Guide For Prioritizing and Mapping The Curriculum

Steps in Prioritizing the Curriculum to Maximize Student Achievement
Step 1: Identify units within each course (page 3)
Step 2: Identify concepts with each unit (page 4)
Step 3: Identify PA Academic Standards for each concept (pages 5-6)
Step 4: Identify PSSA eligible content for each concept (page 7)
Step 5: Identify new vocabulary for each unit (page 8)
Step 6: Identify each unit as Essential, Important, Compact (pages 9-10)
Step 7: Identify the order in which each unit will be taught (pages 11-13)
Step 8: Develop a K-U-D chart for each unit (page 14)
Step 9: Develop a Curriculum/ Student Learning Map for each unit

(page 16-18)
Step 10: Develop a Curriculum Timeline for each unit (page 19-20)
Step 11: Submitting Your Work to the Office of the Assistant to the
Superintendent: Curriculum and Instruction (page 21)
Samples and Examples (pages 22-29)
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Materials needed to Prioritize and Map the Curriculum
 Sign in sheets
 Chart paper
 Markers
 PA Academic Standards for your content area
 PA Assessment Anchors (All departments should use the Reading
Assessment anchors. Some will also use the Math.)
 K-U-D chart template (These can be in hard copies or electronic copies.
Electronic copies can be found on the Building Folder E:\Learning Focused
Schools\Maps (M) The document title is “LFS KUD”) Please save this to
your desktop and rename it with the following information.
a. Department name
b. Course
c. Unit
d. Example: “KUD Social Studies US History American Rev”
 Curriculum/ Student Learning Map templates (These can be in hard copies
or electronic copies. Electronic copies can be found on the Building Folder
E:\Learning Focused Schools\Maps (M). The document is titled “Curriculum
and Student Learning Map_ Template”. Please save this to your desktop
and rename it with the following information.
a. Department name
b. Course
c. Unit
d. Example “Map SS US History AmericanRev”
STEP 1: IDENTIFY UNITS WITHIN EACH COURSE
PURPOSE: Identifying units for each course allows teachers to “cluster” similar
academic standards, similar PSSA assessment anchors/eligible content and similar
concepts under a large “umbrella”. Organization of units allows for a more
manageable curriculum, peer collaboration and better student understanding.
Many curriculums have been written in unit formats for years.
DIRECTIONS:
1. You will be asked to divide your course into units. (typically 3-8 at the
elementary level; 8-12 at the middle level and 10-16 at the high school
level) However, use your professional judgment as a department to
determine the actual number of units.
2. You should refer to your PA Academic Standards, PSSA assessment
anchors/eligible content, and district curriculum to determine unit names.
3. You may utilize your existing curriculum if it is already written to PA
Academic Standards and applicable assessment anchors.
4. If your curriculum has not been written to standards, then please do not use
it!
5. Place each unit name on a separate flipchart page and post it on the wall.
6. Once you have identified the units, review them one more time to ensure
that everyone agrees that this represents the broad topics that need to be
taught in this course.
HELPFUL HINTS:
 There is no “right” way to organize a course around units. The key is to

collaborate and agree that the topics determined represent the course
curriculum.
 You may change unit names at anytime throughout this process. Nothing is
“etched in stone” until the entire process is complete.
STEP 2: IDENTIFY CONCEPTS WITHIN EACH UNIT
PURPOSE: Identifying concepts for each course allows teachers to cluster content
and skills into smaller, more organized “chunks”. Organization of similar concepts
under a larger topic umbrella allows for better student understanding.
DIRECTIONS:
1. You are now asked to divide each unit into no less than 2 and no more than
6 concepts.
2. If you have a unit with fewer than 2 concepts, the unit is too small. You
should delete this unit and incorporate this concept under another topic.
3. If you have a unit that contains more than 6 concepts, the unit may be too
large. Please consider dividing this unit into smaller ones.
4. Place these concepts on the chart paper identified with the unit name.
Separate them far enough apart to add other information later.
HELPFUL HINTS:
 Any concept can be a topic and any topic could be a concept. You will want
to decide which “umbrella” is bigger. The broadest one is usually your
topic.
English example: Both Literary Analysis and Figurative Language could be

topics. Both provide a good basis for instruction. However, Literary Analysis
is broader. Figurative Language could be a concept under the broader topic
of Literary Analysis. Figurative Language could also be a topic with similes,
metaphors and personification as concepts. The question the group wants
to answer is “Where do you want to spend the most instructional time?”
The final determination should be made collaboratively and provide the
broadest umbrella for a unit’s worth of instructional time.
STEP 3: IDENTIFY PA ACADEMIC STANDARDS FOR EACH

CONCEPT
PURPOSE: You have now divided your course into units and concepts. Aligning
concepts with academic standards ensures that all required state standards are
taught and that similar standards are “clustered” together. Academic standards
should not be taught in isolation. Many are very similar in nature and touch upon
the same content and skills.
DIRECTIONS:
1. Have one staff member read each PA Academic Standard aloud to the
group.
2. Determine which concept or concepts this standard most closely addresses.
3. Place the Academic Standard number next to the concept on the chart
paper. Your number will look something like this: 1.1 11 A.
4. Continue the process until you have reviewed each academic standard and
assigned those that are appropriate to each concept.
Here’s how to read your academic standards: The first number identifies the
subject. Number I is “reading” in this example. The next number identifies the
“strand” or “division” of the academic standards. In this example, the “1” stands
for “learning to read independently”. In reading, there are 8 strands. The next
number refers to the grade level. In this case, grade 11. The letter “A” is the actual
standard. All strands are identified in the beginning of the standards documents.
They look similar to the table of contents.
HELPFUL HINTS:
 You will need to determine which grade level standards are most
appropriate for your course. Each set of academic standards is
benchmarked at different grades. For example, social studies standards are
identified for grades 3, 6, 9 and 12. Depending on the grade level in which
the course is taught, both 9th and 12th grade standards map apply.
 You may use an Academic Standard as many times as you need to.
However, be careful not to overuse them.
 Only the letter identification is considered the academic standard. Bulleted
items are typically reference points to help you understand what might be
taught under that standard.
 NOTE: Not all academic standards pertain to every high school course.
Therefore, you do not have to align every standard with a concept. For
example, many of the environmental science standards don’t apply to a
chemistry course. You may skip the ones that don’t apply as another course
curriculum will identify these later. We will conduct a review of this
alignment once all of the courses in the department are completed.
STEP 4: IDENTIFY PSSA ELIGIBLE CONTENT FOR EACH

CONCEPT
(As of January 2008, this step only applies to Language Arts/English, math
and science courses. All other subject areas may skip this step for now.)
PURPOSE: You have now divided your course into units and concepts and aligned
each academic standard to a particular concept or concepts. Aligning PSSA eligible
content to each concept will ensure that each student has the content and skills
to be proficient on the PSSA.
DIRECTIONS:
1. Follow the same process you did in Step 3.
HELPFUL HINTS:
 Eligible content in reading and math are in chart forms. Your department
coordinator will have these documents. In science, you want to look at the
last column in the document. This is the eligible content.
 The coding for eligible content looks similar to this: R11 A 1.3.2
 “R” stands for reading, “M” for math and “S” for science. The next number
is the grade level and the last sets of numbers are descriptors and content.
 Don’t get concerned with these numbers: simply place the entire code next
to the concept or concepts you have chosen.
STEP 5: IDENTIFY NEW VOCABULARY FOR EACH UNIT
PURPOSE: Identifying content vocabulary for each unit ensures that the
vocabulary is taught by all teachers. Vocabulary associated with PSSA assessments
must be utilized in context. These vocabulary words are potential words for
previewing.
DIRECTIONS:
1. You will now be asked to identify key vocabulary for each unit.
2. Begin with the glossary at the back of your Academic Standards packet. This
is the vocabulary that students must know in order to be successful on this
assessment or in this content area.
3. Read each word and definition and place it with the appropriate concept.
4. Follow the same procedures again using your district curriculum. (You may
have added vocabulary based upon our curricular expectations.)
5. You do not have to list every word possible. You will add other vocabulary
words on the KUD chart at a later step.
6. Limit your vocabulary list to no more than 6 words per concept. These are the words that a
teacher might preview. These vocabulary words will appear on the student learning map. This is
never an inclusive list nor is it the only vocabulary words students will be required to know.
These are the words that are critical to understanding the concept.
HELPFUL HINTS:
 These should be terms that are new to this course not vocabulary students
have already had in other courses.
 This vocabulary should represent the foundation of the unit without which
students would have “holes” in their learning.
 Consider those words in which students have had the most difficulty
understanding in the past.
 Consider words which have multiple meanings.
 Include each word under only one unit. Since all units will be taught, there
is no need to include it every time.
STEP 6: IDENTIFY EACH UNIT AS “ESSENTIAL”,
“IMPORTANT”, “COMPACT”
PURPOSE: Not all academic standards, units or concepts are created equal and
not all can be realistically taught to the same depth. Identifying each unit as
Essential (E), Important (I) or Compact (C) helps identify which units are more
important to this course and which ones require more instructional time. This
identification will ensure that all students have a similar learning experience when
taking this course. This identification process helps teachers manage a curriculum
in both emphasis and time which can sometimes be overwhelming.
DIRECTIONS:
1. In this step, you will need to determine the significance of each unit to the
course.
2. You will identify each unit as either Essential (E), Important (I) or Compact
(C).
3. You will first use a mathematical calculation to make this determination:
 50% of the total number of units in your course will be labeled
Essential (E).
Important (I)
Compact (C).
4. Make this calculation.
5. To determine which units will be labeled as Essential (E), consider the
following:
Essential Units contain:
 The most PA Academic Standards and/or PSSA Eligible
Content.
 The content and skills that are the foundation of the course.
 The content and skills that every student must know and do
and every teacher must teach.
 The content and skills that you want students to understand at
a much greater depth.
6. To determine which units will be labeled as Important (I), consider the
following:
Important Units contain:
 Key knowledge and skills that lead students to use the
essential units.
 Important pre-requisite skills that must be taught in order for
students to understand the information in the essential units.
 Content and skills that will not be taught to the greatest depth.
7. To determine which units will be labeled as Compact (C), consider the
following:
Compact Units contain:
 Less important information.
 Information that students may learn elsewhere, perhaps in
other courses or through real-life experiences.
 Content and skills that students can get by without knowing.
 Content and skills that the next grade level teacher is not
expecting students to know.
 Content and skills that some teachers may eliminate in the
course of the school year based upon the needs of their
students.
HELPFUL HINTS:
 Spend time on this process!

This process will affect the total number of instructional days devoted to
each type of unit.
 Teachers frequently express frustration that their curriculum is far too big
to teach. This is your time to truly “prioritize” your curriculum and lessen or
eliminate some components.
STEP 7: IDENTIFY THE ORDER IN WHICH EACH UNIT WILL

BE TAUGHT
PURPOSE: In a standards-based learning environment, schools must deliver a
similar curriculum to all students. This includes certain topics, content and skills
that are the same for all students regardless of the curricular tract or teacher
assigned. In addition, we must ensure that our curriculum has a starting point, a
mid-point and an end-point for instruction. This must be a district decision with
input from the professional staff that has the most content knowledge to make
these decisions.
DIRECTIONS:
1. You will now be asked to determine the order in which each unit is most
likely to be taught.
2. There is no “right” order; however, some content naturally follows a
sequential order.
3. Label each flipchart with the correct order number.
HELPFUL HINTS:
 Choose the most natural progression of content and skills that works for
this course.
 Keep in mind what would make the most sense to student learning and
understanding.
 It is OK to mix up the order of Essential, Important and Compact
throughout the course of the year. (See attached document entitled Map
Units Across Year/Course for a visual representation.)
 Don’t schedule all Essential Units at the start of the school year or all
Compact Units at the end of the year.
 Due to possible sharing of curricular materials and books, this process will
not be perfect. In addition, some units will not require pre-requisite skills
and can be taught in any order. Please document these options on the final
documentation to be collected by your department coordinator.
 Make as many decisions as you can regarding the order of units to which
you all can agree.
 Document any decisions that are still outstanding.
MAP UNITS ACROSS YEAR/COURSE
1 2 3 4 5 6 7 8 9 10 11
- Units 2, 5, 6, 7, 9, 10 are the most critical, the most “Essential”, take

the most time!
- Units 1, 4, 11 are “Important” but not as critical.
- Units 3, 8 are part of the course but are the least important. You can
“Compact” them.
1. Map out your course(s).

2. Develop content maps first for the essential units and then for all the
others.
3. Put course maps and content maps online.
STEP 8: DEVELOP A KUD CHART FOR EACH UNIT
PURPOSE: A KUD chart identifies the essential content and skills that all teachers
who teach this course agree must be taught as part of this unit. It is a critical step
prior to developing student learning map and is required by all departments. These
KUD charts will become part of your district-approved curriculum documents when
completed.
DIRECTIONS:
1. Review the KUD guide sheet that your department coordinator shared with
you. Be sure you understand each component and how each component is
written. See the attached verb list to help you with the DO column.
2. Read each academic standard and PSSA eligible content for each
unit/concept and identify it as a KNOW, UNDERSTAND or DO statement.
3. Determine if this academic standard is new learning. If so, it should be
placed in one of the three columns. Follow the directions provided for
writing this KUD chart on the attached handout.
4. *Every KUD chart should identify two components: a thinking strategy and
a writing assignment. These components will be placed in the DO column.
In some cases, the thinking strategy and writing assignment can be
combined. These thinking strategies are listed on the KUD Guide Sheet.
(See attached packet of thinking strategies for appropriate definitions and
sample content.)
5. Thinking strategies were taught in Days 3 and 4 of your LFS training. You
may have some difficulty in identifying these strategies. Do the best you
can by at least identifying a potential strategy for each unit. Remember
we can revisit this later.
6. Identify the critical content, facts, formulas, vocabulary and people under
the KNOW column.
7. Identify the skills that all students will have to demonstrate under the DO
column.
8. Identify the long-term learnings under the UNDERSTAND column. This is a
combination of both the KNOW and DO columns.
9. Review your district curriculum to determine if there are any other content
or skills that should be identified on this KUD chart. (Remember you may
not eliminate standards or assessment anchors for your content. You need
to prioritize them.)
HELPFUL HINTS:
 Spend time on this process as it is critical to the next step in developing

student learning maps.
 Once this process is done, the KUD chart should represent what you all
believe are the essential content and skills that all teachers will teach in your
course and unit.
 This KUD chart cannot identify every single aspect of your curriculum. Don’t
try to place every possible topic, concept or discussion that might arise as part
of good instruction.
STEP 9: DEVELOP A CURRICULUM/ STUDENT LEARNING
MAP FOR EACH UNIT
PURPOSE: Learning maps provide visual graphic organizers for students at the
beginning of a new unit. Learning maps organize the future instruction under units
and concepts so students glean the most important content and skills from your
instruction. Learning maps identify the essential questions that students will need to
answer at the end of each lesson and unit.
DIRECTIONS:
1. Take blank Curriculum/ Student Learning Maps and label each with the
Unit name and concepts in the appropriate blocks.
2. Take the UNDERSTAND statement from the KUD Chart. This becomes your
Key Learning Statement.
3. Turn this Key Learning Statement into a question. This becomes the Unit
Essential Question.
4. Read each statement from the KNOW column of the KUD Chart. Turn each
of these into an essential question. Place this essential question onto the
curriculum/ student learning map under the appropriate concept.
Occasionally, you will be able to combine two statements into one
essential question.
5. See the attached list of essential questions stems to help you write these
questions.
6. Read each statement from the DO column of the KUD Chart. Turn each of
these into an essential question. Please this essential question onto the
student learning map under the appropriate concept.
HELPFUL HINTS:
 Curriculum maps identify the skills and processes that are critical for the
course or content. You can have one curriculum map that spans the entire
school year. Other curriculum maps may be specific for a particular unit. A
student learning map is how you organize the curriculum map(s) for
maximum student learning. Therefore, you may be able to use the curriculum
map as the student learning map. (See Curriculum and Student Learning Map
graphic.)
 Remember that each essential question is approximately 1 to 3 days of
instruction.
 You want to write enough essential questions to cover the entire KUD Chart.
 Remember that essential questions are open-ended: ask students to connect
concepts together; transfer learning and require more than rote, memorized
responses.
 Essential questions provide teachers another form of assessment that should
guide and change instruction as necessary.
Once Board adopted, the Curriculum Maps remain the same from year to year UNLESS there is
STEP 10: DEVELOP A CURRICULUM TIMELINE FOR EACH
UNIT
PURPOSE: In a standards-based learning environment, schools must deliver a

similar curriculum to all students. This includes certain topics, content and skills that
are the same for all students regardless of the curricular track or assigned teacher. In
addition, we must ensure that our curriculum has a starting point, a mid-point and
an end-point for instruction. This must be a district decision with input from the
professional staff who have the most content knowledge to make these decisions.
Finally, students must have similar curricular experiences in terms of instructional
time. A curriculum time line is no different than scope and sequence charts or
pacing guides in previous curriculum documents. A curriculum time line identifies
the minimal instructional time that teachers will devote to a particular topic and
concepts. If additional time is needed, Compact units are deleted.
DIRECTIONS:
1. Start with one unit.

2. Count the number of essential questions contained in that unit.
3. Essential questions represent 1 – 3 days of instruction. A unit that contains
6 essential questions has between 6 and 18 days of instruction.
4. Determine these ranges for each unit.
5. Considering all of the disruptions there are to school schedules use the
following timeframes as a guide
 109 total days for Essential Units.
 31 total days for Important Units.
 15 total days for Compact Units.
6. Determine a total number of days for each unit.
HELPFUL HINTS:
 18 review days have been already calculated into the total instructional days.
(Review time was discussed in Days 3 and 4 of your training. Refer to your
manual for additional information.)
 3 days have been calculated into these instructional days for mid-term and
final exams. There is no way to calculate which courses are affected on any
given day by testing. This is a best guess estimate!
 Teachers needing more time for Essential or Important Units will get these
days be deleting all or a portion of the Compact Units.
STEP 11: SUBMITTING YOUR WORK TO THE OFFICE OF THE
ASSISTANT TO THE SUPERINTENDENT: CURRICULUM AND
INSTRUCTION
PURPOSE: The work that is completed by each department will be submitted to the
office of the assistant to the superintendent: curriculum and instruction. This work
will be reviewed for consistency and adherence to the curriculum guidelines. The
hard work of each department will be the foundation of what will be submitted to
the School Board for recommendation for approval. The curriculum will be
formatted so that the documents can be shared and put on public display for 30
days. After this curriculum is “Board Approved’, it will become the official document
which guides instruction for each content area. These official curricular documents
will be placed on the district website as well as shared throughout the district.
Feedback in encouraged as teachers use these maps in their classrooms.
DIRECTIONS:
1. Make copies of all work that is to be submitted to office of the
assistant to the superintendent: curriculum and instruction.
2. Department coordinators will ensure that all work for the department is
complete prior to submission. They will verify the attendance of all
members who participated in the curriculum writing process.
3. Documents should be legible and clearly delineate the information that
is to be included on the maps, K-U-D charts, and curricular timelines.
4. Be sure to adhere to the timelines provided by the district office in
order to meet the deadlines for Board approval.
5. All work will be considered “draft” until Board approval.
6. Department coordinators will be contacted once the curriculum is
officially approved.
7. Payment for all curriculum writing will occur at the end of August, if
applicable.
KNOW, UNDERSTAND, DO (KUD) CHART
GUIDE SHEET
UNIT:
KNOW UNDERSTAND DO
Facts, formulas, vocabulary Concepts, principles, Skills
(written in terms or phrases) generalizations, big ideas, (Starts with a measurable verb)
Use PA Academic Standards enduring learning Use PA Academic Standards and
to help (Written in sentence format) Performance Indicators from
Use PA Academic Standards to your existing curriculum to help
help
Finishes the statement:
Students will know how to
………….
Identify content and facts Identify the broad ideas, big Identify a thinking skill in this
that are new to this unit understandings, enduring column (cause/effect,
learning that you want students compare/contrast, classify,
Identify key vocabulary that to remember 6 months or 10 construct support, analyze
is new to this unit. years from now. These perspectives, induction,
understandings are the deduction, error analysis)
Identify key people new to foundation of this unit. Without
this unit. this understanding students Identify a writing assignment
would have “holes” in their here (informational or
Identify memorized content learning. persuasive).
with a mnemonic device that
will be used to help students To identify these broad Identify other skills that students
remember (FOIL in algebra) understandings ask yourself, will get in this unit. These may
“Why is this important?” or include: make predictions, make
“Why are we teaching this inferences, summarize,
unit?” question, evaluate, reflect, use
scientific method, etc.
Identify only 1 to 3
understandings per unit.
NOTE: The “KNOW” and “DO” columns must reflect the “UNDERSTAND” column.
SAMPLE VERB LIST FOR WRITING COURSE GOALS:
Remembering Understanding Analysis and Evaluation

(knowledge) (comprehension)
distinguish differentiate
memorize restate deduce assess
state review conclude analyze
cite explain score contrast
recognize discuss evaluate inventory
distinguish paraphrase question appraise
repeat report compare criticize
define display detect test
name respond rate diagram
identify express outline judge
recall describe experiment inspect
list give examples discriminate validate
label interpret examine
select
Application and Synthesis Additional Assessment Procedures:
Assemble use Standardized tests Teach-made tests

Operate imitate Peer rating Essay tests
Modify formulate Commercial tests Oral tests
Prepare reorganize Written Tests Self-evaluation
Dramatize revise Performance tests Project completion
Collect develop Pre and Post testing Conferences
Adapt construct Simulation Formative testing
Integrate demonstrate Summative testing Checklists of skills
Translate sketch Audio tapes Role – play
Synthesize plan Product rating Diagnostic testing
Manage compile Recognition tests Skill
demonstrations
Build calibrate Completion tests Computational
tests
Relate perform Spelling tests Textbook tests
Design arrange Anecdotal records Student profiles
Change calculate Homework Speeches
Predict combine Diary/journals Computer
products
Measure practice Teacher observation
Create classify Criteria and reference tests
Interpret compose Participation in class work
Schedule apply Performance testing, i.e. oral, athletic, and artistic
Originate illustrate
Prepare organize
ESSENTIAL QUESTION STEMS
How would you recognize a __________ if you saw one?
How do readers ____________ to better understand what they read?
How do effective writers _____________?
How do I solve ________________?
What are the possible relationships between ____________ and____________?
What might the relationship be between ____________ and ______________?
How did/does __________ effect ___________?
What are/were the major causes and effects of ____________?
Why would we study ______________?
How are ______________useful in ______________?
What influence did _______________ have on _________________?
How does _________________ impact ________________?
What are the most effective ways to ____________________?
How do we use ______________ to ____________________?
How do the essential components of ___________ relate to _____________?
How are the essential components/parts of ______________
interconnected/organized?
What can we learn from _______________?
How can I identify ___________________?
What similarities/differences exist between _______ and ____________?
What are the responsibilities of ____________ when ______________?
How does _____________ illustrate __________________?
How do ______________ interact with ____________ to _______________?
What events led up to _____________________?
How can _______________ be classified?
Why do we classify ____________________?
Where are _____________ found in our world?
How can you describe a missing ______________?
How do ___________ and ____________ work together to _________________?
How do/does ________________ reflect _________________?
Where would I ever use ____________________ anyway?
How can you use _______________ to find ____________________?
What strategies can we use to solve _______________________?
What are the representations of ______________________?
How can we show _____________________?
What might happen to ______________ during _________________?
How does _______________ allow us to reflect on ____________________?
What parameters can be set up to determine ___________________?
What role does judgment play in solving __________________?
What does ______________ data tell you about _____________________?
How does __________________ influence ___________________?
What if I couldn’t _____________________?
What would happen if we didn’t have __________________?
Is it an “Essential Question"?
Does the EQ represent an objective in the prioritized curriculum?

When answered at the end of the unit/lesson, is it what I want students to
know, understand or do?
EXAMPLE: KNOW, UNDERSTAND, DO (KUD) CHART
UNIT: Drugs
KNOW UNDERSTAND DO
Facts, formulas, vocabulary Concepts, principles, Skills
(written in terms or phrases) generalizations, big ideas, (Starts with a measurable
enduring learning verb)
(Written in sentence format)
Factors that influence drug use Understanding the influences of Apply a decision making
(peers, media, stress, social drug use helps us make healthy process
acceptance) choices
Develop a personal plan to
Consequences of illegal drug avoid drug use
use
Convince a peer not to use
Steps in a decision-making drugs
process (persuasive writing)
(constructing support)
NOTE: These three columns are independent of each other. All “essential” units and most
“important” units will identify thinking skills in the “do” column. These thinking skills include:
compare/contrast, classifying, construct support, analyzing perspectives, induction, deduction,
error analysis, abstracting and writing.
Student Learning Map EXAMPLE
Topic: Subject(s): Other
Drugs Grade(s): 6
Days (10)
Optional/Instructional
Tools
Key learning(s):
Concept: Concept: Concept:
Understanding the influences and consequences
Influences of illegal drug use
Legal consequences Decision making process
can help
Lesson us make
Essential health choices. Lesson Essential Questions:
Questions: Lesson Essential Questions:
 How do such factors as the  What are the legal  How can we apply the steps
media, peer pressure, stress consequences of drug use and of a decision making process
and the need for social how do these consequences to avoid illegal drug use? (A)
acceptance influence illegal
Unit Essential Questions(s): deter this use? (A)
Howdrug use?
does (A)
understanding the influences and consequences of illegal  How can I apply a decision
drug use help us make healthy choices? making process to my
personal plan to avoid illegal
drug use? (E/R)
 How can I convince a peer not

to use illegal drugs? (E/R)
Vocabulary: Vocabulary: Vocabulary:
drug abuse, influences, media consequences decision-making
Attached documents:
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Steps in Prioritizing the Curriculum to Maximize Student Achievement

Step 1: Identify units within each course (page 3)

Step 2: Identify concepts with each unit (page 4)

Step 3: Identify PA Academic Standards for each concept (pages 5-6)

Step 4: Identify PSSA eligible content for each concept (page 7)

Step 5: Identify new vocabulary for each unit (page 8)

Step 6: Identify each unit as Essential, Important, Compact (pages 9-10)

Step 8: Develop a K-U-D chart for each unit (page 14)

Step 9: Develop a Curriculum/ Student Learning Map for each unit

Samples and Examples (pages 22-29)

STEP 1: IDENTIFY UNITS WITHIN EACH COURSE

 There is no “right” way to organize a course around units. The key is to

STEP 2: IDENTIFY CONCEPTS WITHIN EACH UNIT

English example: Both Literary Analysis and Figurative Language could be

STEP 3: IDENTIFY PA ACADEMIC STANDARDS FOR EACH

STEP 4: IDENTIFY PSSA ELIGIBLE CONTENT FOR EACH

1. Follow the same process you did in Step 3.

 Spend time on this process!

STEP 7: IDENTIFY THE ORDER IN WHICH EACH UNIT WILL

- Units 2, 5, 6, 7, 9, 10 are the most critical, the most “Essential”, take

1. Map out your course(s).

 Spend time on this process as it is critical to the next step in developing

PURPOSE: In a standards-based learning environment, schools must deliver a

1. Start with one unit.

KNOW, UNDERSTAND, DO (KUD) CHART

Remembering Understanding Analysis and Evaluation

Application and Synthesis Additional Assessment Procedures:

Assemble use Standardized tests Teach-made tests

Does the EQ represent an objective in the prioritized curriculum?

 How can I convince a peer not

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