Curriculumplanningchart

GenerativeTopic(Blytheetal,1998):
Concept*

Standard

("Thestudentwill
understand")
(Thebigidea,the
"enduring
understanding"
[Wiggins,1998];a
broadwayof
makingsenseofthe
world,oralife
lesson)

PA standards for English

Language Arts (Grade
Pre-K to 5)

Onewayto
learnabouta
countryisto
knowthe
historyand
peoplethrough
literacyworks.

Use various text features

to locate key facts or
information in a text
efficiently (CC.1.2.2.E)

Centralproblem/
issue/oressential
question(intended
to"getat"the
concept;the
motorvator)

Whatkindof
informationcan
youobtainfrom
the
text/illustration?

Compare & contrast the

most important points
presented by 2 texts on
the same topic (CC
1.2.2.1)

Explain how graphic

representations
contribute to and clarify
a text (CC.1.2.2.G)
Describe how reasons
support specific points
the author makes in a
text (CC. 1.2.2.H)
Write
informational/explanator
y text to examine a topic
& convey ideas
&information clearly
(CC 1.4.2.A)

Mali

Subject:Literacy

Name:BettyLiu

Assessment

Facts

Skills

Problemstopose

(Howwillyouhave
evidencethatthey
knowit?)

("Thestudentswill
know")

("Thestudentswill
beableto")

("Guidingquestions"
or"unitquestions")

Studentsturnand
talk/discussion:
havethemhelpwith
fillingout
compare/contrast
chartontheboard;
helpwithrecalling
details/factsthey
learnedfromthe
book
Observestudents
interactionsandpay
attentiontowhat
kindsofquestions
theyhave
Individualwork
station:checkon
studentswriting
samplestoseewhat
theyalreadyknow
Worksheetor
organizerson
findingsupporting
detailsthatstudents
forstudentstowork
onafterreadinga
specificparagraph
fromthebook;will
becollectedto
checkonthem
afterwards

Ghana(nowpartof
Mali)wasthefirst
greatempireinwest
Africa,knownas
thelandofgold

SWBATwrite
informative/
WhatmakesMali
explanatorytexts oneofthevery

SWBATtake
noteswhile
reading
Sundiata,thegreater informational
warrior,founded
textsIOT
Mali(theempire)
concretetheir
understanding
Therouteoftrans
saharantradewent
throughMaliand
Ghana,whichwere
verywealthy
empiresaround
C1200s.

MansuKankan
Musamade
pilgrimagetoMecca
andmadeMali
knownthroughout
theMediterranean
world

wealthyempiresat
thattime?

Readaloudson

Ifyouwerethe
founderofMali
empire,what
resourcesdoyou
needinorderto
supporttheentire
country?

Readaloudson
animalsof
Africa

SWBAT
compareand
contrasttheways
informationis
presentedin
Whydoyouthink
different
peoplestartwars
resources
againsteachother?
SWBATfind
outthemainidea Whatdecisions
ofacertain
wouldyoumakeif
paragraph/text
youwere
SWBATlook
fordetails/facts
thatwillsupport
themainideathe
authoristrying
topresent

Activities:

Whatarethe
advantagesand
disadvantagesby
doing.

MansaMusaand
Sundiata

Readaloudson
weather
(incorporate
scienceand
socialstudies)
Informational
writing:animal
research
Discussionasa
wholegroup
Pairlearning:
checkingoneach
others
information

*Itisimportanttonotethattheconceptmightremainthesameacrosssubjects(e.g.,theconceptonthemathcurriculumtablemight
bethesameastheconceptonthesocialstudiescurriculumtable),ORitmightbedifferent.

Curriculumplanningchart
GenerativeTopic(Blytheetal,1998):
Concept

Standard

("Thestudentwill
understand")
(Thebigidea,the
"enduring
understanding"
[Wiggins,1998];a
broadwayof
makingsenseofthe
world,oralife
lesson)

PA standards for
Mathematics

Represent and
interpret data using
line plots, picture
Informationcan graphs, and bar graphs
bepresented
(CC 2.4.2.A.4)

visuallythrough
graphs.
Centralproblem/
issue/oressential
question(intended
to"getat"the
concept;the
motorvator)

Measureandestimate
lengthsinstandard
unitsusingappropriate
tools(CC.2.4.2.A.1)
Extendtheconceptsof
additionand
subtractionto
problemsinvolving
length(CC2.4.2.A.6)

Whatdowe
needtoknowin
orderto
interpret
Representandsolve
graphs?
problemsinvolving

additionand
subtractionwithin100
(CC2.2.2.A.1)

Mali

Subject:Math&Science

Name:BettyLiu

Assessment:

Facts

Skills

Problemstopose

(Howwillyouhave
evidencethatthey
knowit?)

("Thestudentswill
know")

("Thestudentswill
beableto")

("Guidingquestions"
or"unitquestions")

Mathworksheet:
wordproblem
basedongraphs
Individualwork:
createabar
graph/picture
graphwiththe
provideddata
Studentsexplain
whatinformation
theygetfromthe
graphs
Studentskeep
scientific
journalson
weatherand
recordweather
usingsymbols
ontheweather
calendar

Everybargraph
hasatitleandtwo
sides(verticaland
horizontalaxes)
Thereshouldbea
descriptivelabel
foreachaxis
Thebargraphcan
beusedtoshow
comparisions
amongdifferent
categories.
Differentscales
canbeplacedto
suitthegraph
dependsonthe
range(e.g.,by5,
10,50or100)
Weskipcountby
5minuteswhen
wearetryingto
tellthetime
Meteorologistsare
peoplewhostudy
weather

SWBATread
bothaxesand
understandwhat
thebargraphis
for

Whatcouldbe
anefficientway
topresent
differentdatasets
forpeoplewho
havedifficulty
SWBATexamine readingthetexts?
thedatapresented
inthebargraph

SWBATinterpret
informationother
thannumbers
fromthebargraph
(e.g,whatelsecan
youpredictby
lookingatthisbar
graph?)
SWBATcreatea
bargraphbased
ontheirown
understanding
SWBATrecord
weatherdatausing
symbolsandkeep
ascientificjournal
onweather

Whatdoesthis
barrepresent?
Whatdoesit
meanwhenthis
barishigherthan
theotherone?
Whatother
informationcan
youobtainfrom
thisgraph?
Whyisit
importanttokeep
trackofthe
weather?
Howdowe
transferword
informationinto
data/graph?

Activities:

Mathcenters:
practiceson
tellingtime,2
digitaddition
andworkingon
questionswith
bargraph/chart
Worktogether
withstudentsto
translatea
selectedtextinto
mathlanguage/
graph
presentation
Interpretthe
weatherdataand
makeabar
graph/chart
basedonhow
manydaysare
sunny,how
manydaysare
rainy,howmany
daysarecloudy
andwhat
conclusioncan
bedrawnfrom
that

Curriculumplanningchart
GenerativeTopic(Blytheetal,1998):
Concept

Standard

("Thestudentwill
understand")
(Thebigidea,the
"enduring
understanding"
[Wiggins,1998];a
broadwayof
makingsenseofthe
world,oralife
lesson)

Physical
environments
greatlyaffect
thewaypeople
eat,dress,live
andtravel.
Centralproblem/
issue/oressential
question(intended
to"getat"the
concept;the
motorvator)

Howdoes
weatheraffect
peoplesdaily
lives?

Science:Useinformation
fromseveralsourcesto
provideevidencesthat
Eartheventscanoccur
quicklyorslowly(2
ESS11)
Curriculum Standards
for Social Studies People, Places &
Environment Performance
Expectations:
construct and use mental
maps of local regions
and the world that
demonstrate relative
location, direction, size
and shape (a)
interpret use and
distinguish various
representation of
the earth such as
maps, globes and
photographs (b)
Examine the interaction
of human beings and
their physical
environments, the use of
land, the building of
cities and ecosystem
changes in selected
locales and regions (h)

Mali

Subject:SocialStudies&Science Name:BettyLiu

Assessment:

Facts

Skills

Problemstopose

(Howwillyouhave
evidencethatthey
knowit?)

("Thestudentswill
know")

("Thestudentswill
beableto")

("Guidingquestions"
or"unitquestions")

Maliliesinthe
northwestofAfrica

Worksheet:
questionson
contentstaught
inclass
Readalouds:
discussionand
studentsturnand
talk

NorthernMaliis
partoftheSahara
NorthernMali
experiencesvery
littlerainfalls(dry
anddeserted)while
southernMali
experiencesheavy
rainfalls(hotand
humid)

KWLchartwith RiverNiger,the
theentireclass
thirdlongestriverin
Tocompletea
mapofMali
together(with
students
assitance)
Tocompletea
weathermapof
Mali()with
students
assistance

Africa,runsacross
Maliandmakesthe
countryself
sufficientinfood
Maliconsists
mostlyoflatlands,
largepartofwhich
liesbarren
Malidishes
normallycontain
rice,millet,
sorghumandfonio

15.3millionpeople
inMali(compared
to12.79millionin
Pennsylvania)

SWBATidentify
keymapfeatures
IOTread
maps/createtheir
ownmaps
SWBATgather
information/evide
ncestosupportthe
facttheyknow
aboutMali
SWBATexplore
anddiscussthe
relationship
between
environmentsand
humanbeings
(e.g.,the
positive/negative
effecthuman
beingsbringon
naturalhabitatsor
viceversa)
SWBATrecord
weatherdatausing
symbolsandkeep
ascientificjournal
onweather

Whydoyou
thinkpeoplein
Malidressinso
manylayerseven
insuchhot
weather?
Supposethat
youreabusiness
man.Doyou
thinkyoullbe
abletomake
moneytosell
snowbootsand
downjacketsin
Mali?Why?
Howdoes
andeffect
theireveryday
life?
Whatdoyou
thinkwould
happenif?
Whataresome
differencesyou
seebetween
and?

Activities:

Readaloudson
ancienthistory,
contemporaryMali
aswellasfolktales
Readaloudson
weather
Usesmartboardto
showthemapof
AfricaandAmerica
ascomparison(e.g.,
usegooglemapto
zoominandout,
calculatehowlongit
takestotravelfrom
heretoMaliin
different
transportation,
geomorphology,
temperature
difference,etc)
Havestudents
recordeveryday
weather/temperature
andmaketheminto
chart/graph
(associatewith
math)