curriculum implementation plan - franklin township · pdf file · 2012-07-051 |...

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Curriculum Implementation Plan 2011-2014

Franklin Township Public Schools Table of Contents

1. Common Core Standards Initiative

a. Background

b. Mission

2. Curriculum Revision Timelines

a. New Jersey Department of Education

b. Franklin Township Public Schools

3. District Curriculum Revision / Implementation Plan

4. Rubicon Curricular Mapping System

5. Curriculum Template

6. District Curriculum Philosophy

7. Curriculum Revision / Implementation Plan by Content Area

a. Revision / Implementation Plan Timelines

b. Curriculum Philosophy

c. Units of Study

d. Rubicon Liaisons

e. Curriculum Writing Teams

f. Professional Development

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Common Core Standards Initiative

Background

In June 2009, 46 states (including New Jersey), 2 territories and the District of Columbia, committed to developing a common core of state standards in English Language Arts (ELA) and Mathematics for grades K-12. The purpose of this state-led initiative was to create a rigorous set of shared standards crafted to “define the knowledge and skills students should have within their K-12 education careers so they graduate high school able to succeed in entry-level, credit-bearing academic college courses and workforce training programs.”

The Common Core Standards Initiative (CSSI) was coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) and developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce. The standards are informed by the highest, most effective models from states across the country and countries around the world, and provide teachers and parents with a common understanding of what students are expected to learn. Consistent standards will provide appropriate benchmarks for all students, regardless of where they live.

The Common Core State Standards (CCSS) are designed to: • align with college and work expectations; • be clear, understandable and consistent; • include rigorous content and application of knowledge through high-order skills; • build upon strengths and lessons of current state standards; • be informed by other top performing countries; and • be grounded in research and evidence.

Mission The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

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Curriculum Revision Timelines

In response to the adoption of the Common Core Standards by the State of New Jersey, all New Jersey school districts are required to rewrite curriculum in English Language Arts and Mathematics in alignment to the Common Core Standards and in alignment to the 2009 core curriculum content standards in all other content areas for implementation according to the timelines below.

New Jersey Department of Education Revised Core Curriculum Content Area Standard Alignment K-12 Adoption of Revised

Standards Grade(s) Implementation of Revised

Curricula • English Language Arts Common Core Standards June 16, 2010 K-12 September 2012 • Mathematics Common Core Standards June 16, 2010 K-2

3-5 and High School 6-8

September 2011 September 2012 September 2013

• Science 2009 NJCCCS June 17, 2009 K-12 September 2011 • Visual and Performing Arts • Comprehensive Health and Physical Education • Technology • 21st Century Life and Careers • World Languages

2009 NJCCCS June 17, 2009 K-12 September 2012

• Social Studies 2009 NJCCCS September 9, 2009 K-12 September 2012

Franklin Township Public Schools Revised Core Curriculum Content Area Standard

Alignment K-12 Grade(s) NJDOE Implementation

Timeline FTPS Curriculum Development Completion /

Implementation Timeline • English Language Arts Common Core

Standards K-12 September 2012 Model Units

K-12 Curricula August 2011 September 2012

• Mathematics Common Core Standards

K-2 3-5 9-12 6-8

September 2011 September 2012 September 2012 September 2013

Model Units / K-2 Curricula Model Units 3-5 Curricula Model Units 9-12 Curricula Model Units 6-8 Curricula

September 2011 August 2011 September 2012 August 2011 September 2012 August 2011 September 2012

• Science 2009 NJCCCS K-12 September 2011 Semesters 1 and 2 Semesters 3 and 4

September 2011 February 2012

• Visual and Performing Arts • Comprehensive Health and Physical

Education • Technology • 21st Century Life and Careers • World Languages

2009 NJCCCS K-12 September 2012 K-12 Curricula

September 2012

• Social Studies 2009 NJCCCS K-12 September 2012 K-12 Curricula September 2012

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Curriculum Writing Plan Instructional Leadership The department of Curriculum & Instruction will provide direct oversight for the revision and implementation of the 2011-2014 curriculum writing plan. In collaboration, the Assistant Superintendent, content area directors, supervisors and coaches will create and implement the curriculum writing plan, providing technical assistance, instructional support and professional development to principals, assistant principals and the teaching staff. Supervisors and directors meet monthly to discuss and research best practices for curriculum design, create curriculum writing implementation plans and develop professional learning activities that will support curriculum implementation. Products from the 2010-2011 school year include:

• District Curriculum Philosophy • Curriculum Philosophy by Content Area (developed in collaboration with teachers in each department) • Curriculum Template • Units of Study • District In-Service / Professional Development Activities for 2011-2012 Curriculum Implementation Plan • Curriculum Implementation Plans by Department • Identification of teachers who will be assigned to design curriculum for specific units of study • Identification of teachers who will be designated as the Rubicon liaison • Curriculum Writing Calendars / Timelines • Common Planning Groups • Model Units • Summer Curriculum Writing Pilot

Gap Analysis During the 2010-2011 school year, a gap analysis was conducted in all major content areas to identify the gap between the District’s current curriculum and the 2009 NJCCCS / Common Core Standards. Conducting a gap analysis facilitated comprehensive opportunities for teachers to unpack and begin to explore the 2009 NJCCCS / Common Core Standards. It also provided professional learning and opportunities for dialogue across content areas, grade spans and schools in the areas of understanding rigor, grade level appropriateness of learning activities, modifications vs. watering down curriculum, vertical articulation and areas not addressed in our curriculum. State of Curriculum Prior to the 2010-2011 school year, curriculum in Franklin Township was generally written over the summer by a small committee of teachers on a paid stipend upon completion of the curriculum work. A curriculum guide was presented to the Curriculum Committee / Board for adoption and then distributed to teachers in the grade / department for implementation. After reviewing the state of the district’s curriculum, the following findings were noted:

• Curriculum guides vs. curriculum were submitted to the Curriculum Committee / Board for approval • Curricular components had not been defined • Curriculum housed in binders vs. electronic data base • Curriculum was written in small committee and distributed to teachers for implementation • Inconsistent implementation of curriculum across district

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• Various types of curriculum implemented but not officially approved by Board (i.e. Readers / Writers workshop) or visa-versa, approved by Board but not implemented

• Varied levels of rigor / grade level appropriateness • Varied time allotments for subject area application / curriculum coverage

Curriculum Philosophy (See page, ) The Department of Curriculum & Instruction believes that curriculum should be alive, dynamic, ongoing, and reflect what students should know and be able to do in the 21st century, as outlined by the 2009 NJCCCS and Common Core Standards. As such, it has developed a District Curriculum Philosophy that will guide the development of district curriculum and defined how we will know, as a district, when we have accomplished our curricular goals. In accordance with our belief, beginning July 2011, curriculum writing will be an ongoing process that includes the collaboration of all directors, supervisors, coaches and teachers. The curriculum process will be guided by the District curriculum philosophy; be grounded in big ideas, essential questions, enduring understandings and differentiated instruction; and will be revised through multiple opportunities for vertical articulation and feedback across the district. Professional learning opportunities will be integrated into the curriculum writing process for a clear understanding of the 2009 NJCCCS and Common Core Standards and the integration of appropriate levels of rigor and grade level appropriateness. Professional Learning (See attachment) Directors and supervisors will provide professional learning sessions for all summer curriculum writing teams in July 2011 and on September 2nd for curriculum writing that will take place during the 2011-2012 school year. The professional development sessions addressing the curriculum components will be provided to teachers and staff prior to the commencement of any curriculum writing. Model units were developed for each content area in August 2011 by directors, supervisors and coaches to provide an anchor for the curriculum work that will take place throughout the year. The professional learning will include:

• District Curriculum Philosophy o Review / Discussion o Defining Common Language

• Curriculum Template o Defining / Understanding curriculum template components (essential questions, enduring understandings, etc.) o Identifying big ideas in 2009 NJCCCS and Common Core Standards

• Model Unit o Creating / Reviewing model units to understand how it supports all of the elements of the philosophy / common language / components

• Curriculum Writing • Rubicon Training

Rubicon Curriculum Mapping / Training The Franklin Township Public Schools will begin the curriculum mapping process in preparation for revision of the curriculum in all nine content areas, as required by the New Jersey Department of Education. The department of Curriculum and Instruction will use Rubicon, a curriculum mapping system, to store, revise and develop curriculum maps that document the delivery of curriculum content across the district in grades K-12. Rubicon allows teachers and administrators to view newly created curriculum maps developed by the Franklin Township Public School supervisors, directors, coaches and teachers that are aligned to the NJCCCS and the Common Core Standards. Rubicon affords us the ability to search for maps at all grade levels by key word, NJCCCS, CPIs, topic, etc, and to share maps from one school to another. These functions will prove invaluable as the curriculum, and curriculum maps are revised to meet the 2009

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NJCCCS, and Common Core Standards. Training in the use of Rubicon will be provided to teachers and administrators during the curriculum revision process, beginning August 2011 and will include:

• Creating Course Descriptions • How to use the Unit Template • Uploading Resources • Aligning Curriculum to Standards • Creating Pacing Guides • Aligning Instruction to Assessments • Assessing Standards • Emailing / comments

Rubicon Training Schedule

Audience Date of Training Facilitated by Supervisors / Directors May 18, 2011 Rubicon Consultant / Asst. Supt Principals / Instructional Coaches June 16, 2011 AM Rubicon Consultant / Asst. Supt Academic Support Teachers June 19, 2011 PM Rubicon Consultant / eCoaches Rubicon Teacher Leaders June 27, 2011

July 19, 2011 September 2, 2011

ESL Team Leaders WL Team Leaders eCoaches / Principals

Curriculum Writing Plan, 2011-2012 All curriculum writing will begin the summer of 2011 and continue during the 2011-2012 school year. All teachers of major content areas will be assigned to small groups and specific curriculum writing tasks. These assignments / units of study can be found in the content area section of this document. Curriculum writing will be completed via:

• Summer Curriculum Writing (Model Units, Curriculum Writing) • 90 Minute Professional Development Sessions (Curriculum Writing / Horizontal & Vertical Articulation via Rubicon) • District In-Service Sessions (Vertical Articulation)

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Summer Curriculum Writing 2011 (Model Units / Curriculum Writing) 2011-2012 Curriculum Writing All teachers grades K-5 will write curriculum in the areas of language arts literacy and mathematics. Teachers will be assigned to a small group and given curriculum writing tasks to complete by June 2012. For example, at the elementary level, the curriculum writing tasks will consist of developing curriculum (3) three units of study (Reading, Writing, and Math) in a specific grade level and providing feedback to another small group in an adjacent area. E.g. Small Group A: Assignment GRADE 1

Writing (Grade 1) Reading (Grade 1) Math (Grade 1) Feedback Writing for Readers (10/10-10/28) Tackling Trouble: When Readers Come to

Hard Words and Tricky Parts of Books, We Try Harder and Harder (Assessment Based Small Group) (October & November)

Extend Counting Sequences (Patterns) and Number Names

Kindergarten: Number Names & Counting Sequence (Patterns)

Curriculum Timeline Writers Model Units (Unit 1)

• Math, K-8 • LAL: Reading, 6-9 • Physics • Chemistry • Social Studies, K-8 • Health / Phys Ed

Summer 2011 Directors, Supervisors, Coaches

Mathematics Curriculum, K-2 Summer 2011 Supervisor, Coaches, Math Teachers, K-2 ESL Curriculum, K-12 Summer 2011 Supervisor / ESL Teachers, K-12 World Language Curriculum, 6-12 Summer 2011 Supervisor / World Language Teachers, 6-12 Health / Phys Ed Curriculum, 9-12 Summer 2011 Director / Health & PE Teachers, 9-12 FVPA Curriculum, K-12 Summer 2011 Director / FVPA Teachers, K-12 Physics Curriculum, 9 Summer 2011 Supervisor / Physics Teachers, 9-12 Social Studies, K-4 Summer 2011 Director / Elementary Teachers, K-4

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Feedback / Quality Control

• Rubicon o Each small group will include a Rubicon Leader who will directly input curriculum into Rubicon as it is developed. This will facilitate the

opportunity for groups across the district to access curriculum being developed in adjacent grades, check for rigor, and grade level appropriateness.

o Supervisors, Directors and Coaches will review curriculum for essential elements, rigor, grade-level appropriateness and provide ongoing feedback, suggestion and identify resources between each 90 minute pd session. Rubicon allows for post-its to be placed on documents that are automatically catalogued and emailed to all members of a small group. All feedback will be reviewed during the first 10 minutes of each 90 minute pd, prior to beginning the curriculum writing session.

• Grade Level Meetings o GLM’s will be used by supervisors, directors and coaches to address key areas / trends that arise during the curriculum writing sessions.

• Department Meetings o Similarly, department meetings will be used share strengths and weaknesses found when reviewing curriculum and to clarify understandings

prior to next 90 minute pd session

• Common Planning Time / Cluster Meetings o Common planning time and cluster meetings will be collaboratively developed to support the small groups writing curriculum. This will provide

the small groups opportunities to experiment with the curriculum, see what works, what doesn’t work, and identify additional resources needed.

• Walkthroughs o Walkthroughs will be used to monitor pd strategies developed during grade level and department meetings

• District in-services will be used to provide additional feedback through vertical articulation. All teachers across the district will meet by grade level to review curriculum that has been developed to date, and discuss what’s working and what’s not working.

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Curriculum Template The Curriculum Template is organized by the Understanding by Design Framework: Desired Results, Assessment, and Learning Plan. Below is a blank template and a model to clearly define the required elements.

CURRICULUM TEMPLATE Unit: Suggested # of days: Standards: Prior Knowledge:

DESIRED RESULTS Established Goals:

Enduring Understandings:

Essential Questions:

Key Content Knowledge: Key Skills:

ASSESSMENT Performance Tasks:

Other Evidence (Student Product):

LEARNING PLAN Learning Activities Resources

Instructional Strategies Differentiation Strategies

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CURRICULUM TEMPLATE w/ GUIDING QUESTIONS Unit: Suggested # of days:

DESIRED RESULTS Standards: New Jersey Core Curriculum Content Standards Common Core Standards

Prior Knowledge: What prior knowledge required for students to understand new concepts / skills addressed in this unit?

Goals What relevant goals will be addressed?

Enduring Understandings Students will understand that… What are the big ideas? What specific understandings about them are desired? What misunderstandings are predictable?

Essential Questions

Content Knowledge: Students will know… What key knowledge will students acquire? As a result of such knowledge, what should they be able to do?

Key Skills: Students will be able to… What key strategies (skills) will students acquire? As a result of key strategies (skills), what should they be able to do?

ASSESSMENT Performance Task Through what authentic performance task will students demonstrate the desired understanding? By what criteria will performances of understanding be judged?

Other Evidence: Through what other evidence will students demonstrate achievement of the desired results? How will students reflect upon and assess their learning?

LEARNING PLAN Learning Activities What activities will be used to cement understanding of goals / standards?

Resources What resources will be necessary to successfully implement this unit?

Instructional Strategies What instructional strategies will be used during this lesson to promote understanding? What strategies will be taught to the students to foster independence?

Differentiation Strategies How will instruction be differentiated by content, process, product, learning environment and according to the student’s learning style?

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District Curriculum Philosophy

The curricular philosophy of the Franklin Township Public School District begins with the belief that it is the essential right of all students to benefit from a curriculum that is standards-based, rigorous, dynamic and relevant. The curriculum is designed to meet the individual needs of all students through purposeful and authentic assessment, quality instruction, and responsive differentiation that encourages students to think critically, problem solve and connect all content to life beyond the classroom. To this end, the curriculum prepares students for college and career readiness, and to become independent and productive citizens of the 21st century and a global society.

To accomplish this, the curriculum will:

• Be driven by standards-based learning outcomes measured by purposeful, authentic, and varied forms of assessment that will inform instruction; • Incorporate best practices and current content knowledge that are grounded in scientifically based research; • Explore big ideas, essential questions, and promote enduring understandings that connect to real life applications; • Allow for flexibility and encourage experimentation and innovation within an overall structure that maintains rigor and achieves high level standards for

all students; • Promote interdisciplinary approaches and the integration of writing across the curricula; • Integrate the creative and progressing use of technology to engage and promote 21st century thinking and learning; • Be anchored in problem solving and critical thinking to make sense of and address complex global issues; • Promote differentiation of instruction to meet the varying needs of every learner; • Promote independent learners; and • Promote college and career readiness.

We will know we have accomplished this when our students:

• Develop the ability to think critically and globally, applying problem-solving skills, principles of logic, and independent thinking beyond the classroom; • Develop the ability to use and evaluate knowledge critically and independently across the curricula; • Are able to apply their knowledge and skills appropriately to any problem situation in all content areas; • Are able to use their problem solving and critical thinking skills to make sense of and address complex global issues; • Are able to use and keep pace with the technology for this 21st century; • Make at least a year’s growth in all subject areas evidenced on assessments; • Show a significant percentage growth in the advanced learners levels in our schools from year to year on assessment.

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Curricular Philosophy by Content Area, K-12

English as a Second Language

The ESL curricular philosophy of the Franklin Township Public School District begins with the belief that it is the essential right of all English Language Learners to experience curriculum which will:

• Be standards-based • Provide the necessary skills to provide English language learners with the language skills necessary to participate successfully at grade level in the

English-speaking classroom. • Provide students with the ability to assess, interact with, and resolve problems in a 21st century multicultural society. • Apply language skills to meet the daily demands of society.

To this end, the ESL curriculum builds students’ academic language abilities through content experiences. It requires students to think critically at all levels of proficiency and holds high expectations as students develop academic language abilities in listening, speaking, reading and writing. The Franklin Township School District believes that all students have the potential to succeed and the equal right to an educational environment which fosters the skills necessary to become productive citizens of the 21st century global society.


• Integrate standards in all content areas in addition to the ESL Standards • Present academic language in context and involve students in situations where they must apply this language to address problems and situations • Require assessment in all four domains • Recognize the value of all cultures • Assess students to ascertain current proficiency levels and provide differentiated instruction based on updated knowledge of student proficiency levels • Make use of available technology to support learning, providing opportunities for students to explore the uses of common tools of technology. • Provide bilingual support where feasible to maintain continuity in learning and cognitive development


• Can address problems posed in grade appropriate text and academic discourse effectively, using content area and Tier 2 academic language in speech and in writing

• Show progress in the use of all elements of academic language • Show growth in all classroom summative and formative assessments • Show growth in State assessments • Move from one proficiency level to the next

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ESL Units of Study Subject Time Line Unit

High School ESL 1, 2, 3, 4 July 2011 Unit 1 for each class ESL 1, 2, 3, 4, September 2011 Unit 2 October 2011 Unit 3 November 2012 Unit 4 December 2012 Unit 5 January 2012 Unit 6 February 2012 Review/Edit Unit 2 March 2012 Review/Edit Unit3 April 2012 Review/Edit Unit 4 May 2012 Review/Edit Unit 5 June 2012 Review/Edit Unit 6

Middle School/SGS ESL 1, 2, 3, 4 July 2011 Unit 1 for each class ESL 1, 2, 3, 4 September 2011 Unit 2 October 2011 Unit 3 November 2012 Unit 4 December 2012 Unit 5 January 2012 Unit 6 February 2012 Review/Edit Unit 2 March 2012 Review/Edit Unit3 April 2012 Review/Edit Unit 4 May 2012 Review/Edit Unit 5 June 2012 Review/Edit Unit 6

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Elementary Grades ESL K, 1, 2, 3, 4 July 2011 Unit 1 for each class ESL K, 1, 2, 3, 4 September 2011 Unit 2 October 2011 Unit 3 November 2012 Unit 4 December 2012 Unit 5 January 2012 Unit 6 February 2012 Review/Edit Unit 2 March 2012 Review/Edit Unit3 April 2012 Review/Edit Unit 4 May 2012 Review/Edit Unit 5 June 2012 Review/Edit Unit 6

Fine, Visual and Performing Arts We, the members of this department, believe that the arts are a vital part of the fabric of the lives of those who participate in a just, democratic, and dynamic society. The arts build cognitive skills, communicate, heal, reflect our lives, and unite us. The five art forms of art, dance, drama, media, and music promote creativity, self-expression, collaborative problem solving, multi-cultural awareness, inter-disciplinary study and critical thinking in the 21st century learner. All of these tools are essential for survival today. Thus, all students are entitled to equitable, regular, and sequential instruction in the arts as developmentally appropriate.

To instill these necessary skills and habits in all learners, our curriculum must:

• Provide literacy in all five art forms; • Be guided by rigorous academic standards; • Foster instruction that addresses the interests and needs of diverse learners; • Develop skills in observation, listening, description, analysis, interpretation, creation, performance and critique.

We know that our curriculum has accomplished this when:

• Our students develop an awareness of self and others; • Our students are able to successfully identify and apply knowledge of the elements of the five art forms, composers, masters, and styles; • Our students are able to create new art, perform with interpretation, and respond to art with understanding; • Our students demonstrate mastery via authentic, discipline-specific achievements such as adjudicated competitions, art shows, performances, and

portfolio creation.

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FVPA Units of Study

Genre: Art Model Unit: Printmaking and Expressionism “R”= Rubicon Entry Designees Writing in small groups: A=K-4 B=5-8 C= 9-12 Month Unit Group

September Basic Elements of Art A, B, C October Appropriate Use of Art Materials and Tools A, B, C November Principles of Design A, B, C December Design in Daily Life A, B, C January The Impact of Cultures and History on Art A, B, C February Works of Art in Various Mediums A, B, C March Art as Music, Dance, and Theatre Stimuli A, B, C April The Influence of a Single Artist on a Generation of Artists A, B, C May The Impact of Technology on Art A, B, C June Identifying Master Works of Art and Set Design A, B, C

Genre: Music Model Unit: Families of Instruments K-8 Aural Skills 9-12 “R”= Rubicon Entry Designees Writing in small groups: F= K-8; G=9-12 Month Unit Group

September Clapping/singing with Repetitive Phrases F Music of Various Cultures G October Composers, Music Periods, History, Styles F & G November Left to Right Eye Motion/Recognizing Symbols/Notation F & G December Auditory Recognition of Rhythm, Tonality, Form, Tempo F & G January Responding to Conductor’s Cues; Singing Rounds F Blending Unison or Harmonic Parts G February Recognizing Instruments/ Assembly/Bow use/ F & G Fingering/posture/position/breathing F & G March Sight reading to interpret notation, terms, rhythm F Dynamics vocabulary and symbols G April Basic Syncopation F & G May Harmonic Intervals, Scales, Chords F & G June Major and Minor Key Signatures F & G

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Genre: Dance/Drama/Media Model Unit: Body Alignment and Balance “R”= Rubicon Entry Designees Writing in small groups: D=Dance; E= Drama/Media Month Unit Group September Cross Cultural Themes D & E October The Basic Elements of Dance and Drama D & E November Time/Shape/Space Structures D & E December Improvisation D The Well-Written Play/Script E January Formal Choreographic Structures D Character Development E February Spatial Relationships D Stage Movement, Directions, and Stage Areas E March Range of Motion/Muscles D Vocal Rate, Pitch, Volume E April Pantomime vs. Pedestrian Movement D & E May Dance for the Camera vs. Interactive Dance D Lighting, Scenes, Costumes, Audio, Safety E June Emulating the Masters of Dance and Drama D & E

Health and Physical Education The philosophy of the Franklin Township Public School District’s Health and Physical Education Department is to integrate differentiated instruction, interdisciplinary learning, technology and a rigorous curriculum to benefit the students throughout all aspects of their lives. The curriculum is designed to empower, explore and engage each student through quality instruction, authentic assessment, and to understand the concepts of physical, mental and social skills associated with decision making techniques, problem solving and critical thinking. To this end, allowing the students to explore their future and become physically, mentally and socially educated life-long healthy learners.


• Provide opportunities for staff and administration to collaborate on best practices, the use of authentic assessment, quality instruction and the use of

differentiated instructional strategies. • Incorporate critical thinking, reading and writing comprehension and cooperative learning • Implement the use of technology to engage and promote 21st century thinking and learning • Provide opportunities for all students to maximize their participation in a safe, healthy and effective learning environment • Provide students with the knowledge on the importance of a healthy lifestyle which includes social, mental and physical health. • Continue to create program options that meet the individual needs of each student while integrating interdisciplinary learning. • Follow the New Jersey Common Core Standards

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• Meet or exceed grade-level benchmarks indentified by the common core standards • Are independent learners who can successfully work with others • Develop an understanding for physical fitness, safety and quality of life • Are college and career ready

Health / Physical Education Units of Study

Highlighted names= Rubicon Entry Designees Writing in small groups: A=K-4 B=5-8 C= 9-12 Month Unit Group

September Review curriculum, philosophy and units A, B, C October Health concepts and self esteem A, B, C November Team activities – strategies, concepts, safety A, B, C December Individual activities – strategy, personal growth A, B, C January Bullying /HIB A, B, C February Fitness/Movement/Wellness A, B, C March Differentiated instruction – Physical Education A, B,C April Differentiated instruction – Health A, B, C May Dating Violence C

Family Life and Relationships A, B June Healthy choices – nutrition, drug/alcohol, stress management A, B, C

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Language Arts Literacy Curriculum Philosophy The curriculum philosophy of the Franklin Township Public Schools K-12 Language Arts Literacy department begins with the understanding that the ability to communicate effectively, which includes reading, writing, speaking, listening, and using technology are foundational and essential to all learning. As such, the language arts are the most critical skills for student achievement in all academic areas, as well as all areas of life. Therefore, the curriculum must be grounded in the belief that all students have the right to a Language Arts curriculum that is of the highest quality, based on the Common Core Standards, rigorous, differentiated to meet individual needs and insure student progress, and applicable to real life in the 21st century. The curriculum must be dynamic and relevant to insure that students are able to meet the increasing communication demands of our global society. The curriculum also must be grounded in the belief that all students are readers and writers and as such promotes life-long reading and writing.

To accomplish this, the Language Arts Literacy curriculum will:

• Be grounded in the Common Core Standards • Be benchmarked by exemplars and rubrics • Include formative assessment used to drive instruction and differentiate • Insure students read and write daily • Appreciate and celebrate diversity, difference, and creativity • Incorporate best practices and current content knowledge • Explore big ideas and essential questions and promote enduring understandings that connect to real life applications • Integrate the creative and progressing nature of technology to engage and promote 21st century thinking and learning • Foster independence and interdisciplinary use of strategies learned in the language arts • Imbed oral communication and discussion skills • Contain real-world applications

We will know we have accomplished this when our students: • Are independent readers and writers able to communicate in a variety of contexts appropriately and effectively • Independently use strategies for reading, writing, speaking, listening, language and vocabulary across disciplines and life • Meet or exceed the grade-level benchmarks identified by the Common Core. • Are college and career ready • Think critically and globally and apply independent thinking • Are able to access, use, and evaluate information critically and independently

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Language Arts Literacy: Units of Study Kindergarten

Writing Reading Approximating Small Moments (10/10-11/9) Readers Read, Think, and Talk About Emergent Storybooks (October) Writing Pattern Books to Read, Write, and Teach (11/14-12/23) Readers Study Patterns in Big Books and Little Books to Help Us Read

and Talk About Books (November) Raising the Quality of Small Moment Writing (1/3-2/3) Readers Use All Our Powers to Actually Read (December) Procedural Writing: How-To Books (2/6-3/2) We Can Be Reading Teachers: Teach Yourself and Your Partners to Use

All You Know to Read (January) Information Books (3/5-3/30) Learning About Ourselves and Our World: Reading For Information

(Feb./March) (FLEX WEEK) Readers Are Brave and Resourceful When We Encounter Hard Words

and Tricky Parts in Our Books (March) Authors as Mentors (4/16-5/18) Readers Get to Know Characters by Pretending and by Performing Our

Books (April/May) Poetry & Songs (5/21-6/21) Giving the Gift of Reading: Reading Across Genres (May)

Grade 1 Writing Reading

Writing for Readers (10/10-10/28) Tackling Trouble: When Readers Come to Hard Words and Tricky Parts of Books, We Try Harder and Harder (Assessment Based Small Group) (October & November)

Opinion Writing: Persuasive Letters and Speeches (11/1-11/28) Tackling Trouble: When Readers Come to Hard Words and Tricky Parts of Books, We Try Harder and Harder (Assessment Based Small Group) (October & November)

How To (11/29-12/23) Nonfiction Readers Learn About the World (December) Realistic Fiction (1/3-1/31) Readers Meet the Characters in Our Books (January) Authors as Mentors: Craftsmanship & Revision (2/1-3/2) We Can Be Our Own Teachers When We Work Hard to figure Out

Words (February) Information Books (3/3-3/28) Reading Across Genres to Learn About A Topic: Information Books,

Stories, and Poems (March) Poetry: Powerful Thoughts in Tiny Packages (3/29-4/30) Dramatizing Characters and Deepening Our Comprehension in Reading

Clubs (April) Information Writing About Science (5/1-6/21) Readers Can Read About Science Topics to Become Expert (May/June)

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Authors as Mentors (10/10-11/9) Talking Trouble (Assessment Based Small Group Work) (October) Expert Projects: Informational Writing (11/14-12/23) Reading Nonfiction, Reading the World (November & December) Writing and Revising Realistic Fiction (1/3-2/3) Characters Face Bigger Challenges and So Do Readers (January) Persuasive Reviews (2/6-3/2) Series Reading and Cross-Genre Reading Clubs (February) Using NF Texts as Mentors to Support Nonfiction Writing (3/5-3/20) Nonfiction Reading Clubs (March) FLEX (4/2-4/5) Writing Adaptations of Fairy Tales and Folk Tales (4/16-5/11) Reading and Role-playing : Fiction, Folktales, and Fairytales (April/May) Informational Writing About Science (5/14-6/8) Reading and Role-playing : Fiction, Folktales, and Fairytales (April/May) Poetry: Powerful Thoughts in Tiny Packages (6/11-6/21) Readers Can Read About Science Topics to Become Experts (May/June)


Raising the Quality of Narrative Writing (10/3-11/9) Following Characters into Meaning: Envision, Predict, Synthesize, and Infer (October)

Realistic Fiction (11/14-12/23) Series Book Clubs (November & December) Informational Writing (1/3-2/10) Reading Expository Texts (January) Opinion Writing: Persuasive Reviews and Speeches/Letters (2/13-3/9) Mystery Book Clubs (February) Poetry (3/12-3/29) Biography Book Clubs (March) Test Prep (4/2-5/4) Test Preparation (April) Information Writing: Research and Writing in the Content Areas (5/14-6/21) Information Reading: Reading Research and Writing in the Content

Areas (May) Social Issues Book Clubs (June)


Realistic Fiction (10/10-11/18) Following Characters into Meaning: Envision, Predict, Synthesize, Infer, and Interpret (October/Early November)

FLEX (11/21-11/23) Nonfiction Reading: Using Text Structures to Comprehend Expository, Narrative, and Hybrid Nonfiction (Late November/December

Personal and Persuasive Essay: Boxes and Bullets… (11/28-12/23) Nonfiction Readers Learn About the World (Late December/January) Historical Fiction (1/3-2/10) Historical Fiction: Tackling Complex Texts (January/February) Literary Fiction & Test Preparation in Writing (2/13-3/30) Interpretation Text Sets (February/March) Test Preparation (4/2-5/4) Test Preparation (March/April) Informational Writing: Research and Writing in Content areas (5/14-6/1) Information Reading: Reading, Research, and Writing in the Content

Areas (May) Poetry: Thematic Anthologies (6/4-6/21) Social Issues Book Clubs (June)

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Grade 5 Writing Reading-TBD

The Interpretative Essay: Exploring and Defending Big Ideas About Life and Texts (10/3-11/2)

Information Writing: Nonfiction Picture Books (11/7-12/9) Research-Based Argument Essays (12/13-1/13) Realistic Fiction (1/17-2/16) Memoir (2/20-3/9 or 3/16) Test Prep (3/12 or 3/19-5/4) Content Area Writing (5/7-5/31) Poetry (6/4-6/19)

SGS Grade 6 Flow of the Reading and Writing Units 2011-2012

Reading Workshop Writing Workshop Sept: Agency and Independence: Launching Reading Workshop with Experienced Readers

Sept: Raising the level of Personal narrative Writing and Edging Towards Memoir

Launch Celebrate Collect & Assess


Oct: Investigating Characters Across Series

Oct: Realistic Fiction/Social Action Fiction



Nov: Nonfiction Reading: Using Text Structures to Comprehend Expository, Narrative, and Hybrid Nonfiction

Nov: Information Writing: Nonfiction Books



Dec: Nonfiction Research Clubs: Developing Analytical lenses for Informational Reading

Dec: The Personal and Persuasive Essay



Jan/Feb: Historical Fiction Book Clubs: Tackling Complex Texts

Jan: Historical Fiction



Feb/Mar: Developing Analytical Reading Practices: Interpretation

Feb/Mar: Literary Essay; Analyzing Texts for Meaning, Craft, and Tone

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March/April: Test Preparation

March/April: Writing Prompted Essays



May: Social Issues Book Clubs

May: Poetry



June: Author Studies to Independent reading Projects: Launching a Summer of Reading

June: Independent Writing; Launching a Summer of Writing



FMS Grade 7 Reading and Writing Units 2011-2012 Reading Workshop Writing Workshop

Sept-Launching Readers Workshop with Independent Readers

Sept-Memoir



Oct-Fantasy Book Clubs (see grade 8 TC calendar January)

Oct-Fantasy (See TC Calendar January)



Nov-Nonfiction Reading

Nov- Information Writing



Dec-Nonfiction Research Clubs

Dec-Research-Based Argument Essays



Jan-Historical Fiction Clubs: Tackling Complex Text

Jan- Historical Fiction

Launch Celebrate Collect & Assess Launch Celebrate Collect & Assess

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Feb- Developing Analytical Reading Practices: Interpretation

Feb-Literary Essays



March/April-Test Prep




May-Social Issues Book Clubs

May- Poetry



June- Authors Studies to Independent Projects

June-Independent Writing



FMS Grade 8 Reading and Writing Units 2011-2012 Reading Workshop Writing Workshop

Sept-Making our Reading Visible and Developing Sustainable, Adult Reading Habits

Sept-Building A Writer’s Life: Collecting Towards Essays



Oct-Investigating Characters Across Series-Realistic fiction (Grade 7 TC calendar-October)

Oct-Realistic Fiction (Grade 7 TC calendar-October)



Nov-Developing Analytical Reading Practices: Interpretations (Grade 7 TC calendar- Feb./March)

Nov-Literary Essay: Analyzing Text for Meaning Craft and Tone (Grade 7 TC calendar Feb./March)



Dec-Nonfiction Reading: Using Text Structures to Comprehend Expository, Narrative, and Hybrid Nonfiction

Dec-Journalism



Jan-Reading for High School: Applying Strategies for Challenging Jan- Writing: “The Application Essay” for High School and College

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Texts (TC calendar 8th grade Feb./March) (TC calendar 8th grade October) Launch Celebrate Collect & Assess


Feb/March- Nonfiction Research Clubs: Developing Analytical

Lenses for Informational Reading (TC calendar 7th grade December). Feb/March-Multi-Modal Information Writing: Harnessing Technology to Teach

Ideas (TC calendar 8th grade November)







May/June-Authors Studies to Independent Projects: Launching a Summer of Reading

May/June- Poetry/ Independent projects



FHS Unit Outline: Grade 9 Language Arts Timeline Unit

Sept. 12- Oct. 14 Unit 1: The Hero’s Journey

Oct. 17- Nov. 22 Unit 2: A World of Mystery

Nov. 28- Dec. 23 Unit 3: Finding a Voice in the World

Jan. 3- 27 Unit 4: Reading and Writing the World

Feb. 6- Mar. 15 Unit 5: Exploring Love and Family

March 19-May 3 Unit 6: The Pen is Mightier…

May 7- June 8

Unit 7: Building a Reading and Writing Life: Student Independent Projects

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FHS Unit Outline: Grade 10 Language Arts Literacy – American Literature Timeline Unit

Sept. 12-Oct. 20 Unit 1: Clashing of Cultures and Creations of Conflicts

Oct. 24- Nov. 23 Unit 2: Explorations of Self: Individualism, Romanticism, and Transcendentalism

Nov. 28- Dec. 22 Unit 3: When a Nation Turns Against Itself

Jan. 3- Feb. 23 Unit 4: The American Dream?

Feb. 27- April 7 Unit 5: Modern America: A Melting Pot or a Stew Pot?

April 16- May 25 Unit 6: Why do People Go to War?

May 29- June 15

Unit 7: Synthesis: Student Independent Projects

FHS Unit Outline: Grade 11 Language Arts Literacy – World Literature Timeline Unit

Sept. 7- Oct. 14 Unit 1: Origins: Who we are culturally

Oct. 17- Dec. 2 Unit 2: Hubris: Man’s Arrogance

Dec. 5- Jan. 27 Unit 3: Matters of Life and Death: paradox, magical surrealism

Feb. 3- April 5 Unit 4: Money, Power, and Corruption

April 16- May 11 Unit 5: Modernism and the Time-Space Continuum

May 14- June 15 Unit 6: Synthesis: Independent Study

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FHS Unit Outline: Grade 12 Language Arts Literacy - British Literature

Timeline Unit Sept. 7- Oct. 14 Unit 1: Trials of Courage: The Everyday and the Extraordinary

Oct. 17- Nov. 18 Unit 2: Power Corrupts

Nov. 21- Jan. 6 Unit 3: Challenging the Status Quo, Changing the World

Jan. 9- March 2 Unit 4: Seeking Truth

March 5- April 20 Unit 5: Human Relationships

April 23- May 18 Unit 6: What is Reality?

May 21- June 15 Unit 7: Independent Study Projects

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Mathematics Curriculum Philosophy In order for students to understand and use mathematics with confidence, the Franklin Township Public School’s K-12 Mathematics Philosophy of Instruction embraces daily opportunities for students to actively engage and participate in meaningful mathematical learning experiences through inquiry, problem-solving and making connections to the world around them. As a result, students will develop the habits of mind that expand their ability to problem solve, reason critically, construct and defend viable arguments and communicate their thought processes. Strategic access to and use of learning tools provide supports for students to meet the rigor of the curriculum while developing conceptual understanding and procedural fluency. Students will leave Franklin Township Public Schools capable of functioning and contributing to today’s global society. To accomplish this, the Mathematics Curriculum will:

• Be driven by standards-based learning outcomes measured by purposeful, authentic, and varied forms of assessment that will inform instruction and improve student learning and achievement;

• Incorporate best practices and current content knowledge that are grounded in scientifically based research; • Allow for flexibility that encourages experimentation and innovation within an overall structure that maintains academic rigor and achieves high level

standards for all students; • Promote interdisciplinary approaches and the integration of writing across the curricula; • Integrate creative and progressing use of technology to engage and promote 21st century thinking and learning; • Promote differentiation of instruction to meet the diverse learners in our learning communities; and • Promote college and career readiness.

We will know we achieved this when all students:

• Recognize the value of numerous approaches and multiple processes • Demonstrate ability to transfer their knowledge and skills appropriately to any problem situation • Demonstrate ability to self-reflect, think critically and globally, apply higher order thinking skills, principles of logic, and transfer independent thinking

beyond the classroom

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Mathematics Critical Areas and Units of Study by Grade Span Grade CCSS Critical Areas Math Units Kindergarten (1) Representing, relating, and operating on whole numbers, initially with

sets of objects (2) Describing shapes and space (more learning time in Kindergarten

should be devoted to number than to other topics).

Number Names & Counting Sequence (Patterns) Two and Three Dimensional Shapes Count & Classify Objects (Graphs) Compare Objects and Numbers Understand Whole Numbers Addition & Subtraction Foundations of Place Value Describe and Compare Measurable Attributes Introduction to Time & Money (add)

First (1) Developing understanding of addition, subtraction, and strategies for addition and subtraction within 20

(2) Developing understanding of whole number relationships and place value, including grouping in tens and ones

(3) Developing understanding of linear measurement and measuring lengths as iterating length units

(4) Reasoning about attributes of, and composing and decomposing geometric shapes.

Extend Counting Sequences (Patterns) and Number Names Attributes of Two and Three Dimensional Shapes Fluency w/ Whole Numbers Addition & Subtraction Understand and Use Place Value Represent & Interpret Data Use Non Standard Units of Measurement Time & Money (money added) Introduction to Fractions- Using Shapes

Second (1) Extending understanding of base-ten notation (2) Building fluency with addition and subtraction (3) Using standard units of measure (4) Describing and analyzing shapes.

Fluency w/ Whole Numbers Addition & Subtraction Reason w/ Shapes and their Attributes Understand and Use Place Value Represent & Interpret Data Foundations of Whole Number Multiplication Use Standard Units of Measure Time and Money Fractions Foundations Using Shapes (added)

Third (1) Developing understanding of multiplication and division and strategies for multiplication and division within 100

(2) Developing understanding of fractions, especially unit fractions (fractions with numerator 1)

(3 )Developing understanding of the structure of rectangular arrays and of Area

(4) Describing and analyzing two-dimensional shapes.

Multiplication and Division on Whole Numbers Multi-Digit Whole Numbers Place Value and Operations Understand Fractions as Numbers Represent and Interpret Data Apply Whole Numbers Operations (+ - × ÷) Reason with Shapes and Their Attributes Measurement: Estimation and Problem Solving Understand Area and Perimeter

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Grade CCSS Critical Areas Math Units Fourth (1) Developing understanding and fluency with multi-digit

multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends

(2) Developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators and multiplication of fractions by whole numbers

(3) Understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry

Whole Numbers Operations Factors, Multiples and Patterns (Number & Shape) Multi-Digit Whole Numbers Place Value and Operations Understand Fraction Equivalence and Order Understand Fraction Addition, Subtraction, and Multiplication Understand, Express and Compare Decimal Notations for Fractions Measurement: Conversions and Operations Properties of Two Dimensional Shapes

Fifth (1)Developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions)

(2) Extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations

(3) Developing understanding of volume.

Numerical Expressions Decimals Place Value Whole Numbers and Decimals Operations and Problem Solving Fraction Operations and Problem Solving Unit Conversions and Attributes of Two Dimensional Shapes Geometric Measurement: Volume Represent and Interpret Data Coordinate Geometry and Patterns (Number & Shape)

Sixth (1) Connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems

(2) Completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers;

(3) Writing, interpreting, and using expressions and equations; and (4) Developing understanding of statistical thinking.

Fluency w/ Fractions and Multi-Digit Decimal Operations Understand Rates and Ratios Understand Rational Numbers The Coordinate Plane & Quantitative Relationships Algebraic Expressions and Equations Statistics and Probability Area, Surface Area and Volume Factors and Multiples

Seventh (1) Developing understanding of and applying proportional relationships; (2) Developing understanding of operations with rational numbers and

working with expressions and linear equations (3) Solving problems involving scale drawings and informal geometric

constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume

(4) Drawing inferences about populations based on samples.

Number Sense Variables, Expressions & Equations Ratios & Proportions Geometry Coordinate Grid & Transformations Probability Data Analysis Proportionality & Linear Relationships Inequalities

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Grade CCSS Critical Areas Math Units Eighth (1) Formulating and reasoning about expressions and equations, including

modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations

(2) Grasping the concept of a function and using functions to describe quantitative relationships

(3) Analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.

Number Sense Expressions & Equations Discrete Math Rates, Ratios and Proportions Geometry Data Analysis Linear Functions Systems of equations

Mathematics Units of Study by Course Course Units Algebra 1

Unit 1: Counting Principle & Probability Unit 2: Linear Modeling Unit 3: Linear Functions (Solve and Analyze w/o context) Linear Systems: Graphing & Elimination Method Unit 4: Polynomials Unit 5: Non-linear Modeling Unit 6: Non-linear Functions (Solve and Analyze w/o context) Unit 7: Operations on Numbers and Expressions Unit 8: Data & Statistics

Geometry / Honors Geometry

Unit 1: Fundamentals of Geometry & Proof Unit 2: Constructions & Transformations Unit 3: Congruence & Similarity Unit 4: Polygons & Coordinate Proof Unit 5: Surface Area and Volume Unit 6: Relationships within Triangles & Trigonometry Unit 7: Circles

Algebra 2/ Honors Algebra 2

Unit 1: Linear Functions (Special Functions: Absolute Value Inequalities, Piecewise, Step, Greatest Integer, Constant & Identity (Compare & Contrast Characteristics) Unit 2: Linear Modeling (Linear Systems: Substitution Method (preps for composite functions), Systems of Inequalities & Linear Programming; Linear Systems in 3 Variables: Algebraic and via Matrices using Technology) Unit 3: Quadratics (Quadratics with no solution, estimating roots, Difference of Squares and perfect square trinomials; Complex Numbers, Completing the Square, Quadratic Formula & the Discriminant Quadratic Inequalities ) Unit 4: Non-Linear Functions Polynomial Functions; Radical Functions; Rational Functions; Exponential and Logarithmic Functions; Unit 5: Conics

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Unit 6: Sequences & Series Unit 7: Probability & Statistics

Advanced Algebra & Trigonometry

Unit 1: Fundamentals of Trigonometry (Degrees, Radians, Coterminal & Reference Angles Arcs & Sectors: Arclength, Angular Velocity & Defining the Six Trig Functions in Terms of X, Y & R; Special Angles: Evaluating Trig Functions of Special Angles on the Unit Circle; Solve Right Triangles using Trig Functions) Unit 2: Trigonometric Graphs (Basic Trig Graph & Parent Graphs; Transformations: Amplitude, Period, Phase Shift & Vertical Shifts; Inverse Trig Functions; Harmonic Motion) Unit 3: Trigonometric Identities & Equations Unit 4: Solving Non-right Triangles & Applications of Vectors Unit 5: Polynomial Functions (Remainder & Factor Theorems; Rational Root Theorem & Finding Roots of Polynomials; Solving Polynomial Inequalities; Approximating Roots) Unit 6: Rational & Radical Functions (Graphing Rational Functions: Vertical, Horizontal and Slanted; Asymptotes; Solving Rational Equations; Solving Rational Inequalities; Partial Fraction Decomposition; Solving Radical Equations & Inequalities) Unit 7: Exponential & Logarithmic Functions (Exponential Functions: Modeling, Graphing & Simplifying; Logarithmic Functions: Evaluating, Simplifying & Graphing; Solving Exponential and Logarithmic Equations) Unit 8: Conics (Parabolas, Circles, Ellipses, Hyperbolas; General Conics: Identify in General Form & Convert to Graphing Form)

Discrete Mathematics (1/2 year)

Unit 1: Circuits, Path Analysis Unit 2: Scheduling Unit 3: Voting Unit 4: Fair Division Unit 5: Apportionment

Probability & Statistics

Unit 1: Organizing Data (Random Samples, Interpreting (misleading) Graphs, Histograms and Frequency Distributions, Stem-Leaf Displays) Unit 2: Statistical Measurement (Measures of Center, Measures of Spread, Percentiles) Unit 3: Probability, Random Variables, & Probability Distributions Unit 4: Normal Distributions Unit 5: Binomial Distributions Binomial Experiments, Geometric and Poisson Probability Distributions

Pre-Calculus

Unit 1: Transformations on Functions & Linear Regression Unit 2: Non-Linear Functions and Modeling Unit 3: Trigonometric Functions Unit 4: Trigonometric Identities Unit 5: Advanced Trigonometry Unit 6: Conics Unit 7: Infinite Sequences & Series

Honors Pre-Calculus

Unit 1: Transformations on Functions & Linear Regression Unit 2: Non-Linear Functions and Modeling Unit 3: Trigonometric Functions & Identities Unit 4: Advanced Trigonometry Trigonometric Identities

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Unit 5: Polar Coordinates and Vectors Unit 6: Conics Unit 7: Infinite Sequences & Series

Calculus Honors

Unit 1: Limits Unit 2: Differentiation Unit 3: Integration Unit 4: Advanced Trigonometry Trigonometric Identities

AP Calculus AB

Unit 1: Limits Unit 2: Differentiation Unit 3: Integration Unit 4: Differential Equations Unit 5: Special Applications of Integration Area of a Region between Curves; Volume and Surface Area of Solids of Revolution;

AP Calculus BC

Unit 1: Limits Unit 2: Differentiation Unit 3: Integration Unit 4: Differential Equations Unit 5: Special Applications of Integration (Area of a Region between Curves; Volume and Surface Area of Solids of Revolution) Unit 6: Advanced Integration Unit 7: Infinite Series Unit 8: Conics, Parametric Equations, Polar Coordinates

AP Statistics

Unit 1: Analyzing Data (Data Displays, Normal Distributions, Regression) Unit 2: Producing Data: Survey, Studies & Experiments Unit 3: Probability, Random Variables, & Probability Distributions Unit 4: Inference

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Science Curriculum Philosophy

Science education in Franklin Township Public Schools prepares all students to lead productive and fulfilling lives as scientifically literate citizens in the 21st century. Its purpose is to develop self- directed learners who are curious, informed and driven to seek solutions to problems. Students will be able to think critically and will understand the impact of science on society, enabling them to make ethically responsible decisions. The science curriculum is aligned to the 2009 NJCCCS and provides a clear framework to focus and drive instruction vertically and horizontally from K-12. Science is an active process and students are engaged in scientific experiences and processes that promote critical thinking, problem solving and scientific literacy to build on their natural curiosity about the world in which they live. The emphasis is on inquiry through peer collaboration and the exploration of relevant and real life problems. Students will learn to construct arguments, evaluate evidence and justify and defend their arguments. To accomplish this, the Science curriculum will:

• Be standards - based and provide a variety of authentic assessment experiences related to real world scientific problems; • Provide students with a progression of scientific experiences from K-12 that are age-appropriate, inquiry - based and build on prior knowledge; • Allow students the opportunity to pursue areas of scientific interest.

We will know we have achieved this when:

• Students are able to make connections between the unifying principles of science and real life; • Students can apply new scientific knowledge to novel situations and real world issues; • Students can recognize the essential role of science in society and are able to make informed, responsible and ethical decisions about personal, social

and global issues. Science Units of Study by Course (7-12) Course Units of Study 7th Grade Life Science • Human Body Systems

o Circulatory o Respiratory o Digestive

• Cell Structure & organization • Heredity & Reproduction • Evolution & Diversity • Ecology

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Course Units of Study 8th Grade Earth Science

• Introduction to Earth Science • Astronomy • Rocks & Minerals • Weathering & Erosion • Geologic Time • Plate Tectonics • The Atmosphere • Weather • Climate • Environmental Issues

9th grade Physics

• The Physics of Sports • Energy in the World • Physics and Construction • Electricity in your Life

10th Grade Chemistry

• Solids, Liquids & Gases • Rates of Reaction • Atoms, Isotopes & Ions • Periodic Table • Ionic & Covalent Bonds • Writing Chemical Formulas • 7 Types of Chemical Reactions • Balancing Equations & Conservation of Mass • Water & Solutions • Acids & Bases • Biochemistry • Energy Sources

(Lab Chemistry)

• Solids, Liquids & Gases • Rates of Reaction • Atoms, Isotopes and Ions, • Electrons & the Periodic Table • Chemical Bonding • Chemical Reactions • Mole Quantities • Gas Laws

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• Stoichiometry • Water & Solutions • Kinetics & Equilibrium • Acids & Bases • Biochemistry • Energy Sources

(Honors Chemistry)

• Solids, Liquids & Gases • Rates of Reaction • Atoms, Isotopes and Ions, • Electrons & the Periodic Table • Chemical Bonding • Molecular Geometry • Chemical Reactions • Mole Quantities • Gas Laws • Stoichiometry • Thermochemistry • Water & Solutions • Kinetics & Equilibrium • Acids & Bases • Electrochemistry • Biochemistry • Energy Sources

11th Grade Biology (Biology & Lab Biology)

• The Molecules of Life • The Cell • Cell Reproduction & Differentiation • Genetic Expression • Inheritance • Evolution • Bioenergetics • Ecology

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(Honors Biology):

• The Molecules of Life • The Cell • Cell Reproduction & Differentiation • Genetic Expression • Inheritance • Evolution • Classification • Bioenergetics • Ecology • Overview of Body Systems

Social Studies The curriculum philosophy of the Franklin Township Public Schools K-12 Social Studies department embraces the idea that it is the role of schools to develop productive, civic literate, empathetic individuals who can think critically, problem solve effectively, and communicate successfully. It is the belief of the department that the social studies addresses the rights and responsibilities of citizens in a global society, and teaches such 21st century skills as critical thinking, problem solving, and the ability to express one’s self both verbally and in writing thoughtfully and properly. Further, the Social Studies department fully recognizes that all students have an essential right to a rigorous, standards based education that addresses their individual needs, while supporting their evolution into global citizens. As the conscience of a school, the Social Studies curriculum provides for an understanding of one’s responsibility to become a productive member of society, while demonstrating empathy for others, and engaging in opportunities to make the world a better place. It is understood that this curriculum must demonstrate connections to the world beyond the classroom, thus ensuring relevance and significance in the lives of all students.

To accomplish this, the Social Studies curriculum will:

• Be grounded in the 2009 New Jersey Standards for Social Studies • Be benchmarked by common summative assessments • Be driven by student engagement in meaningful and relevant dissection and dialog of historical and current events • Insure students read and write critically and analytically • Acknowledge and embrace cultural differences and sensitivities • Be founded in best practices • Explore big ideas and essential questions and promote enduring understandings that connect to real life applications • Integrate technology to promote 21st century thinking and learning • Make connections to the world beyond the class room • Be without bias

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We will know we have accomplished this when our students: • Are critical readers and writers able to communicate in a variety of contexts appropriately and effectively • Meet the benchmarks outlined by the NJCCCS in the Social Studies and the Social Studies Literacy component of the Common Core. • Think critically and globally and apply independent thinking • Are able to access, use, and evaluate information critically and independently • Demonstrate how they will effectively, positively and purposefully engage in the world as global citizens

Social Studies Units of Study by Grade Span Grade Span Units of Study Kindergarten Unit 1: My Classroom, My Family, and My Community

Unit 2: My History and Culture Unit 3: My World, My Environment Unit 4: My Needs and Wants Unit 5: My responsibility to myself and my World

Grade 1 Unit 1: Me and My Community Unit 2: I can be a Hero Unit 3: National Symbols and Leaders Unit 4: Geography and Technology in my Environment Unit 5: Differentiating between Wants and Needs

Grade 2 Unit 1: What makes a Good Citizen? Unit 2: Our Country’s Government Unit 3: Earth, Our Home Unit 4: Life Long Ago Unit 5: Human Rights and Its Leaders Unit 6: Basic Economic Principles Unit 7: Innovations and Technology

Grade 3 Unit 1: Active Citizenship Unit 2: Geography Unit 3: Our Community: Franklin Township Unit 4: Cultures and Customs in our Country Unit 5: American Democracy Unit 6: Economics, Innovation, and Technology

Grade 4 Unit 1: Using Map Skills Unit 2: Native Americans in New Jersey Unit 3: Colonization of New Jersey Unit 4: Our Country’s Government is Born Unit 5: New Jersey: Then and Now

Grade 5 Unit 1: Indigenous Societies and European Exploration Unit 2: Colonization and Settlement Unit 3: Revolution and the New Nation Unit 4: Exploration and reform Unit 5: Civil War and Reconstruction

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Grade 6 Unit 1: When Cultures Collide Unit 2: Dependence to Independence Unit 3: Land, Resources, and People Unit 4: Technological Revolution

Grade 7 Unit 1: The Farming Revolution Unit 2: Emergence of Ancient Civilizations Unit 3: Laws and Logic: The Classical civilizations Unit 4: Expanding Exchanges and Encounters

Grade 8 Unit 1: Intro to Governments and Citizenship Unit 2: The Road to Independence and Establishment of a Nation Unit 3: The New Nation Unit 4; Expansion and the Age of Jackson Unit 5: The Holocaust Unit

Social Studies Units of Study by Course

Course Units of Study US I Unit1:Bound For the Promised Land: Exploration and Expansion on the Western Frontier

Unit 2: The Times They are A’Changing: Slavery, Abolition, and Reform Unit 3: Living In a House Divided: The American Civil War Unit 4:The More Things Change, the More They Stay the Same: Rebuilding a Broken Union Unit 5: Concrete Jungles Where Dreams Are Made: Urbanization, Immigration, and the Industrial Revolution Change the American Landscape Unit 6: On the Road Again: The Second Wave of Americans Move Westward Unit 7: Imperialism: Unit 8: An Era of Changes: Teddy Roosevelt and the Progressives Transform the Nation Unit 9: The Roaring Twenties: The Birth of American Consumerism and Popular Culture Unit 10: A World at War: Isolationism and America’s Role in the First World War

Course Units of Study US II Unit 1: The Beginnings of Government Response

Unit 2: World War II Unit 3: Post War Consequences Unit 4: Competition and Containment: The Effects on The Modern American Lifestyle Unit 5: Government Policies and Social Change Unit 6: Cold War Conflicts extend to the Developing World Unit 7: America redefines its Image Unit 8: The Quest for Money and Power, Home and Abroad

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World History Unit 1: Early Modern Era -- can pick up as early as 1300, or as late as 1500. Hemispheres interact & react -- Science & Technology (Renaissance) -- Changing Ideologies (Reformation/Counter-Reformation)

Unit 2: Age of Revolutions - Revolutions – Scientific - Thinking (Enlightenment) - Western (Glorious, American, Haiti, French) --Shifting Global Power

(Imperialism & its responses) Unit 3: Modern World

- Global Conflicts (genocides, as well as the major conflicts) – - Social Changes (human rights, civil rights, LGBT, etc.) – Global Economic Transformations (cap v. comm, world markets, influences of the crashes of 29, 87, 96, , 99, 07, etc.) -Sci/Tech (computers, internet, Al Gore, etc.)

Special Education

The Franklin Township Public School District’s K-12 Special Education department embraces an inclusive philosophy, which means that every effort is made to include students with disabilities in the regular education setting. Operating under this philosophy, we strive to provide a continuum of services to meet the individual needs of students so that they can achieve academic success aligned with the state standards. Our department offers programs based on each student’s individual abilities and needs. We value collaboration and employ a multidisciplinary approach when interacting with students, staff, and families.

To accomplish this, the curriculum will: • Insure that the least restrictive requirement is addressed at each students’ Individual Education Program meeting • Provide opportunities for students to participate with their non-disabled peers for all content and elective areas as deemed appropriate by the IEP team • Continue to create program options that address the individual needs of students with a focus on preparing students to become independent and

productive citizens • Provide opportunities for staff and administration to collaborate on best practices, the use of authentic assessment, quality instruction, and the use of

differentiated instructional strategies. • Insure that our lesson presentations and activities address cultural and diverse backgrounds


• Are educated with students who are nondisabled to the maximum extent appropriate and in accordance with statewide reports (ADR, End of Year) • Removal of children with disabilities from the regular classroom occurs only when the nature or severity of the educational disability is such that

education in the regular class cannot be achieved satisfactorily with the use of supplementary aids or services and in accordance with statewide reports (ADR, End of Year)

• Participate with non disabled peers in non academic and extra-curricular activities to the maximum extent appropriate as evidenced by class rosters, club participation, and structured learning experiences

• Demonstrate improvement toward targeted skills as demonstrated by class work, teacher made assessments, district benchmark assessments, IEP goals and objectives, and statewide assessments.

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World Languages

In accordance with the Philosophy of Curriculum for the Franklin Township District, the World Language Department believes that the continuous and consistent study of a foreign language fosters respect for the cultural and linguistic diversity that exists in our society.

Our curriculum provides an emphasis on communication via immersion in the target language and engages students of all learning styles through activities and assessments geared towards three modes of communication: Interpersonal, Interpretative and Presentational. While grammatical rules and structural accuracy of the language will be incorporated into the curriculum, the emphasis is on developing fluency within contextualized and authentic situations.

We emphasize the acquisition of communication abilities which are meaningful, effective, and accurate. This is the organizing principle of world language study in Franklin Township. Our goal is to prepare students for life beyond high school by promoting interaction with people of other cultures, by making connections to other disciplines and by using authentic materials to simulate real life language experiences. In our global society, as the world becomes more accessible and through 21st Century Technology Goals, student’s knowledge of foreign language is crucial for expanded career opportunities while also aiding in the development of responsible citizens of our global community by fostering an appreciation of world cultural traditions.

To achieve the vision the curriculum must:

• Be standards based • Include authentic cultural experiences • Promote the idea of a global society • Emphasize the development of fluency and the ability to communicate • Incorporate all modes of communication: interpersonal, Interpretative, and Presentational • Expose students to the target language in an immersions setting • Promote and incorporate communicative strategies on a daily basis • Use authentic materials • Address Communication, Cultures, Connections, Comparisons and Communities in a balanced way. • Assess students in all modes

We will know we have achieved this vision when our students: • Move from one proficiency level to the next. • Can engage in oral or written discourse in the target language in real life situations at their level of proficiency in all three modes • Compare and contrast age and level appropriate culturally authentic materials orally and in writing. • Use language in a variety of settings to further personal, academic and career goals • Demonstrate comprehension of spoken and written language as expressed by speakers of the target language in formal an informal settings through

appropriate responses according to their proficiency level

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World Language Units of Study 6-8

Subject/Team Time Line Unit Spanish 1A and 1B

September 2011 October 2011 November 2011 December 2011 January 2012 February 2012 March 2012 April 2012 May 2012 June 2012

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Review/Edit Unit 1 &2 Review/Edit Unit 3 &4 Review/Edit Unit 5&6

Spanish For Native Speakers


Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Review/Edit Unit 1 &2 Review/Edit Unit 3 &4 Review/Edit Unit 5&6

French 1A

Summer 2011 September 2011 October 2011 November 2011 December 2011 January 2012 February 2012 March 2012 April 2012 May 2012 June 2012

Units 1-6 Revision of Unit 1 Revision of Unit 2 Revision of Unit 3 Revision of Unit 4 Revision of Unit 5 Revision of Unit 6 Review and Edit All Units Review and Edit Common Assessments

French 1B

September 2011 October 2011 November 2011 December 2011 January 2012

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

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February 2012 March 2012 April 2012 May 2012 June 2012

Unit 6 Review/Edit Unit 1 &2 Review/Edit Unit 3 &4 Review/Edit Unit 5&6

Spanish 6

Summer 2011 September 2011 October 2011 November 2011 December 2011 January 2012 February 2012 March 2012 April 2012 May 2012 June 2012

Units 1-6 Revision of Unit 1 Revision of Unit 2 Revision of Unit 3 Revision of Unit 4 Revision of Unit 5 Revision of Unit 6 Review and Edit All Units Review and Edit Common Assessments

World Language Units of Study 9-12

Subject Time Line Unit Spanish 1

July 2011 September 2011 October 2011 November 2011 December 2011 January 2012 February 2012 March 2012 April 2012 May 2012 June 2012

All Units Review/Edit Unit 1 Review/Edit Unit 2 & 3 Review/Edit Unit 4 Review/Edit Unit 5 Review/Edit Unit 6 Common Assessments Unit 1 Common Assessments Unit 2 Common Assessments Unit 3 Common Assessments Unit 4 Common Assessments Unit 5

Spanish 1 Core

July 2011 All Units

Spanish 2

July 2011 September 2011 October 2011

Unit 1 Unit 2 Unit 3 Review/Edit Unit 1 Review/Edit Unit 2 & 3

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November 2011 December 2011 January 2012 February 2012 March 2012 April 2012 May 2012 June 2012

Unit 3 Unit 4 Unit 5 Unit 6 Review/Edit Unit 4 Review/Edit Unit 5 Review/Edit Unit 6 Review all Units

Spanish 2 Honors Spanish 3 Spanish 3 Honors Spanish 4 Honors Spanish 5 Honors Spanish for Natives 1 Spanish for Natives 2


Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Review/Edit Unit 1 &2 Review/Edit Unit 3 &4 Review/Edit Unit 5&6 Review all Units

French 1

July 2011 September 2011 October 2011 November 2011 December 2011 January 2012 February 2012 March 2012 April 2012 May 2012 June 2012

All Units Review/Edit Unit 1 Review/Edit Unit 2 & 3 Review/Edit Unit 4 Review/Edit Unit 5 Review/Edit Unit 6 Common Assessments Unit 1 Common Assessments Unit 2 Common Assessments Unit 3 Common Assessments Unit 4 Common Assessments Unit 5

French 2

July 2011 September 2011 October 2011 November 2011 December 2011 January 2012 February 2012 March 2012

Unit 1 Unit 2 Unit 3 Review/Edit Unit 1 Review/Edit Unit 2 & 3 Unit 3 Unit 4 Unit 5 Unit 6 Review/Edit Unit 4

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April 2012 May 2012 June 2012

Review/Edit Unit 5 Review/Edit Unit 6 Review all Units

French 3 French 4 Honors French 5 Honors



Latin 1 July 2011 All Units Latin 2 July 2011 All Units Latin 3 Latin 4



Mandarin 1 Mandarin 2

July 2011 September – December January 2012 February 2012 March 2012 April- June

Unit 1, Unit 2, Unit 3 Unit 4, Unit 5, Unit 6 Review/Edit Unit 1 &2 Review/Edit Unit 3 &4 Review/Edit Unit 5 &6 Final Edit/Review all Units

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Department of Curriculum & Instruction Assistant Superintendent Eveny Pagán

Assessment & Accountability / NCLB Brooke Kirschner, Supervisor

Child Study Team, K-12 Roman Perez, Supervisor

ESL / Bilingual / World Languages, K-8 Julie Ochoa, Supervisor

ESL / Bilingual / World Languages, 9-12 Ana Washington, Supervisor / VP

Fine, Visual, Performing Arts / Guidance, K-8 Dr. Tulane Jackson, Director

Guidance, 9-12 Claire Hamm, Vice Principal

Health / Physical Education, K-12 Kimberly Kenny, Director

Health / Physical Education, K-8 Michael Rich, Director

Language Arts Literacy / Early Childhood, Pre K-5 Dr. Karen Schubert-Ramirez, Director

Language Arts Literacy, 6-12 Carolyn Armstrong, Supervisor

Mathematics, K-5 TBD, Supervisor

Mathematics, 6-12 Nubeja Allen, Supervisor

Pupil Personnel Services, K-5 Heather Mistry, Assistant Director

Pupil Personnel Services, 6-12 Colleen Dalrymple, Assistant Director

Science, K-12 Dr. John Roberts, Director

Science, 7-12 Joanne Long, Supervisor

Social Studies, K-12 Phyllis Bruno, Director

curriculum implementation plan - franklin township · pdf file · 2012-07-051 |...

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