Planning is a task all teachers must do. You either love it or you hate it, and I LOVE it! I love it because my planning documents are purposeful. I refer to them and use them constantly throughout the term. No one wants to waste their time writing up planning documents only to file them away, nev
School year curriculum mapping and planning for school year success is an essential part of being organized and making your teacher life easier. Part 3
Curriculum mapping is an essential skill for educators. Curriculum Mapping ensures a teacher teaches all the standards for the grade level by mapping out what…
When I first started teaching, I was in the clouds. A lot of people say their first year is the hardest and most stressful, but I was not one of them. However, this was NOT because I was a rockstar teacher from the start. I was just COMPLETELY OBLIVIOUS to everything I should have been...Read More
I have gathered a lot of classroom materials and ideas over the years. I mean, a lot. I know some of you can relate to this. I have SO MUCH STUFF. I feel like a hoarder. But my classroom does not look like the homes on the hoarding TV shows. In fact, all my stuff […]
Curriculum maps give your pacing for the year ensuring standards mastery. This post walks through curriculum mapping with a video tutorial on using Excel.
Learn how to set yearlong plans, plan for a unit and daily topics, and create lessons plans.
Curriculum maps give your pacing for the year ensuring standards mastery. This post walks through curriculum mapping with a video tutorial on using Excel.
How do you write a curriculum that makes sense for your students and subject? These 8 steps will help you design the curriculum you want and need.
If you are familiar with the Walker Learning Approach, then you are no doubt also familiar with writing a Statement of Intent. This fortnightly planning document is vital to the success of your play-based learning program. Check out this blog post to see how we write ours.
I am linking up with DeeDee and sharing a peek at my week... and year. It's been a little chaotic around here lately, so I created a weekl...
One of things I try to do in the summer besides taking more time to read and enjoy my summer is start doing some planning for the next year....
5E model overview
Can you teach homeschool high school US Government and Economics courses at home? Can you teach them #TextbookFree? Here's a free civics curriculum for you!
How do you write a curriculum that makes sense for your students and subject? These 8 steps will help you design the curriculum you want and need.
Ready to put your education experience to use outside of the classroom? Learn how to become a curriculum developer with our 5-step guide. Click to read now.
Bloom's Taxonomy verbs include Evaluate: Criticize, Judge, Defend, Appraise, Value, Prioritize, Revise, Argue, Support, and Re-design.
Planning out the homeschool year can be overwhelming—if you let it be. It really doesn’t have to be, though. This year, the name of the game is EASY. No, I don’t want my kids to have all easy schoolwork—though they sure would like that. But it is important that they have schoolwork that is easy […]
Looking for the best homeschool language arts curriculum for dyslexia & ADHD? In this post, homeschool moms share their favorite programs!
Here is the Elementary Art Curriculum Map that all K-4 art teachers in Chelmsford follow. You can click on the picture for an enlarged view National Visual Art Standards BY grade 4 1.1 Use a variety of materials and media, for example, crayons, chalk, paint, clay, various kinds of papers, textiles, and yarns, and understand how to use them to produce different visual effects 1.2 Create artwork in a variety of two-dimensional (2D) and three-dimensional (3D) media, for example: 2D – drawing, painting, collage, printmaking, weaving; 3D – plastic (malleable) materials such as clay and paper, wood, or found objects for assemblage and construction 1.3 Learn and use appropriate vocabulary related to methods, materials, and techniques 1.4 Learn to take care of materials and tools and to use them safely 2.1 For color, explore and experiment with the use of color in dry and wet media Identify primary and secondary colors and gradations of black, white and gray in the environment and artwork Explore how color can convey mood and emotion For example, students mix light and dark values of colors or predict the results of overlapping and blending primary colors. 2.2 For line, explore the use of line in 2D and 3D works Identify a wide variety of types of lines in the environment and in artwork For example, students take a walk around the school and note jagged, straight, curved, thick, and thin lines. 2.3 For texture, explore the use of textures in 2D and 3D works Identify a wide variety of types of textures, for example, smooth, rough, and bumpy, in the environment and in artwork Create representations of textures in drawings, paintings, rubbings, or relief 2.4 For shape and form, explore the use of shapes and forms in 2D and 3D works Identify simple shapes of different sizes, for example, circles, squares, triangles, and forms, for example, spheres, cones, cubes, in the environment and in artwork 2.5 For pattern and symmetry, explore the use of patterns and symmetrical shapes in 2D and 3D works Identify patterns and symmetrical forms and shapes in the environment and artwork. Explain and demonstrate ways in which patterns and symmetrical shapes 3.1 Create 2D and 3D artwork from direct observation For example, students draw a still life of flowers or fruit, action studies of their classmates in sports poses, or sketches of the class pet having a snack or a nap. 3.2 Create 2D and 3D expressive artwork that explores abstraction For example, a student simplifies an image by making decisions about essential colors, lines, or textures. 3.3 Create 2D and 3D artwork from memory or imagination to tell a story or embody an idea or fantasy For example, students draw members of a family from memory; illustrate a character in a folktale or play; build a clay model of an ideal place to play; or make images that convey ideas such as friendship. 4.1 Select a work or works created during the year and discuss them with a parent, classmate, or teacher, explaining how the work was made, and why it was chosen for discussion For example, a first grader chooses a painting and tells how she mixed the colors, and talks about the decisions she made. 4.2 Select works for exhibition and work as a group to create a display 4.3 As a class, develop and use criteria for informal classroom discussions about art 5.1 In the course of making and viewing art, learn ways of discussing it, such as by making a list of all of the images seen in an artwork (visual inventory); and identifying kinds of color, line, texture, shapes, and forms in the work 5.2 Classify artworks into general categories, such as painting, printmaking, collage, sculpture, pottery, textiles, architecture, photography, and film 5.3 Describe similarities and differences in works, and present personal responses to the subject matter, materials, techniques, and use of design elements in artworks 5.4 (Grades 3 and 4) Explain strengths and weaknesses in their own work, and share comments constructively and supportively within the group 6.1 When viewing or listening to examples of visual arts, architecture, music, dance, storytelling, and theatre, ask and answer questions such as, “What is the artist trying to say?” “Who made this, and why?” “How does this work make me feel?” 6.2 Investigate uses and meanings of examples of the arts in children’s daily lives, homes, and communities For example, children learn and teach other children songs in languages other than English; interview parents and community members about dances, songs, images, and stories that are part of their family and cultural heritage. 7.1 Investigate how artists create their work; read about, view films about, or interview artists such as choreographers, dancers, composers, singers, instrumentalists, actors, storytellers, playwrights, illustrators, painters, sculptors, craftspeople, or architects For example, teachers invite an illustrator of children’s books to school to show how she creates her illustrations. 8.1 Identify characteristic features of the performing and visual arts of native populations and immigrant groups to America, such as • styles of North American native cultures of the East Coast, Plains, Southwest, and Northwest; • styles of folk and fine arts of immigrant groups from European, African, Latin American, Asian, and Middle Eastern countries For example, students look at examples of Native American clay containers from the Southwest, and wooden containers from the Northwest and compare the similarities and differences in form and decoration. 8.2 Identify characteristic features of the visual arts of world civilizations such as styles of ancient Egypt and Africa, China, Mesopotamia, Greece, Rome, and the Medieval period in Europe 8.3 Perform or create works inspired by historical or cultural styles 9.1 When using art materials or handling and viewing artifacts or musical instruments, ask and answer questions such as • “What is this made of?” • “How does this instrument produce sound?” • “Would I design this differently?” • “Who first thought of making something like this?” For example, students examine a variety of percussion instruments, experiment with the different sounds they make, and learn about the cultures in which they were made. 10.1 Integrate knowledge of dance, music, theatre, and visual arts and apply the arts to learning other disciplines Examples of this include: • using visual arts skills to illustrate understanding of a story read in English language arts or foreign languages; • memorizing and singing American folk songs to enhance understanding of history and geography; • using short dance sequences to clarify concepts in mathematics.
In this six month series we will explore the why and how of curriculum design via an Arts Appreciation course created through an arts collaboration.
How teachers plan – This is one of the more interesting ‘black boxes’ in education. There are few studies of it, yet it is clearly one of the most vital elements of the enterprise. Winging it is sometimes fun, but it’s a bad way to run a family, a business, or a classroom. Marzano reports […]
