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Running head: CURRICULUM MAP

Ana Luisa Parra

Curriculum Map
PPE 310: Health Literacy for Schools
Dr. Hesse
2 April 2016

CurriculumMap
Grade: 2nd
Unit: 4 Lending a Hand
Big Question: What are our responsibilities to each other?

Week 1:

Main Texts:

Reading: 60
min.

Phonological Awareness:

Reach for Reading-Week 1

Reach-P

Maria and the Bakers Bread (Read Aloud- Folk Tale)

Isabel and Mama (eVisual 4

Aesop Fables: The Lion and the Mouse; The Farmer and the Eagle

Maria and the Bakers Bread

Play it Safe (Decodable Reader)

Aesop Fables: The Lion and

Eagle

CCRS Standards:

ELP Standard(s):

RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds
(phonemes) in spoken single-syllable words.

ll-R-2:HI-1: distinguishing b
sounds to produce words.

CURRICULUM MAP

RF.1.2 Demonstrate understanding of spoken words, syllables,

and sounds (phonemes).

II-R-2: HI-5: blending syllab

(These are 1st grade standards, not 2nd grade)

Focus Skill (s):
Focus Skill (s):

Phonics and Spelling:

Delete Initial sounds from blends

Combine Syllables

Delete initial phon

Combine syllables

CCRS Standards:

ELP Standard(s):

RF.2.3c Know and apply grade-level phonics and word analysis skills in
decoding words.Decode regularly spelled two-syllable words with long
vowels.

II-R-2: HI-9: reading regular

applying the most common

RF.2.3.D Decode words with common prefixes and suffixes.

RF.2.3.F Recognize and read grade-appropriate irregularly
spelled words.

correspondences.

II-R-2: HI-11: reading multirules.

II-R-2: HI-12: identifying infl

(-s, -ed, -ing) and their funct

II-R-2: HI-13: reading high f

words fluently.

Reading Comprehen-

CCRS Standards:

ELP Standard(s):

sion:

RL.2.3 Describe how characters in a story respond to major events and

challenges.

II-R4:HI-11: describing char

RL.2.10 Read and comprehend literature,including stories and poetry, in the

grades text complexity band independently and proficiently.

II-R-4: HI-6: making connec

and text-to-self).

Focus Skill (s):

Focus Skill (s):

Grammar60 min.

Grammar

Make text-self and text-text connections

Analyze character traits

Analyze characte

Make text-self and

CCRS Standards:

ELP Standard(s):

L.2.1 Demonstrate command of the conventions of Standard English

grammar and usage when writing or speaking.

II-L-1(SC):HI-2: producing s
with subject-verb agreemen

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CURRICULUM MAP

L.2.1g Produce, expand, and rearrange complete simple and compound

sentences.

Focus Skill (s):

Writing- 60
min.

Writing:

Use complete sentences

Parts of a sentence (naming part and telling part)

Focus Skill (s):

Use complete sen

Parts of a sentenc

Capitalization and

CCRS Standards:

ELP Standard(s):

W.2.7 Participate in shared research and writing projects.

II-W-4: HI-1: writing student

W.2.8 Recall information from experiences or gather information from

provided sources to answer a question.

expresses a main idea.

II-W-1:HI-7: writing a respon

the characters, setting, and
problem and solution.
Focus Skill(s):

Vocabulary:

Write about a character

Write about a text-self connection

Write a new moral for a fable

Write using vivid, or descriptive, words

Write about their favorite fable

Focus Skill(s):

Power Writing: wr
responsible

Write a journal en

Write using vivid,

Write about their f

Write a character

CCRS Standards:

ELP Standard(s):

L.2.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 2 reading and content,
choosing flexibly from an array of strategies.

II-L2: HI-4: using grade spe

symbols within context.

Vocab./
Oral Lang.60 min.

II-L-2: HI-5: applying knowle

(including content area word

Speaking and

CCRS Standards:

ELP Standard(s):

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CURRICULUM MAP

Listening/Language
(Reach):

SL.2.1 Participate in collaborative conversations with diverse partners

about grade 2 topics and texts with peers and adults in small and larger
groups.
SL.2.3 Ask and answer questions about what a speaker says in order
to clarify comprehension, gather additional information, or deepen
understanding of a topic or issue.

II-LS-1:HI-5: responding to

by rephrasing and repeating

questions, and expressing o

Focus Skill (s):

Discuss the Big Question

Ask for and give information

Express feelings and ideas

Discuss making connections

Describe characters

ll-LS-2:HI-5: asking and res

complete sentences. (e.g., e
hypothetical questions, etc.)

ll-LS-1:HI-7: responding to
ones view on facts, ideas, a
vocabulary.

Focus Skill(s):

Discuss the Big Q

Express feelings a

Discuss making c

Narrative
This curriculum map was created by a team of teachers and administrators for Esperanza
Elementary School in the Isaac School District. The following mini-lessons were created for a 2nd
grade classroom and aim to align with standards in the curriculum map. The class has 24 students
all at varying levels of English proficiency.
Mini Lesson One
Sleep
II-W-4: HI-1: writing student generated text that expresses a main idea.
Materials:
Dont Let the Pigeon Stay Up Late! by Mo Willems
Video: https://www.youtube.com/watch?v=65uAa3H3pKQ
Graphic organizer
Lined Paper
Instructions:

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Teacher will open the lesson by asking, why do we sleep? and allow students to raise
their hands to answer the question. Teacher will show students the whole video without pausing
to ask questions. Teacher will pass out a graphic organizer and play video one more time. The
teacher will stop periodically to model how to write notes on the graphic organizer. Students
should write down facts that answer the question, why do we sleep? All students should at
least have 3 different facts by the end of the video. Teacher will then read, Dont Let the Pigeon
Stay Up Late! by Mo Willems. Teacher will stop and ask comprehension questions to make sure
students are listening attentively. At the end of the read, the teacher will ask students why do we
need to sleep? and Do you think the pigeon knows why sleep is so important? To close the
mini-lesson the students will write a small book explaining to the pigeon why he needs to go to
sleep. This activity will require students to use the facts from their graphic organizer to support
their writing topic. When student finish, have them share their stories with their table partners.
Mini Lesson Two
Sun Safety
II-LS-1: HI-7: responding to academic discussions by sharing ones view on facts, ideas, and/or
events using academic vocabulary
Materials:
George the Sun Safe Superstar by Kathryn Clifford and Chantal Renn
Instructions:
Teacher will open lesson by stating that summer vacation is around the corner. Teacher
will take a poll of hands to see who is excited about summer vacation. Teacher will ask students
What do you like to do in the sun? Students will respond using the sentence frame I like to
__________ in the sun. Student should be given time to think-pair-share before sharing aloud to
the class. All students will have the opportunity to share their favorite summer activity. Explain
to students that the sun can be both fun and harmful. Emphasize the fact that students need to
take precautions when being out in the sun. Teacher will ask What do you think you can do to

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protect yourself from the sun? The student will respond using the sentence frame I think I can
protect myself from the sun by _________. Read George the Sun Safety Superstar to the entire
class and encourage them to listen attentively. The teacher will ask So, what can you do to
protect yourself from the sun? Explain to students that they will be encouraged to talk about the
facts that they learned in book. They will answer by using the sentence frame I can protect
myself from the sun by _______________.
Mini Lesson Three
Environmental Health
II-R-4: HI-6: making connections to text while reading (text-to-text and text-to-self).
Materials:

Where Does the Garbage Go? by Paul Showers

Instructions:
Teacher will open the lesson by saying, Today we are going to learn about landfills by
reading the book Where Does the Garbage go. Before we begin lets have a small class
discussion. Who takes out the trash at you home? Maybe it is one of your jobs. Taking out the
trash is an important household task. We throw away things because we no longer need them or
they may not be useful. Have you ever wondered where the trash goes after it leaves your
neighborhood? Lets read about it to find out. Teacher will stop periodically as she reads the
book to ask students to make connections to their everyday lives. Students will end the lesson by
filling out the text-to-self worksheet. Students will illustrate a fact from the book and illustrate a
picture that connects it to their life. Students will then write sentence to go along with those
illustrations. Students will share their connection with the whole class.

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CURRICULUM MAP

Criteria
Curriculum
Map/Scope
and Sequence
Integration
of Health
Topics
Teacher
Content
Knowledge
(TCK)
Score:
x2

Instructional
Plans (IP)
SCORE:
x2

Exemplary (5)
Your Assignment includes:
A cover page that includes the
followingname, the course,
the assignment, the date and an
appropriate Running head in
APA format. Your cover page
should include a page number.
District provided curriculum
map/scope and sequence
appropriate for placement
classroom.
Highlighted text, outlining the
followingSleep = Blue, Topic
of your Choice = Yellow,
Healthy
Environment/Sustainability =
Green
Integration of the health
components do not detract from
the academic content
Teacher regularly implements a
variety of subject-specific
instructional strategies to
enhance student content
knowledge.
Specifically, places that logically
fits into the academic content
that is being taught, where you
can teach three separate mini
lessons; one about sun safety,
one about sleep, and one about
environmental health. (TCKTap)
References are included where
appropriate
This rubric is attached at the end
of the document
Your word document file name
includes your last name, first
name, assignment #, and your

Proficient (3)

Your Assignment includes:

Your C
A cover page that includes most of

the followingname, the course,

the assignment, the date and an
appropriate Running head in APA
format. Your cover page should
include a page number.
District provided curriculum

map/scope and sequence

appropriate for placement
classroom.
Highlighted text, outlining most of

the followingSleep = Blue,

Topic of your Choice = Yellow,
Healthy
Environment/Sustainability =

Green
Integration of the health
components sometimes detract

from the academic content

Teacher sometimes implements a
variety of subject-specific
instructional strategies to enhance

student content knowledge.

Specifically, places that logically
fits into the academic content that
is being taught, where you can
teach three separate mini lessons;
one about sun safety, one about
sleep, and one about
environmental health. (TCK-Tap).

References are included where but

not on the last page of the
document
This rubric is attached but not at
the end of the document
Your word document file name
includes most of the following

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CURRICULUM MAP

class section #
There are no writing,
grammatical or spelling errors
Your assignment was placed in
your E-Portfolio under the
Healthy Curriculum
Development tab
Curriculum map includes: (IP)
o Evidence that assignment
is appropriate for the age,
knowledge, and interests
of all learners you teach
and;
o 3, 1 page, double spaced
mini-lessons in teacher
talk format, one for sleep,
one for sun safety, and
one for environmental
health
o A brief narrative
summary describing your
grade, the school district,
describe your classroom
context and other
pertinent information

last name, first name, assignment

#, and your class section #
There are few writing,
grammatical or spelling errors
Your assignment was placed in
your E-Portfolio however it was
placed in the wrong section
Curriculum map mostly includes:
(IP)
o Evidence that assignment
is appropriate for the age,
knowledge, and interests
of all learners you teach
and;
o 2 of the 3 following, 1
page, double spaced minilessons in teacher talk
format, one for sleep, one
for sun safety, and one for
environmental health
o A brief narrative summary
describing your grade, the
school district, describe
your classroom context
and other pertinent
information