EDPC605 Curriculum Design and Instruction

Stage 2: Assessment Evidence Performance Task(s):   (T) 1.        Students will choose an appropriate topic for an informative paragraph. 2.      Students will be given a few scraps of paper with events from a story, and they will put it in the correct sequence. 3.      During reading centers, students will be given a paragraph missing the topic sentence, and will choose from four options the correct topic sentence. 4.      Students will create an outline or sequence chart to plan the format of their paragraph. Using markers, highlighters, and colored pens 5.      Students will write a 5 sentence paragraph based on their outline. Other Evidence:   (OT)              1. Teacher will observe the class during the centers, to determine if the students are following the task inst...

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Stage 2: Assessment Evidence Performance Task(s):   (T) *Point of View – Teacher will read 5 sentences, and students will write on their personal dry erase board the Point of View. Then, students will raise it up, so the teacher can determine if they grasped the concept. *Concept & Terminology of Informative - Students will hand in at the end of quiet reading time a list of 2 informative paragraphs they found in a   book   or article. They will identify the text vocabulary that showed them it was an informative text, and write the idea or person the paragraph was informing about. Other Evidence:   (OT)             *Quiz – on the four points of view, they will be presented with three short paragraphs, and identify the POV of the author.             *Teacher will observe the classroom during the performance tasks, and notice if all students are grasping the...

a.       How do we as teachers identify the desired results?   Well most definitely we are not expected to create a curriculum on our own. So, how should we decide what is important to teach? Thankfully, there is something known as State Standards which I determine most of my long and short term goals from.   Focusing on the goal, I decide what knowledge my students need to be taught to accomplish the desired goal. b.       How do you come up with essential questions and determine what understandings are desired? Work backwards! To come up with the questions that you want your students to answer, determine what your students need to know to reach the unit goal. A teacher must know the level of her student’s knowledge to determine the desired understandings. The understandings need to be according to the grade level and attainable for the students. c.        Explain how you determine what ...

STAGE 1 – Desired Results Writing Established Goals : Students will write informative/explanatory texts to examine a topic and covey ideas, using relevant information that is carefully organized. Students will introduce their topic. Understanding: ·         Understand to choose a topic that will fit their audience ·         Understand the concept of topic sentence ·         Understand the idea of informing ·         Understand that informative text needs to be in a sequential order ·         Understand the format of a paragraph Questions: ·         What kind of ideas are used in an informative essay. ·         Why is it important to know the audience? ·  ...

STAGE 1 – Desired Results Established Goals : Students will analyze how an idea, or person is elaborated in an informative text, and determine the point of view of the author. Students will identify the meaning of words as they are used in the text. Understanding: Students will understand the meaning of informative. Students will understand the four kinds of point of view. Students will understand what kind of vocabulary is used in an informative text. Questions: When would I write an informative paragraph? What is the author trying to give over through this essay? How can I determine if the paragraph is informative, persuasive, or descriptive? How can I identify the point of view? Students will know: What the four points of view that an author may choose to use.(First person, Second Person Third Person - limited, Third person - omniscient) Students will know what the author is trying to portray thr...

Backward Design is defined as ‘planning your lessons based on your long term goal’. Don’t allow the students to write your lessons. Write your lessons and use the student’s interaction and responses as an opening to give over the for the teachable moments within the lesson. Many teachers have a hard time answering the question of ‘what is your long term goal’. It is vital to know your goal, and create a lesson that is leading to your goal. Our aim as teachers is to train our students to complete tasks independently. It is common among teachers to create short term goals, that are not targeted towards the larger, long term goal for their students. A goal needs to be explicit, it cannot expect the students to know the topic, but rather, a goal should express what skill you want your students to acquire and gain from the content you are teaching. Good teachers use the content material to get their students to think creatively, and critically, instead of just memorizing facts and e...

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