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Running head: CURRICULUM MAP

Blanca Zamora
Curriculum Map
Course #25966
Dr. Hesse
April 1, 2016

Running head: CURRICULUM MAP

Writing (Mini Lesson 1/ Sleep)
Arizonas College and Career Ready Standards
English Language Arts: First Grade
AZ ELA Common Core State

Friendly

Standards

Objective

1.W.4 With guidance and support

from adults, produce writing in
which the development and
organization are appropriate to task
and purpose. (Grade-specific
expectations for writing types are
defined in standards 13 above).
a. AZ.K.W.4 With guidance and
support from adults, produce
functional writing (e.g., classroom
rules, experiments, notes/messages,
friendly letters, labels, graphs/tables,
directions, posters) in which the
development and organization are
appropriate to task and purpose.

Instructional Strategies

IWBAT
IWBAT

Students will know...

convince

someone
on why

Functional writing
Organization Purpose

Students will be able to...

sleep is
important.

Produce functional writing pieces

(e.g. rules, notes, letters, graphs,
directions). o Identify who will be
reading their writing.o Identify a
purpose for writing.o Organize
their writing (e.g. sequential order,
list form, graph form).

Material used

Panaboard
Template (Topic Sentence, 3
reasons, conclusion)
Template worksheet
Clipboard
Checklist
Kagan mats (PB/J) (ELD students)

Speaking (Mini Lesson 2/ Sun Safety)

Running head: CURRICULUM MAP

Arizonas College and Career Ready Standards
English Language Arts: First Grade
AZ ELA Common Core State Standards

Friendly

Instructional Strategies

Objective
Anchor Standard:
Prepare for and participate effectively in a
range of conversations and collaborations with
diverse partners, building on others' ideas and
expressing their own clearly and persuasively.
Standards:
1.SL.1 Participate in collaborative
conversations with diverse partners about
grade 1 topics and texts with peers and adults
in small and larger groups.

IWBAT
IWBAT

Materials needed

talk about

the
importance

of sun

safety.

Video:
https://www.youtube.co
m/watch?
v=T7ghJsZug60
Sentence frames for
ELD
Blank paper (List &
Drawing)

Follow agreed-up on rules for

discussions(e.g.,listening to others with care,
speaking one at a time about the topics and
texts under discussion).
Build on others talk in conversations by
responding to the comments of others through
multiple exchanges.
Ask questions to clear up any confusion about
the topics and texts under discussion.

Reading (Mini Lesson 2/ First Aid)

Arizonas College and Career Ready Standards
English Language Arts: First Grade

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AZ ELA Common

Friendly

Core State Standards

Objective

Grade Level
Standard(s):
1.RF.4 Read with
sufficient accuracy
and fluency to
support
comprehension.
Read on-level text
with purpose and
understanding.

IWBAT
IWBAT to read
about

Instructional Strategies

Students will know...

Students will be able to...

Readon-level text
orally with accuracy,
appropriate rate, and
expression on
successive readings.
Use context to
confirm or selfcorrect word
recognition and
understanding,
rereading as
necessary.

Purpose for reading

Decoding strategies
Comprehension strategies
Accuracy
Rate
Expression

Read on-level text with purpose and

understanding.
o Read grade level text.
o Articulate purpose for reading.
o Demonstrate understanding of what
was read.
Read on-level text orally with accuracy,
appropriate rate, and expression on successive
readings.
Read aloud with appropriate accuracy and rate.
o Read aloud with smoothness.
o Read aloud with expression, using
intonation to express end punctuation.
Use context to confirm or self-correct
word recognition and
understanding, rereading as necessary.
o Stop and recognize when you dont know
a word.
o Employ strategies to identify and decode
unfamiliar words.
o Use context to determine meaning of
unfamiliar words.
o Reread to confirm correct pronunciation
and/or meaning of unfamiliar words.

Material needed

Book: The Kids' Guide to First Aid:

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All about Bruises, Burns, Stings,

Sprains & Other Ouches (Williamson
Kids Can!)
Anchor Chart
Poster paper

Narrative
The curriculum map was developed by the Roosevelt School District and is used
at Cesar Chavez Leadership Academy. The lessons are created are specifically for a 1st
grade ELD classroom where Im currently doing my senior residency. The class has a
total of 18 students, with 3 ELLs, 1 monolingual and 1 gifted.
Mini Lesson 1/ Sleep
1.W.4 With guidance and support from adults, produce writing in which the development
and organization are appropriate to task and purpose. (Grade-specific expectations for
writing types are defined in standards 13 above).
To begin the mini lesson, students will start by doing the introduction to the
lesson, which included the hook, lesson objectives, relevance to life, and make any
connections. The hook of the lesson would consist of a skit done by two adults. The main
idea of the skit would be that sleeping in class is not okay. Once thats done teacher states
importance of sleep and how this relates to them! Then objectives must be stated; the
objective of this lesson is IWBAT convince someone on why sleep is important.
The second part of the lesson is talking to the students about persuasion, reminder
of what that is. Next, the Panaboard is used to illustrate the persuasive template. Teacher
will model a persuasive example (NOT SLEEP). Then, once they have seen the model

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they will know what is expected. With assistance of the teacher, students will pick up a
clipboard and a worksheet with the template. Some templates will have sentence starters
for ELLs. Teacher will then give students the topic sentence and conclusion. Students
will do a rally robbin with their pb/j partner on why sleep is important. Once they
brainstorm they will write down their ideas using complete sentences and doing neat
work.
Topic Sentence
Reason
Reason
Reason
Conclusion

Sleep is important.

You should always get enough sleep!

The final part of this mini lesson involves the student transcribing their ideas to a
paragraph. They will put clipboards away, pick up a checklist, lined paper and walk back
to their desk. Once they are back in their seats they will start writing down their ideas on
why sleep is important. They will use a checklist to make sure they include everything
that needs to be included in a perfect paragraph. Students who need extra support will
work with their pb/j partner. Teacher will use the FAME model to grade them. After this
lesson is over check back in with the objectives, tell them to give you a thumbs up if they
did the objectives. State the importance of sleep again and do a Kagan cheer!
Checklist:
Indent- 3 fingers
Topic Sentence
3 Reasons
Conclusion
Lines are filled
Spaces between words
Letters sit on the line
Capital Letters
End Marks

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Graded on:
E: 1 of the boxes is not checked.
M: 2-3 of the boxes are not checked.
A: 4 of the boxes are not checked.
F: 5 of the boxes are not checked.
Mini Lesson 2/ Sun Safety
1.SL.1 Participate in collaborative conversations with diverse partners about grade 1
topics and texts with peers and adults in small and larger groups.
To begin the mini lesson students, will start by doing the introduction to the
lesson, which included the hook, lesson objectives, relevance to life, and make any
connections. The hook of the lesson is the YouTube video of George The Sun Superstar
and its a book animation. The students will be able to watch this and understand the
message behind this video. After students watch the video, teacher will state objective.
Next, students will have the opportunity to do a hand up stand up pair up describing why
sun safety is important. Teacher will state the following about whats expected
1. Both PB/J have to take turns and talk about why Sun Safety is important.
2. Each partner needs to give points. (Sentence Stem, Complete Sentence and
Detail)
3. Make sure you talk to more than 3 people when doing the hand up stand
up pair up. (Similar to QQT)
Students will proceed with this and after the timer is up, then teacher will indicate
to go back to the carpet. Its important to have a few students share what they talked
about with partner, so you can pick a few students from the magic sticks to share. Once
students have shared, you can state why Sun Safety is important. The second part of this
mini lesson can be something simple such as listing things you need to go outside and
play when the sun is out. The students can list things and draw a picture to go along with

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it. Students will work quietly on this then teacher will state that thye will have a gallery
walk to warp this lesson up.
Mini Lesson 2/ First Aid
This lesson will begin by introducing the topic. What exactly is first aid?
Have the students talk to each other by doing a pair share with their PB/J partner. They
will take turns talking about the topic; they will give each other points (sentence stem,
detail and complete sentence), and add more information to what partner says. Once they
are done talking teacher will do an attention getter to move forward with the lesson.
Teacher will write down ideas in an anchor chart and state All these ideas are great,
today we will read a book called The Kids' Guide to First Aid: All about Bruises, Burns,
Stings, Sprains & Other Ouches. Students will be given expectations, the expectations
are to read with PB/J, P will go first and they will know that they must coach their partner
if they dont know a word. They will walk to their desk and start reading.
Once students finish reading they will be given a sheet where they will write
down things they learned or interesting things. Teacher will indicate to meet at the carpet
again and talk about what was read. Teacher will ask questions and will make a new
anchor chart with the information they read. Next, teacher will talk about how this is
relevant to their life and they will have a chance to connect to that. Finally, students will
be able to create a poster with their table. They will have time to think about what they
want to do. Mainly they will draw and write down key points of the book. They will have
a chance to present to the class. This may take more than one day to complete.

Running head: CURRICULUM MAP

References
Gale, K. B., & Kline, M. P. (2002). The kids' guide to first aid: All about bruises, burns,
stings, sprains & other ouches. Charlotte, VT: Williamson Pub.

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Running head: CURRICULUM MAP

George The Sun Safe Superstar - Book Animation (2014, Jul 18) Retrieved April 3, 2016
from https://www.youtube.com/watch?v=T7ghJsZug60

Criteria

Exemplary (5)

Proficient (3)

Curriculum
Map/Scope
and
Sequence
Integration

Your Assignment includes:

A cover page that includes
the followingname, the
course, the assignment, the
date and an appropriate

Your Assignment includes:

A cover page that includes
most of the following
name, the course, the
assignment, the date and an

Unsatisfa

Your Curriculum
A cover pa
some of th
name, the
assignmen

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Running head: CURRICULUM MAP

of Health
Topics
Teacher
Content
Knowledge
(TCK)
Score:
x2

Instructiona
l Plans (IP)
SCORE:
x2

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 environmental
health. (TCK-Tap)
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

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
most of the following
Sleep = Blue, Topic of your
Choice = Yellow, Healthy
Environment/Sustainability
= Green
Integration of the health
components sometimes
detract from the academic
content
Teacher sometimes
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 environmental
health. (TCK-Tap).
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,

appropriat
in APA for
page shoul
number.
District pr
curriculum
sequence i
for placem
Highlighte
some of th
Sleep = Bl
Choice = Y
Environme
= Green
Integration
componen
from the a
Teacher ra
a variety o
instruction
enhance st
knowledge
Specificall
logically f
academic c
being taug
can teach t
mini lesso
safety, one
one about
health. (TC

Reference
This rubric
at the end
Your word
name inclu
following
name, assi
your class
There are
grammatic
errors
Your assig

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Running head: CURRICULUM MAP

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 context
and other pertinent
information

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 your
classroom context
and other pertinent
information

embedded
Portfolio
Curriculum
includes: (
o Ev
ass
app
age
and
lea
and
o 1o
fol
dou
les
talk
sle
saf
env
hea
o Ab
sum
you
sch
des
cla
and
inf