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Running head: CURRICULUM MAP

Jasmine Afridi
Curriculum Map
Course #89858
Dr. Hesse
November 15, 2015

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Writing
Production and Distribution of Writing
Arizonas College and Career Ready Standards
English Language Arts: First Grade
Arizona State ELA Common Core
Performance Objective
Instructional Strategies
Standards 2010
I can..
1.W.7 Participate in shared research and I can create a book about sleep.
Mini Lesson 1
writing projects (e.g., explore a number of
Sub-Objectives:
"howto" books on a given topic and use
them to write a sequence of instructions).
Sleep- importance
Writing- Create non-fiction text
Math-recording data
Materials:
All About Sleep (TPT)
Look What I Learned
My Sleep Book
- Title Page
- Table of Contents
- Sleep (passage)
- Q and A
- Sleep Homework
- Sleep Chart
- How I Sleep
Reading Informational Text
Key Ideas and Details
Arizonas College and Career Ready Standards
English Language Arts: First Grade
Arizona State ELA Common Core
Performance Objective
Instructional Strategies
Standards 2010
I can..
1.RL.2 Ask and answer questions about
I can identify the key details of a text.
Mini Lesson 2

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key details in a text.
Sub-Objectives:
Sun Safety- importance
Reading- identify key details of a
text
Vocabulary-sun related
Materials:
Sunshine On My Shoulders-Sun
Safety PowerPoint (TPT)
Sun Myths: True and False
Sun Safety Rules
- Classroom and Individual

Science in Personal and Social Perspectives

Changes in Environments
Arizonas College and Career Ready Standards
Science: First Grade
Arizona State ELA Common Core
Performance Objective
Instructional Strategies
Standards 2010
I can..
Concept 1: Describe the interactions
I can understand my place in the world
Mini Lesson 3
between human populations, natural
and my environment.
hazards, and the environment.
Mini Lesson 3
Sub-Objectives:
Students role- world and their
environment
Science & Technology- its impact
on human activity and the
environment
Materials:

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Social Media Themed Unit (TPT)

Read Aloud
Like Slips

Narrative
This curriculum map comes from Cactus View Elementary in the Paradise Valley School District. The following lessons have
been created for a first grade classroom in which I am currently student-teaching. This class contains twenty-one students of varying
academicals levels, as well a gifted cluster.
Mini Lesson One
Sleep
1.RL.2 Ask and answer questions about key details in a text.
To begin, students should be given the Sleep Homework sheet a day before they are to start creating their book. This sheet will
help students create a bedtime routine, as well as calculate the average amount of sleep they will get each night. The sheet will be used
again later when the Sleep Tally Mark is created.
The following day, students will start creating their sleep book. Students should be given: a cover page, title page, and table of
contents. When given a cover page, students should be made aware of its purpose: the cover page is like the front cover of a book. The
students are to be instructed to write their names, and draw a picture related to sleep. Students should be encouraged to also include
the names of the author and illustrator. When given the title page, students should be made clear of its purpose: the title page is to be

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the very first page of the book, and the only information on this page should be the title of the book. Students can then place their
table of contents page right after the title page.
The following page is the beginning of their book. It is titled How I Sleep. As students start on their books, the instructor
should go over the basic components of a standard book. How I Sleep is the heading for the following two pages, and will tell the
readers, either through writing or drawings, how the student sleeps. The students are to draw a picture of what they think they look
like when they are sleeping, followed by two to three sentences describing their picture.
The reading passage for this mini lesson is Sleep. The instructor is to read through the passage together with the students and
discuss its content. The passage discusses the importance of sleep, the affects of not getting enough sleep, and a good bedtime routine.
After the passage has been discussed, give students the Q and A sheet that relates to the text.
-

List three reasons why sleep is important.

Fill in the chart using details from the text for bedtime routines: Good Activities and Bad Activities.

What can you do differently to get the sleep you need?

For the Sleep Tally Mark sheet, students will need to use their homework to answer to the questions effectively. Students are to
share how many hours they slept on a certain night, and put a tally mark in the designated spot. Once all the students have shared their
information, the following items can be addressed:
-

Put a tally mark for each student in the corresponding spot: Hours 8, 8 , 9 , 9 , 10, 10 , 11.

Use the data from the tally chart to answer the following questions

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o How many students participated?
o How many students slept 10 hours?
o How many students slept 10 hours or more?
o How many students slept less than 10 hours?
Students can then compile the pages into the book. Students are then to attach the Look What I Learned sheet to their
completed book, which they are allowed to take home. For homework, the students are to share what they have learned about sleep

and the sleep book they created. Students can keep their books at home, but the sheet must be signed and returned to school. This sheet
provides parents a synopsis of what their child has learned that day in school. They learned about the importance of sleep, how much
sleep children need on average, and the importance of having an appropriate bedtime routine.
Mini Lesson Two
Sun Safety
1.W.7 Participate in shared research and writing projects (e.g., explore a number of "howto" books on a given topic and use
them to write a sequence of instructions).
To begin the sun safety mini lesson, take the students through the Sunshine On My Shoulders- Sun Safety PowerPoint. This
PowerPoint highlights the dangers of sunburns and how to stay safe in the sun. To introduce the lesson, the PowerPoint begins with a
brief explanation of the sun, its purpose, and its significance. Students are then taught about sunlight, which contains invisible
ultraviolet rays that can damage the skin. The PowerPoint briefly discusses the effects of sun damage, such as sunburn and skin cancer.

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As this is a rather complex issue for younger students, the content of this PowerPoint is brief and age appropriate. After covering the
various effects of the sun, the PowerPoint goes on to discuss the different ways in which students can protect themselves from sun
exposure. Some of these methods include:
-

Avoid the strongest rays of the day

Cover up

If you are outside look for shade

Wear sunscreen

Wear sunglasses

Pay attention to the information in their weather forecasts

The PowerPoint also discusses and debunks the common myths about our sun. Once students have been taken through the
entire the PowerPoint presentation, have an open-ended discussion with the class.
Students can create a classroom Sun Safety Rules sheet that can be posted on the classroom door as a reminder to be safe in the
sun. The Sun Safety Rules can be written out as follows:
-

SLIP on protective clothing.

SLOP on SFP30+ sunscreen.

SLAP on a broad-brimmed hat.

SEEK shade.

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-

SLIDE on sunglasses.

Students will also create individual their own Sun Safety Rules. They can use the classroom sun rules to do so, but should be
encouraged to use their own words. Students should also be encouraged to include a drawing for each rule, as doing so will help
reinforce their purpose. Have students share their work to the class.

Mini Lesson Three

Environmental Health
Concept 1: Describe the interactions between human populations, natural hazards, and the environment.
To begin the third mini lesson, read Just A Dream by Van Allsburg. This story is about a boy named Walter, who is not
concerned with environmental welfare. He throws his trash on the ground, looks down upon a girl who has planted a tree in her
backyard, and does not recycle. One night, Walter goes to bed and has a nightmare: his street is covered in trash and pollution is heavy
and visible. When he wakes up, he decides that he has to do something to prevent his dream from coming true. Before reading the end
of the book, ask students about what is currently occurring in the story. Discuss the issue and ask about what possible solutions there
might be to Walters problem.
Students will be creating a mock Facebook Wall; this will include a picture, Biography, Status Updates, Posts and a Get
Ready to Like This sign. This will be a guided activity in which the students are to come up with ideas for the class group mock

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Facebook Wall, while simultaneously completing their own individual walls. Give students a large piece of construction paper to work
with.
For their Biographies, students will write their role as a problem solver and decision maker. For their Status Updates, students
will write about the environmental problems occurring today, each update having one problem. Their Posts will include possible
solutions for each problem. These should be limited to five for each student (there may be some overlap).
When students have completed their wall, they will do a Gallery Walk. This is where the Like Signs come in. Students will be
given five likes each. They are to walk around the class looking over the work of their peers, and post their Likes upon the solutions
they think are most effective. Encourage students to use their Likes wisely, and to really think about what they are reading (if it is a
good solution to the problem and thus deserving of a Like). After the students have completed the Gallery Walk, the Facebook Wall
with the most likes will be presented to the class. Discuss how modern technology can be a resource of positive public servicing and
education.

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Criteria
Curriculum
Map/Scope
and Sequence
Integration
of Health
Topics
Teacher
Content
Knowledge
(TCK)
Score:
x2

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 curriculum
map/scope and sequence
appropriate for placement
classroom.
Highlighted text, outlining the
followingSleep = Blue, Topic
of your Choice = Yellow,
Healthy
Environment/Sustainability =
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

Proficient (3)

Unsatisfactory (1)

Your Assignment includes:

Your Curriculum Map includes:
A cover page that includes most of
A cover page that includes some of
the followingname, the course,
the followingname, the course,
the assignment, the date and an
the assignment, the date and an
appropriate Running head in APA
appropriate Running head in APA
format. Your cover page should
format. Your cover page should
include a page number.
include a page number.
District provided curriculum
District provided curriculum
map/scope and sequence
map/scope and sequence is not
appropriate for placement
appropriate for placement
classroom.
classroom.
Highlighted text, outlining most of
Highlighted text, outlining some of
the followingSleep = Blue,
the followingSleep = Blue, Topic
Topic of your Choice = Yellow,
of your Choice = Yellow, Healthy
Healthy
Environment/Sustainability = Green
Environment/Sustainability =
Integration of the health components
Green
often detract from the academic
Integration of the health
content
components sometimes detract
Teacher rarely implements a variety
from the academic content
of subject-specific instructional
Teacher sometimes implements a
strategies to enhance student conten
variety of subject-specific
knowledge.
instructional strategies to enhance
Specifically, places that logically fits
student content knowledge.
into the academic content that is
Specifically, places that logically
being taught, where you can teach
fits into the academic content that
three separate mini lessons; one
is being taught, where you can
about sun safety, one about sleep,
teach three separate mini lessons;
and one about environmental health.
one about sun safety, one about
(TCK-Tap).
sleep, and one about
environmental health. (TCK-Tap).

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Instructional
Plans (IP)
SCORE:
x2

environmental health. (TCKTap)

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)
o Evidence that assignment
is appropriate for the age,
knowledge, and interests
of all learners you teach
and;
o 3, 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

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 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

References are not included

This rubric is not attached at the end
of this document
Your word document file name
includes some of the following
last name, first name, assignment #,
and your class section #
There are many writing,
grammatical or spelling errors
Your assignment was not embedded
into your E-Portfolio
Curriculum map sometimes
includes: (IP)
o Evidence that assignment is
appropriate for the age,
knowledge, and interests of
all learners you teach and;
o 1 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

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context and other
pertinent information

your classroom context

and other pertinent
information