Jessamine County Middle School Writing and Reading Curriculum Map

Last Updated on Tuesday, March 06, 2007 at 5:17 AM

Jessamine County Schools shared their Middle School writing and reading curriculum map and the description below.

Jessamine County Schools

Middle School Writing and Reading

Why did your school/district decide to develop curriculum maps?

We needed to vertically and horizontally align the curriculum and to define student outcomes for each grade level and course. There were gaps in essential content and skills. Upon analysis of our assessments we also found that there was a need for depth, rigor and challenge within our courses. We had also made assumptions about what was supposed to be mastered at each grade level. We needed curriculum maps to help us define at each grade level the student expectations for mastery. Additionally, we needed a document that we could use for new teachers to define learning expectations for their new assignment. Curriculum maps could serve that purpose. Curriculum maps are being used to aide us in our discussions at critical transition points (Kindergarten to elementary, elementary to middle, and middle to high). We could have much more productive conversations about expectations using the maps as points of discussion. Rather than saying, "They are coming to us unprepared," we could use the maps to discuss student outcomes for content and processes from level to level.

How did your school/district begin and what were the stages in the process?

We first began the maps for the purpose of vertical articulation and gap analysis. We defined the standards of the Academic Expectations, Program of Studies and Core Content for each grade level and course. At the district level we began to define the critical elements the maps would contain. When that was completed we began work to identify what students should know and be able to do at each grade level and in each course. Our elementary schools worked together to agree upon common expectations for students in the core classes. They then expanded the work to include arts and humanities and practical. In our middle and high schools, each school met twice per month in content areas and by grade levels to work on the maps and discuss vertical and horizontal articulation. By the end of the year we had our first draft. Each of the secondary schools had used a slightly different form but each map contained the critical elements. Arts and humanities teachers and practical living and vocational teachers found it preferable to work as district groups because so many of them had singleton courses. We arranged for them to work together using district funds.

Where is your school/district in the development of curriculum maps?

We are in need at this time to refine our curriculum maps. Upon first draft review we observed a need for discussion on rigor and challenge. We have decided to use our maps to begin work on common performance tasks and KCCT-like summative questions for each course. As we work on challenging performance tasks and summative assessments we will need to make revision to the curriculum maps and should see evidence of increased rigor and challenge reflected on our maps. We understand that the work on curriculum maps will be a continuous process. We are going to continue to develop common assessments and as we do we will continue to wrestle with issues such as time to teach, depth of content, rigor, challenge, motivation, differentiation. It will take time to build all of this into our courses and as we do we will see an evolution in our curriculum maps. Analysis of student work on the common assessments will drive the revisions we need to make in curriculum, instruction, and assessment. Our maps will be used by teacher to develop or refine Standards based units of study. We see this as a continuous process of refinement and adjustment based on the needs of our students.

What are your next steps in the development of curriculum maps or after completion of maps?

Our next steps include the use of maps to develop common performance assessments and summative assessments. They will also be used by teachers to develop or refine standards based units of study. This cyclic process means that our curriculum maps will be revised often. The work that we are providing at this time represents our first efforts to truly define what students should know and be able to do in each grade level or course. It becomes a map to guide us but also to show progress through revision. It provides points of discussion throughout the district for improvement. It will also be use by principals for classroom observations and discussions for individual teacher growth.

For more information about this map, please contact Felicia Roher, Instructional Supervisor for Jessamine County Schools.

Description and Characteristics of Writing Form

Kentucky Core Content

Student Outcomes

Essential Questions

Common Vocabulary

Short Story

Pieces of fiction that contain the elements of plot (conflict, climax resolution) setting, character development, theme, and point of view.

Characteristics:

· Literary elements of the selected form

· Descriptive language

· Literary devices (e.g., simile, metaphor. flashback)

· Effective ordering of events, impressions, and descriptions

· Creation of an effect (e.g., comedy, suspense, horror)

· Focus on engaging an audience

WR-M-1.3

Literary writing artfully communicates with the reader about the human condition

WR-M-1

Purpose/Audience

The writer establishes and maintains a focused purpose to communicate with an audience by

· Narrowing the topic to establish a focus

· Analyzing and addressing the needs of the intended audience

· Adhering to the characteristics of the form

· Employing a suitable tone

· Allowing voice to emerge when appropriate

WR-M-1

Idea Development

The writer develops and supports main ideas and deepens the audience's understanding by using

· Logical, justified, and suitable explanation

· Relevant elaboration

· Related connections and reflections

· Idea development strategies appropriate for the form

Through pre-writing, students will develop two ideas for a short story; best idea is taken through writing process to produce a final draft

Final Draft

· Communicates appropriately with a clearly defined audience

· Topic is narrow enough to be fully developed and is significant to both the reader and the writer

· Purpose is related to a meaningful theme

· Audience is engaged throughout because the writer's voice is clear

· Title captures the essence of the piece and captures the readers' interest by relating to the events of the story in a meaningful way

· Meets the expectations of the reader by including the major short story elements

Final Draft

· Supporting and sensory details are elaborated and relevant to the theme and the events of the story

· Plot is interesting and makes sense and conflict is resolved after the climax

· Setting is clear and appropriate

· Contains effective use of relevant dialogue to develop the personality of the characters and the plot

· Main characters are well-developed with thoughts, feelings, and actions

1. How can I write a short story that is believable?

2. How can I create well-rounded characters?

3. How can I apply the elements of fiction to my own writing?

4. How can I use transitions to help my story flow more smoothly?

· Prewriting

· Drafting

· Revising

· Editing

· Publishing

· Plot patterns

· Story Map

· Scene

· Characterization

· Dialogue

· Transitions

Description and Characteristics of Writing Form

Kentucky Core Content

Student Outcomes

Essential Questions

Common Vocabulary

Short Story

Pieces of fiction that contain the elements of plot (conflict, climax resolution) setting, character development, theme, and point of view.

Characteristics:

· Literary elements of the selected form

· Descriptive language

· Literary devices (e.g., simile, metaphor. flashback)

· Effective ordering of events, impressions, and descriptions

· Creation of an effect (e.g., comedy, suspense, horror)

· Focus on engaging an audience

WR-M-1

Organization

The writer creates unity and coherence to accomplish the focused purpose by

· Engaging the audience and establishing a context for reading

· Placing ideas and support in a meaningful order

· Guiding the reader through the piece with transitions

· Providing effective closure

WR-M-1

Sentences

The writer creates effective sentences that are

· Varied in structure and length

· Complete and correct

WR-M-1

Language

The writer demonstrates

· Effective word choice (strong verbs and nouns, concrete and/or sensory details, language appropriate to the content, purpose, and intended audience)

· Concise use of language

· Correct usage/grammar

Final Draft

· Uses coherent, logical organization (i.e. chronological)

· Lead grabs the readers' attention and is relevant to the events of the story

· Uses smooth, effective transitions between ideas to further the plot

· Resolution is effective because it ties back to the title, ties up all loose ends, and emphasizes a clear theme

Final Draft

· Makes an effort to vary the length and structure of sentences

· Sentences contain a subject and verb and express a complete thought

Final Draft

· Uses strong word choices to describe and develop a mood and tone; contains concrete and sensory details

· Contains evidence of concise use of language

· Sentences contain a subject and verb which are in agreement, begin with a capital letter, and end with appropriate punctuation

Description and Characteristics of Writing Form

Kentucky Core Content

Student Outcomes

Essential Questions

Common Vocabulary

Short Story

Pieces of fiction that contain the elements of plot (conflict, climax resolution) setting, character development, theme, and point of view.

Characteristics:

· Literary elements of the selected form

· Descriptive language

· Literary devices (e.g., simile, metaphor. flashback)

· Effective ordering of events, impressions, and descriptions

· Creation of an effect (e.g., comedy, suspense, horror)

· Focus on engaging an audience

WR-M-1

Correctness

The writer demonstrates

· Correct spelling

· Correct punctuation

· Correct capitalization

· Appropriate documentation (e.g., citing authors or titles within the text, listing sources) of ideas and information from outside sources

Final Draft

· With some assistance from a teacher, students can identify spelling, punctuation, and capitalization mistakes in their own writing and the writing of others.

· Shows control of correctness and an attempt to correct all mistakes identified in their draft

Description and Characteristics of Writing Form

Kentucky Core Content

Student Outcomes

Essential Questions

Common Vocabulary

Short Story

Pieces of fiction that contain the elements of plot (conflict, climax resolution) setting, character development, theme, and point of view.

Characteristics:

· Literary elements of the selected form

· Descriptive language

· Literary devices (e.g., simile, metaphor. flashback)

· Effective ordering of events, impressions, and descriptions

· Creation of an effect (e.g., comedy, suspense, horror)

· Focus on engaging an audience

RD-M-x.0.1

Identify an author's purpose in literary materials.

RD-M-x.0.2

Use knowledge of synonyms, antonyms, and homonyms to comprehend a passage.

RD-M-x.0.5

Formulate questions to guide reading

RD-M-x.0.8

Make predictions, draw conclusions, and make generalizations about what is read

RD-M-1.0.11

Explain the meaning of a passage taken from texts appropriate for middle-level students

RD-M-1.0.12

Identify characteristics of short stories.

RD-M-1.0.13

Describe literary elements (e.g., characterization, setting, plot, theme, point of view) in a passage.

RD-M-1.0.16

Identify literary devices such as foreshadowing, imagery, and figurative language (e.g., similes, metaphors, personification, hyperbole)

When given a short story sample, students can correctly identify the author's purpose in terms of the theme and cite examples from the text to support their reasoning.

Given a short story, students will be able to use context clues to determine possible synonyms, antonyms, and/or homonyms to help construct meaning.

Given an unfamiliar short story, students will effectively note questions they have while reading and categorize them as questions found in the head, in the text, or from another source.

Students are able to make logical predictions after reading a portion of an unfamiliar short story and can justify their reasoning by using supporting details from the passage.

Students can correctly summarize the who, what, when/where, and why/how of a short story.

Given several short stories, students will be able to identify the common characteristics of this form.

Students can accurately identify the use of literary elements in a short story by plotting these on a story map; describes how the author uses the elements of setting, plot, and theme to develop the story.

Given a short story, students will be able to locate the use of and name the specific literary devices of foreshadowing, similes, and metaphors employed by the author.

*** An introduction to literature circles should guide this unit ***

1. What are the elements of a short story?

2. How do I use context clues to help me figure out the meaning of an unknown word?

3. How do the details from the story support or refute the predictions I make about the mood, setting, and plot?

4. How does the author's use of literary devices create a better story?

· Fiction

· Short story

· Setting

· Characterization

· Plot

· Point of view

· Conflict

· Theme

· Climax

· Resolution

· Simile

· Metaphor

· Foreshadowing

· Mood

· Character trait

Note: If you'd like to use this map or amend it to suit your needs, please check below for a handy Microsoft Word version. Just click on the Word icon to open it on your computer, then choose Word's Save As command to save it locally.

For more information contact:

KDE Webmaster
500 Mero Street, 6th Floor CPT
Frankfort, KY 40601

Phone: (502) 564-2000

webmaster@education.ky.gov

Kentucky Department of Education