Curriculum Documents

Handbook of Curriculum, Assessment and Instruction

We believe in partnering with our parents and families in order to ensure our students’ success.  Please take a moment to download or browse through the Instructional Handbook for Parents.  It is designed to answer any question that a parent may have about their child’s education at Hawthorn.  If there is something that you cannot find in the book, please send me an email ( We revise this handbook on a yearly basis and look forward to incorporating your feedback. Please refer to the Handbook for an Assessment map for this school year.

Lisa Cerauli, Ed.D.
Assistant Superintendent of Curriculum and Instruction


All Hawthorn schools follow the Hawthorn Comprehensive Curriculum, a set of documents which incorporate Illinois and the New Illinois Standards for Learning. As planning documents, the Hawthorn curriculum guide set includes those key concepts and standards that our teachers feel all students should understand by the end of each grade level. Our teachers use these concepts to plan engaging units of study and lessons, and to design effective assessments which will provide them with reliable information on their students’ progress. It is revised annually based on ongoing feedback and review to assure that the most appropriate learning goals are identified at each grade level, based on established criteria from state and national standards, as well as our district’s specific needs.

We are grateful to the Hawthorn Board of Education for its continued support in our ongoing endeavor to align and improve our curriculum and programs. Everyone responsible for making this a living, breathing, working document has provided a valuable service to our school community.

Curriculum Documents

Fine Arts

Curriculum Documents

The Hawthorn District 73 mission of fine arts instruction is to develop a well-rounded program that emphasizes the importance of the arts and integrates them—music, art, drama, and dance—with other content areas. The art teachers worked together in collaboration with our Art and Music Curriculum Leaders, Mr. Bill Fredricksen and Mrs. Katie Waggoner, in order to develop and refine these units of instruction which are aligned with national standards in these areas.

Fine Arts Grade 1
Fine Arts Grade 2
Fine Arts Grade 3
Fine Arts Grade 4
Fine Arts Grade 5
Fine Arts Grade 6
Fine Arts Grade 7
Fine Arts Grade 8

Music Grade K
Music Grade 1
Music Grade 2
Music Grade 3
Music Grade 4
Music Grade 5
Music Grade 6
Music Grade 7
Music Grade 8

Illinois State Standards for Physical Education and Health

Elements, Organizing Principles, And Expressive Qualities: Dance, Drama, Music, Visual Arts

State Goal Twenty-five: Know the language of the arts. 

  • A. Understand the sensory elements, organizational principles and expressive qualities of the arts.
  • B. Understand the similarities, distinction and connections in and among the arts.

Producing Works Of Arts: Dance, Drama, Music, Visual Arts

State Goal Twenty-six: Through creating and performing, understand how works of art are produced. 

  • A. Understand processes, traditional tools and modern technologies used in the arts.
  • B. Apply skills and knowledge necessary to create and perform in one or more of the arts.

The Arts In History, Society, And Everyday Life: Dance, Drama, Music, Visual Arts

State Goal Twenty-seven: Understand the role of the arts in civilizations, past and present. 

  • A. Analyze how the arts function in history, society and everyday life.
  • B. Understand how the arts shape and reflect history, society and everyday life.

Fine Arts This Year and Beyond
All students in grades K-8 are taught art and music each year. In addition to separate classes for art and music, all of our teachers at Aspen and Townline, and many of our teachers across the district, have been trained in the Bernstein Artful Learning model, which is an arts-based program that integrates the arts with other content areas.  Through this curriculum design model, as well as the focus on the Multiple Intelligences at Elementary North and South, the areas of drama and dance are incorporated in a variety of content areas including: physical education, music, language arts, and social studies.

It is our goal to continue to familiarize all teachers with the importance of the arts and encourage their integration in regular classroom instruction, including , while at the same time strengthening the programs and resources throughout the district that support the arts.

World Language

The Hawthorn District 73 mission of world language instruction is to provide many of our children the opportunity to acquire the knowledge, skills, and cultural appreciation associated with learning a second language. Furthermore, it should prepare students for the further study of other languages and related disciplines. Our Spanish teachers worked in collaboration to develop and refine these units of instruction. They articulate regularly with our high school districts in order to ensure that our curriculum is rigorous and prepares our students for further study in the Spanish language.

Curriculum Documents

Illinois State Standards for Foreign Language

Target Language for Communication

State Goal Twenty-eight: Use the target language to communicate within and beyond the classroom setting. 

  • A. Understand oral communication in the target language.
  • B. Interact in the target language in various settings.
  • C. Understand written passages in the target language.
  • D. Use the target language to present information, concepts and ideas for a variety of purposes to different audiences.

Target Language Customs, Arts, Literature, History And Geography

State Goal Twenty-nine: Use the target language to develop an understanding of the customs, arts, literature, history and geography associated with the target language. 

  • A. Understand manners and customs of various target language societies.
  • B. Understand music, dance, folk art, visual art, drama and architecture related to the target societies.
  • C. Understand literature and various media of target language societies.
  • D. Understand history of areas where the target language is spoken.
  • E. Understand geography of various language societies.

The Target Language And Other Disciplines

State Goal Thirty: Use the target language to make connections and reinforce knowledge and skills across academic, vocational and technical disciplines. 

  • A. Use the target language to reinforce and further knowledge of other disciplines.
  • B. Use the target language to demonstrate knowledge and understanding of a variety of career options.

World Language This Year and Beyond
Three programs address the State’s foreign language standards. The first is our K-5 Dual Language program located at the Hawthorn School of Dual Language. This is a program of choice and includes three or four classes of students at each grade level. Each class includes approximately twenty-four students, half being native English speakers and the other half being native Spanish speakers. Each year, three or four more kindergarten classes are added. Dual language students, upon entering middle school, are eligible for an advanced Spanish and cultures class in sixth through eighth grades.

Another program addressing the foreign language standards is the middle schools’ foreign language program for seventh and eighth graders. Spanish is offered to a select group of students.  Criteria to enter the program include high academic achievement, test scores, and teacher recommendation. The curriculum is rigorous and covers the level 1 high school foreign language program over two years.

Students successfully completing the program and meeting criteria on a high school placement test can qualify for level 2 foreign language placement as freshmen. All students in kindergarten through 5th grade take part in a Spanish exploratory program. The program allows students to explore the Spanish language one day per week.

Language Arts Curriculum

The Hawthorn District 73 mission of language arts instruction is to develop a program of study that is integral to everything we do, every activity we undertake, every relationship we enter into, and every learning action in which we engage. The following units of instruction have a foundation in the New Illinois Standards for Learning which can be found here: Each grade has between 4-6 units of instruction per year. Please note that the Kindergarten units include both Language Arts and Social Studies standards.

Teachers will continue to be provided with high quality professional development emphasizing not only literacy in all subject areas, but also the Hawthorn Writing Curriculum and the use of rubrics for assessment.

Curriculum Documents

Math Curriculum

The Hawthorn District 73 mission of mathematics instruction is to develop an education program that will involve, nurture, and enable all students to develop the knowledge and skills they need to function as mature, responsible, and productive citizens.
Hawthorn follows the Illinois State Board of Education (ISBE) Model Math Curriculum and these learning objectives are reflected in our units here.

Hawthorn teachers are encouraged to utilize a variety of assessments, materials and interventions in order to support instruction in Mathematics. Some of these include: My Math by McGraw Hill and Glencoe Math.

Curriculum Documents

Physical Development and Health Curriculum

The Hawthorn District 73 mission of physical development and health instruction is to develop a program of study which teaches students to understand and appreciate basic physical fitness. Essential Learning Standards, Enduring Understandings, and educational goals for all students are based upon and aligned with the Illinois State Standards so that all students are able to live emotionally, nutritionally, and physically healthy lives. These Essential Learning Standards for physical education and health are further expanded through the specialized programs, activities, and curriculum maps at each grade level and by every teacher.

Curriculum Documents

Movement Skills
State Goal Nineteen: Acquire movement skills and understand concepts needed to engage in health-enhancing physical activity. 

  • A. Demonstrate physical competency in individual and team sports, creative movement and leisure and work-related activities.
  • B. Analyze various movement concepts and applications.
  • C. Demonstrate knowledge of rules, safety, and strategies during physical activity.

Physical Fitness
State Goal Twenty: Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment. 

  • A. Know and apply the principles and components of health-related fitness.
  • B. Assess individual fitness levels.
  • C. Set goals based on fitness data and develop, implement and monitor an individual fitness improvement plan.

Team Building
State Goal Twenty-One: Develop team-building skills by working with others through physical activity. 

  • A. Demonstrate individual responsibility during group physical activities.
  • B. Demonstrate cooperative skills during structured group physical activity.

Principles of Health Promotion
State Goal Twenty-Two: Understand principles of health promotion and the prevention and treatment of illness and injury. 

  • A. Explain the basic principles of health promotion, illness prevention and safety.
  • B. Describe and explain the factors that influence health among individuals, groups and communities.
  • C. Explain how the environment can affect health.

Human Body Systems
State Goal Twenty-Three: Understand human body systems and factors that influence growth and development. 

  • A. Describe and explain the structure and functions of the human body systems and how they interrelate.
  • B. Explain the effects of health-related actions on the body systems.
  • C. Describe factors that affect growth and development.

Promoting Health & Well Being
State Goal Twenty-Four: Promote and enhance health and well-being through the use of effective communication and decision-making skills. 

  • A. Demonstrate procedures for communicating in positive ways, resolving differences and preventing conflict.
  • B. Apply decision-making skills related to the protection and promotion of individual health.
  • C. Demonstrate skills essential to enhancing health and avoiding dangerous situations.

Physical Development And Health This Year And Beyond
The physical education department has always had a very solid program for all students K-8. This year physical education and health teachers will be fine tuning the units that were developed during the past couple of years using the Understanding by Design (UbD) curriculum mapping framework. All elementary students will have a daily physical education and/or health rotation. Middle School students will continue to have daily physical education classes and a health class during one of their seven-and-a-half-week related arts rotations.

Science Curriculum

The Hawthorn District 73 mission of science instruction is to provide all children the opportunity to study science in a manner that will allow them to observe, analyze, construct models, ask questions, combine logic with imagination, and make rational systematic predictions and explanations to better understand the natural world. The aim of science education is to develop in learners a rich and full understanding of the inquiry process; the key concepts and principles of life sciences, physical science, and earth and space sciences; and issues of science, technology, and society in historical and contemporary contexts. We are working to incorporate Engineering, Math and Technology into our Science curriculum in order to better address the Next Generation Science Standards, which have been recently adopted by the state of Illinois and can be found here: note, some units take more than one month to instruct.

Curriculum Documents

Hawthorn teachers are encouraged to utilize a variety of assessments, materials and interventions in order to support instruction in Science. Some of these include: Interactive Science by Pearson and iScience by McGraw Hill.

SEL Curriculum

Hawthorn Social/Emotional Learning Standards
Beginning in the 2017/2018 school year, all teachers in grades Pre-K through 5 will utilize the Second Step program as their Social Emotional Learning Curriculum.  More information on this program can be found here:

Social Emotional Learning

Enduring Understandings Grades K-8 
Students will understand that . . .

  • What we feel affects what we do.
  • Learning about others is essential for success in life.
  • We are responsible for ourselves and our own choices.

Essential Questions Grades K-8

  • How do my feelings affect my actions?
  • How can I manage my feelings in order to be successful?
  • Who am I and how do I affect others?
  • What do I want and how can I achieve it?
  • How do others’ feelings affect me?
  • How do differences among groups or individuals affect their relationships?
  • How can I make and keep friends?
  • Why is conflict important?
  • How can conflicts be resolved?
  • Why are rules important?
  • How can I make healthy decisions for myself even if others disagree with my decisions?
  • Why is it important to be a positive contributor to my environment (home, school, community)?

Social Studies Curriculum

The Hawthorn District 73 mission of social studies instruction is to provide every child the opportunity to acquire knowledge, skills, and the beliefs and values needed for competent participation in social, political, and economic life. Furthermore it should prepare students for the further study of social studies and related disciplines.

The following units of instruction have a foundation in the New Illinois Standards for Learning which can be found here: Please note that the Kindergarten Social Studies standards are integrated into their Language Arts units of instruction and do not have separate documentation. Please note, some units take more than one month to instruct.

Curriculum Documents


Other Documents & Resources

Homework By Design – A brochure compiled to review and clarify the purposes, amount, effectiveness, and grading of homework. Using research and information gathered over the years, the homework plan is intended to address the academic needs of our students.Teachers will strive to make each homework assignment meaningful.

RTI at Hawthorn – A brochure compiled to explain the purpose and process of RtI or Response to Intervention at Hawthorn.

Literacy at Hawthorn – A brochure designed in collaboration with our Hawthorn Reading Specialists to give parents some helpful hints and information to help them in supporting their child’s literacy goals at home.