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Curriculum Units

Reading History: Bringing the American Revolution to Life

Alison Dempsey, a fourth grade ICT teacher in Brooklyn, describes a unit she taught on the American Revolution. She sought to increase access to higher order thinking and grade level content while challenging students to develop their note-taking, informational writing skills, and their nonfiction reading comprehension skills.

Teaching the American Revolution Through Collaborative Dialogues and Reading

Andrea and Lysette are middle school social studies teachers in Jackson Heights, Queens. For their ICT classroom, they created learning experiences for their students that allowed for choice, offering multiple ways for students to engage in the social studies content presented. This particular unit on the American Revolution includes centers and examples of culturally relevant pedagogy.

Creating Infographics of Rocks and Minerals

Brent Lawrence is a tenth grade Earth Science teacher who teaches in Brooklyn.  In this unit, he describes the process of creating a more accessible curriculum for his students through the use of Universal Design for Learning. Specifically, he shows how the use of infographics and technology created more opportunities for engagement and expression when his students learned about the properties and processes of rocks and minerals.

An "Introduction" to Poetry with Dramatic Tableaus and Word Webs 

Camille Boyd is in her tenth year of teaching English on the Erasmus Hall Educational Campus in Brooklyn. It is her first year at the High School for Youth and Community Development (YCD). In this lesson, she describes how she taught figurative language and textual analysis through Billy Collins' poem, "Introduction to Poetry." Read her description of the multiple entry points used to analyze Collins' poem, including using dramatic play acting and brainstorming word webs for each stanza of the poem.


Examining Social Protest Through Music

In this curriculum for her Music Appreciation course, Dana Toth leads students through a brief history of social protest music. After learning some historical context through cinema and artifacts, students conduct a reading and analysis of two social protest songs, John Lennon's "Imagine," and Common and John Legend's "Glory." Students do research on a protest song of their choice and construct an original album cover for the song. 



Good Listening, Good Feelings: Social Emotional Learning and Ray Bradbury’s Fahrenheit 451

Karen Evans teaches at Brooklyn Academy of Science and the Environment (BASE), a public high school in Crown Heights, Brooklyn. Karen Evans is a high school ELA teacher who works in both general education and ICT classrooms. When trying to diversify for a wide range of learners representing many different types of languages and cultures, Karen found using Universal Design for Learning and Understanding by Design frameworks opened up new learning opportunities for students in her high school ELA classes.  She demonstrates this work in a high school English Language Arts unit.

Integrating UDL Principles in Upper Elementary Literature Groups

Robyn Fialkow has taught in the New York City Public Schools for four years and is dually certified to teach general and special education for grades 1-6. Robyn currently teaches a fourth-grade Integrated Co-Teaching (ICT) class on the Upper West Side of Manhattan. In applying inclusive Universal Design for Learning (UDL) principles into her teaching, she has been engaged in a constant process of reflection on how to honor students’ differences by providing multiple means of representation, expression, and engagement. In this curriculum unit, Robyn discusses a literature circles unit and the various multimodal assignments and strategies she used to give all students access to the curriculum.

Bringing Ecology To the Classroom through Movement and Gaming

Tricia Berry is a high school Teacher in Queens, NY. She co-teaches Living Environment, Chemistry and Algebra I. She noticed that her students seemed to be less engaged when they have to sit through a lecture for 47 minutes or more. So, Tricia created a curriculum that would get students motivated, moving, and engaged in a Living Environment class. Given the fact that students need to prepare for the Regents and ecology is a huge component of the exam, she focused on giving students more access to and a better understanding of ecology.