TPE 3

TPE 3.1: Demonstrates knowledge of subject matter, including the California State Standards and curriculum frameworks.

What is this?

I created this scope and sequence for an 11th grade American literature course for EDUC 362: Secondary Content Area Strategies. It outlines the content I will cover in the course, and how long each topic will take. My organization is based primarily on chronological examination of major literary periods and cumulative instruction scaffolding writing skills, with a brief interruption to study SAT study skills, career paths, and college choices. Each unit includes a title, California Content Standards, learning targets, a performance task, and a list of text selections.

Why did I choose it?

I chose this scope and sequence because it demonstrates my deep and well-rounded understanding of my subject matter and how to teach it. My familiarity with (and grouping of) standards, learning targets covering both skills and knowledge, performance tasks relating the content to students, and selection of texts and resources show how I am well-versed in the literature I'm teaching, as well as how to meet standards-based goals in the discipline and how to combine texts with skills to ensure effective instruction.

What did I learn?

Outlining a scope and sequence taught me the basic steps and parts of curriculum mapping, why each is important to proper planning, and how to tailor them to my own teaching style and goals. I was not familiar with the idea of scope and sequencing a course at all before this project, but I am so glad I got to do it, and will be following this process for all my future courses. As someone who thinks and plans holistically, it was a great way for me to conceptualize the progression of units and how they would relate to each other to accomplish overarching goals.