lOMoAR cPSD| 67691079
GGN1 Task 1 WGU Curriculum Analysis Worksheet
Scenario: You are the curriculum director at a school, and you have been asked to conduct a curriculum analysis using a whole-course
curriculum currently taught at your school. The goal of your analysis is to consider the development of nonacademic skills in the curriculum and
where specifically to include a focus on nonacademic skills.
A. Identify Curriculum
1.
Subject Area,
Grade or English Language Arts (Wit & Wisdom), 5th Grade
Level
B. Unpack the Curriculum
Curriculum Analysis Goal: The goal of your analysis is to consider the development of nonacademic skills in the curriculum and where specifically to
include a focus on nonacademic skills.
1. 2. Academic Standards 3. Nonacademic Skills 3a. Describe how each nonacademic
skill is connected to the academic
Content/Top ic (Explicit Curriculum) (Implicit Curriculum)
content of the unit.
Curricul um Area
Unit 1 Rl.5.3- Compare and contrast two or - Respecting Diversity - During Module 1, students
more characters, settings, or events in read several texts in order to
- Cultural Awareness
a story or drama, drawing on specific determine how different
details in the text (e.g., how characters - Teamwork cultures have different beliefs
interact). - Leadership and values which lead their
RL.5.9 - Compare and contrast stories everyday lives.
in the same genre (e.g., mysteries and - The main book during this
adventure stories) on their approaches Module is Thunder Rolling in
to similar themes and topics. the Mountains by Scott
Determine two or more main O’Dell. During this book,
RI.5.2-
Module 1: ideas of a text and explain how they students learn about
Cultures in are supported by key details; respecting diversity, cultural
Conflict summarize the text. awareness, empathy,
messages.downloaded_by
, lOMoAR cPSD| 67691079
GGN1 Task 1 WGU Curriculum Analysis Worksheet
RI.5.3- Explain the conjunctions,
relationships or prepositions,
interactions between and
two or more interjections in
individuals, events, general and
ideas, or concepts in their function in
a historical, particular
scientific, or sentences.
technical text based L.5.2.d- Use
on specific underlining,
information in the quotation
text. marks, or italics
W.5.2- Write to indicate titles
informative/explanat of works.
ory texts to examine L.5.3.a-
a topic and convey Expand,
ideas and combine, and
information clearly. reduce
W.5.4- Produce sentences for
clear and coherent meaning,
writing in which the reader/listener
development and interest, and
organization are style.
appropriate to task, L.5.5.a-
purpose, and Interpret
audience. SL.5.1.b- figurative
Follow agreed-upon language,
rules for discussions including
and carry out similes and
assigned roles. metaphors, in
L.5.1.a- Explain the context.
function of
messages.downloaded_by
, lOMoAR cPSD| 67691079
GGN1 Task 1 WGU Curriculum Analysis Worksheet
including all individuals despite their
teamwork, and leadership. Thunder Rolling cultural beliefs or race. Thunder Rolling in
in the Mountains discusses two groups of the Mountains also teaches teamwork and
people (Nez Perce tribe and white settlers) leadership through the two sides working
fighting over land. The tribe is hoping to together to fight for what they believe in
continue to live on the land and the white and not giving up until a decision has been
settlers want to take their land. Students learn made. Students learn that working together
about cultural awareness and to respect with other believers, or whomever, will
diversity because they get to see how the two result in a better outcome than doing it
sides, which are very different, both deserve alone. The book talks about Chief Joseph
equality and freedom. The Nez Perce people are and Sound of Running Feet who both seem
denied basic rights and freedoms, and they have to lead the Nez Perce tribe. Through these
their land taken away. Students understand the characters, students understand the
importance of this and the importance of importance of leading a team or group
when their beliefs and
values are on the line.
RL.5.1- Quote accurately from a text
messages.downloaded_by
GGN1 Task 1 WGU Curriculum Analysis Worksheet
Scenario: You are the curriculum director at a school, and you have been asked to conduct a curriculum analysis using a whole-course
curriculum currently taught at your school. The goal of your analysis is to consider the development of nonacademic skills in the curriculum and
where specifically to include a focus on nonacademic skills.
A. Identify Curriculum
1.
Subject Area,
Grade or English Language Arts (Wit & Wisdom), 5th Grade
Level
B. Unpack the Curriculum
Curriculum Analysis Goal: The goal of your analysis is to consider the development of nonacademic skills in the curriculum and where specifically to
include a focus on nonacademic skills.
1. 2. Academic Standards 3. Nonacademic Skills 3a. Describe how each nonacademic
skill is connected to the academic
Content/Top ic (Explicit Curriculum) (Implicit Curriculum)
content of the unit.
Curricul um Area
Unit 1 Rl.5.3- Compare and contrast two or - Respecting Diversity - During Module 1, students
more characters, settings, or events in read several texts in order to
- Cultural Awareness
a story or drama, drawing on specific determine how different
details in the text (e.g., how characters - Teamwork cultures have different beliefs
interact). - Leadership and values which lead their
RL.5.9 - Compare and contrast stories everyday lives.
in the same genre (e.g., mysteries and - The main book during this
adventure stories) on their approaches Module is Thunder Rolling in
to similar themes and topics. the Mountains by Scott
Determine two or more main O’Dell. During this book,
RI.5.2-
Module 1: ideas of a text and explain how they students learn about
Cultures in are supported by key details; respecting diversity, cultural
Conflict summarize the text. awareness, empathy,
messages.downloaded_by
, lOMoAR cPSD| 67691079
GGN1 Task 1 WGU Curriculum Analysis Worksheet
RI.5.3- Explain the conjunctions,
relationships or prepositions,
interactions between and
two or more interjections in
individuals, events, general and
ideas, or concepts in their function in
a historical, particular
scientific, or sentences.
technical text based L.5.2.d- Use
on specific underlining,
information in the quotation
text. marks, or italics
W.5.2- Write to indicate titles
informative/explanat of works.
ory texts to examine L.5.3.a-
a topic and convey Expand,
ideas and combine, and
information clearly. reduce
W.5.4- Produce sentences for
clear and coherent meaning,
writing in which the reader/listener
development and interest, and
organization are style.
appropriate to task, L.5.5.a-
purpose, and Interpret
audience. SL.5.1.b- figurative
Follow agreed-upon language,
rules for discussions including
and carry out similes and
assigned roles. metaphors, in
L.5.1.a- Explain the context.
function of
messages.downloaded_by
, lOMoAR cPSD| 67691079
GGN1 Task 1 WGU Curriculum Analysis Worksheet
including all individuals despite their
teamwork, and leadership. Thunder Rolling cultural beliefs or race. Thunder Rolling in
in the Mountains discusses two groups of the Mountains also teaches teamwork and
people (Nez Perce tribe and white settlers) leadership through the two sides working
fighting over land. The tribe is hoping to together to fight for what they believe in
continue to live on the land and the white and not giving up until a decision has been
settlers want to take their land. Students learn made. Students learn that working together
about cultural awareness and to respect with other believers, or whomever, will
diversity because they get to see how the two result in a better outcome than doing it
sides, which are very different, both deserve alone. The book talks about Chief Joseph
equality and freedom. The Nez Perce people are and Sound of Running Feet who both seem
denied basic rights and freedoms, and they have to lead the Nez Perce tribe. Through these
their land taken away. Students understand the characters, students understand the
importance of this and the importance of importance of leading a team or group
when their beliefs and
values are on the line.
RL.5.1- Quote accurately from a text
messages.downloaded_by
