Introductory Week Curriculum Map

1 Day of Class
st
2 Day of Class
nd
3 Day of Class
rd

Objectives: Objectives: Objectives:

-Students will be able to -Students will know that -Students will

identify classmates by strong understand why
their names. (D1) discussion/conversation reading is prominent.
-Students will understand skills could further promote (U1)
that positive environments classroom community. (K1) -Students will know
promote risk-taking, which -Students will know the what it means to set a
leads to students working classroom routine. (K2) goal and what it takes
together for a common to meet that goal. (K1)
goal.(U1)

Assessments Assessments Assessments

-Informal assessment of -Informal assessment of -Informal diagnostic
students knowing each students partner assessment by
others names through conversations about what listening to students
name game at the end community means to them sharing of ideas during
(D1) and how it could relate to peer/class time to
-Informal assessment of the classroom (Teacher gauge what students
the students teamwork to takes notes on what already know about
see if students are students are saying and the importance of
practicing working uses that information to reading (We will
together to meet a determine how much continue working on
common goal of creating scaffolding to use in future this objective
positive behavior discussions) (K1) throughout the year)
expectation ideas (Teacher -Informal assessment in the (U1)
takes notes on what the beginning of class to see -Formal diagnostic
environment is like) (U1) how many students do the assessment of what
Do-Now without being students already
prompted (K2) understand about
goals - what it means
to have a goal and
how to achieve that
goal. Students will also
write their personal
writing goal.
(Teacher will collect
exit tickets and
provide written
feedback as
necessary) (K1)
Lists of Activities (in List of Activities (in List of Activities (in
order): order): order):

-Watch announcements -Watch announcements -Watch

-Do-Now (student -Do-Now: (student announcements
inventory: Fun Facts About inventory: Extracurricular) -Do-Now (student
You and Reading Interests) -Classroom notebooks inventory: Just a few
-Teacher explains get to (explaining the purpose and more)
know you game process) -(Transitioning from
-Students participate -Writing Prompt (What does student inventory
-Teacher introduces an the word community which asks the
idea of positive classroom mean to you?) (could be question of what is the
climate (explaining what it also used as diagnostic purpose of an English
means and looks like to assessment to know class) With their elbow
have this kind of students level of writing) partners, students will
environment) -Show students basic talk about why it is
-Teacher presents broad discussion norms and have important to read and
behavioral expectations of them think about them as will come up with 2
students in the classroom whole class: make any reasons
(team analogy?) changes they offer -Students will share
-Students work in teams to immediately their reasons as a
come up with a list of -Students pair up with class
reasonable classroom elbow partners (teacher -Teacher will write
behavioral expectations explains concept) to discuss these down on Google
that they think will be what they think Doc
effective to creating that community means and -Introduce classroom
environment how it potentially relates to binders and its
-Students will share their discussion norms. purpose
expectations as a class, -Come back as whole class: -Explain the
and teacher will type the each pair shares one idea; importance of owning
ones that are appropriate then further class ones progress and
on Google Doc discussion about norms mapping it
-Teacher also emphasizes -Teacher emphasizes that -In small groups of 3
that the teacher is a part the discussion norms are or 4, students will talk
of positive classroom not yet complete, and they about a time when
climate and she thus would will have many they set a personal
follow these expectations opportunities to add and goal and if they
as well delete thought met that goal/
-Name-game -Teacher also emphasizes what did they do to try
that community involves to meet that goal
both the teacher and (Was it in sports,
students and she thus school, at home, etc.?)
would follow these norms -Students will create
as well their first personal
writing goal for Unit 1
-As an exit ticket,
students will write a
short reflection about
what it means to
establish a goal and to
fulfill it. Students will
write their first
personal writing goal
to submit.

(We will use this topic

of progress monitoring
to transition to next
unit)
Your name:

Birthday:

Fun facts about you

Your motto:

Describe yourself in 3 words:________________________,

_______________________, and ________________________________.

If you had a genie to fulfill three wishes, what would they be? Why?

What is your dream job?

Reading Interests

What type of reading do you currently do? (Books, articles, Instagram, Buzzfeed,
Twitter, text messages, blogs, etc)

What type of writing do you usually do outside of school? (Blogs, Journal, Diary,
Social media, text messages, etc).

How many books do you usually read for pleasure during the summer?

0-2 books 3-5 books 6-9 books 10+ books

 Extracurricular Activities

What activities are you involved outside of the school? What are you hobbies?

Do you work? If so, what do you like about your job?

Just a few more

What do you think is the purpose of an English class?

What do you consider some of your personal strengths?

What are some questions that you have for me?