HORIZONTAL MAPPING PROJECT

HORIZONTAL MAPPING PROJECT

Decide the grade level for which you will create your Curriculum Project (choose the grade you teach now or hope to teach in the future). Review the state standards for your grade level in English, Mathematics, Science, Social Science, Fine Arts, Health and PE.

Configure a horizontal map (scope and sequence) that displays “when” and “how long” certain standards (content or skills) will be taught. Create horizontal mapping for 18 weeks (half of the school year or 90 days). Do not include holidays or other school calendar events.

Standards do not have to be taught in order but skills that build on one another should be taught in correct chronological order (for example, you would teach the math standard that addresses addition and subtraction computation before teaching the standard that addresses calculating elapsed time).

Give examples of interdisciplinary integration–show how the various content areas relate to each other. For example:

  • If you are teaching grids and how to plot points in math, you could teach map skills (using longitude and latitude) in Social Science.
  • If you are teaching poetry in English / Language Arts class, you could introduce your history lesson with a poem such as “O Captain, My Captain” by Walt Whitman (an homage to Abraham Lincoln after his assassination following the Civil War).

HORIZONTAL MAPPING PROJECT

Your completed Horizontal Map Project is the basis for your Curriculum Project.

 

Grading Rubric for Writing Assignment

Your professor may use a slightly different rubric, but the standard rubric at AUR will assess your writing according to the following standards:

HORIZONTAL MAPPING PROJECT

 

  A (4)   B (3) C (2) D/F (1/0)
Focus: Purpose Purpose is clear   Shows awareness of purpose Shows limited awareness of purpose No awareness
Main idea Clearly presents a   There is a main idea Vague sense of a No main idea
  main idea and   supported throughout main idea, weakly  
  supports it   most of the paper. supported  
  throughout the     throughout the  
  paper.     paper.  
Organization: Well-planned and   Good overall There is a sense of No sense of
Overall well-thought out.   organization, includes organization, organization
  Includes title,   the main although some of the  
  introduction,   organizational tools. organizational tools  
  statement of main     are used weakly or  
  idea, transitions and     Missing  
  conclusion.        
Organization: All paragraphs have   Most paragraphs have Some paragraphs Para. lack clear ideas
Paragraphs clear ideas, are   clear ideas, are have clear ideas,  
  supported with   supported with some support from  
  examples and have   examples and have examples may be  
  smooth transitions.   transitions. missing and  
        transitions are weak.  
Content Exceptionally well-   Well-presented and Content is sound and Content is not sound
  presented and   argued; ideas are solid; ideas are  
  argued; ideas are   detailed, developed present but not  
  detailed, well-   and supported with particularly  
  developed,   evidence and details, developed or  
  supported with   mostly specific. supported; some  
  specific evidence &     evidence, but  
  facts, as well as     usually of a  
  examples and     generalized nature.  
  specific details.        
Research (if Sources are   Sources are well Sources support The paper does not
assignment exceptionally well-   integrated and some claims made in use adequate
includes a integrated and they   support the paper’s the paper, but might research or if it does,
research support claims   claims. There may be not be integrated the sources are not
component) argued in the paper   occasional errors, but well within the integrated well.
  very effectively.   the sources and paper’s argument. They are not cited
  Quotations and   Works Cited conform There may be a few correctly according
  Works Cited   to MLA style sheet. errors in MLA to MLA style, nor
  conform to MLA     style.. listed correctly on
  style sheet.       the Works Cited
          page.
Style: Sentence Sentences are clear   Sentences are clear Sentences are Sentences aren’t
structure and varied in   but may lack generally clear but clear
  pattern, from simple   variation; a few may may have awkward  
  to complex, with   be awkward and there structure or unclear  
  excellent use of   may be a few content; there may  
  punctuation.   punctuation errors. be patterns of  
        punctuation errors.  
Style: Word There is clear use of   There is an attempt at There is little No attempt at style
choice, Tone a personal and   a personal style but attempt at style;  
  unique style of   style of writing may reads as flat and  
  writing, suited to   be awkward or perhaps  
  audience and   unsuited to audience uninteresting in  
  purpose; the paper   and purpose; the content, which is  
  holds the reader’s   reader may lose usually generalized  
  interest with ease.   interest in some and clichéd.  
      sections of the paper.    
Style: Details Large amounts of   Some use of specific Little use of specific No use of examples
and Examples specific examples   examples and examples and  
  and detailed   detailed descriptions. details; mostly  
  descriptions.   May have extended generalized  
      examples that go on examples and little  
      for too long. description.  
Grammar & Excellent grammar,   A few errors in Shows a pattern of Continuous errors
Mechanics spelling, syntax and   grammar, spelling, errors in spelling,  
  punctuation.   syntax and grammar, syntax  
      punctuation, but not and/or punctuation.  
      many. Could also be a sign  
        of lack of proof-  
        reading.  

 

HORIZONTAL MAPPING PROJECT

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