Curriculumplanningchart

GenerativeTopic(Blytheetal,1998):Play
Concept*
("Thestudentwill
understand")
(Thebigidea,the
"enduring
understanding"
[Wiggins,1998];a
broadwayof
makingsenseofthe
world,oralife
lesson)
Playisatypeof
socialinteraction
thatshouldbring
peopletogetherina
funway.

Centralproblem/
issue/oressential
question(intended
to"getat"the
concept;the
motorvator)
Howcanwe
structureplaythat
isinclusiveand
fair?

Standard

Subject:Literacy

Name:RachelBeazley

Assessment

Facts

Skills

Problemstopose

(Howwillyouhave
evidencethatthey
knowit?)

("Thestudentswill
know")

("Thestudentswill
beableto")

("Guidingquestions"
or"unitquestions")

Readaloud
(TBD)

Writing
samples
abouttheir
favorite
gameor
waytoplay

Different
peopleplay
different
ways
depending
ontheir
individual
tastes

writea
setofrules
foragame

Most
peopleplay
inaway
thatthey
findis
fun

takea
survey
abouthow
theyplayat
recess

Fun
means
different
thingsto
different
people

Games/
play
usuallyhas
rules

describe
their
favorite
waytoplay

WhydoI
play?

HowdoI
play?

Activities:

Writea
persuasive
essayabout
their
favorite
game/way
toplayand
whyitis
fun

Comeup
withrules
foragame
theymake
upasa
grouporan
individual

Reflecton
theway
theyplayat
schooland
athome

*Itisimportanttonotethattheconceptmightremainthesameacrosssubjects(e.g.,theconceptonthemathcurriculumtablemight
bethesameastheconceptonthesocialstudiescurriculumtable),ORitmightbedifferent.

Curriculumplanningchart
GenerativeTopic(Blytheetal,1998):Play
Concept*
("Thestudentwill
understand")
(Thebigidea,the
"enduring
understanding"
[Wiggins,1998];a
broadwayof
makingsenseofthe
world,oralife
lesson)
Playisatypeof
socialinteraction
thatshouldbring
peopletogetherina
funway.

Centralproblem/
issue/oressential
question(intended
to"getat"the
concept;the
motorvator)
Howcanwe
structureplaythat
isinclusiveand
fair?

Standard

Subject:SocialStudies

Name:RachelBeazley

Assessment

Facts

Skills

Problemstopose

(Howwillyouhave
evidencethatthey
knowit?)

("Thestudentswill
know")

("Thestudentswill
beableto")

("Guidingquestions"
or"unitquestions")

Learna
gamefrom
adifferent
culture

Createa
gameto
accomm
odatefor
special
needs

Actouta
skitabout
anissueof
fairnessor
conflict
that
happened
during
recess

Different
cultural
groupsplay
indifferent
ways

Different
groupsalso
have
similarities
inplay

Physical
abilities
affectthe
typesof
games
peopleplay
(eg.
wheelchair
basketball,
silent
gamesfor
deaf
people)

Fairnessis
everyone
getting
whatthey
need

play
games
fromother
cultures

under
standthe
meaning
behindthe
games
structures

createa
gameto
accommo
datefor
students
with
physical
differences

define
fairnessin
play

identify
experiences
theyhave
hadthat
dealwith
fairnessin
play

Activities:

Howdo
otherpeople
orgroupsof
people
play?

Learn
gamesfrom
other
cultural
groups

Howdoour
abilities
affectthe
waywe
play?

HowcanI
playwith
otherswho
aredifferent
fromme?

Playa
varietyof
gamesthat
maybe
similaror
differentto
gamesthey
play

Createa
gameto
accommo
datefor
different
physical
needs

Whatdoes
itmeanto
befair?

HowcanI
befairwhen
Iplay?

*Itisimportanttonotethattheconceptmightremainthesameacrosssubjects(e.g.,theconceptonthemathcurriculumtablemight
bethesameastheconceptonthesocialstudiescurriculumtable),ORitmightbedifferent.

Curriculumplanningchart
GenerativeTopic(Blytheetal,1998):Play
Concept*
("Thestudentwill
understand")
(Thebigidea,the
"enduring
understanding"
[Wiggins,1998];a
broadwayof
makingsenseofthe
world,oralife
lesson)
Playisatypeof
socialinteraction
thatshouldbring
peopletogetherina
funway.

Centralproblem/
issue/oressential
question(intended
to"getat"the
concept;the
motorvator)
Howcanwe
structureplaythat
isinclusiveand
fair?

Standard

Subject:Math

Name:RachelBeazley

Assessment

Facts

Skills

Problemstopose

(Howwillyouhave
evidencethatthey
knowit?)

("Thestudentswill
know")

("Thestudentswill
beableto")

("Guidingquestions"
or"unitquestions")

Planfora
playground

Math
Journal
pageson
measure
ment

Thereare
12inches
inafoot,3
feetina
yard,etc.
Thereare
10
millimeters
ina
centimeter,
etc.
Thereisa
difference
between
USand
Metric
unitesof
measure
ment
Different
taskscall
for
different
meansof
measure
ment(eg.a
largetable
vs.aflower
petal)

incorpor
atewhat
theyhave
learned
about
inclusive
meansof
playto
constructa
playground
use
appropriate
measure
mentunits
todescribe
their
playground
construct
their
playground
within
given
limits

Whatunits
ofmeasure
mentare
bestinany
given
situation?

Howcan
youfit
multiple
objects
insidea
given
space?

Howcan
youcreatea
spacefor
play?

Whatmakes
adesign
feasible?

Activities:

Studyplans
andlayouts
ofplay
grounds
andparks
throughout
thecity

Practice
measuring
large
spaces(eg.
theirown
fieldor
play
ground)

Createtheir
ownplan
foraplay
ground,
including
appropriate
measure
mentsfor
individual
ideas(eg.
poolwith
waterslide)

*Itisimportanttonotethattheconceptmightremainthesameacrosssubjects(e.g.,theconceptonthemathcurriculumtablemight
bethesameastheconceptonthesocialstudiescurriculumtable),ORitmightbedifferent.