Designing Curriculum Instruction and Assessment
Assignment
1. Make the corrections in the highlight area of your instructional plan.
2. Create assessment data from instructional plan. Highlight area.
Setting/Grade Level: Grade 6
Subject(s): Reading/Language Arts
School: Florida
Theme/Title: Poem- Lincoln the Leader
1. PLANNING
STANDARDS ADDRESSED
This lesson Address the History of United States of America and the poem that describes President Abraham Lincoln.
1. The National Center For History in Schools- the student gets the opportunity to engage in historical study and interpretation hence is able to understand diverse historical information.
2. NCTE Standards for English Language Arts- Students read widely to develop their understanding of texts, themselves and the cultures of the United States and other countries of the world, to gain knowledge on how to respond to various needs of the society and for personal fulfillment.
3. Florida State Standards: Students will use primary and secondary information sources to study and interpret the history of United States, to describe important events in the past and to interpret different perspectives.
LAFS.6.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a) LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
b) LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text.
c) LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
d) LAFS.6.RL.2.4: Determine the meaning of words and phrases, as they will; be used in a text including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
e) LAFS.6.W.3.9 Draw evidence from literary or information texts to support analysis, reflection and research. (a) Apply grade 6 reading standards to literature.
LEARNING OUTCOMES/SMART GOALS
Instructional Time: 4 hours.
Make corrections: Add smart goals in this lesson.
What should students know and be able to do because of this lesson?
• Using the poem "Lincoln Walks at midnight," students will understand that poet depicts the ghost of Lincoln pacing the streets of Springfield, Illinois his hometown tormented by the dreadful slaughter of the war.
• Student will be able to identify how figurative language, vocabulary and imagery affect the mood and tone of the poem.
• Using the poem, student will be able to visualize the events that formed Lincoln.
• Using the poem students will be able to write a position paper using textual evidence to support their claim about Lincoln in the poem.
a) Students will understand the use of figurative language, vocabulary and historical connotations to form images and enhance understanding of the main ideas presented in a poem.(Make corrections: How is this measureable?
b) Students will understand what a poem is and how it is wrote.
c) Be able to visualize the events and symbols that formed Lincoln's burdens.( This is not specific enough)
REAL WORLD CONTEXTS
Real world context included in this lesson is the existence of warlords around the world. This lesson makes the readers understand Lincoln's desire for world peace. The student has the opportunity to improve their vocabulary, reading ability as well as improve their comprehension of literary works. These skills are of great important for their college life.
COLLABORATION
Students can also learn through collaboration:
• By using heterogeneous small group activities, student can learn through collaboration and cooperation with peers.
• Listen to and Read. The second Inaugural Address of President Abraham Lincoln, Washington, DC, and March 4, 1865. Students will use a Venn diagram or T-Chart discuss the similarities and differences regarding Lincoln's character as found in the poem.
1. METHODOLOGY
LEARNING EXPERIENCE/ ACTIVITY
Introductory/Anticipatory Set ( Make corrections add sensory chart)
The teacher will introduce Abraham Lincoln to the class, providing an overview of his work using mind map to facilitate discussion as well as to assess the student's prior knowledge.
The student will be expected to respond to questions such as;
a) Who was Lincoln?
b) What were some notable events during his presidency?
c) What was his professional background?
d) What do you know about the civil war?
Building/Applying Knowledge and Skills by engaging students in their learning.
a) The teacher will make use of a portrait of Abraham Lincoln to introduce Lincoln, activate prior knowledge regarding the civil war and Lincoln himself.
b) The teacher will divided into heterogeneous groups consisting of low performing and high performing students. The poem "Lincoln Walks at Midnight" will be introduce to the students. Each student is the provided with a copy of the poem. The teacher will then read the poem loud and provide the students with an audio copy of the poem.
c) Students proceed to read the poems in their respective groups first as an individual then as a group.
d) The teacher will then model a think-aloud situation for students to enable them comprehend the idea that are expected of them when analyzing a poem stanzas. The reading & understanding poetry the teacher document walks teacher through the questions and answers need for the think-aloud of the first stanza.
e) The teacher will also show the sensory details charts that may assist student comprehension. The sensory details chart is scaffold to support students to identify the senses used in the poem to understand the mood and tone of the piece as well as the images created by the poet.
f) The teacher will then ask each small group to continue with the reading of the poem. Students will take marginal notes in their groups and discuss their finding with their groups. Students will use their reading and understanding poetry document and the sensory detail charts to make their notes.
g) The teacher will then give a whole group final oral reading or presentation of the poem or opt for the audio link. Both teacher and student share their thoughts and finding. Students will clarify vocabulary and reference. In order to fully comprehend the poem and its message. The teacher will share the presentation rubric with students before students return to work in their small groups.
Extension/Enrichment/Transfer or Generalization of Knowledge that engages students in their learning.
a) At the end of the lesson, post a memorable quote of Lincoln on the board every day for a week with a minute reference to it and its meaning. Students could react to each quotation in their journals.
b) Encourage students to do further research and independent studies on Abraham Lincoln using references listed in lesson plan.
c) Invite a Lincoln historical interpreter to speak to the class.
d) Organize a student trip to Abraham Lincoln Birthplace National Historic Site to allow students view historical artifacts, photographs, curriculum guides and other resources.
Diversity of instruction in the lesson:
Audio recording facilities will be availed to students to assist those who need further assistance to improve their listening comprehension skills.
Think-Pair-Share: Students will divided into heterogeneous groups to work on their understanding of the poem and share their findings with the whole class.
Synthesis/Closure:
a) Students engage in a final oral discussion to analyze poetry, poetic language as well as express their final thoughts about the contribution of Abraham Lincoln to the country as well as the image painted of Abraham Lincoln in the poem.
b) Review concepts of the lesson and refer to the essential questions written on the board. Ask students to respond to the on-demand writing prompt. Use rubric on prompt to score writing and assess learning of lesson concepts
Explain how an author develops the point of view of the narrator or speaker in a text.
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.
Analyze the impact of a specific word choice on meaning and tone.
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Attachment:- Assignment_Designing_Curriculum_Instruction_and_Assessment.rar