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Curriculum Development Course at a Glance

Planning from Chavira Unit Plan


Ana Chavira
December 11, 2017
EDU 350
Unit Plan
Content Area Civics Grade Level 1st and 2nd Grade
Course Name/Course Code Crew/Osprey Block
Standard Grade Level Expectations (GLE) GLE Code
4. Civics 1.Effective groups have responsible leaders and team members SS09-GR.1-S4-GLE.1
2.Notable people, places, holidays and patriotic symbols
SS09.GR.2-S4.GLE.1
4. Civics 1. Responsible community members advocate for their ideas SS09.GR.2-S4.GLE.2
2.People use multiple ways to resolve conflicts or differences

Colorado 21​st​ Century Skills


Critical Thinking, and Reasoning
Critical Thinking and Reasoning: ​Thinking Collaboration
Deeply, Thinking Differently Self-Direction
Information Literacy: ​Untangling the Web Invention
Collaboration: ​Working Together, Learning
Together
Civic Democratic life:
Civic participation
Self-Direction: ​Own Your Learning Community roles/responsibility
Invention: ​Creating Solutions

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Curriculum Development Course at a Glance
Planning from Chavira Unit Plan

Unit Title One for All, All for One! Length of Unit 2.5 hours over a period of one week

Focusing Lens(es) Positive social behavior Standards and Grade SS09-GR.1-S4-GLE.1


Working in teams Level Expectations SS09-GR.1-.S4.GLE.2
Solving problems Addressed in this Unit SS09.GR.2-S4.GLE.1
Civic responsibility SS09.GR.2-S4.GLE.2
Inquiry Questions ● Who is the leader in your family?(​SS09-GR.1-S4-GLE.1-EO.2,b,c)
(Engaging- ● Who do you see as a leader in school?(​SS09-GR.1-S4-GLE.1-EO.2,b,c)
Debatable): ● How do you know if you are a responsible team member?(​SS09-GR.1-S4-GLE.1-EO.2,b,c; IG.N3)
● How do you know when you are working a team responsible?(​SS09-GR.1-S4-GLE.1-EO.2,b,c; IG.N4)
● What civic responsibilities do you think are important?(​SS09.GR.2-S4.GLE.1-EOd,e;IG.N2)
● What happens when someone uses power unwisely?(​SS09.GR.2-S4.GLE.2-EO.a,b,c,d;IG.N1)
● What are good ways to solve differences?(​SS09.GR.2-S4.GLE.2-EO.a,b,c,d;IG.N2)
● What would it be life everyone was friends?(​SS09.GR.2-S4.GLE.2-EO.a,b,c,d;IG.N3)
Unit Strands Social Studies,Civics

Concepts Civic responsibility , teamwork, conflict, and effective problem solving

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Curriculum Development Course at a Glance
Planning from Chavira Unit Plan

Generalizations Guiding Questions


Factual Conceptual
My students will ​Understand​ ​that…

Understanding civic responsibility is needed to function in What are some characteristics of a safe community? Who is the leader in your
a community, and knowing that after our family the next What are some of the characteristics of your family?(​SS09-GR.1-S4-GLE.1-EO.2,b,c)
closest community that we interact in is school. neighborhood? (​SS09.GR.2-S4.GLE.2-EO.a,)
(​SS09-GR.2-S4-GLE.1-EO.a,b,c; IG.N1)

Working in a team is necessary to have a functioning What are examples of team members? When have you been a member of a
community.(​SS09-GR.1-S4-GLE.1-EO.a,b,c; IG.N4) (​SS09-GR.1-S4-GLE.1) team?(​SS09-GR.1-S4-GLE.1)
Do you see teamwork outside in
Resolving conflict involves positive actions and respecting recess​?​(​SS09-GR.1-S4-GLE.1)
others.(​SS09.GR.2-S4.GLE.2) What are some examples of problem
solving?(​SS09.GR.2-S4.GLE.2) What problem solving do you see outside between your
peers?​ (SS09.GR.2-S4.GLE.2)
*​There should be between 5 and 10 (combined) factual and conceptual questions for each generalization designed to help students master the essential understandings

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Curriculum Development Course at a Glance
Planning from Chavira Unit Plan

Critical Content: Key Skills:


My students will ​Know​… My students will be able to ​(Do)​…

● The difference between positive problem solving vs. negative problem ● Interact positively with each other and need less and less intervention from adults
solving(​SS09.GR.2-S4.GLE.2) to resolve problems. (​SS09.GR.2-S4.GLE.2)
● Examples of how to solve issues(​SS09.GR.2-S4.GLE.2) ● Using tools to resolve problems such as Kelso's choices wheel.
● What a responsible team member looks like (​SS09-GR.1-S4-GLE.1) (​SS09.GR.2-S4.GLE.2)
● Why we need to work in teams (​SS09-GR.1-S4-GLE.1)

Critical Language…

A student in social studies can demonstrate the ability to Understanding civic responsibility, and knowing how to solve conflict is needed to function in a community
apply and comprehend the critical language in the
following statement:

Academic Vocabulary: Leader, responsibility, community, civic, function, effective, positive, empathy, compassion
Technical Vocabulary: leader, civic duty, conflict, teamwork, members, solve

The unit focuses on improving the social interactions among students, and explaining to them the need for civic responsibility, leadership, teamwork,
Unit Description:
and respecting others when solving conflict.
With this unit I want students to capture how powerful it is to work together, and how important it is to solve problems in a timely nice discussion
Considerations: where we can all reach and agreement and work towards the problem. Consider students background and home situation, students are interacting
with each other in their neighborhoods outside of classroom, where the behaviors begin.
Unit Generalizations
Understanding civic responsibility is needed to function in a community, we need to have teamwork, resolve conflict positively and respect others
Key Generalization:
opinion.
Students interact with leaders daily in different forms, parents, teachers,principals, friends who influence how they act.
Supporting
Students encounter problems in school settings and outside of schools it is important they react in a responsible safe manner learn civic
Generalizations:
responsibility.

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Curriculum Development Course at a Glance
Planning from Chavira Unit Plan

Collaborating with others is important in school and outside school

Performance Assessment: ​The capstone/summative assessment for this unit.


Claims: Understanding civic responsibility is needed to function in a community, we need to have teamwork, resolve conflict positively
and respect others opinion.
Stimulus Material: First graders are holding a class elections on who is the best role model to follow and become the classes president, second
graders are going to present the qualities of five different people
Product/Evidence: Second graders will construct a presentation in teams, research is to be made at home with parents too. Students need to
mention what truly highlights the quality of a leader and what demonstrates positive behavior when solving a problem. First
graders will than make a choice of who was the better leader (not presenter, we are not judging speakers) and explain in a
paragraph why, with a picture as well. The class role model will be chosen based on votes
Differentiation: The outcome of this performance assessment would have to contain detail, detail in the research from second graders and detail
in the first graders when explaining why they chose the role model they did. differentiation can include
● Writing
● Oral Presenter
● Researcher
● Drawing
Teachers can also help students make a drama skit role playing a commercial.

Texts for independent reading or for class read aloud to support the content
Informational/Nonfiction Fiction
Teammates-Peter Golembock The Elephant and the Ant-Bill Peet
Malala Yousafzai-Robin S. Doak Pumpkin Soup-Helen Cooper
We Are Citizens-Laine Falk

Ongoing Discipline-Specific Learning Experiences


1. Description: Think/work problem out using tools available to Teacher https://kelsoschoice.com/​ Tool kits area available to teachers and schools,
students like Kelso’s Choicen Wheel Resources: tools provided are for examples posters and videos.
Student Choice wheel
Resources:
Skills: Use tools provided to solve problems, utilize one of the Assessment: Students will refer to the wheel choice and visuals when needing to solve a
five options to solve a problem problem,

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2. Description: Think/work on restorative justice using journals using a Teacher https://www.tolerance.org/


positive word bank Resources: Selecting words from children's literature read throughout the unit.
Student https://www.youtube.com/watch?v=yBRWZef6oks&disable_polymer=true
Resources: https://www.youtube.com/user/WonderGroveKids
The word bank will be visible in the classroom for everyone to see.
Skills: Students will reflect on bad choices and do a Assessment: Students will create and maintain a journal that can include a written or
restorative justice reflection .Build their vocabulary picture description of when they observed an example, positive or negative,
using positive language vs. deductive language of teamwork. leaders, and conflict in the playground. They will reflection on
their behavior. Entries will help students track their progress and reflect if
they are a team member.A change in word choice when students encounter
a problem will be observed. Interact positively with each other and need
less and less intervention from adults to resolve problems.

3. Description: Think/work at home with involvement of families, Teacher For parents; send home note in both English and Spanish detailing the task,
students will conduct an interview or reasourch of Resources: and providing tools they can use to help their students
what a responsible citizen, leader, or team player looks
Student http://www.kidtopia.info/social_studies.html
like
Resources: https://kidssearch.com/
Skills: Research Assessment: Students continued the conversation about civic responsibility and
teamwork and expectations at school, at home. Teacher may collect home
questionnaires from students.

Prior Knowledge and Experiences


This unit follows an all school crew where habits of a scholar were discussed and school norms and expectations were addressed. The habits of a scholar are compassion,
enthusiasm, teamwork, executive functioning skills, and perseverance. Thus students should know everyone should make the school community and environment feel safe.
Revisiting this and relating them to the units topic will activate prior knowledge. About civic duty and responsibility, students participate in classroom jobs and have an idea of
what being an active role in a community means.

Learning Experience #1:Incorporating children's literature, refer to CMC Mini Lesson Template Below

Learning Experience #2: Restorative justice,using resources available like Kelso’s choice, word wall, and journal writing

The Teacher will introduce Kelso's Choice wheel so that students can learn how to use the tool, and know how to resolve
conflict while being respectful and safe to others. Teacher will begin to add words to the positive word wall, and speak about
student reflections.
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Planning from Chavira Unit Plan

Generalization Connection(s): Resolve conflict positively and respect others opinion.


Teacher Resources: https://kelsoschoice.com/free-resources/for-parents/
https://www.youtube.com/watch?v=yBRWZef6oks&disable_polymer=true
https://www.youtube.com/user/WonderGroveKids
Student Resources: Board games that promote positive collaboration and team building games will be part of center rotations
Assessment: Positive behavior and teamwork will increase. Formative assessment will include students ranking their selves from 1 to 5 on how
they worked in teams, and self reflect
Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)
(Multiple means for students to access
Students may work with a partner, think-pair-share, to come oral, whole-group class
content and multiple modes for student
up with ideas
to express understanding.)
Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)
Kelsos wheel choice will became a classroom job, whomever After watching a video chosen by the teacher, students will
has the job takes the wheel (it is small) outside to the describe what they observed and compare and contrast between
playground and he/she serves as a mediator that day outside the video and the school community.
in the playground when conflict occurs.

Introduce positive word wall bank


Critical Content: Students provide examples, students have empathy towards situations
Key Skills: Construct a list of positive word choice
Critical Language: Mediator, resolve, resources

Learning Experience #3: Homework

The teacher generates a discussion of what it is to be a responsible leader, and a civic member of a community, referencing to
examples of their families and our school community. First graders will than go home and continue this conversation with their
families in the form of an interview. Second graders will conduct a research as homework to present in the classroom to first
graders, students can take home books from the classroom library about role models or conduct research online with the help
of an adult.
Generalization Connection(s): Understanding civic responsibility is needed to function in a community, we need to have teamwork, resolve conflict positively and
respect others opinion.
Teacher Resources: classroom library books, kelso’s choices videos

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Planning from Chavira Unit Plan

Student Resources: Classroom library nonfiction books can be checked out to be taken home like;Teammates-Peter Golembock, Malala Yousafzai-Robin
S. Doak, We Are Citizens-Laine Falk
http://www.kidtopia.info/social_studies.html
https://kidssearch.com/
Assessment: effective retell of a conflict and positive solution is heard from students, retell can come from books, or personal experiences.
Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)
(Multiple means for students to access
Read alouds books with concrete conflicts and solutions Lisiting
content and multiple modes for student
role play scenarios of civic responsibility in the playground acting out
to express understanding.)
choose a person to conduct short research on drawing
Research at home writing
share findings
Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)

Critical Content: Students provide examples, students have empathy towards situations, students analyze problems
Key Skills: research and communication
Critical Language: research, demonstration, role model, electing, characteristics

Learning Experience #4: Summative Assessment, student presentations

The Teacher may set up a safe environment for the speaker, by having first graders write one positive comments to each
second grade presenter, So that Students can present their research to the classroom in a positive environment and for first
graders to focus on listening to them.
Generalization Connection(s): Understanding civic responsibility is needed to function in a community, we need to have teamwork, resolve conflict positively and
respect others opinion.
Teacher Resources:
Student Resources: Books provided in class for research
Assessment: Second grader were able to provide examples in a poster form or oral presentation of why they chose to research the role model
they did, students will provide one suggestion of safe behavior in recess to first graders. First graders will provide a positive comment
to second graders, and first graders will elect who was the best role model of the characters researched.
Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)
Spanish speakers writing
organizer for taking notes drawing
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Curriculum Development Course at a Glance
Planning from Chavira Unit Plan

(Multiple means for students to access oral presentation


content and multiple modes for student
to express understanding.)
Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)
Students may include a wider community to talk about
Critical Content: Students provide examples, students have empathy towards situations, students analyze problems and make decisions
Key Skills: listening, constructing a list of positive examples of civic responsibility
Critical Language: role model, responsibility, teamwork, community, electing, collaboration, empathy, analyzing, problem, solution, conflict

CMC Lesson Plan:


Lesson Plan Template
Colorado Mountain College

Teacher Candidate:

Ana Chavira

Name of Observer:

Anna Cole

Title of Lesson:

All for One, One for All!

Content Area(s): Grade: Date/Duration:

Social Studies: Civics 1st/2nd Mini-Lesson from


Unit

Planning the Lesson:


Lesson Preparation
Standards: ​What standards are SS09-GR.1-S4-GLE.1.EO;a.b.c
aligned with this lesson? a. Describe the characteristics of a responsible leader
(TESOL, CAS, CCSS) b. Identify the attributes of a responsible team member

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Curriculum Development Course at a Glance
Planning from Chavira Unit Plan
c. Demonstrate the ability to be both a leader and a team member

SS09.GR.2-S4.GLE.1

SS09.GR.2-S4.GLE.2​-People use multiple ways to resolve conflict or


differences

Pre-Assessment:: ​What pre The habits of a scholar were explained at the beginning of the school year as
assessment data do you have that part of all school crew, but by observing behavior that was happening in the
helped identify the specific classroom, cafeteria, and playground it was visible that 1st graders needed
learning targets for the unit? greater support and understanding of attributes like teamwork and civic
(e.g. ACCESS data) responsibility.

Learning Target(s):​ What are Content Learning Targets:


the learning targets for the
lesson that should be posted in I can describe to you what a responsible team member and leader look like
student friendly language and and what civic responsibility is.
should be measurable
Language Learning Targets:

I can demonstrate being a team member.

I can solve problems with my peers by using my words

Assessment: Formative:​ What evidence will students provide ​during​ the lesson to
demonstrate their learning?
What learning can you observe?
Effective interaction is happening in the classroom in whole-group, and team
work is demonstrated

Kelso's choice wheel is used.

Positive interactions are happening in the playground and cafeteria

respecting classroom jobs

Performance task(s)​: What will they be asked to do with the new


knowledge?

Kelso's choice wheel is used

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Curriculum Development Course at a Glance
Planning from Chavira Unit Plan
Students are using the world wall to express their feelings and resolve
conflict using statements like “I feel ____ because___”

Questioning: 1. What qualities make a responsible friend and leader?


2. How do you know you are being a responsible friend and leader
What questions will you ask? 3. What does teamwork look like?
4. What are the leaders in your community/family?
5. Do you see civic responsibility in the playground?

Instructional Delivery: Whole class

What kind of grouping will you small group


use to present the lesson: whole
group: small group: cooperative independent work
groups; combination?

Differentiation: Word wall will be available in both English and Spanish

How will you accommodate EB Visuals will be available


learners in your classroom? (e.g.
according to language Writing support with sentence stems
proficiency in
reading/writing/speaking/listenin Students will be able to draw
g; )
Examples using videos and role play

Key Vocabulary: Leader, Teamwork , compassion, civic responsibility

What vocabulary is essential to


student learning and how will
you use best practices to teach
that vocabulary?

Resources and Materials: Book:Pumpkin Soup by Helen Cooper

Are there ways that technology Journals


can be used to support and
enhance instruction and student https://kelsoschoice.com/
learning? What other materials
will you need? youtube.com/kelsoschoice

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Curriculum Development Course at a Glance
Planning from Chavira Unit Plan
Teaching the Lesson:
Lesson Sequence & Activities
Teacher Moves Student Moves
In this column, record all teacher actions In this column, record all student
throughout the lesson. The following actions throughout the lesson
information mentioned in the lesson related to the assessments
preparation section of this template (formative & summative),
should be included here: assessments questioning & feedback,
(formative & summative), questioning & instructional strategies,
feedback, instructional strategies, grouping, differentiation
grouping, and differentiation techniques. techniques, key vocabulary, and
If applicable, be sure to include the resources & materials used
when/how key vocabulary will be taught by the teacher.
and how/when resources & materials will
be used and distributed.
Motivation/Student Greeting Greet 3 friends
Engagement/Activating Prior
Knowledge and Connecting Reread the social contract of the class Students that have not signed the
to Previous Learning: social contract will sign the
Go over habits of a scholar contract today
What will you do to activate
previous learning that does not
include the new learning?

Communicating Learning
Targets:
State learning target I can statement Repeat learning target
How will you communicate
your learning targets at the I can demonstrate being a team member. I can demonstrate being a team
beginning of the lesson?
member.
I can solve problems with my peers by
using my words I can solve problems with my
peers by using my words

Guided Practice (with Word bank visible for all students to see, Whole group discussion
teacher or with peers): we will add words to this word bank as a
whole-group class Think, pair share
What will you do to help
students practice the new Journal writing
learning?

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Curriculum Development Course at a Glance
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Communicating Learning
Targets:
Ask how these words demonstrate we are
How will you communicate meeting our target and are being a
your learning targets during the responsible member of a community by
lesson? being leaders and team members

Extension/Intervention: ​What
will you do to extend learning
for students or provide
additional instruction for
others?

Independent Practice (work Journal reflections Students will work in their


time and/or conferring): journals independently and write
why the story
What will you do to provide
independent practice for
students either in class and/or
for homework? detail characteristic of positive
team members and how the book
Communicating Learning illustrated them
Targets:

How will you communicate


your learning targets during the
lesson?

Extension/Intervention: ​What word wall bank will be visible throughout


will you do to extend learning unit
for students or provide
additional instruction for
others?

Closure: Read book Pumpkin Soup,

How will students reflect on and reflect as a class what qualities we Think pair, share
their learning? saw

Communicating Learning
Targets: We say

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Curriculum Development Course at a Glance
Planning from Chavira Unit Plan
How will you communicate I say, We say I can demonstrate being a team
your learning targets at the member.
conclusion of the lesson? I can demonstrate being a team member.
I can solve problems with my
I can solve problems with my peers by peers by using my words
using my words
Thumbs up if you agree we meet
the target

Thumbs down if you disagree we


meet the target

Parent involvement:
Communicating with parents/caregivers
Parent involvement: Parents will be part of the lesson by participating in a homework piece, first
graders will interview them about what it is to be a responsible team member,
What are ways in which and second graders will research a strong role model.
parents/caregivers can be
part of this lesson?

Communicating with It will be shared with parents what the school norms are, and what the habits of
parents: ​How would you schoolar are and how we are supporting first graders to achieve this expectations.
explain this lesson to a Student led conferences will serve as a benchmark check and parents will have
parent/caregiver? the opportunity to see what traits of habits of a scholar their children is achieving.

Reflecting on the Lesson:


Learning and planning future lessons
How am I feeling about this I felt it was an important lesson to give to students because adults were
lesson? needing to intervene in a lot of bad

How do I know students met By observing positive interactions between students throughout the day, daily
the learning target(s)? use of words that are placed in the word wall, and less intervention from adults
needed to solve conflicts.

What evidence do I have of When students begin to use self regulation, and are able to do reflections in
student learning? their journals, and interact with each other in positive manner. I have also seen
students improvement in behavior, and students were able to describe

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Curriculum Development Course at a Glance
Planning from Chavira Unit Plan
characteristics of a responsible team member during a retell of a children's
literature book.

What should I do next? Is The lesson and unit is intended to model positive civic responsibility, this
re-teaching necessary? lesson should ideally not be re-taught, if inappropriate social behaviors are still
happening a different approach needs to be taken. The unit focuses on building
teamwork and the expectation of positive social interaction during school, this
lesson and the unit would ideally be taught in the first half of the school year,
the sooner the better, to lay a foundation of expectations throughout the school
year. What can occur next

What will I refine in my In my teaching what I want to refine is my way of giving immediate feedback.
teaching? I think effective immediate feedback is key for students to master a skill, and
often times I get caught up in the classroom management portion that I forget
to give feedback. I also want to refine maintaining my work choice the same I
often jumped from saying effective leader to responsible community member,
and I could see how that might confuse students.

Unit Writing Reflection:


This unit was planned as part of a solution to an on going behavior problem among first graders during recess and in other school settings.

With this unit I wanted students to capture how powerful it is to work together as a community, and how important it is to solve problems in a timely

nice discussion where we can all reach and agreement and work towards the problem. The unit focuses on improving the social interactions among

students, and explaining to them the need for civic responsibility, leadership, teamwork, and respecting others when solving conflict. Although the

idea of this unit originated as a solution to Riverviews’ 1st graders, in EDU 350 course we explored how when teaching social studies content area

we have to look at the bigger picture, and predict how the skills being taught will be impact them in the real world. For example a positive impact of

social studies can be actively “Solving problems, make decisions and analyze issues from multiple perspectives as a responsible member of society”

(CDE, 2009). Having a strong knowledge of how to solve problems after this unit is a skill they can apply elsewhere in content areas and outside our

community. In addition the discussions I originated in class with students about conflict, and having them describe positive characteristics of

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Planning from Chavira Unit Plan
community members will serve students as a foundation to become a civic efficient member. With this unit I’m teaching civic efficiency, which is

described in our textbook as, “readiness and willingness to assume citizenship responsibilities.” (Brophy et al 2013). “Debating social and civic

issues is the most direct way to develop dispositions toward critical and reflective decision making in our citizens. (Engle & Ochoa, 1988; Evens &

Saxe, 1996).”(Brophy et al 2013) This really resonated with me, after my unit I agree and would add empathy to the statement. Empathy I think, is a

feeling/skill that is also strongly associated with how social studies goes beyond just being a content area to teach. Clearly content areas like Social

Studies do play an important role for teaching skills to become a competent and responsible citizen throughout our lives, a lot of thought goes into

teaching social studies and research. For the unit as research prior to the unit I considered students community outside of school, for example the fact

that students are interacting with each other outside of school at home because they are neighbors, I made the assumption that home was where the

behaviors were beginning. Therefore since I have no control over the rules at home and in their neighbors, I made sure students knew that the

community I was referring to was our school. I had build their background knowledge and briefly explained the makeup of communities, and how

communities can be families, neighbors teams, and schools, all whom work together are considered communities. I also made teamwork a focus

along with effective problem solving, because I observed that students were friends but did not know how to effectively resolve conflict when it

arouse.

By building this unit I was able to take apart the standards and understand the importance of the content such as civics that teaches students

about harmony, responsibilities and share they hold as a responsible citizen, and how to participate in a democracy. I found civics to be teachable in

early grades teach the value of diversity. In the future I would like to go deeper into the standards and include other content area standards like

literacy into my unit.

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Brophy, J. E., Alleman, J., & Halvorsen, A. L. (2013). ​Powerful social studies for elementary students.​ Belmont, CA: Wadsworth Cengage Learning.

Colorado Department of Education. 2009. http://www.cde.state.co.us/standardsandinstruction.

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