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|\n\n\n| OTHER Standards included: |\n| --- |\n|  |\n\n\n| PRE Assessment: | POST Assessment: | CRITERIA for MASTERY: |\n| --- | --- | --- |\n\n\n|  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n\n\n| Unit Vocabulary\u003Cbr>+\u003Cbr>+\u003Cbr>+\u003Cbr>+ | Unit Vocabulary\u003Cbr>+\u003Cbr>+\u003Cbr>+\u003Cbr>+ | Unit Vocabulary\u003Cbr>+\u003Cbr>+\u003Cbr>+\u003Cbr>+ | Unit Vocabulary\u003Cbr>+\u003Cbr>+\u003Cbr>+\u003Cbr>+ | Unit Vocabulary\u003Cbr>+\u003Cbr>+\u003Cbr>+\u003Cbr>+ | Unit Vocabulary\u003Cbr>+\u003Cbr>+\u003Cbr>+\u003Cbr>+ |\n| --- | --- | --- | --- | --- | --- |\n\n\n| Unit Concepts/Topics\u003Cbr>+\u003Cbr>+\u003Cbr>+\u003Cbr>+ | Unit Concepts/Topics\u003Cbr>+\u003Cbr>+\u003Cbr>+\u003Cbr>+ | Unit Concepts/Topics\u003Cbr>+\u003Cbr>+\u003Cbr>+\u003Cbr>+ | Unit Concepts/Topics\u003Cbr>+\u003Cbr>+\u003Cbr>+\u003Cbr>+ | Unit Concepts/Topics\u003Cbr>+\u003Cbr>+\u003Cbr>+\u003Cbr>+ | Unit Concepts/Topics\u003Cbr>+\u003Cbr>+\u003Cbr>+\u003Cbr>+ |\n| --- | --- | --- | --- | --- | --- |\n\n\n| +\u003Cbr>+\u003Cbr>+\u003Cbr>+\u003Cbr>+ | +\u003Cbr>+\u003Cbr>+\u003Cbr>+\u003Cbr>+ |\n| --- | --- |\n\n\n| 1. | 2. | 3. |\n| --- | --- | --- |\n| 4. | 5. | 6. |\n| 7. | 8. | 9. |\n| 10. | 11. | 12. |\n\n\n| 1. Define and use unit vocabulary\u003Cbr>2. |  |\n| --- | --- |\n\n\n| 1. Close-ended select response (e.g., multiple choice, matching, true/false)\u003Cbr>+\u003Cbr>+\u003Cbr>2. Open-ended constructed response (e.g., fill-in-the-blank, short answer, label, graphic)\u003Cbr>+\u003Cbr>+\u003Cbr>3. Products (e.g., essay, model, project, STEAM)+\u003Cbr>+\u003Cbr>4. Performances (e.g., speech, recital, demonstration)+\u003Cbr>+\u003Cbr>5. Process-focused (e.g., conferences, observations, logs)+\u003Cbr>+\u003Cbr>6. Student self-assessment (e.g., journal, reflection, portfolio +\u003Cbr>+\u003Cbr>7. Portfolio (e.g., collection of products, performances, artifacts, tests) | Intervention Strategies\u003Cbr>* re-teaching\u003Cbr>* alternative textbooks\u003Cbr>* alternative materials\u003Cbr>* workbooks and/or study guides\u003Cbr>* academic games\u003Cbr>* learning kits\u003Cbr>* cooperative groups/teams\u003Cbr>* peer and individual tutoring\u003Cbr>* learning centers and laboratories\u003Cbr>* technology assisted instruction (e.g. Podcasts, video, internet apps, etc. )\u003Cbr>* other accommodations (explain) | Enrichment/Extension Strategies\u003Cbr>* peer tutoring\u003Cbr>* developing practice exercises\u003Cbr>* developing media related materials\u003Cbr>* completing special projects and experiments (STEAM)\u003Cbr>* developing games, problems and contests\u003Cbr>* using advanced technology assisted/web based lessons\u003Cbr>* locating background materials for future or current topics\u003Cbr>* developing alternative formative assessments\u003Cbr>* planning to teach a mini-unit\u003Cbr>* creating bulletin boards and displays\u003Cbr>* applying knowledge to a new situation\u003Cbr>* other accommodations (explain) |\n| --- | --- | --- |\n\n\n| +\u003Cbr>+ |  |  |\n| --- | --- | --- |\n\n\n| Literacy Competencies | Writing | Reading for Information Text | Speaking and Listening |\n| --- | --- | --- | --- |\n| 1. Students demonstrate | 1. Ideas | 1. Main/Central Ideas | 1. Lead and participate in group |\n| independence | 2. Organization | 2. Supportive Details | discussions |\n|  | 3. Conventions | 3. Sequential Order Relationships | 2. Read/orally interpret text |\n| 2. Students build strong | 4. Word Choice | 4. Comparison Relationships | 3. Create and present speeches for |\n| content knowledge\u003Cbr>3. Students respond to the | 5. Sentence Fluency\u003Cbr>6. Voice | 5. Cause and Effect Relationships\u003Cbr>6. Problem-Solution Relationships | different purposes (e.g., persuade, inform, describe) |\n| varying demands of audience, | +1-Presentation | 7. Understanding Generalization | 4. Debate |\n| task, purpose, and discipline |  | and Conclusions | 5. Interact with partners and small |\n| 4. Students comprehend as |  | 8. Using Words and Symbols | groups within content and skills |\n| well as critique |  | 9. Evaluating Information and | 6. Ask relevant questions |\n| 5. Students value evidence |  | Detecting Discrepancies | 7. Listen to and respond |\n| 6. Students use technology and |  | 10. Interpreting and Applying | thoughtfully and appro","cbCaimV5GhE663QA","https://ap.wps.com/l/cbCaimV5GhE663QA","pdf",121674,6,"English","# Unit Overview\n## Essential Question and Standards Assessed for Mastery\n# Assessment and Mastery Criteria\n## Pre-Assessment and Post-Assessment\n# Student-Facing Content\n## Student Friendly Language\n## Unit Vocabulary and Concepts/Topics\n# Assessment Models\n## Close-ended and Open-ended Responses\n## Products and Performances\n# Support and Extension\n## Intervention Strategies\n## Enrichment/Extension Strategies\n# Literacy and Math Competency Alignment","[{\"question\":\"What key fields does the curriculum map template include for each unit?\",\"answer\":\"It includes essential question, unit length, date created, standards assessed for mastery, and other standards included.\"},{\"question\":\"How are assessments organized in the template?\",\"answer\":\"It provides pre-assessment and post-assessment sections, mastery criteria for grading, and lists assessment types such as close-ended selections, open-ended constructed responses, products, performances, and process-focused work.\"},{\"question\":\"What support options does the template provide for different student needs?\",\"answer\":\"It includes intervention strategies for re-teaching and additional resources, and enrichment/extension strategies such as peer tutoring, media-based practice, special projects/STEAM tasks, and advanced technology-assisted lessons.\"}]","Curriculum Map Template - 2019-2020 | PDF"]