Sample Curriculum Planning Charts

PART I: MISSION STATEMENT

East Iberville Elementary and High School

East Iberville will foster an environment to nurture individuals academically, socially, and emotionally so that they are equipped to tackle academic challenges. Also, provide students with the necessary skills through a diverse curriculum that includes college ready and career oriented opportunities to become successful citizens in society.

References

2017-2018 east iberville student/parent handbook - prescott school district. (n.d.). Retrieved July 2, 2022, from https://files.gabbart.com/1362/ei_2017-18_handbook.pdf

PART II: CHARACTER EDUCATION

List 8 character principles that should be taught throughout the curriculum.

1. Courage

2. Empathy

3. Integrity

4. Kindness

5. Perserverance

6. Respect

7. Responsibility

8. Teamwork

Write a corresponding learning experience that could be used to teach and practice each of the 8 character principles.

1. Courage- In this learning experience, students will participate in an activity called “What Does Courage Look Like”. Students are asked to illustrate courage in action. The title of their illustration is called “Courage is…” The teacher then asks students if anyone is willing to volunteer to share their illustration and why they chose to illustrate courage in that manner. The students will then write in their journal with the prompt “What does courage mean to you?” The teacher asks if anyone would like to share their journal entry and how they defined courage. The teacher affirms responses. The teacher then explains that courage is doing the right thing, even if its difficult. Facing fears with confidence- beng brave. The teacher then explains that having courage is not always about completing a dangerous activity. It is about being ok going against the crowd to do what is right. Courage is internally facing our fears and insecurities. The students will then get into groups of 4 and role play courage. The teacher asks students, “Which action is courageous, and which is foolish?” The teacher then summarizes the main points and takeaways from the lesson and launch students with one of their quotes about courage.

2. Empathy- In this learning experience, students are challenged to a “Perfect Circle” contest. Students are instructed to draw a perfect circle on a piece of paper. The students are then asked to raise their hand if they think they have the best hand-drawn circle. The teacher selects the top 3 drawn circles and has the class cheer for the best circle one at a time. The teacher then instructs students to take their sheet of paper with their circle and fill it with people that are in their circle. They can write the names in the circle. Ask the students a series of questions about living in a bubble. The teacher asks a few students to share for each question and process answers. The teacher then leads a think-pair-share activity with their shoulder partners. The students answer the question “How can I get outside of my bubble?” The teacher then summarizes the main points and takeaways from the lesson and challenges the students to meet 3 people outside of their bubble and asks them to write down how they plan to do that.

3. Integrity- In this learning activity, students begin by reflecting on the character traits taught thus far. After displaying the character traits on the wall, ask students to stand next to the character trait that they feel they have grown the most in. The teacher asks students to share an example of how they have intentionally grown that area of their lives. The students then open their journals to write about what they think the suthor is saying about your overall character: “Goodness is about character – integrity, honesty, kindness, generosity, moral courage, and the like, More than anything else, it is about how we treat other people” (Prager). The teacher then asks for volunteers to share their journal entries. The teacher then facilitates a whole group discussion defining integrity by stating that Dennis Prager’s quote mentions integrity when discussing character and asking what integrity means. The teacher explains that living with integrity is when you are the same person no matter who is around you. It is always showing honesty in your words and actions. The students then get into groups of four and create a T-chart writing down what integrity looks like and sounds like in their everyday lives. The teacher then summarizes the key points and shares a meaningful quote to launch students.

4. Kindness- In this learning experience, students begin by drawing a circle and dividing it into six equal parts. Each of the six sections is labeled as follows: Three favorite colors, favorite thing to do outside, which book is your favorite?, which toy or game is your favorite?, what are three favorite foods to eat?, and which animal makes the best pet? Each group will get one pair of dice and take turns to roll the dice and respond accordingly to the question they get. The teacher then debriefs the game by asking who learned something new from a friend? The students are then presented with the journal prompt “What is the kindest thing someone has ever done for you? Who was that person, and what do you think was their motivation to be kind to you?” The teacher then asks students to share what they wrote in their journal. The teacher the explains that kindness is at the heart of relationships, connections, and respect. The teacher the goes on to say that we feel more connected to people the more we know, understand, and appreciate them. The teacher then explains that serotonin is the main hormone that promotes happiness and wellbeing. Our brains receive an increase of serotonin when we are helpful and compassionate to others. Students are then instructed to write kudos on the Kudos Wall for one or multiple students.

5. Perseverence- In this learning experience, the students begin by dividing into pairs. Each pair has to keep their balloon in the air only by blowing it up. The pair that can keep its balloon in the air the longest is the winner. After the winner is announced the teacher congratulates all pairs for persevering through a challenge. The teacher then asks the students what does she mean when she says “persevere”? The students are then presented with a journal prompt asking them to write about a time that they struggled through something and had to work to get through it. The teacher asks for a few volunteers to share what they wrote in their journal. The teacher explains that perseverance is the continued effort to accomplish something despite difficulties, failure, or opposition. Perseverance is a valuable quality to have. The teacher facilitates a class discussion about perseverance and the growth mindset. The students then complete a pair share activity. The teacher summarizes the main points and takeaways from the lesson.

6. Respect- In this learning experience, students begin by thinking of who they respect in their circle of influence. The teacher challenges them to think about what they respect in that person. The teacher presents the students with a journal prompt considering a quote and what it means. The quote is “Respect is learned, earned, and returned.”- Author Unknown. The teacher then asks for volunteers to share their responses. The class is then instructed to a large group discussion on the definition of respect. The teacher then explans that we could define those with roles worthy of respect as having authority in our lives. It is a person whose real or appartent authority over others inspires or demands obedience. The students are then asked to think of times when respecting a position is necessary. The teacher then summarizes the main points and takeaways from the lesson.

7. Responsibility- In this learning activity, students begin by reading a few phrases and if the statement applies to them they should put their hands up. As hands are raised the teacher will ask the students to elaborate on their experiences. The teacher then presents the class with a journal prompt asking what they learned new about their classmates and did they learn anything new about themselves. The teacher explains that they know themselves more than anyone else. They know what motivates them and what drivs them to do the things that they do. The students are then instructed to write in their journals about what t means to be responsible. The teacher then asks for volunteers to read their journal response. The teacher then explans that a person who is responsible sees the same value for something whether they bought it or not. Someone who has a sense of ownership is a person who takes pride in doing their best, no matter what the task. Someone that takes ownership of their life gives their best in school, works hard at their job, takes care of their health, and takes care of their relationships. The students are split into groups of 4 and asked to discuss if they consider themselves responsible people. The teacher then challenges the class to point out ways in which they can personally grow. The teacher then summarizes the main points and takeaways from the lesson.

8. Teamwork- In this learning experience the students begin in groups of 4. They are challenged with the task of working together to write five questions that all have the same answer. After the groups have finished the teacher asks one member to read the questions and the class will determne the answer. The activity is debriefed by the teacher asking the groups how they approached the activity. The students are then presented with a journal prompt asking what role did they play in the previous activity. A few students will share their response. The teacher then facilitates a discussion regarding what it means to be on a team. The teacher explains that a team is a grup of people that accomplishes something together. The teacher then divides the class into four groups for a group discussion. The groups answer questions like “how can this class grow as a team?” The teacher then summarizes the main points and takeaways from the lesson.

References

Iheartckh.com. (n.d.). Retrieved July 3, 2022, from https://iheartckh.com/

PART III: STANDARDS COMPARISON

Analyze standards within a content area from general comparison to specific comparisons. Provide thorough detail and note the specific state standards you are comparing.

The VDOE standards of learning establish minimum expectations for what students should know and be able to do at the end of each grade in English, math, science, history, and other subjects. These tests meet the boards expectation for achievement and measure students understanding. In math, Algebra tracking logs are used to aid teachers in understanding which standards students are most comfortable with. The students gain experience and exposure throughout the school year. (Virginia Standards)

A program where skills are in alignment with Louisiana standards is IXL. The Louisiana standards expect to provide comprehensive coverage of concepts and applications. Through IXL students are presented with unlimited questions that they practice which are specifically tailored to Louisiana’s standards. (Louisiana Standards)

Contrast within a content area from general comparison to specific comparisons. Provide thorough detail and note the specific part(s) of the state standards you are contrasting.

In IXL there are reports that are included that show a students progress towards mastering a standard. These reports make it easier for a teacher to find trouble spots and work on them with the student. There are topics for the Louisiana math standards from graes pre-k to highschool. Students are taught equations and expressions, functions, the number systems, statistics, geometry, and probability . (Louisiana)

Summarize what you have learned through this comparison.

Standards are important to have because they provide direction with a goal which pushes students toward career and college readiness. Standards help teachers acquire data that can be used for differentiation. Students gain knowledge, attributes, and skills when addressing standards.

References

Louisiana IXL alignment to math standards

http://com/standards/louisiana/math?partner=google&campaign=11433232537&adGroup=11184573739

Virginia Department of Education. (2010). English standards of learning for Virginia public schools (grade seven) [PDF file]. Retrieved from http://www.doe.virginia.gov/testing/sol/ standards_docs/english/2010/stds_english7.pdf.

PART IV: STANDARDS INTEGRATION

Interdisciplinary Learning Activity 1

State Standard

7-MS-PS1-2 (Louisiana)

Analyze and interpret data on the properties of substances before and after the substances interact to determne if a chemical reaction has occurred.

Integrative Activity

ELA- Students will read an article about chemical reactions and annotate the article. The students will then make a T chart with the data on the properties of substances. The class will have a group discussion explaining why or why not a chemical reaction has or has not occurred.

Interdisciplinary Learning Activity 2

State Standard

7-MS-PS1-4 (Louisiana)

Develop a model that predicts and describes changes in particle motion, temperature, and the state of a pure substance when thermal energy is added or removed.

Integrative Activity

Dance- Students will get in groups of three or four and come up with a dance that represents the molecules at different states. The dancers will then be challenged to show what happens to particle motion when temperature is added or taken away.

Interdisciplinary Learning Activity 3

State Standard

7-MS-PS1-5 (Louisiana)

Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.

Integrative Activity

ELA- The students read an article about Isaac Newton and the conservation of mass. The students annotate the text and then write a one page essay about how mass is conserved in a chemical reaction.

Interdisciplinary Learning Activity 4

State Standard

7-MS-ESS2-4 (Louisiana)

Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

Integrative Activity

Art- Students are to make a poster of the water cycle showing the influences of the sun and gravity on Earth’s systems.

Interdisciplinary Learning Activity 5

State Standard

7-MS-ESS2-5 (Louisiana)

Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.

Integrative Activity

ELA- The students will read a article about El Nino. They will then answer a series of questions regarding the complex interactions of air masses and the changing weather conditions. They must cite specific evidence from the text.

References

Louisiana believes - Louisiana Department of Education. Louisiana Believes Louisiana Department of Education. (n.d.). Retrieved July 3, 2022, from http://www.louisianabelieves.com/