Foreword / H. Lynn Erickson
Part I. Preparing for Curriculum Design
1. Curriculum Matters in Teaching and Learning
Curriculum as the Master Plan
What is Concept-Based Curriculum?
2. The Components of a Concept-Based English Language Arts Curriculum
Traditional Curriculum, Traditional Teaching
From Traditionally Designed Curriculum to Concept-Based Curriculum Design
The Relationship Between Knowledge and Process
Understanding the Two Structures
The Structure of Knowledge
Support for These Structures
Providing a Road Map for Instruction
3. Getting Started: Doing the Preliminary Work
Leading Curriculum Change
Assembling the Curriculum Leadership Team
Determining the Curriculum Template
Developing Strong Unit Titles
Mapping Out Units of Study for the New Curriculum
Review of Concept-Based Curriculum
Part II. An Introduction to the Design Process
Assembling the Curriculum Writing Team
The Role of the Leadership Team
4. Designing the Curriculum: Steps 1 and 2
Step 1: Creating a Unit Title
Step 2: Identifying a Conceptual Lens
5. Designing the Curriculum: Step 3
Step 3: Creating the Unit Web
The Structure of the Unit Web
How is Each Strand Defined?
6. Designing the Curriculum: Steps 4 and 5
Thinking and Understanding
Step 4: Writing Generalizations
Assessing Your Prior Knowledge
Kick-Starting Generalization Writing
Aligning Generalizations to the Unit Web
Scaffolding Generalizations
Teaching With Generalizations
Step 5: Writing Guiding Questions
7. Designing the Curriculum: Steps 6 and 7
Step 6: Determining Critical Content
Step 7: Determing Key Skills
8. Designing the Curriculum: Steps 8, 9, and 10
Step 8: Designing the Culminating Assessment
What We Can Learn From Culminating Assessments
Step 9: Suggesting Learning Experiences
Step 10: Writing the Unit Overview
Part III. What a Concept-Based Curriculum Looks Like
9. What Concept-Based English Language Arts Units Look Like
A Sample Elementary English Language Arts Unit
A Sample Middle School English Language Arts Unit
A Sample High School English Language Arts Unit
10. Voices From the Field
