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– ## SE604Project2IntegratedCurriculumModelGuidelineSheetExampleIncluded12.doc
**## SE604Project2IntegratedCurriculumModelGuidelineSheetExampleIncluded12.doc**
**SE 604**
**Guidelines for Completing Project #2-**
**Integrated Curriculum Model**
Definition: Integrated Curriculum Model: A curriculum model developed by Van Tassel-Baska, it involves
**accelerated and advanced content**,
**depth and complexity through abstract concepts**,
**direct study of higher order thinking processes**,
**interdisciplinary themes**, and
**student research with culminating products for authentic audiences**.
_Integrated Curriculum Model: Van Tassel-Baska_
_A._
_Advanced Content Dimension- 20pts._
_B._
_Process/Product Dimension- 30pts._
_C._
_Issues/Themes Dimension- 20 pts._
1. Refer to Chapter 7- Curriculum Models to cover in detail this type of curriculum model. Pages 154-155 of the textbook.
2. All aspects covered in the definition must be included in the model to receive full credit. This should be designed as a unit plan, consisting of 5 lesson plans. For example, all five lessons pertaining to 5th grade Math. For this assignment only, you
**do not** have to utilize the COE 5E Lesson Plan Format. Use the format found on page 2 of this document.
3. For covering the Process/Product Dimension, it is similar to the School-Wide Enrichment Model’s Type II and Type III activities. Pages 141-144 of the textbook.
4. This activity should be submitted as a Microsoft Word typed document. It should be submitted to the designated discussion board link. The curriculum can be based on a subject matter of your choice.
5. This assignment is worth 70 pts.
| |
| — |
| **SE 604**<br>**PROJECT #2 Integrated Curriculum Model**<br>**Unit Plan Subject: ___**<br>**English Language Arts- 3rd grade\_\_\_____________** |
text, referring explicitly to the text as the basis for the answers.
| | |
| — | — |
| ELACC3W7: Conduct short research projects that build knowledge about a topic<br>ELACC3W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for<br>a range of discipline-specific tasks, purposes, and audiences.<br>ELACC3SL4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking<br>clearly at an understandable pace.<br>**Daily Schedule and List of Activities:**<br>**Monday**<br>**Tuesday**<br>**Wednesday**<br>**Thursday**<br>**Friday**<br>Day 1-America<br>-Introduce Unit<br>-Suitcases will be created to hold souvenirs made. <br>-Make a list of America Christmas Traditions. <br>-Watch “Christmas in America” PP<br>-The Night Before Christmas read aloud in class. <br>-Make Cinnamon/Applesauce Ornaments<br>Day 2-Mexico<br>-Locate Mexico on map.<br>-“Polar Express” will be boarded<br>-Research Mexican Christmas Traditions. <br>-Make a handprint poinsettia. <br>Day 3-Brazil<br>-Locate Brazil on map. <br>-Board Train for Brazil. <br>-Watch Brazil PPT. <br>-Make firework souvenir. <br>Day 4-Liberia<br>-Locate Liberia on Map. <br>-Board Train to Liberia.<br>-Watch Liberia PPT. <br>-Why are fireworks used to celebrate Christmas in Liberia and Brazil? <br>-Continue firework souvenir. <br>Day 5-Antarctica<br>-locate Antarctica on the map. <br>-Why are no holidays celebrated in Antarctica? <br>-Watch Antarctica PPT. <br>-Make souvenir<br>(candy cane koala)<br>Monday<br>Tuesday<br>Day 7-Germany<br>Where is Germany on map? <br>-Watch Christmas in Germany PPT. <br>-Make a Tangram Tree<br>-Review all continents and traditions. <br>-Class discussion of what country each student liked best and why. <br>Create a book of one written passage and one picture of each country and the tradition we learned about in class. <br>**Concept:** The students will learn about the different traditions and concepts of Christmas from 7 different countries around the world.<br> <br>At the end of the unit, students will be able to: <br>**UNDERSTAND**<br>That different countries around the world have different traditions other than that of the United States. <br>**KNOW (Facts**)<br> <br>The students will be able to state a country and a fact about how that country celebrates the holiday of Christmas. <br>**ABLE TO DO**<br>The students will be able to make a variety of souvenirs, mostly ornaments. They will use what they have learned to create these souvenirs. <br>**Introducing The Countries:**<br>There will be a PowerPoint on each country that the students will watch every day a new country is introduced. <br>After the PowerPoints are watched by the students, the students will board the “Polar Express.” We will take the train to the country. (the students will see the path from our state of Georgia to the country on a map)<br>**Discussion**<br>The students will participate in a class wide discussion about each country after they have watched the PowerPoint. Questions will be answered.<br>**Differentiated Instruction Strategies**<br>This unit will consist of PowerPoint presentations, students being read to by the teacher, handouts, hands on activities, and art projects. |
| **DAY ONE** |
| **A.**<br>**Advanced Content Dimension** | Students will learn about American and Christmas traditions in our country first. They will make a list of traditions that their families do at their homes. They will watch a PowerPoint Presentation on American Christmas traditions, and the class will discuss these. We will read The Night Before Christmas as a class, and then will make Christmas Ornaments. |
| **B.**<br>**Process/Product Dimension** | |
| **C.**<br>**Issues/Themes Dimension** | |
| **DAY TWO** |
| **A.**<br>**Advanced Content Dimension** | On Tuesday, students will learn about Mexico and their Christmas traditions. They will get in groups of 2-3 and get on the computer and research Mexican traditions. When their research is complete (20 facts) they will turn these facts in. They will create a handprint poinsettia for their project for the day. |
| **B.**<br>**Process/Product Dimension** | |
| **C.**<br>**Issues/Themes Dimension** | |
| **DAY THREE** |
| **A.**<br>**Advanced Content Dimension** | Students will identify Brazil on the map. They will then watch a PowerPoint on Brazil and their Christmas traditions. They will learn why fireworks are such an important part of Brazil’s Christmas traditions and then they will create a firework art project. |
| **B.**<br>**Process/Product Dimension** | |
| **C.**<br>**Issues/Themes Dimension** | |
| **DAY FOUR** |
| **A.**<br>**Advanced Content Dimension** | Students will learn about Liberia. They will understand the significance and discuss how fireworks relate to their culture. They will find the similarities between Brazil, Liberia, and fireworks. |
| **B.**<br>**Process/Product Dimension** | |
| **C.**<br>**Issues/Themes Dimension** | |
| **DAY FIVE** |
| **A.**<br>**Advanced Content Dimension** | Students will learn about Antarctica, where it is located on the map, and why there are no Christmas traditions found here. They will then make a candy cane koala. |
| **B.**<br>**Process/Product Dimension** | |
| **C.**<br>**Issues/Themes Dimension** | |
| **DAY SIX** |
| **A.**<br>**Advanced Content Dimension** | Students will learn about Christmas in Germany and their traditions. |
| **B.**<br>**Process/Product Dimension** | |
| **C.**<br>**Issues/Themes Dimension** | |
| | |
| — | — |
| **DAY SEVEN** |
| **A.**<br>**Advanced Content Dimension** | Students will review all countries and traditions learned in class. There will be a class discussion on each country and tradition learned. A book will be created of what they have learned. |
| **B.**<br>**Process/Product Dimension** | |
| **C.**<br>**Issues/Themes Dimension** | |
| **Dimensions Application:**<br>The <br>_process/product dimension_ is used throughout my unit. There is direct instruction given by the teacher, and then every day there is an activity that is done to demonstrate and revolve around what the student has learned. <br> <br>Also, <br>_issues/themes dimension_ is used in this unit. This unit is similar to the Parallel Curriculum Model in that the curriculum is organized around the theme of Christmas. The students are able to develop a deep idea and understanding of each country daily. The students understand the system of knowledge by learning the countries and Christmas traditions. <br> <br>Lastly, <br>_advanced content dimension_ meets gifted student needs because students can pick their groups, pick their country to research and what topics they will choose to research, and they work with students in the class to create this part of the unit. |
**## SE604Project2IntegratedCurriculumModelGuidelineSheetExampleIncluded12.doc**
**SE 604**
**Guidelines for Completing Project #2-**
**Integrated Curriculum Model**
Definition: Integrated Curriculum Model: A curriculum model developed by Van Tassel-Baska, it involves
**accelerated and advanced content**,
**depth and complexity through abstract concepts**,
**direct study of higher order thinking processes**,
**interdisciplinary themes**, and
**student research with culminating products for authentic audiences**.
_Integrated Curriculum Model: Van Tassel-Baska_
_A._
_Advanced Content Dimension- 20pts._
_B._
_Process/Product Dimension- 30pts._
_C._
_Issues/Themes Dimension- 20 pts._
1. Refer to Chapter 7- Curriculum Models to cover in detail this type of curriculum model. Pages 154-155 of the textbook.
2. All aspects covered in the definition must be included in the model to receive full credit. This should be designed as a unit plan, consisting of 5 lesson plans. For example, all five lessons pertaining to 5th grade Math. For this assignment only, you
**do not** have to utilize the COE 5E Lesson Plan Format. Use the format found on page 2 of this document.
3. For covering the Process/Product Dimension, it is similar to the School-Wide Enrichment Model’s Type II and Type III activities. Pages 141-144 of the textbook.
4. This activity should be submitted as a Microsoft Word typed document. It should be submitted to the designated discussion board link. The curriculum can be based on a subject matter of your choice.
5. This assignment is worth 70 pts.
| |
| — |
| **SE 604**<br>**PROJECT #2 Integrated Curriculum Model**<br>**Unit Plan Subject: ___**<br>**English Language Arts- 3rd grade\_\_\_____________** |
text, referring explicitly to the text as the basis for the answers.
| | |
| — | — |
| ELACC3W7: Conduct short research projects that build knowledge about a topic<br>ELACC3W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for<br>a range of discipline-specific tasks, purposes, and audiences.<br>ELACC3SL4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking<br>clearly at an understandable pace.<br>**Daily Schedule and List of Activities:**<br>**Monday**<br>**Tuesday**<br>**Wednesday**<br>**Thursday**<br>**Friday**<br>Day 1-America<br>-Introduce Unit<br>-Suitcases will be created to hold souvenirs made. <br>-Make a list of America Christmas Traditions. <br>-Watch “Christmas in America” PP<br>-The Night Before Christmas read aloud in class. <br>-Make Cinnamon/Applesauce Ornaments<br>Day 2-Mexico<br>-Locate Mexico on map.<br>-“Polar Express” will be boarded<br>-Research Mexican Christmas Traditions. <br>-Make a handprint poinsettia. <br>Day 3-Brazil<br>-Locate Brazil on map. <br>-Board Train for Brazil. <br>-Watch Brazil PPT. <br>-Make firework souvenir. <br>Day 4-Liberia<br>-Locate Liberia on Map. <br>-Board Train to Liberia.<br>-Watch Liberia PPT. <br>-Why are fireworks used to celebrate Christmas in Liberia and Brazil? <br>-Continue firework souvenir. <br>Day 5-Antarctica<br>-locate Antarctica on the map. <br>-Why are no holidays celebrated in Antarctica? <br>-Watch Antarctica PPT. <br>-Make souvenir<br>(candy cane koala)<br>Monday<br>Tuesday<br>Day 7-Germany<br>Where is Germany on map? <br>-Watch Christmas in Germany PPT. <br>-Make a Tangram Tree<br>-Review all continents and traditions. <br>-Class discussion of what country each student liked best and why. <br>Create a book of one written passage and one picture of each country and the tradition we learned about in class. <br>**Concept:** The students will learn about the different traditions and concepts of Christmas from 7 different countries around the world.<br> <br>At the end of the unit, students will be able to: <br>**UNDERSTAND**<br>That different countries around the world have different traditions other than that of the United States. <br>**KNOW (Facts**)<br> <br>The students will be able to state a country and a fact about how that country celebrates the holiday of Christmas. <br>**ABLE TO DO**<br>The students will be able to make a variety of souvenirs, mostly ornaments. They will use what they have learned to create these souvenirs. <br>**Introducing The Countries:**<br>There will be a PowerPoint on each country that the students will watch every day a new country is introduced. <br>After the PowerPoints are watched by the students, the students will board the “Polar Express.” We will take the train to the country. (the students will see the path from our state of Georgia to the country on a map)<br>**Discussion**<br>The students will participate in a class wide discussion about each country after they have watched the PowerPoint. Questions will be answered.<br>**Differentiated Instruction Strategies**<br>This unit will consist of PowerPoint presentations, students being read to by the teacher, handouts, hands on activities, and art projects. |
| **DAY ONE** |
| **A.**<br>**Advanced Content Dimension** | Students will learn about American and Christmas traditions in our country first. They will make a list of traditions that their families do at their homes. They will watch a PowerPoint Presentation on American Christmas traditions, and the class will discuss these. We will read The Night Before Christmas as a class, and then will make Christmas Ornaments. |
| **B.**<br>**Process/Product Dimension** | |
| **C.**<br>**Issues/Themes Dimension** | |
| **DAY TWO** |
| **A.**<br>**Advanced Content Dimension** | On Tuesday, students will learn about Mexico and their Christmas traditions. They will get in groups of 2-3 and get on the computer and research Mexican traditions. When their research is complete (20 facts) they will turn these facts in. They will create a handprint poinsettia for their project for the day. |
| **B.**<br>**Process/Product Dimension** | |
| **C.**<br>**Issues/Themes Dimension** | |
| **DAY THREE** |
| **A.**<br>**Advanced Content Dimension** | Students will identify Brazil on the map. They will then watch a PowerPoint on Brazil and their Christmas traditions. They will learn why fireworks are such an important part of Brazil’s Christmas traditions and then they will create a firework art project. |
| **B.**<br>**Process/Product Dimension** | |
| **C.**<br>**Issues/Themes Dimension** | |
| **DAY FOUR** |
| **A.**<br>**Advanced Content Dimension** | Students will learn about Liberia. They will understand the significance and discuss how fireworks relate to their culture. They will find the similarities between Brazil, Liberia, and fireworks. |
| **B.**<br>**Process/Product Dimension** | |
| **C.**<br>**Issues/Themes Dimension** | |
| **DAY FIVE** |
| **A.**<br>**Advanced Content Dimension** | Students will learn about Antarctica, where it is located on the map, and why there are no Christmas traditions found here. They will then make a candy cane koala. |
| **B.**<br>**Process/Product Dimension** | |
| **C.**<br>**Issues/Themes Dimension** | |
| **DAY SIX** |
| **A.**<br>**Advanced Content Dimension** | Students will learn about Christmas in Germany and their traditions. |
| **B.**<br>**Process/Product Dimension** | |
| **C.**<br>**Issues/Themes Dimension** | |
| | |
| — | — |
| **DAY SEVEN** |
| **A.**<br>**Advanced Content Dimension** | Students will review all countries and traditions learned in class. There will be a class discussion on each country and tradition learned. A book will be created of what they have learned. |
| **B.**<br>**Process/Product Dimension** | |
| **C.**<br>**Issues/Themes Dimension** | |
| **Dimensions Application:**<br>The <br>_process/product dimension_ is used throughout my unit. There is direct instruction given by the teacher, and then every day there is an activity that is done to demonstrate and revolve around what the student has learned. <br> <br>Also, <br>_issues/themes dimension_ is used in this unit. This unit is similar to the Parallel Curriculum Model in that the curriculum is organized around the theme of Christmas. The students are able to develop a deep idea and understanding of each country daily. The students understand the system of knowledge by learning the countries and Christmas traditions. <br> <br>Lastly, <br>_advanced content dimension_ meets gifted student needs because students can pick their groups, pick their country to research and what topics they will choose to research, and they work with students in the class to create this part of the unit. |