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Using the “Horizontal Curriculum Map” that you submitted last week, add an ESSENTIAL QUESTION column to the end of the document

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• Using the “Horizontal Curriculum Map” that you submitted last week, add an ESSENTIAL QUESTION column to the end of the document. Add at least one essential question for each month. For the unit that you are selecting for your final curriculum project, you will need (1) overarching essential question and (1) topical essential question included on your “Horizontal Curriculum Map.” Include your Big Idea at the top of your chart – keep in mind this might change slightly as you refine your curriculum project.
• A Formula for Essential Questions:BIG IDEA + VERB + BIG IDEA = A GOOD ESSENTIAL QUESTION Verb Word Bank: guide, relate, promote, influence, provoke, change, affect, perpetuate, diminish, help, transform How do social inequities PROVOKE civil war? (big idea + VERB + big idea)EDU 612 Curriculum Planning & Organization Belhaven University Unit 2 Organizing Centers Role of Worldview Curriculum Orientations Central or Big Idea Essential Questions 1 Introduction ? In this lecture, we will focus on the organizing center or central idea upon which a unit of study is built. Applying this understanding, we will articulate a title, essential question, and big idea for a unit of study. The organizing center supports student learning by creating appeal and will result in students engaging in meaningful, purposeful, and authentic experiences. Topics We Will Cover ? ? ? ? ? ? Organizing Centers in the Content Areas Role of Worldview in Curriculum Development Curriculum Orientations Essential Questions Central or Big Idea Evaluating Organizing Centers Objectives ? ? ? ? Apply biblical guidance to organizing and evaluating centers Explain the aims, content emphasis, instructional strategies, and role of teacher/student advocated by each center Connecting school values and Christian worldview with organizing centers Identify the components of an effective essential question and central or big idea Biblical Foundations ? ? Psalm 19:1-2, 8; Matthew 22:37-39; and Matthew 28:18-20. Jesus set forth a clear, concise, and aggressive vision for His disciples. Likewise, teachers must have a clear, concise, and aggressive mission for educating students. When the teacher commits to a unit of student centered around school values and a Christian worldview, the results will be students who gain the knowledge and skills essential for increased academic achievement. Organizing Centers Organizing Centers What is the best way to organize curriculum? A quality curriculum will organize units of study around centers that are worthy of the time and energy set aside for their pursuit and that reflect the overall intent and purpose of the curriculum. c Lalor c c c c cc c c c Organizing Centers ? Let’s first look at how do the organizing centers align to the values and focuses of an organization. ? ? ? ? Organization’s mission and vision statement Process and content standards that have been adopted by the state of local school board Learning processes that have been the focus of school, grade-level, or department collegial circles and professional development Dispositions and habits of mind used by the school to guide student metacognition (thinking about thinking) Organizing Centers ? Worldview greatly contributes to what an organization values: ? ? ? Convictions, basic beliefs, assumptions about life Unseen rules within which an organization operates Guides and directs thoughts and actions c c c c c cc c c c Curriculum Orientation Curriculum Orientation ? ? ? ? Articulates basic worldview assumptions Reflects a view of knowledge and of the person Sets forth the general aims of the curriculum Provides a clear sense of direction for an educational program Curriculum Orientation ? Influence ? ? ? ? ? Organization of knowledge Resources Teaching strategies Role of each member of the organization Climate ? Questions Addressed ? ? ? ? What is the purpose of education? Why do schools exist? What content should be taught? How should content be taught? What is the role of the teacher/student? Curriculum Orientation ? Traditional ? ? ? Process ? ? ? Structured inquiry – focus on “how” Emphasis on process over content Experientialist ? ? ? Prescribed/Structured Emphasis on content knowledge Learner acquires content and develops thinking processes Emphasis on construction of knowledge through active involvement in meaningful experiences Christian ? ? Facilitates the development of students’ talents and gifts to honor God and help others Emphasis of Scripture as guideline *Not the only ones – but the ones we will consider in this course. Curriculum Orientation All orientations have their strengths and weakness; most organizations/individuals do not adopt one specific orientation. Most tend to utilize components from a variety of orientations. Context often determines whether we find ourselves within or across orientations. Traditional Process Experientialist Christian Central or Big Idea An idea is “big” if it helps us make sense of lots of confusing experiences and seemingly isolated facts. It’s like the picture that connects the dots or a simple rule of thumb in a complex field. Grant Wiggins Central or Big Idea ? ? ? Most important learning of the unit in a clear and concise manner Connector between the essential questions and unit title Communicates the overall outcome for the unit ? ? With clear articulation all users of the curriculum understand the importance of the unit Performance task designed to measure student understanding of central or big idea Central or Big Ideas ? Important ideas that students need to come to understand ? ? ? ? ? ? ? ? Concepts – the modern “flat” world Themes – love conquers all Issues and debates – nature versus nurture Paradox – poverty amidst plenty Complex processes – scientific isolation and control of variables Problems and challenges – global warming Theories – manifest destiny Perspectives - terrorist versus freedom fighter Central or Big Ideas ? Identifying Big Ideas ? ? Look at national, state, and/or local standards Circle recurring nouns in standards document to identify big ideas and recurring verbs to identify core tasks Central or Big Ideas ? ? ? ? ? Can you apply the big idea to more than one discipline? Will this concept stand “the test of time?” Might you change your mind about it over time? Does it help you make sense of things? Is it prone to disagreement (arguable)? Central or Big Idea Idea Is it BIG? 1) Reading is more than just words on a page. Yes/No 2) Students must identify author’s purpose. Yes/No 3) Fruits and vegetables contain essential vitamins. Yes/No 4) Critical literacy is key to understanding the past. Yes/No 5) Price is a function of supply and demand. Yes/No 6) Relationships between quantities can be represented by graphs, tables, and equations. Yes/No 7) All life is interrelated as evidenced by the differences and similarities among species. Yes/No 8) Informational text is made up of manuals, directions, and textbooks. Yes/No 1, 4, 5, 7 are central or big ideas Essential Questions Examine the questions in the two columns and try to determine the distinguishing characteristics: Column A ? ? ? ? How do the arts shape, as well as reflect, a culture? What do effective problem solvers do when they get stuck? Is there ever a “just” war? How strong is the scientific evidence? Column B ? ? ? ? What common artistic symbols were used by the Incas and the Mayans? What steps did you follow to get your answer? What is a variable in scientific investigations? What key event sparked WWI? Essential Questions ? What traits do the column A questions have in common? How do they differ from column B questions? Essential Questions ? What makes a question “essential”? 1. 2. 3. 4. 5. 6. 7. Open-ended – will not have a single, final, correct answer Thought-provoking - spark discussion and debate Higher-order thinking – cannot be answered by recall alone Important, transferable ideas – within and sometime across disciplines Additional questions – sparks further inquiry Support and justification – not just an answer Recurs over time – revisited again and again Essential questions serve as a doorways or lenses through which learners can better see and explore the key concepts, themes, theories, issues, and problems that reside within the content. Jay McTighe Essential Questions ? Types of Essential Questions ? Overarching: Frame courses and programs of study around truly big ideas ? ? ? More general, broader Point beyond specific topics or skills Promote transfer of understanding ? ? ? How do a region’s geography, climate, and natural resources affect the way people live and work? How do we classify the things around us? Is pain necessary for progress in athletics? Essential Questions ? Types of Essential Questions (continued) ? Topical: Are units specific but still promote inquiry ? Promote inquiry Resist simple answers Require explanation and justification ? ? ? ? ? How might Congress have better protected minority rights in the 1950s and 1960s? What is the value of place value? How do we hit with greatest power without losing control? Putting it ALL Together CONCEPT Revolution BIG IDEA Conflict leads to change. ESSENTIAL QUESTION Does the Bill of Rights serve all citizens? What’s next? ? ? ? ? Complete/review your detailed reading – textbook as well as supplemental articles. Answer the discussion questions. Complete the writing assignments. Take the Unit Quiz. Preview of Upcoming Topics ? Consideration for the creation and examination of curriculum 1. 2. 3. 4. 5. 6. 7. Alignment to standards Standards placement and emphasis Assessment types and purposes Curriculum-embedded performance assessments Instruction Resources that support instruction Success with your curriculum 31 References Lalor, A. D. (2017). Ensuring high-quality curriculum: How to design, revise, or adopt curriculum aligned to student success. Alexandria, VA: ASCD. McTighe, J., & Wiggins, G. P. (2013). Essential questions: Opening doors to student understanding. Alexandria, VA: ASCD. Wiggins, G., & Wilbur, D. (2015, September). How to make your questions essential. Educational Leadership, 73(1), 10-15. 32 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 2 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] 5 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 7 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. 8 9 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: 10 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 11 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 12 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 13 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. 14 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?” 15 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: 16 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]: 17 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. 18 EDU602 Psychology of the Exceptional Child Belhaven University Unit 2 Understanding Disabilities 1 Class Introduction Individuals with Disabilities Education Act (IDEA) is legislation that ensures students with disabilities have a free and appropriate education. The goal of the act is to provide students with disabilities the same opportunity for education as those who do not have a disability. IDEA has identified 13 categories in which it protects. 2 Topics We’ll Cover ? Disability: what is it? ? Identify the 13 categories of disabilities ? The meaning of the categories, how they impact learning, and the implications for teachers 3 Class Objectives ? Identify what a disability is a defined by IDEA ? Identify and understand seven of the 13 categories supported by IDEA ? Identify the implications for teachers who are charged with the development of students with disabilities 4 Biblical Foundation ? Teachers are challenged with not grasping an understanding of student disabilities. They realize that God doesn’t make mistakes but rather not have to be charged with educating a student with disabilities. It is imperative that educators ensure a compassionate heart and embrace all as God’s children and equally ensure educational opportunities for ALL students. ? Mark 6:34-42 5 IDEA: Who receives the services? What Is A Disability? Sec. 300.8 Child with a disability. General “Child with a disability” means a child evaluated in accordance with Sec. 300.305 through 300.311 as having mental retardation, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disturbance (referred to in this part as “emotional disturbance”), an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deafblindness, or multiple disabilities, and who, by reason thereof, needs special education and related services. Categories of Disability Under IDEA ? ? ? ? ? ? ? Autism Deaf-Blindness Deafness Hearing Impairment Intellectual Disability Multiple Disabilities Visual Impairment (Including Blindness) ? ? ? ? ? ? Emotional Disturbance Other Health Impairment Orthopedic Impairment Specific Learning Disability Speech or Language Impairment Traumatic Brain Injury Autism ? ? Autism, as defined by Individuals with Disabilities Education Act (IDEA), refers to “a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance.” This federal definition then proceeds to name traits commonly related to the condition: ? “Other characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term autism does not apply if the child’s educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in [IDEA].” Autism, cont. ? ? ? IDEA rounds out its definition by noting that a child who shows the characteristics of autism after age three could be diagnosed as having autism if the criteria above are satisfied. A child may receive special education services under this classification if he or she develops signs of autism after his or her third birthday. A psychiatrist, clinical psychologist, physician, or other highly qualified professional makes the diagnosis. Autism: Common Traits ? ? This term applies to five subcategories: autism, Asperger syndrome, Rett syndrome, childhood disintegrative disorder and Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS). A particular case’s traits determine the exact diagnosis. These characteristics fall into three major areas: ? ? ? ? Social interaction Behavior Communication Characteristics might include the following: ? ? ? ? ? Unusual fixation (for instance, only playing with round toys) Inability to focus without first completing a routine Disruptive behavior when ordinary schedule is interrupted Unusual communication habits (from not talking at all to repeating certain phrases) Difficulty understanding social interactions Autism: Educational Challenges ? ? Due to the aforementioned traits, educating a student with a condition that falls within the autism spectrum proves challenging. Students with autism often face academic barriers such as: ? ? ? ? Trouble following directions Hampered ability to communicate Disinterest Disruptive behavioral problems Autism: Implications for Teachers ? ? Multiple dynamics factor into effectively educating children with autism. Giving directions one step at a time, utilizing various cues to reiterate instructions is advised. ? ? For example, give directions on how to fold a piece of paper by verbalizing the steps while demonstrating how to do so; do each step individually, followed by the student imitating each step; do not integrate all the steps until each is mastered. Assistive technology can reduce communication issues. Autism: Implications for Teachers, cont. ? To combat disinterest, learn what intrigues your student so that you can grab his or her attention. ? ? For instance, if a student is heavily fixated on airplanes but uninterested in math, write word problems that incorporate situations relating to airplanes. Getting to know a student can help avoid disruptive behavior. Find out what calms your student and what riles him or her. Deaf-Blindness ? ? Deaf-blindness refers to a child with both hearing and visual disabilities. The Individual with Disabilities Education Act (IDEA) officially defines the term as “concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.” Deaf-Blindness, cont. ? ? Deaf-blindness does not necessarily mean complete losses. The disability category states, “the word ‘deaf-blindness’ may seem as if a person cannot hear or see at all. The term actually describes a person who has some degree of loss in both vision and hearing. The amount of loss in either vision or hearing will vary from person to person.” Deaf-Blindness: Common Traits ? The American Association of the Deaf-Blind notes that about half of individuals with deaf-blindness in the United States have a genetic condition called Usher Syndrome. ? ? ? In these cases a child may be born deaf, hard of hearing, or with normal hearing; eventually, however, he or she loses both vision and hearing. Aside from genetic conditions, causes for deafblindness include birth trauma, illness, and injury. Possible illnesses and injuries which may lead to deaf-blindness include stroke, meningitis, and head trauma. Deaf-Blindness: Educational Challenges ? ? The educational challenges related to deafblindness vary based upon a student’s individual needs. Two main areas of education affected by deafblindness are reading and communicating, creating the following potential issues: ? ? ? ? Understanding classroom lectures Participating in class discussions Presenting oral reports Fulfilling reading assignments Deaf-Blindness: Implication for Teachers ? Teachers, overcoming the aforementioned educational challenges entails knowing your student’s individual abilities. ? ? ? ? Does your student possess enough vision to use American Sign Language or read lips? Will large-print textbooks work or does the student read using braille? Get the answers to these questions! Oklahoma’s State Department of Education emphasizes the power of touch. ? ? Through touch an individual can learn and gain perspective on different objects, and you can use touch cues to enhance academic pursuits. Touch cues involve touching a child in a consistent way to effectively communicate; for instance, a pat on the shoulder lets the student know, “Good job.” Deafness ? ? ? An inability to comprehend verbal language due to an inability to hear characterizes deafness The official definition of deafness from the Individuals with Disabilities Education Act (IDEA) is “a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification.” The phrase “with or without amplification” is significant as it indicates that a hearing aid will not provide sufficient accommodation so that the student can succeed in the classroom. Deafness: Common Traits ? ? ? Hearing loss varies in severity; however, as IDEA’s definition specifies, deafness entails the most severe cases. Impairments can affect the ability to hear intensity (loudness, measured in decibels), pitch (frequency, measured in hertz) or both. Typically hearing loss above 90 decibels is considered deafness, according to National Dissemination Center for Children with Disabilities (NICHCY). Deafness – Educational Challenges ? Students who are deaf face several educational barriers, which can make the following tasks difficult: ? ? ? ? ? ? ? Learning by lectures Participating in classroom discussions Giving oral presentations Taking oral exams Note taking Watching educational films Language arts is a potentially problematic subject, specifically in topics such as vocabulary, grammar, and word order. Deafness: Implications for Teachers ? ? ? ? A child who is deaf could receive assistance from a note taker so that he or she can focus on lip reading during lectures, and that arranging priority seating at the front of the classroom can enable a child to lip read more effectively. A sign language interpreter can also assist by translating spoken lectures. Using PowerPoint presentations to accompany lectures helps A sign language interpreter can also be of assistance during classroom discussions. The same goes with lip reading, although that may prove more difficult depending on the proximity of the classmate speaking. Deafness: Implications for Teachers, cont. ? ? ? ? Text-to-speech assistive technology offers a deaf student the ability to share comments with the class if he or she does not use a sign language interpreter. The same text-to-speech assistive technology can enable a student to give oral presentations and take oral exams. When watching educational films, enabling captions and ensuring that the child who needs to read them is seated where he or she can see them can solve potential problems. Extra classroom time focused on English or the help of an English tutor can counteract the challenges this subject presents for deaf students. Hearing Impairment ? ? ? ? Hearing impairment as a disability category is similar to the category of deafness, but it is not the same. Individuals with Disabilities Education Act (IDEA) defined hearing impairment as “an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but is not included under the definition of ‘deafness.'” Knowing the definition of deafness is necessary to understand what sort of disabilities are considered hearing impairments. A hearing loss above 90 decibels is generally considered deafness, which means that a hearing loss below 90 decibels is classified as a hearing impairment. Hearing Impairments: Common Traits ? Hearing loss falls into four subcategories: ? ? ? ? Conductive Sensorineural Mixed Central These identify the location in the body in which the hearing impairment occurs. ? Hearing aids and other sound amplifying assistive technologies (AT) often work for students with conductive hearing loss, as their impairments stem from the outer or middle ear. ? Assistive technology devices do not work well with sensorineural, mixed and central hearing losses, as these impairments stem from the inner ear, the central nervous system or a combination of the two. ? Hearing loss is categorized as slight, mild, moderate, severe or profound, depending on how well an individual can hear the frequencies that are commonly associated with speech. Hearing Impairments: Educational Challenges ? Educational obstacles related to hearing impairments stem around communication. A student with a hearing impairment may experience difficulty in: ? ? ? ? ? ? ? the subjects of grammar, spelling and vocabulary taking notes while listening to lectures participating in classroom discussions watching educational videos presenting oral reports Underscoring the difficulty that students with hearing impairments may have in presenting oral reports are the potential language development problems linked to hearing impairments. Arizona’s Department of Education’s Parent Information Network notes, “Since children with hearing impairments are unable to receive some sounds accurately, they often cannot articulate words clearly.” Hearing Impairments: Implications for Teachers ? ? ? ? Early intervention is strongly encouraged to limit communication hurdles. Oral (speech, lip reading and use of residual hearing) and manual (sign language) communication are used with and taught to children with hearing impairments. Voice and articulation training is often recommended to help students learn to form the sounds which they cannot hear. Designating a note taker can allow a student with a hearing impairment to concentrate fully on listening to a lecture. Hearing Impairments: Implications for Teachers ,cont. ? ? ? A combination of traditional communication, lip reading, sign language and assistive technology can compensate for issues which make listening to lectures and participating in class discussions challenging. Children who read lips often need to sit close to the teacher, while those who use sign language may use an interpreter. Turning on captions during a video can reiterate what a student may pick up from his or her amplifying device. It’s important that teachers don’t underestimate a child’s intelligence based on a hearing impairment. Arizona’s Department of Education’s Parent Information Network warns, “For most children with hearing impairments, language acquisition and language development are significantly delayed. As a result, some may incorrectly estimate the child’s intelligence as low.” Intellectual Disability ? ? ? Intellectual disability, formerly labeled “mental retardation,” is defined by the Individuals with Disabilities Education Act (IDEA) as “significantly sub-average general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.” There are two key components within this definition: a student’s IQ and his or her capability to function independently, usually referred to as adaptive behavior. Intellectual disability is formerly known as “mental retardation.” In 2012, the federal government enacted legislation changing the term mental retardation to intellectual disabilities in all federal law. Despite being encouraged to quickly replace all references to mental retardation and its derivatives, some state offices have still not made the changes to the less offensive term in their legislation and documents. Intellectual Disability: Common Traits ? ? ? ? An IQ between 70 to 75 is the first indication of an intellectual disability. Factors considered include the ability to comprehend and participate in a conversation, to understand and follow social norms and to perform activities such as getting dressed and using the restroom. Causes of intellectual disabilities vary from pregnancy issues and complications at birth to genetic conditions (such as Down syndrome and fragile X syndrome) and health problems early in life, including diseases like measles and contact with poisonous substances such as lead and mercury. A number of traits can point to as early indicators an intellectual disability: Delay in reaching developmental milestones such as sitting up and talking ? ? ? Difficulty remembering things Trouble comprehending accepted social behaviors and/or understanding the consequences to actions Poor problem-solving skills Intellectual Disability: Educational Challenges ? ? Educating students with intellectual disabilities involves numerous challenges. “They will learn, but it will take them longer.” Intellectual disability creates many educational challenges that must be overcome. These include: ? ? ? ? Trouble understanding new concepts Inappropriate behavior Limited vocabulary Difficulty accomplishing complex tasks Intellectual Disability: Implications for Teachers ? Educating individuals with intellectual disabilities requires awareness and much patience. ? ? Awareness involves a conscious effort to choose activities and words wisely. For instance, if a student demonstrates artistic talent, encourage him or her by providing assignments geared towards this skill set. Parents can help by suggesting related activities that their children can pursue as hobbies. In addition, carefully picking your words will reduce potential problems caused by students’ limited vocabularies. Patience is an integral component in addressing the educational challenges. You will likely need to go over lessons or correct a student’s inappropriate behavior multiple times. Intellectual Disability: Implications for Teachers, cont. ? One way to make repetition more effective is to accompany verbal instruction with additional cues; for example, show pictures to reiterate spoken directions. ? To combat difficulty in completing complex tasks, divide tasks into small steps and give immediate feedback to help a child learn when he or she is performing a step correctly. Multiple Disabilities ? According to the Individuals with Disabilities Education Act’s (IDEA), multiple disabilities refers to “concomitant [simultaneous] impairments (such as intellectual disabilityblindness, intellectual disability-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness.” ? In other words, a student whose special needs are categorized under multiple disabilities requires coinciding adaptions for more than one disability. ? The exception is the combination deafness and blindness as this pair of impairments has its own classification under IDEA. Multiple Disabilities: Common Traits ? ? ? Given the numerous disability category combinations possible, the designation multiple disabilities encompasses a broad range of traits. The National Dissemination Center for Children with Disabilities lists several common characteristics, including hampered speech and communication skills, challenges with mobility and a need for assistance in performing everyday activities. It’s also worth noting that medical conditions such as seizures and “water on the brain” (hydrocephalus) can accompany multiple disabilities. Multiple Disabilities: Educational Challenges ? Common educational challenges revolve around the following issues: ? ? ? ? Finding a setting suitable to the child’s intelligence level A child’s ability to effectively communicate with teachers, support staff, and peers A student’s capability to function in the classroom Assessing and compensating for visual or hearing impairments Multiple Disabilities: Implications for Teachers ? ? ? ? Triumphing over the educational challenges associated with multiple disabilities is a complex task headed by the student’s individualized education program (IEP) team. Project IDEAL a project of the Texas Council of Developmental Disabilities, advises, “Of course, at the center of the planning process should be the student, and the strengths and desires of the student should guide the entire process.” Staying mindful about medical conditions can assist with classroom placement, as can being aware of a student’s intelligence level. Assistive technology (AT) and alternative communication methods, including text-to-speech technologies, hearing aids and sign language, can neutralize communication problems. Multiple Disabilities: Implications for Teachers, cont. ? ? ? Physical therapy and occupational therapy can ease physical challenges, and in turn, they can improve a student’s ability to function inside the classroom. Assistive technology and special education aids can be helpful here as well. ? For instance, The Desktop Desk which increases accessibility to table surfaces, is just one example of AT that can benefit students with multiple disabilities. ? An assigned aid can provide assistance in cases in which functioning independently is difficult or impossible. Solutions ranging from priority seating to alternative textbooks (braille, audio, etc.) to hearing aids and sign language can compensate for visual and hearing impairments. A closer look at the specific disability categories which comprise a student’s multiple disabilities can supply further suggestions for overcoming educational challenges. Visual Impairment ? ? ? As the term indicates, a visual impairment involves an issue with sight which interferes with a student’s academic pursuits. The Individuals with Disabilities Education Act (IDEA)officially defines the category as “an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.” Visual Impairment: Common Traits ? ? ? Several conditions can cause visual impairments, and these disabilities can take a number of forms. The National Dissemination Center for Children with Disabilities (known as NICHCY) names a range of examples, including common conditions such as near-sightedness and farsightedness, as well as more complex conditions like congenital cataracts and strabismus. While the causes vary, there are several common signs which may indicate that a child has a visual impairment. These include: ? Irregular eye movements (for instance, eyes that don’t move together or that appear unfocused) ? Unusual habits (such as covering one eye or frequently rubbing eyes) ? Sitting abnormally close to a television or holding a book close to the face Visual Impairment: Educational Challenges ? Intelligence does not require sight; therefore, overcoming educational challenges is vital to enabling a student with a visual impairment to reach his or her full academic potential. Such challenges may entail: ? ? ? ? Safely maneuvering around the classroom Conceptualizing objects Reading Operating standard educational tools such as calculators and word processing software Visual Impairment: Implications for Teachers ? ? ? Early intervention can help a child strengthen his or her vision. IDEA mandates that your child can receive a free evaluation to test for such a condition. Arizona’s Department of Education’s Parent Information Network advises orientation and mobility training to allow a student with a visual impairment to safely move around a classroom. Visual Impairment: Implications for Teachers, cont. ? ? ? Challenges in conceptualizing objects occur because the student lacks the vision to process objects the way that his or her classmates do. Sensory learning works well as a solution, according to NICHCY. This strategy helps students with visual impairments conceptualize by allowing them to use their other senses to understand an object. One can aid in sensory learning by using comments that teach a child to form a complete picture of an object from sensing the details. ? For example, you could say in reference to a stuffed animal “Wow! Your new stuffed bunny is fluffy! Feel his round tail.” Assistive technology can address issues related to reading and the use of educational tools. What’s next? ? ? ? ? Complete your detailed reading. Answer the discussion questions. Complete the writing assignments. Take the Unit Quiz. 45 References Gargiulo, R. (2014). Special education in contemporary society (5th ed.) Thousand Oaks, CA: SAGE. United States Department of Education, Office of Special Education and Rehabilitative Services. (n.d). History: Twenty-Five Years of Progress in Educating Children With Disabilities Through IDEA. http://www.ed.gov/policy/speced/leg/idea/history.pdf Yell, M. (2006). The law and special education (2nd ed.) Upper Saddle River, NJ: Pearson Education, Inc.- Merrill/Prentice Hall. 46 EDU 612 – Curriculum Organization and Planning Detailed Curriculum Map Template Subject/Course: Social Studies Grade Level: 4th Big Idea: Our past holds clues to our present. Standard(s) A ug us t 1a. Distinguish among the three branches of government and their roles at local, county, state, and national levels . (DOK 2) 1b. Explain how and why the state government makes, carries out, and enforces laws . (DOK 1) Content Overarching: What is the government's responsibility to its citizens? Mississippi Government: 1a. Distinguish among the three branches of government and their roles at local, county, state, and national levels . (DOK 2) 1b. Explain how and why the state government makes, carries out, and enforces laws . (DOK 1) Topical: How do ideas become laws in Mississippi? Overarching: What is the government's responsibility to its citizens? Th Topical: How do the three branches of government promote a system of checks and balances? sh Se pt e m be r Essential Questions Skills Students will define the three branches of government, compare and contrast them. is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m Mon th Three branches of government - how laws are made, carried out, and enforced. Local, county, state, and federal government. Mississippi Government: Three branches of government - how laws are made, carried out, and enforced. Local, county, state, and federal government. This study source was downloaded by 100000789955800 from CourseHero.com on 05-10-2021 13:52:12 GMT -05:00 https://www.coursehero.com/file/70638996/DetailedCurriculumMap-EssentialQuestion-Sample1-4pdf/ Students will compare and contrast local, state, and federal government. Students will explain the process of making a law, how it is carried out and enforces. Students will define the three branches of government, compare and contrast them. Students will compare and contrast local, state, and federal government. Students will explain the process of making a law, how it is carried out and enforces. 4a. Distinguish between acceptable and unacceptable behaviors of a responsible citizen (e.g., courteous public behavior, respect for the rights and property of others, tolerance, self-control, participation in the democratic process, and respect for the environment, etc.). (DOK 2) Overarching: What is the government's responsibility to its citizens? Topical: How can an individual influence their community? Mississippi Government: Responsibility of government to citizens. Life situations recycling, waste management, etc. Does my vote matter? Th O ct ob er is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m 1c. Explain the responsibilities of state government to protect, educate, and maintain the public welfare of its citizens (e.g., responding to natural disasters) sh (DOK 2) 1d. Demonstrate and analyze spatial and ecological perspectives in life situations (e.g., locating waste disposal in the community, organizing a recycling drive, etc.) This study source was downloaded by 100000789955800 from CourseHero.com on 05-10-2021 13:52:12 GMT -05:00 https://www.coursehero.com/file/70638996/DetailedCurriculumMap-EssentialQuestion-Sample1-4pdf/ Students will define a citizen, and compare responsible and unacceptable behaviors. Students will explain the responsibilities of government to its citizens and their welfare. Students will demonstrate knowledge of how the responsibilities of citizens are carried out in daily life. . (DOK 2) Th 6a. Describe the history of people who first lived in Mississippi. (DOK 1) (DOK 1) 2c. Describe the development of slavery and opposition to slavery in Mississippi. (DOK 1) 2d. Trace the events that led to the secession of Topical: How did early explorers transform the lives of Native Americans? Mississippi History: People groups of MS: first people (Native Americans) and explorers. Mississippi Becomes a State Students will read about the first people of Mississippi and summarize their history. Students will discuss how Mississippi territory became a state. What is the difference between a territory and a state? Overarching: How did the economy play a role in Mississippi’s involvement in slavery and the Civil War? sh D ec e m be r Overarching: How did Mississippi’s first people influence our state? is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m N ov e m be r 2a. Identify the major Native American groups (Chickasaw, Choctaw, and Natchez) found living in Mississippi by the first European explorers in the region and discuss their governmental and economic systems. (DOK 2) 2b. Describe the process by which the Mississippi territory was admitted to the United States . Topical: Why did the cotton trade lead to conflicting perspectives on slavery? Mississippi History: Slavery - development and opposition. Civil War - Mississippi secession and role in the war This study source was downloaded by 100000789955800 from CourseHero.com on 05-10-2021 13:52:12 GMT -05:00 https://www.coursehero.com/file/70638996/DetailedCurriculumMap-EssentialQuestion-Sample1-4pdf/ Students will read about the history of slavery and opposing views. Students will compare the two sides of history which led to the civil war. Students will catalogue the events leading up to the civil war, including the secession of Mississippi from the Union in 1861 and subsequently entering the Civil War. (DOK 1) Mississippi History: Students will read about the history of slavery and opposing views. Students will compare the two sides of history which led to the civil war. is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m Slavery - development and opposition. 4b. Identify historical figures (e.g., Fannie Lou Hamer, Medgar Evers, and Martin Luther King Jr., etc.), circumstances (e.g., slavery, abolition, segregation and integration, etc.), and conditions (e.g., The Great Migration, Trail of Tears, Women‘s Suffrage, etc.) related to the struggle for civil/human rights in Mississippi and their impact on Mississippi‘s society. Overarching: What are the benefits and challenges of an individual representing an issue or condition? Topical: How did attempts to rebuild after the Civil War affect the Civil Right’s movement? Civil War - Mississippi secession and role in the war Mississippi History: Post civil war and civil rights. Human rights in Mississippi. sh Fe br ua ry Was slavery the only issue which contributed to the Civil War? 2c. Describe the Overarching: development of slavery How did the economy and opposition to slavery play a role in in Mississippi. Mississippi’s (DOK 1) involvement in slavery 2d. and the Civil War? Trace the events that led to the secession of Topical: Mississippi from the What might our nation Union in 1861 and look like today if the subsequently entering confederacy had won the the Civil War. Civil War? (DOK 1) Th Ja nu ar y Mississippi as a state. This study source was downloaded by 100000789955800 from CourseHero.com on 05-10-2021 13:52:12 GMT -05:00 https://www.coursehero.com/file/70638996/DetailedCurriculumMap-EssentialQuestion-Sample1-4pdf/ Students will catalogue the events leading up to the civil war, including the secession of Mississippi as a state. Students will read about the impact of circumstances on the struggle for human rights in MS history. Students will research historical figures in MS history. Students will discuss the impact of historical events on the current state of MS society. Students will compare the unique benefits and challenges of a diverse society. (DOK 2) is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m 4c. Compare and contrast the benefits and challenges of unity and diversity among citizens of Mississippi. (DOK 2) 5a. Compare the resources and scarcity of resources in a local region to other regions of Mississippi (e.g., Delta‘s rich soil vs. coastal waters). (DOK 2) Th M ar ch b. Compare and contrast the ten geographical regions of Mississippi in terms of soil, landforms, etc. (DOK 2) Topical: How has land allocation influenced culture and industry in MS? Mississippi Geography: Regions and resources of Mississippi sh 5c. Describe the opportunity cost of choices made within Mississippi (e.g., cotton farming vs. soy bean farming, pasture land vs. industrial development, beaches vs. casinos, Overarching: How do people depend on their environment? Students will study maps of MS geography and compare regions in terms of soil, terrain, landforms, etc. This study source was downloaded by 100000789955800 from CourseHero.com on 05-10-2021 13:52:12 GMT -05:00 https://www.coursehero.com/file/70638996/DetailedCurriculumMap-EssentialQuestion-Sample1-4pdf/ Students will review the geography of MS and the impact of regional geography on development of resources. Students will research the economic and social impact of development of land and resources within regions of MS. landfills vs. parks, etc.). (DOK 2) 3c. Discuss Mississippi‘s global trade activities (e.g., imports, exports, interdependence, etc.). (DOK 1) is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m 5d. Explain the benefits and challenges of global trade for Mississippi. (DOK 2) 5e. Explain the connections between Mississippi and other states (e.g., economic and political borders such as the Natchez Trace, the Mississippi River, Gulf of Mexico, etc.). (DOK 2) Overarching: What role does Mississippi play in the local, federal, and global economy? Mississippi History: Life in Mississippi Topical: How does Mississippi’s location and geography influence its industry? Mississippi as part of a global world sh Th A pr il 5b. Describe the division of labor within Mississippi (e.g., government, industry, and agriculture). (DOK 1) This study source was downloaded by 100000789955800 from CourseHero.com on 05-10-2021 13:52:12 GMT -05:00 https://www.coursehero.com/file/70638996/DetailedCurriculumMap-EssentialQuestion-Sample1-4pdf/ Students will read about the division of labor in MS, and the impact it has on the economy. Students will compare MS to other states, in terms of geography, politics, economics, etc. Students will research the relationship between MS and other states, emphasizing trade activities. Overarching: Is diversity among people necessary for a thriving culture? Topical: How has interactions among people groups shaped the current political climate of Mississippi? Students will read about influential Mississippians, and discuss their impact of the current events of MS. Mississippi History: Famous Mississippians How have Mississippi artists, musicians, and authors influenced the outside world’s view of our state? Students will identify the MS citizens who have impacted the culture of the state, country, and beyond. Students will research the ethnic groups of MS, tracking their interactions throughout MS history. sh Th is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m M ay 6b. Identify the Mississippi artists, musicians and writers who have an impact on the state, nation and world. (DOK 1) 6c. Analyze the impact and interactions among all groups throughout the history of Mississippi (e.g., European American, African American, Asian American, Native American, Hispanic, etc.). (DOK 3) This study source was downloaded by 100000789955800 from CourseHero.com on 05-10-2021 13:52:12 GMT -05:00 https://www.coursehero.com/file/70638996/DetailedCurriculumMap-EssentialQuestion-Sample1-4pdf/ Powered by TCPDF (www.tcpdf.org) EDU 612 – Curriculum Organization and Planning Detailed Curriculum Map Template Subject/Course: ELA Grade Level: 3 Big Idea: What tools does an author use to help me understand a story? Month Standard(s) Essential Questions Skills • How does asking and answering questions about the text help me to better understand what I read? is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m August RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Content RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. • Students will understand that all texts have a main idea, and they can find out the main idea by asking questions as they read. Students will learn that when they understand the sequence of a story or article, it helps them build a deeper understanding. • • • Asking and Answering Questions about Key Ideas Finding Main Idea and Details Sequencing sh Th RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect • This study source was downloaded by 100000789955800 from CourseHero.com on 05-10-2021 13:50:27 GMT -05:00 https://www.coursehero.com/file/70639000/DetailedCurriculumMap-EssentialQuestions-Sample2-4pdf/ • • • • RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. • Students will understand that fiction stories often have a moral or lesson that can be unveiled as students understand key details in the text. RI.3.4 Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area. • Students will understand that knowing the meaning of important words in the text can help them understand a story more clearly. RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. • Students will understand that authors often include text features to help students understand the text. RI.3.6 Distinguish their own point of view from that of the author of a text. sh November Students will understand the relationships between evens in a story. They will learn that the text provides the basis for understanding as they read. Students will learn how characters are developed and that their actions contribute to the development of the story. • • • Cause and Effect Ask Questions about Stories Describe characters in a story How does understanding the relationships in a story help me to understand the events that take place? is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Th October September R RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. • • Students will understand that the author’s point of view has an influence over the story. • • • • • • How does knowing the meaning of important words help me to understand what I read? • How does the author use text features to help me understand the text? Recount Stories Determine the Central Message Determine Meaning of Unfamiliar Words Text Features Author’s Point of View Understand the Meaning of Unknown Words Students will use context clues to determine the meaning of unknown words. This study source was downloaded by 100000789955800 from CourseHero.com on 05-10-2021 13:50:27 GMT -05:00 https://www.coursehero.com/file/70639000/DetailedCurriculumMap-EssentialQuestions-Sample2-4pdf/ • December RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). sh Th February • • Students will use context clues to determine the meaning of unknown words. • Students will understand that each part of the text builds to create an entire story, poem, or play. • • How can I use context clues to figure out the meaning of unknown words? • How do the illustrations help me understand the story? Using Context Clues What are Stories Made of? What are Poems Made Of? is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m January RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. • • • • • • Students will understand that each part of the text builds to create an entire story, poem, or play. • Students will understand that they can form a point of view while reading a story • • Students will make connections between stories and illustrations. Students will understand the connections that are found within a text. They will compare events in a story to understand the development of the text. • • What are Plays Made of? Distinguish Point of View in a Story Connecting Words and Pictures in a Story Make Connections Between Sentences and Paragraphs Describe Comparisons in a Story This study source was downloaded by 100000789955800 from CourseHero.com on 05-10-2021 13:50:27 GMT -05:00 https://www.coursehero.com/file/70639000/DetailedCurriculumMap-EssentialQuestions-Sample2-4pdf/ • How do I describe connections I find within a text? March RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). • Students will understand the important parts of two texts on the same topic, and use that information to develop a deeper understanding of the topic. • • Students will understand the connections that are found the illustrations/text features and a text. • How can I learn from comparing and contrasting two texts on the same topic? • How can I determine what the story is trying to teach me? Compare and Contrast Two Texts Connecting Words and Pictures is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m April RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. • RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. • • Students will understand the important parts of two texts on the same topic, and use that information to develop a deeper understanding of the topic. Students will understand that fiction stories often have a moral or lesson that can be unveiled as students understand key details in the text. Students will understand the relationships between evens in a story. Main Topics • Compare and Contrast Stories Review Topics: • Determine Central Message • Cause and Effect sh Th RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. • This study source was downloaded by 100000789955800 from CourseHero.com on 05-10-2021 13:50:27 GMT -05:00 https://www.coursehero.com/file/70639000/DetailedCurriculumMap-EssentialQuestions-Sample2-4pdf/ May RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. • • • Students will understand that all texts have a main idea, and they can find out the main idea by asking questions as they read. Students will learn how characters are developed and that their actions contribute to the development of the story. How can I figure out the main idea of a story? • Finding Main Idea and Details • Describe Characters Using Context Clues Students will use context clues to determine the meaning of unknown words. sh Th is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m RI.3.4 Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area. • This study source was downloaded by 100000789955800 from CourseHero.com on 05-10-2021 13:50:27 GMT -05:00 https://www.coursehero.com/file/70639000/DetailedCurriculumMap-EssentialQuestions-Sample2-4pdf/ Powered by TCPDF (www.tcpdf.org)