CAMERON KELLER

GRAND PRAIRIE ISD CURRICULUM DESIGN

EDU 6303 CURRICULUM DESIGN AND EVALUATION

DR. SULLIVANMONDAY MARCH 22, 2012

Grand Prairie Ninth Grade Center Mission Statement

Mission Statement:

   The job of molding lives is a tremendous

challenge. All students can learn when provided proper guidance and support from faculty and administration, effective and continuously evaluated curriculum, and a safe orderly environment. Our entire staff is focused and dedicated towards this end.

 

Assessment

Program Objectives

Programs Offered

Institutional Goals

Mission Statement

Institutional GoalsGrand Prairie Ninth

Grade Center

We are a learning community vigorously pursuing student success.

We will ensure student success through engaging learning experiences, collaborative leadership, and a focus on maximizing student achievement.

Maximize Academic Achievement Build Leadership Capacity Promote Character Development Exercise Responsible Fiscal Oversight Vertically and Horizontally Aligned Curriculum 5E Model of Instruction Data-driven Decisions Relational Capacity Intentional Leadership

It is truly an exciting time to be a part of GPH 9th Grade Center. Our hopes are that students leave the 9th grade experience this year with a sound commitment to academic excellence that projects throughout the rest of their lives. Yes, we vow to make a positive impression in the lives of our students – one student at a time.

Courses Offered at GPHS 9th

English/Language Arts

Social Studies

Science

M A T H

Athletics

Electives

AVID

Program Objectives

English/Language Arts

Students will create a visual representation (e.g., graphic organizer) analyzing and evaluating how the literary elements of plot (non-linear and linear), character development and point of view contribute to the author’s message.

Students will use the writing process and conventions of language to write an engaging story using a range of literary strategies and devices to enhance the plot.

Students will write multiple reflections that include personal and world connections, thoughts, and responses to literary texts and media.

Students will write multiple notebook entries that demonstrate knowledge of new words, their meanings, and origins.

Students will produce analogies that describe a function of an object or its description; use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology.

Students will analyze how the genre of texts with similar themes shapes meaning.

Social Studies Students will identify physical and/or

human factors such as climate, vegetation, language, trade networks, political units, river systems, and religion that constitute a region.

Students will describe different types of regions, including formal, functional, and perceptual regions.

Students will design and draw appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic features, distributions, and relationships.

Students will compare ways that humans depend on, adapt to, and modify the physical environment, including the influences of culture and technology.

Students will describe the interaction between humans and the physical environment and analyze the consequences of extreme weather and other natural disasters such as El Niño, floods, tsunamis, and volcanoes.

Students will evaluate the economic and political relationships between settlements and the environment, including sustainable development and renewable/non-renewable resources.

Science Students will demonstrate safe practices

during laboratory and field investigations. Students will know that hypotheses are

tentative and testable statements that must be capable of being supported or not supported by observational evidence.

Students will distinguish between scientific hypotheses and scientific theories.

Students will analyze and evaluate the relationship of natural selection to adaptation and to the development of diversity in and among species.

Students will investigate and analyze how organisms, populations, and communities respond to external factors.

Students will interpret relationships, including predation, parasitism, commensalism, mutualism, and competition among organisms.

Students will compare the structures and functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids.

Students will analyze and evaluate the evidence regarding formation of simple organic molecules and their organization into long complex molecules having information such as the DNA molecule for self-replicating life.

Algebra Students will identify mathematical

domains and ranges and determine reasonable domain and range values for given situations, both continuous and discrete.

Students will determine whether or not given situations can be represented by linear functions.

Students will graph and write equations of lines given characteristics such as two points, a point and a slope, or a slope and y‑intercept.

Students will investigate, describe, and predict the effects of changes in m and b on the graph of y = mx + b.

Students will solve systems of linear equations using concrete models, graphs, tables, and algebraic methods.

Students will interpret and determine the reasonableness of solutions to systems of linear equations.

Students will interpret and predict the effects of changing slope and y-intercept in applied situations.

Students will analyze data and represent situations involving inverse variation using concrete models, tables, graphs, or algebraic methods.

Athletics The student will select appropriate attire

that promotes participation and prevents injury.

The student will analyze the effects of exercises on the body such as beneficial/potentially dangerous.

The student will demonstrate appropriate speed and generation of force such as running sprints, running distance, jumping or kicking.

The student will demonstrate without cue the critical elements in specialized sports such as serving and bumping, volleyball, shooting a basketball, shooting a lay-up, throwing a football, proper techniques of tackling, batting a bat, catching a baseball/softball and proper stretching techniques.

The student will combine skills competently to participate in modified versions of individual and team sports.

Electives Animation The student is expected to use

technology communication tools such as spreadsheets, databases, email, pictures (.jpeg, .gif) and other software to produce animations.

The student is expected to use problem-solving skills, interpersonal communication skill, and interview skills to interpret animated movies.

Electives Art The student illustrated ideas for artwork

from real-world experiences, direct observation and imagination.

The student will compare and contrast the use of elements (color, texture, form, line) in personal artwork.

The student demonstrates effective use of art media tools in design, drawing and painting.

Electives Health The student will relate the nation’s health

goals to self, family, and community health.

The student will examine the relationship between body composition, diet and fitness.

The student will explain the relationship between nutrition, quality of life and disease.

Electives AVID (Achievement via Individual

Determination) The student will identify and demonstrate

proper grooming for the workplace. The student will demonstrate

dependability, punctuality and initiative. The student will research positive

interpersonal skills, including respect and diversity.

Assessments

STAAR

Test/Quizzes

Benchmarks

Informal Assessment

Student Portfolio