I create robust course “scopes and sequences” by strategically selecting and organizing units to facilitate comprehensive learning experiences.
Over the years, I have had many opportunities to be a part of the decision-making process in terms of creating new courses and revamping older ones. In this section I present two “scopes and sequences” that I have co-authored, highlighting my practical yet innovative approach to planning and developing high school ELA courses.
My Approach
When developing scopes and sequences for high school courses, I engage in a thorough analysis of academic standards, identifying key skills and knowledge that need to be addressed throughout the curriculum. I carefully plan the progression of units, considering factors such as pacing, complexity, and interrelated concepts. This involves strategic decision-making regarding the order in which units are introduced to optimize student learning and retention. Additionally, I carefully select texts and resources that align with the themes and objectives of each unit, ensuring relevance and engagement for students. Throughout this process, I remain mindful of the diverse needs and backgrounds of learners, aiming to create a curriculum that is inclusive and accessible to all.
Writing Philosophy
Philosophy of Scope and Sequence Creation
Analyze academic standards to identify key skills and knowledge for inclusion
Strategically plan the progression of units considering pacing, complexity, and interrelated concepts
Carefully select texts and resources aligned with unit themes and objectives
Ensure inclusivity and accessibility for diverse learners
Optimize student engagement and retention through thoughtful curriculum design
Examples
Scope and Sequence: Monsters Course
Scope and Sequence: ELA 12 College/ Career Writing and Nonfiction