1. Curriculum Construction Amanda Skelton Gina Naas

2. Writing curriculum is like ______________________ because_______________.

3. Writing curriculum is like CHILDBIRTH because it is painful yet the end product is worth it!

4. Objective for Today  Understand the steps to building curriculum based on the Grade Level Expectations

5. Why should we develop new Curriculum Guides?

16. WHO DO YOU BLAME? The college professor says: Such rawness in a pupil is a shame, Lack of preparation in the high school is to blame. But the high school teacher says: From such stupidity may I be spared. They sent them to me so unprepared. The elementary teachers say: Such lack of training did I see. What kind of woman must the mother be? Mother says: Poor helpless child, he is not to blame His father’s folks are all the same. Father says: So much talk about his kind I doubt the rascal’s even mine.

17. Time For Reflection

18. 4 th Cycle MSIP Review Next Year!! What will the review team expect to see in regards to curriculum and instruction?

19. 4 th Cycle MSIP Standard 6.1  Each written curriculum guide must contain the following:  Rationale  Description of Each Course  Goals for Graduates  Objectives  Alignment to the Standards  Activities and Performance-Based Assessments  Articulation of Objectives through Grade Levels  Board Approval Curriculum Training for Teachers Incorporates Activities to Promote Equity, Tech, Research, Work Review and Revise Curriculum

20. Science 7Standard 1: Properties & Principles of Matter and Energy B. Forms and Sources of Energy Benchmark 1: Forms of energy (electricity and light) have a source, a means of transfer and a receiver. Objective The student will know and be able to … Activities The Student will… Assessment Methods Show-Me Process Standard s Content Integrated Skills a. Identify producers of light. b. Reinforce understanding of the steps in technological design, while reading one of Benjamin Franklin’s writings. Discuss producers of light and take notes. In cooperative learning groups, students will draw a transverse wave and in Rally Robbing format will label the parts of the wave. Read Benjamin Franklin’s description of how and why he invented bifocal eyeglasses. Internet Resources: www.scilinks.org Code: GSPD13 Spelling/Vocabulary Test: concave, convex, electromagnetic spectrum, light, and wavelength. Match “light” vocabulary word with their definition. G – 1.2 G – 1.4 G – 1.6 SC – 1R, T Key G: Gender Equity RE: Racial/Ethnic Equity D: Disability Awareness and Equity T: Technology Northeast Vernon County R-1 R: Research/Information Seeking Skills School System W: Workplace/Job-Preparedness Competencies

21. Let’s Get to Work Building Curriculum

22. ALIGNMENT Grade Level Expectations

23. EXPANDED MAP  Includes items derived from GLE’s  Grades 3-8 and 11 tested every year

24. CURRICULUM MAPPING Plan your school year to address all of the Grade Level Expectations!

25. Cont ent Go als Stra nd BigIdeaBigIdea Conc ept Grad e Co de Communication Arts Grade 7 GLE Description AUGAUG SEPSEP OCTOCT NOVNOV DECDEC JANJAN FEBFEB MARMAR APRAPR 2,34.5I1A07a.i With assistance, develop a research plan to guide investigation and research of focus questions 2,31.4I1B07a.i Locate and use multiple resources to acquire relevant information 2,31.7I1B07a.ii Locate and use multiple resources to evaluate reliability of information 2,31.7I1B07 a.ii i Locate and use multiple resources to fulfill a research plan 2,3,41.8I1C07a.i Record relevant information using a variety of note-taking and organizational strategies 44.4I1D07a.i Document research sources using a given citation format 51.5I2A07a.i Identify and explain media techniques used to convey messages in various media (e.g., videos, pictures, web-sites, artwork, plays, and/or news programs) 5,6 1.1 0L1A07a.i Listen for enjoyment 5,6 1.1 0L1A07a.ii Listen for information 5,6 1.1 0L1A07 a.ii i Listen for directions 5,6 1.1 0L1A07 a.i v Listen critically to recognize and interpret propaganda techniques 5,61.5L1B07a.i Use active-listening behaviors (e.g., asks questions of speaker and uses body language and facial expressions to indicate agreement, disagreement, or confusion)

26. Next Curriculum Meeting Date? Dec 7 3:45