Preparing Curriculum

Required Elements of a Curriculum Unit or Other Document

The main audience for the curriculum units will be teachers who have practical concerns about using and implementing the TIP units. These concerns should be addressed in each section of the document. What follows is a list and description of the final narrative curriculum unit.

1. An index that lists each section:
   1. Overview
   2. Rationale
   3. Objectives
   4. Strategies
   5. Classroom Activities
   6. Annotated Bibliography/Resources
   7. Appendices-Standards
2. Overview: A narrative description of the unit that is comparable to a synopsis or a guided entry. This gives readers an idea of the unit as a whole to enable them to have an idea if a unit suits their purposes, grade level, or subject area.
3. Rationale: A narrative description of the curriculum writer's reasons for creating the curriculum. Here is where material concerning the content of the seminar could be introduced. It is comparable to a lecture or background content for the lesson. Include the skill base necessary for the students who will be receiving the instruction, as well as the age or grade of the students who may benefit from the instruction. Explain how the newly created curriculum will fit into the existing curriculum prescribed by the School District of Philadelphia.
4. Objectives: A narrative description of what the unit seeks to achieve expressed in behavioral terms. In addition, state how the standards will be incorporated into the unit. Do this briefly, but in narrative form. A list of standards addressed in the unit will be placed included elsewhere.
5. Strategies: This is a narrative description of a variety of ways the curriculum writer will achieve the expressed objectives and assist students to reach the standards.
6. Classroom Activities: This is a narrative description of more detailed classroom activities that it will take to bring the unit to fruition. There can be detailed examples of teaching methods or two actual lesson plans in narrative form. A day-by-day description of activities may be used.
7. Annotated Bibliography/Resources: There are three annotated lists of materials in this section.
   1. An annotated bibliography for teachers. This is in the form of a Works Cited or Reference list. Seminar Leaders provide a list of resources. Each resource must have an explanation as to why it was included.

      It is important to remember that it may be necessary to use the protocol of writing a research paper for some sections of your paper. The use of a style manual is required to use citations correctly within the text and to correctly construct the annotated bibliography. For additional information, consult your Handbook for Fellows.

   2. An annotated reading list for students.
   3. An annotated list of materials for classroom use.
8. Appendix-Content Standards: In addition to any appendices, a list of content standards addressed in the unit or document is included. Letters and numbers should be accompanied by the verbal description of the specific content standards addressed in the unit or document.

The Completed Document

Final papers must be printed in a form according to the mechanical specifications and submitted to your Seminar Leader by the date specified on the schedule. The printed document must be accompanied by the cover sheet and proposed indexing form. Seminar Leaders will review and forward this material to TIP, indicating whether each Fellow has participated fully in the seminar and the writing process. Your written evaluation should be submitted directly to TIP.

Upon successful completion of the seminar and the unit—and after TIP has received your unit and evaluation—Fellows who are in good standing will be mailed a stipend. (Individuals who do not fulfill all TIP requirements for full participation cease being Fellows, receive no stipend, and must return their University of Pennsylvania identification.)