Submit a draft of your scope and sequence for peer review.
As your principal, I am trying to decide whether or not to let you teach your dream class. (Most first year teachers are assigned the classes no one else wants). In order to convince me you deserve this privilege, you need to demonstrate an aligned and cohesive plan. To do this, plot out your course by unit (full or half-year, depending on your subject matter), articulate your global objective and a rationale for your sequencing, and come up with two to three essential questions per unit. I will provide you with a basic template, though you may choose to devise your own. While you work, consider our essential questions: Why am I here? Why my content area? What are Standards and why do we have them? How do I make my Standards matter to my students?
Your instruction throughout the year needs to fit within a logical sequence, and your students need to be able to understand each unit as part of a coherent whole, rather than as isolated chunks of information. This assignment, then, will aid you in your progression toward mastering INTASC 7, Instructional Planning.
To be successful on this assignment . . .
Plan for 2-3 units per quarter. (For grading purposes, units need to end when your quarters end).
Give each unit (or chunk) a short, explanatory, catchy title.
Include all of your content area strands and standards, but not your indicators. (strands and standards may be repeated across units because different units target different indicators). You don’t have to teach your content in the order it is presented in the core.
Include at least one Reading or Writing Common Core Literacy Standard or Mathematics Standard in each chunk.
Shoot for 2-3 essential questions per unit—both topical and overarching. Questions may span units.
Submit this assignment with a partner.
If you worked at senior high level in your methods class, work at junior high level in this class, and vice versa.
The template and tips are guidelines only. Certain content areas (e.g. music, fine arts) require more flexibility in planning. Be loyal to your core objectives. The goal here is a cohesive and aligned course.
You will be graded based on the following criteria.
Course Alignment – Global objective is clearly articulated. Overall plan for reaching that objective is cohesive and aligned.
Sequencing – Sequencing rationale is clearly articulated and logical. Each unit (or chunk) has a concise and explanatory title.
Inclusivity – Grade level and course are identified. All core strands and standards are included (everything but indicators!) 2-3 units (or chunks) per quarter are blocked. At least one literacy or math standard is included in each unit.
Transferability – Topical and overarching essential questions accompany each unit and are stated in first person where appropriate. (Questions may span units.)
Professionalism – Overall presentation is neat, including conventional English usage.
Session 4 Curriculum Design.pptx
Templates and Samples (feel free to modify the template or make your own as long as you include requirements!)
Scope and Sequence template b-1
Scope and Sequence sample – Art
Scope and Sequence sample – Business
Scope and Sequence sample – Language Arts (This uses the old Utah English core!)
Scope and Sequence sample – Health (This uses the old Health core!)
Scope and Sequence sample – History
Scope and Sequence sample – Math (This uses the old Math core!)
Scope and Sequence sample – Spanish
Everything needs to be valid for Utah secondary education math teaching. And filled in the documents, and I attached an example document.
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