Curriculum/BYOC Review

Curriculum/BYOC Review

Author: Course: Date:

Curriculum Elements / Description / Observations/ Questions/ Wonderings
Course Description / ·  Concisely worded explanation of the course
·  What can the student expect to more fully understand as a result of taking this course? / ð 
Course Enduring Understandings / ·  Overarching Big Ideas for the entire course (3-5)
·  What should the student remember many years from now?
Key Resources / ·  Materials, books and resources necessary for this class
·  Include specific titles
Unit Title / ·  Two to three word heading
·  Capital letters at the start of each word
Unit Time Frame / ·  Time frame of the unit (in weeks)
Unit Description / ·  In a short sentence, what do you plan to teach the students in this unit?
Unit Enduring Understandings / ·  Big Ideas for the unit (2-3)
·  May be more topical in nature
·  What should the student remember years from now?
Unit Essential Questions / ·  “How” and “Why” questions
·  Avoid “what” questions, unless they are overarching
·  State in student friendly language
·  Do the questions provoke inquiry to the Enduring Understandings?
Example Assessment Items / ·  These align with the Unit Essential Questions
·  Given _____ then this ______
Curriculum Elements / Description / Observations/ Questions/ Wonderings
Academic Vocabulary / ·  Foundation level vocabulary for the unit
·  5-12 words
·  Words that support the Enduring Understandings of the unit
Topic Title / ·  Two to three word heading
·  A capital letter should just begin the heading
Topic Time Frame / ·  Time frame of the Topic (in days)
Topic Description / ·  Not necessary unless an additional Topic explanation is needed
Learning Target(s) / ·  Begin with “The student will…” or the verb…(be consistent from grade to grade and course to course)
·  Targets tell what the student will know, be able to do, and understand - as a result of the learning that takes place.
·  Targets can be skills, knowledge, performance and understandings.
·  Targets are aligned with GLE, CLE, Common Core, State Compentencies, and others.
Standards / ·  Are State Standards identified for each learning target? (do not exceed aligning to more than 3-5)
·  Standards should be embedded in the targets and ultimately assessed
Assessment(s) / ·  Not necessary for each standard/LT independently
·  Indicates what students will do in order to demonstrate their learning
·  Assessment(s) are aligned with each learning target
Notes:

5/21/14