Curriculum Construction:
Final Curriculum Project
Melissa M. Wilson
Concordia University
June 25, 2012
Introduction
Indian Prairie School
District is located in Aurora, Illinois, and it includes numerous elementary,
middle, and high schools. Neuqua Valley High School is one of the three high
schools in the district and is located in Naperville. The high school includes
over four thousand students from the Naperville and Bolingbrook communities.
Neuqua Valley’s 2011 report card states that the school’s mission is as
follows: “We believe in fostering a climate
that encourages learning and personal growth. We value a commitment to
excellence in all we do. We value active involvement in our school community.
We value positive relationships between one another.
We value the opportunities and
challenges Neuqua Valley offers” ("Neuqua valley high," 2011). Neuqua Valley’s focus is college preparation, and all students have
over two hundred courses to choose from in order to start their track towards
their professional lives. Although it is a large high school, its goal is to
cater to the individual needs of students in order to prepare them to navigate
the post-secondary world ("Neuqua valley high," 2011). The school also strives to get students involved in extracurricular
activities including athletics, the arts, and various clubs.
Due to the numerous distractions
of the Internet and other technical devices, the biggest obstacles in the
school revolve around motivation, engagement, and application of skills.
Teachers need to differentiate their teaching in order to keep students engaged
in the material. Authentic teaching practices have been beneficial because
students become more invested in their learning when they know it will benefit
their future. In addition to motivation, resources are limited for students.
For example, it is extremely difficult to book a computer lab for a class
period due to there only being a few labs available. With this, it is almost
impossible to plan to incorporate technology into a unit because there may be
no devices available in order to carry out the lesson. If the district is
serious about using technology on a daily basis in our classrooms, students
should be given personal computers to use by the district. While this is a huge
expense, it would benefit instruction and students’ work at home if they have a
device like a laptop or iPad to use. Students will be more comfortable with a
device that they use daily, and this will limit the instructional time needed
to show the students how to use computers and simulations and provide more time
for learning.
Understanding
by Design Model Introduction
In the English Department, the curriculum’s focus
is to develop students’ skills in reading, writing, high-level thinking, and
grammar progressively throughout the four years. There are two tracks to
follow: the college preparatory path and the advanced placement path. Depending
on the students’ intended area of study in college, students can choose which
classes will be most beneficial for their learning style. For junior and senior
students who have deficits in reading and writing, there is a yearlong course
that provides more direct instruction in order to help them develop their
skills in a helpful setting. The curriculum for the junior class is difficult
to navigate due to the arduous nature of British Literature. The following
unit’s focus is Arthurian Legends, and it provides a variety of teaching and
learning practices in order to appeal to all students. There are 23 students in this junior
level class, and 18 students have Individual Education Plans. Due to the
variety of learning styles in the classroom, the instruction of material needs
to be differentiated on daily basis and ideas need to be reviewed on multiple
occasions. Differentiated instruction
allows all students the opportunity to grow from the class. Many of these
students have limited availability to computers and the Internet at home, so
they must complete tasks at school. The first activity, an online simulation,
is meant to hook the students by presenting information in an interesting way
through technology. This will be the backbone of the unit, as the information
presented will be essential to their understanding of the texts and
assignments. At the end of the unit, students will be asked to write their own
Arthurian Legend that applies their understanding of the legends and history to
their own creativity and writing. They will also post their legends to the
class’s website in order to share with the other students and parents. If they
had their own computers, students could access this simulation at any time in
order to review the material when doing their individual and group work. If
computer labs are not available and students do not have their own devices, it
is more difficult for students to produce proper results. In addition to using
their computers for the simulation, students could use their own devices to
type their persuasive essay and Arthurian Legends. Lastly, if possible, the
texts could also be put on their computers and students would not have to carry
the textbook around with them. This unit could be implemented easier if
students have access to their own computers that they can use in class and take
home with them.
English III: British Literature
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British
Literature: Arthurian Legend Unit
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Stage 1: Desired Results
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Understandings
Common Core Standards
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Students
will understand that…
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1.
Common Core for Writing – Research to Build and Present
Knowledge (7) Conduct short as well as more
sustained research projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of
the subject under investigation
2.
Common Core for Reading – Key Ideas and Details (1) Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from
the text, including determining where the text leaves matters uncertain.
3.
Common Core for Reading – Key Ideas and Details (2) Determine two or more themes or central ideas of a text
and analyze their development over the course of the text, including how they
interact and build on one another to produce a complex account; provide an
objective summary of the text.
4.
Common Core for Writing – Text Type and Purposes (1) Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
5.
Common Core for Writing – Production and Distribution of
Writing (4) Produce clear and
coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
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Essential
Questions
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Knowledge
& Skill
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What is the
difference between the fictional King Arthur and this historical Arthur?
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What is the
significance of the Round Table?
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How do knights
exhibit their loyalty to their king? How do they illustrate their chivalrous
characteristics?
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How does Sir
Gawain exemplify the standards of knighthood?
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Why is King
Arthur a successful king?
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How do the values
of the Arthurian time period compare to our values? How do they differ?
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The
students will
· Recall background
information about Arthurian Legends as learned in other classes, films, and
stories they have read in the past.
· Complete a simulation
in which they have to make decisions about how they learn and what they learn
regarding Arthurian Legends.
· Listen to a story and
work with a partner in order to understand plot elements and make judgments
about the characters.
· Read a story on their
own and complete a worksheet that asks them to stop periodically through
their reading in order to recall important details.
· Use the reading
strategies provided in previous days’ lesson in order to read a section of a
new story and answer comprehensive and inferential questions.
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Write an argumentative literary analysis essay in order to
draw conclusions about elements of Arthurian Legends and the stories they
have read throughout the unit.
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In a group, write and publish to class’s website their own
Arthurian Legend that incorporates historical aspects and concepts learned.
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Stage 2: Assessment Evidence
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Performance
Task Summary
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Other
Evidence
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¨ The students will
complete an Arthurian simulation. They will learn background information
about Arthurian Legend and complete a web quest in order to become a honorary
knight.
¨ The students will
listen to a recording of “Sir Gawain and the Green Knight” and silently read
“Sir Gawain and Lady Ragnell” in order to practice their close reading skills
as demonstrated in the class by the instructors.
¨ While reading, the
students will complete four-minute pause activity and content frame activity
in order to provide evidence of effective learning and comprehension of the
texts.
¨ At the end of the
unit, students will be put into groups and together, they will have to write
their own Arthurian Legend that incorporates the concepts taught and learned
through the unit regarding Arthurian Legends and history. They will have to
post the story onto the class’s website in order to share their work with
others.
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The students will take a close reading assessment in order
to show they have gained knowledge while reading the stories and strategies
to use while reading.
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Stage 3: Learning Activities
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Implementation Plan
In order for this lesson to work, there
needs to be access to computers. If students are given their own devices, as
stated earlier, this would not be an issue. Buying devices for all students is
not something in our district’s budget. With this, parents and maybe even
businesses in the community might have to step in and help fund this type of
project. With four thousand students, the price for personal computers would be
outrageous. Donations, fundraising, and other options might allow this to
become a realistic possibility. Parents would need to be polled to see how many
families could afford to buy a device for their children. From here,
corporations like Apple or Hewlett Packard might have affordable packages for a
school to purchase and use on a yearly basis. While this is a long shot, it is
a reality for many schools around the world. Our district would have to do its
research and figure out the best options available.
If this became a reality, teachers would
have to spend time restructuring their units in order to incorporate the
computers/tablets into classroom instruction on a consistent basis.
Professional learning communities could devote their time to this training.
More projects and web-based assignments could be moved into the curriculum if
computer access was not an issue. Teachers would need professional development
time in order to make proper use of the devices so that they are used to their
full potential.
Students would also need to be aware of
their expectations for these devices. If students are given a computer for
educational purposes, it should only be used for school-related items. Certain
restrictions would have to be placed on the computers; therefore, it would be
smart to do a trial with about 50 students over the course of a semester in
order to see if they are using the computers for school-related purposes. If
they do not use them properly, they are not a smart investment option.
Technology Integration
Technology
Operations and Concepts:
Students will be given constant
access to a computer and be given instruction on how to use them for designated
classes and subjects. Teachers will need to have the same device and learn how
to use it effectively in their subject area. Professional development time will
be needed in order for teachers to modify units to incoporate the new devices.
Personal computers will help save time and stress over access to technology. Planning
and Designing Learning Environments and Experiences: Teachers
will be able to motivate their students to complete work in and out of the
classroom if students’ have constant accces to the course’s materials and
assignments. Personalized coputers will make this a reality for the studetns
and truly transfor the classroom into one for 21st century learners.
Teachers can include new activities in their lessons that have a technology
focus, as this is essential for preparing the students for post-secondary options
in our society. Since this is the goal of the district, this added technology
could help reach the goal.
Teaching,
Learning, and the Curriculum:
Students will have access to
all course materials if they have their own laptops. This may lesson the materials
they need to bring home on a daily basis, and it will be easier for them to
stay on top of their daily assignments and lessons. Since students are on
computers and cell phones constantly, it will hopefully motivate them to use
their computers wisely at home for educational purposes. Parents will have to
monitor this use at home. Teachers can improve insturction by creating a 21st
century classroom because all student will have access to the necessary
devices.
Assessment
and Evaluation: Assessment is crucial for this type of system to
function properly. Opposed to a traditional tests or essays, students can now
be assessed through presentations, projects, activities, and results because
they will have constant access to the technology needed in order to carry out
these types of activites. Teachers can evaluate their students understanding of
the content and use of technology through these assessments.
Overall Reflection and Connection to Your Teaching and Learning: With
technology being at the center of our society, it is essentail that it is a
constant part of our curriclum. As stated earlier, the biggest barrier in our
disrict is lack of devices for all students in a classroom setting. If this
barrier was not present, more teachers would be willing to invest time in
making their classrooms a place for the 21st century learner.
Evaluation Program
This
proposal for personal computers is one that would need to be evaluated properly
in order for it to work in a district of our size. First, a computer would need
to be chosen by a group of administrators that is affordable and user-friendly
for all students. Parents and teachers would need to be made aware of this
device, and teachers would need to be given time to work the device in order to
improve their instruction. The selection process is crucial because
administrators would need to research other districts around the world to see
what is the most cost effective solution.
From here,
teacher would need to be given a set of expectations in order to use the new
devices. If all teachers do not use them, they will not be worth the money the
district is investing. Teachers should be given time to work together in order
to produce results that are classroom friendly. As this process occurs,
teachers should be encouraged to reflect on the process, share with one
another, and complete surveys so that the administrators know how the
investment will be used in the classroom.
Students and
parents will also need to be involved in the evaluation process. Their work and
time on the computer will need to be monitored. Students should be constantly
surveyed to see if they are using the computer for the right reasons. Parents should
be surveyed to see if students are using the devices at home for school-related
activities. If the school is providing the students with the technology,
students need to only use the devices for school related work. If students were
given a chance to voice their thoughts regarding the computers, they may feel
empowered and provide honest feedback to educators.
Correlation
to Standards: Common
core standards and college and career readiness standards are becoming larger
and larger in curriculum construction. It is obvious that due to the nature of
our society, 21st century skills are included in the standard
because students will need these skills to be successful in the real world.
There are so many educational options available through technology, but many of
them require students to have access to their own device and the Internet. If
the standards place such a high demand on 21st century skills, we
have to allow our students to gain these skills. If our district does not
alleviate problems with access to technology, including the Internet and
devices, it will be impossible for our students to gain all of the necessary
life skills in four years. With this, the district will not be fulfilling one
of the goals in its mission. Personal computers for students is a small step in
this battle but will make it easier for students to have access to what they
need and for teachers to teach these real-life skills to all students.
Conclusion:
Students and teachers
know how important technology is in our society. With this, schools need to
take the necessary steps in order to make sure that they are providing all
students with the crucial 21st century skills that are needed in the
professional world. Personal computers are an expensive step in making this a
reality.
References
Neuqua valley high school profile. (2011). Retrieved from www.nvhs.ipsd.org
Ornstein, A. C., & Hunkins, F. P. (2009). Curriculum,
foundations, principles, and issues. (5th
ed.). Pearson.
