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Copy of Curriculum Management Plan

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Karri Mallette

on 26 February 2014

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Transcript of Copy of Curriculum Management Plan

Intended for the third grade population at CIS.
A-Z Taxonomy Podcast (2010). https://podcast.ad.edenpr.org/groups/ephsinstructionalstrategies/wiki/450f9/AZ_Taxonomy.html

Bondi, J.C. and Wiles, J.W. (2011). Curriculum development: a guide to practice. New York, New York: Pearson

Fink, R and Heath, John. (2007). Shakespeare Unshackled. Santa Clara, CA: Bad Wolf Press.

Millwood, R. (2014). Learning theories map. Holistic Approach to Technology Enhanced Learning. Retrieved from http://hotel-project.eu/sites/default/files/Learning_Theory_v6_web/Learning%20Theory.html.
A change to the curriculum would not be warranted without reason. Primary reasons for change include the need to add variation to the language arts curriculum in order to appeal to more learning styles. This proposal for change must be measured for success after being put into action. Suggestions for evaluation include formal and informal methods such as:
Before/after unit student writing samples
Before/after student running records
Student KWL charts/A-Z Taxonomy for specific content knowledge (see next slide for A-Z Taxonomy lesson plan)
Student interest surveys
Teacher self-evaluations
Collaboration meetings between classroom teachers and specialist teachers
Following the quarter, teachers should discuss the effectiveness of the changes to the curriculum. Continued research and changes will be necessary in order to best meet the needs of our students.
Provide added opportunities for exposure to a variety of historically and culturally diverse texts.
Provide added opportunities to utilize reading strategies.
Provide added opportunities for writing instruction and practice.
Broaden student knowledge of European culture.
Increase language arts skills and abilities.
Sample Curriculum Guide
Blueprint for
Curriculum Management Plan:
3rd grade Integrated Europe Unit at CIS
By Karri Birch

Third grade students at CIS are currently engaged in a thematic Europe unit during third quarter. The literacy portion is primarily dedicated to reading and rehearsing for a Shakespearean play. Though the repetitive practices are helpful in memorization, expression, and fluency building, students are lacking a variety of reading and writing opportunities in the quarter. CIS is an alternative educational in comparison to local private schools, yet we must continue to provide fundamental skill instruction that is comparable to other schools in the area. Educational theorists such Howard Gardner and Neil Fleming provide the research to support a more varied curriculum. Gardner's theory of multiple intelligences suggests that teachers should use a several types of learning experiences to appeal to the different learning styles withing a group of students. Neil Fleming's VARK model suggests that learners can be identified by the ways in which they learn best: Visual, Auditory, Reading/Writing, or Kinesthetic. Fleming suggests that these learning styles do overlap and should be used interchangeably i
The following Curriculum Management Plan proposes a change to the language arts and music third quarter ciurriculum. They theater experience will be integrated with the music and drama curriculum, allowing more time in the regular classroom for reading and writing instruction, thus adding variation to the curriculum and better meeting the needs of our student. The change will allow for further exposure to European culture.
No staffing changes are needed.
No facility changes are needed.
Needed teaching materials are minimal, and include paper, pencils, and occasional technology use.
Areas of learning include reading and writing skill building.
Program Concept
Program Organization
Teaching Strategies
The music/drama teacher has suggested a new Shakespeare play for third graders in which much of the plot is sung.The play is called Shakespeare Unshackled, by Ron Fink and John Heath. The adapted Shakespeare for Kids plays by Lois Burdett will be read in literature circles, but not performed anymore. By inheriting the primary duties of teaching and practicing the Shakespeare play with third graders, the music/drama teacher has allowed regular classroom instruction time for supplemental lessons. Sixty minutes language arts instruction periods could be better spent meeting the needs of learners who are may not be kinesthetic or visual learners.

The music/drama teacher will begin third quarter by introducing the Shakespeare Unshackled play. As students are practicing the songs and dramatization involving Shakespeare, third grade teachers will supplement by providing a variety of activities in the classroom centered around the history and cultures of Europe. Third grade teachers will occasionally allow literacy time to practice the play, as students do not attend music/drama class each day. The quarter will include an integration of four subject areas: language arts,music/drama, library/media, and social studies. There will be no changes to the library/media or social studies curricula, but it important to note the integration of all four subjects. By the end of the quarter, students will have in depth knowledge of Shakespeare, as well as other subtopics of Europe's countries, history, and cultures.
Some examples of teaching strategies to be utilized in this CMP are role playing; dramatization, musical, and rhythmic activities; literature circles and discussion groups; character analysis; concept/inference mapping; jigsaw; guided writing and writing workshop, etc.
Language Arts
Social Studies
3rd Grade Integrated Europe Curriculum
England geography
European country research through the use of technology, PowerPoint presentation
Reading and writing skills
Shakespeare play
Defined and outlined by DESE, Missouri schools should be using the Common Core Standards in order to provide consistency across schools. The following grade level English/language arts common core standards (among others) will be met by this CMP:

CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.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)
CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
A-Z Taxonomy Assessment Lesson Plan
Full transcript