: S/LI/R/L: Teacher reads What Makes Day and Night? by Branley. S/MA/OL/CM: As a class, discuss how the Earth moves around the Sun, creating day and night. Students complete the activity in the book. One student is the earth with a lamp as the sun. Demonstrate as the earth turns, different sides have day and night. S/GA/MA/MO: Class splits into two groups. One group is A and the other group is B. As the student (Earth) turns, each side is awake, standing up with their hands in the air, or asleep, touching the floor. Students stand up or squat down the faster the Earth moves. S/LI: Teacher reads the Creek Indian legend on How Day and Night were Divided: http://www.indigenouspeople.net/howday.htm Day 1: SS/LI/OL/R/L/CM: Teacher reads the Creek Indians by Scordato. Discuss and answer any questions. SS/T: Teacher uses smart board to show where the Creek Indians were located. SS/H/W/OL/CM: Students begin a flipbook and add information during the unit. First, students locate and color the area where the Creek Indians were located. The teacher emphasizes that locations were always near rivers and creeks. As a class, discuss health reasons to live near water. Teacher discusses where Creek Indians live today. Students add to flipbook page about Indians in modern times. SS/CI/CC/CL/MO/T: Students take a field trip to the Etowah Indian Mounds Historic Site in Georgia. Students take pictures to post on class website. Fine Arts - Create a mask Health - Discuss why its healthy to live near water. PE - Jumping up and down for day and night. - Brain break: GoNoodle. Movement: - Students explore Etowah Indian Mounds in North Georgia. Template: Week # – Day # Character Education: English/Language Arts Standard: Math Standard: Science Standard: Social Studies/History Standard: Fine Arts, Health, and PE/ Movement Use Legend Use Legend Use Legend Use Legend Use Legend Evidence of Curriculum Requirements Sample: Critical Thinking and Problem-Solving Activities Day Best Examples from Curriculum Charts 41 Students complete a Mathematics activity where they choose from a 4x4 grid of word problems to complete. The word problems concerning money require students to think critically and solve the problem. 43 In a Language Arts assessment, students complete short answer questions about a passage concerning the Creek Indians. The short answer questions require them to think critically. 50 In Social Studies, students complete a cut and paste activity to identify things that belong with Native Americans historically and things that belong with Native Americans today. Students are required to think critically to complete the activity. Template: Mission Statement Integration Day Best Examples from Curriculum Charts Character Education Integration Day Best Examples from Curriculum Charts Diversity & Accommodations Day Best Examples from Curriculum Charts Critical Thinking and Problem-Solving Activities Day Best Examples from Curriculum Charts Active Learning Experiences Day Best Examples from Curriculum Charts Technology Integration Day Best Examples from Curriculum Charts Assessment Day Best Examples from Curriculum Charts Collaboration Day Best Examples from Curriculum Charts Fine Arts Integration Day Best Examples from Curriculum Charts Health Integration Day Best Examples from Curriculum Charts PE and Movement Integration Day Best Examples from Curriculum Charts Integration Between Content Areas Day Best Examples from Curriculum Charts Resources Learning Tools Sample: · Class set of I-pads · Mini whiteboards Manipulatives Sample: · Base ten blocks · Magnifying glasses Professional Sources EDUC 571 Curriculum Project: Mapping, Charts, Evidences, and Resources Assignment Instructions Instructions: Teacher candidates must be proficient in designing and implementing a curriculum based on state, national, and professional standards. Through this project, candidates will learn the importance of pacing the curriculum to teach essential grade level content. Candidates will experience how to write block plans for the curriculum. These plans include character education, appropriate learning activities, differentiated instruction, critical thinking skills, technology integration, and assessment. The plans provide opportunities for collaboration and integration across the curriculum. Key Components: Part 1: Mission Statement The candidate writes an original mission statement which articulates the beliefs and goals of the institution. The mission statement provides clarification for everyone in the institution. Part 2: Horizontal Mapping The candidate maps out the curriculum to show the pacing of instruction. The map explains when and how long standards (content or skills) will be taught at the selected grade level. Elementary/SPED candidates create a map for a minimum of 18 weeks (90 days) in Language Arts, Math, Science, Social Studies, and Integration Possibilities. Secondary candidates create a map for 36 weeks (180 days) in their content area. Part 3: Legend The candidate provides a complete legend of acronyms and uses the acronyms in the Curriculum Planning Charts. Part 4: Curriculum Planning Charts The candidate individually writes block curriculum plans (see sample templates and examples). The plans explain in detail what the teacher and students will do in each lesson. The plans demonstrate effective use of allotted time. The planned activities are creative, engaging, hands-on, and age-appropriate. The plans use the legend symbols to document integration. Elementary/SPED candidates develop plans for a minimum of 20 days in the following subject areas: Language Arts, Math, Science, Social Studies, as well as Fine Arts, Health, PE, and Movement. Secondary candidates develop plans for a minimum of 18 weeks in their specific content area and include integration across the curriculum. The plans show evidence of the following: · Character Education · Resources · Developmental Learning · Diversity & Accommodations · Critical Thinking · Active Learning Experiences · Technology Experiences · Assessment · Collaboration · Integration & Connections Across the Curriculum Part 5: Evidence of Curriculum Requirements The candidate identifies specific evidence to demonstrate how the following elements are incorporated into the Curriculum Project: the mission, character education, diversity and accommodations, critical thinking and problem-solving activities, active learning experiences, technology integration, assessment, collaboration, fine arts/health/PE, and integration between content areas. The candidate uses the completed (elementary/SPED [20 days total] or secondary [18 weeks total]) curriculum charts to provide five best examples/evidences for each of the 12 Evidence of Curriculum Requirements charts. The candidate selects the best examples/evidences by comparing all the completed planning charts with the advanced indicators on the Curriculum Project grading rubric. The candidate provides the day of the planning and a detailed description. If the candidate cannot give five best examples for each evidences chart, revision of the Curriculum Project planning charts is needed (see sample templates and examples). Part 6: Resources The candidate must demonstrate differentiated student learning with many learning tools and manipulatives (eg. Base 10 Blocks, science lab equipment), and use of diverse professional resources (eg. books, journals, apps, websites, etc.) to plan instruction and learning experiences. The candidate includes 25 or more diverse professional resources (including research-based journal articles) to plan (elementary/SPED [20 days total] or secondary [18 weeks total] curriculum charts) differentiated instruction and learning experiences. The candidate includes these resources in current APA format in the reference section at the end of the Curriculum Project (see sample templates and examples).