How to write Reflective Essay
Designing Curriculum Instruction and Assessment
Instructional Lesson Plan
Setting/Grade Level: Grade 6
Subject(s): Reading/Language Arts School: Florida
Theme/Title: Poem- Lincoln the Leader
PLANNING
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| Standards Addressed
| This lesson Address the History of United States of America and the poem that describes President Abraham Lincoln.
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| 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. 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. LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text. 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. 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. 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.
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PLANNING
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| Learning Outcomes/SMART Goals | Instructional Time: 4 hours. What should students know and be able to do because of this lesson? Students will understand that writers plan and make adjustments for their purpose or audience Poetry is a form of writing that expresses feelings, experiences, or thoughts 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. The poem should enable the children to be capable of narrating the events that formed Lincoln by the end of the four hours. Using the poem students will be able to write a position paper using textual evidence to support their claim about Lincoln in the poem. The poem should be of an acceptable standard. The artistry will not be the main concern but application of what has been learnt will.
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PLANNING
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| Learning Objectives (at least two) | 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. Students should be able to answer set questions on the figurative language, vocabulary and historical connotations that are in the poem. Students will understand what a poem is and how it is wrote. Be able to visualize the events and symbols that formed Lincoln's burdens and understand what each burden he faced contributed to his final success.
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PLANNING
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| Bloom’s Revised Taxonomy | ☐ Remembering ☐ Understanding
☐ Applying
☐ Analyzing
☐ Evaluating
☐ Creating |
PLANNING
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| 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. |
PLANNING
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| Collaboration | Students can also learn through collaboration: 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.
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METHODOLOGY
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| Learning Experience/ Activity | Introductory/Anticipatory Set
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 to respond to questions and use sensory details to create mental images. Who was Lincoln? What were some notable events during his presidency? What was his professional background? What do you know about the civil war?
Sensory Chart | Emotion | Sight | Touch | Sound | Taste | Smell |
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| Building/Applying Knowledge and Skills by engaging students in their learning. The teacher will make use of a portrait of Abraham Lincoln to introduce Lincoln, activate prior knowledge regarding the civil war and Lincoln himself.
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.
Students proceed to read the poems in their respective groups first as an individual then as a group.
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.
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.
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. 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.
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| Extension/Enrichment/Transfer or Generalization of Knowledge that engages students in their learning. 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. Encourage students to do further research and independent studies on Abraham Lincoln using references listed in lesson plan. Invite a Lincoln historical interpreter to speak to the class. 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: 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. 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
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| 2. METHODOLOGY |
| Instructional Strategies | | ☐
| Constructions Standard: Objective: | ☐
| Nonlinguistic Representations
Standard: Objective:
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| Cooperative Learning Standard: LAFS.6.RL.2.6 Objective: Explain how an author develops the point of view of the narrator or speaker in a text. | ☐
| Peer Editing Standard: Objective: | | ☐
| Discovery Standard:LAFS.6.RL.2.4 Objective: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings
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| Practice/Drill Standard: Objective: | | ☐
| Discussion/Questioning Standard: LAFS.6.RL.2.4 Objective: analyze the impact of a specific word choice on meaning and tone. | ☐
| Practicum Standard: Objective: | | ☐
| Experiment Standard: Objective: | ☐
| Problem Solving Standard: Objective: | | ☐
| Field Study Standard: Objective: | ☐
| Questions, Cues, and Advance Organizers Standard: LAFS.6.SL.2.4 Objective: 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 | | ☐
| Graphic Organizers Standard: Objective: | ☐
| Reflection/Response Standard: LAFS.6.L.3.5 Objective: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings | | ☐
| Generating and Testing Hypothesis Standard: Objective: | ☐
| Reinforcing Effort and Providing Recognition Standard: Objective: | | ☐
| Homework and Practice Standard: LAFS.6.L.3.5 Objective: | ☐
| Reporting Standard: Objective: | | ☐
| Identifying Similarities and Differences Standard: Objective: | ☐
| Role-playing Standard: Objective: | | ☐
| Independent Learning Standard:LAFS.6.RL.1.1 Objective: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | ☐
| Setting Objectives and Providing Feedback Standard: LAFS.6.L.3.5 Objective: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. | | ☐
| Journal Standard: Objective: | ☐
| Simulation Standard: Objective: | | ☐
| Laboratory Standard: Objective: | ☐
| Summarizing and Note Taking Standard: LAFS.6.L.3.5 Objective: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. | | ☐
| Lecture Standard: LAFS.6.SL.2.4 Objective: 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 | ☐
| Viewing/Listening/Answering Standard: LAFS.6.SL.2.4 Objective: 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 | | ☐
| Library Research Standard: Objective: | ☐
| Other (Please specify) : Standard: Objective:
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| The strategies takes the student through the six levels of Bloom Taxonomy: Knowledge, Comprehension, Application, Analysis, Synthesis and evaluation. The students reached the evaluation level of taxonomy. |
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The activities that support these areas of Bloom taxonomy includes individual reading, group reading, discussion, and class presentation and teacher guidance. |
| Teacher will divide the class into groups. The groups shall be heterogeneous consisting both low performing and high performing students. This will allow the students learn through collaboration and cooperation with peer. |
| 3. MATERIALS |
| Materials Used T = FOR TEACHER S = FOR STUDENT Include at least one digital material. | | T | | Materials used | T | | Technology utilized | | ☐
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Lincoln Walks at Midnight | ☐ | ☐ | Cassettes/CDs | | ☐
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Mood and Tone | ☐ | ☐ | Graphing or Scientific Calculator | | ☐ | ☐ |
Position Paper Rubric | ☐ | ☐ | Slides | | ☐ | ☐ | Lincoln 4 corners
| ☐ | ☐ | Tape Recorder | | ☐ | ☐ |
Lincoln Guiding Questions | ☐ | ☐ | VCR/TV/DVD/Laser disc | | ☐ | ☐ |
Lincoln Presentation Rubric | ☐ | ☐ | Assistive Technology | | ☐ | ☐ | Lincoln Reading and Understanding Poetry
| ☐ | ☐ | Cell Phone/Mobile Device | | ☐ | ☐ |
Lincoln sensory details chart | ☐ | ☐ | Digital/Video Camera | | ☐ | ☐ |
| ☐ | ☐ | Concept Mapping Software | | ☐ | ☐ |
| ☐ | ☐ | Social Networking | | ☐ | ☐ |
| ☐ | ☐ | Virtual World (e.g., Second Life) | | ☐ | ☐ |
| ☐ | ☐ | Interactive Gaming | | ☐ | ☐ |
| ☐ | ☐ | Interactive White Board (e.g., SMART Board) | | ☐ | ☐ |
| ☐ | ☐ | Distance Learning/Webcast | | ☐ | ☐ |
| ☐ | ☐ | Computer Software | | ☐ | ☐ |
| ☐ | ☐ | Weblog (Blog) | | ☐ | ☐ |
| ☐ | ☐ | Wiki | | ☐ | ☐ |
| ☐ | ☐ | Internet Research/Website | | ☐ | ☐ |
| ☐ | ☐ | Podcast/Vodcast | | ☐ | ☐ |
| ☐ | ☐ | E-mail | | ☐ | ☐ |
| ☐ | ☐ | Presentation Software (e.g., PowerPoint) | | ☐ | ☐ |
| ☐ | ☐ | Virtual Field Trip | | ☐ | ☐ |
| ☐ | ☐ | Interactive Gaming | | ☐ | ☐ |
| ☐ | ☐ | Other (Please specify): Worksheet
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| Why did you choose these materials? The materials will aid the student identify how figurative language, vocabulary and imagery affect the mood and tone of a poem. Using the materials the students will be able to visualize the events and symbols that formed Lincoln's burdens. The materials will enable the students write a position paper using textual evidence to support their claim about Lincoln in the poem. |
ASSESSMENT/EVALUATION
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| Assessment Options | | ☐
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| Application Exam Standard: Objective: | ☐ | ☐ | Objective Test Standard: Objective: | | ☐
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| Concept Mapping Standard:LAFS.6.L.3.5 Objective: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings | ☐ | ☐ | Observation Standard: Objective: | | ☐ | ☐ | Parent Evaluation Standard: Objective: | ☐ | ☐ | Contract Standard: Objective: | | ☐ | ☐ | Peer Evaluation Standard:LAFS.6.L.3.5 Objective: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings | ☐ | ☐ | Checklist Standard: Objective: | | ☐ | ☐ | Self-Evaluation Standard: LAFS.6.L.3.5 Objective: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings | ☐ | ☐ | Performance Task Standard: LAFS.6.SL.2.4 Objective: 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 | | ☐ | ☐ | Inventory Standard: Objective: | ☐ | ☐ | Portfolio Standard: Objective: | | ☐ | ☐ | Quantitative Scale Standard: Objective: | ☐ | ☐ | Rating Scales Standard: Objective: | | ☐ | ☐ | Rubric Standard: Objective: | ☐ | ☐ | Scored Discussion Standard: Objective: | | ☐ | ☐ | Journal Standard: Objective: | ☐ | ☐ | Problem-Solving Assessment Standard: Objective: | | | | | ☐ | ☐ | Other (Please specify): Standard: Objective:
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Teacher will use series of tasks that measure student achievement of one or more objectives. They will include formative and summative assessment. Summative Assessment: Essay What kind of image does the poet create when describing Abraham Lincoln? Cite evidence from the poem to support your point of view. Because students are familiar with the peer-editing model and teacher provided rubric from the previous lesson in this unit. Students will work in their identified small groups and give, and receive feedback from teacher and peers regarding their position papers by using the peer-editing model and the teacher will provide rubric. Student will then re-write their papers base on the feedback. Teacher will then provide feedback to students via the position paper rubric with a final grade.
Formative Assessment: Teacher will introduce who Lincoln was as well as his work and era by using web/mind map to activate prior knowledge and to enable discussion. Teacher will let students’ responses to the following questions: Who was Lincoln? What was his original profession? If students have no or limited background knowledge, teacher will use the link from the lesson content section to assist with the information. Students will read the poem and take marginal notes in order to answer the questions regarding imagery and vocabulary for understanding and inference. The teacher will model this activity to ensure that students understand the expectation and requirements. The teacher will monitor comprehension of the activity by interacting with small groups and by asking questions. The teacher may use the presentation rubric to ensure that all students in small groups are participating.
Feedback to Students: Teacher will use “Think-A-Louds” and complete the Lincoln “Web” on board with the assistance of students. Teacher will give written feedback in reading response journals to address the comprehension of guiding questions, vocabulary and using the four corners graphic organizer. The teacher will choose a few journals daily to review while students work on guiding questions and vocabulary.
These assessments will help me determine if my students have achieved the goals that I set for this lesson. This lesson’s main objective to be ensures that students are able to read and comprehend poems. These assessments are, done in the initial stages of the lesson and towards the end of the lesson. This way the tutor is able to gauge improvements that the students have gained because of the lesson. |
| How will you use this assessment data to inform your instruction? Use current literature (within the last five years) to support your rationale. The use of student data to improve instruction is a central tenet of current education policy. Current efforts to improve school performance are calling on teachers to base their instructional decisions on data. Assessment drives instruction since it provides information that helps the teacher develop the next steps for varied learners and the class. Assessment should be continuous from the time the class begins, throughout the unit and towards the end of the unit. Assessments are, carried out to determine the readiness, interest and learning capabilities of the students. Means, B., Chen, E., DeBarger, A., & Padilla, C. (2011). Teachers' Ability to Use Data to Inform Instruction: Challenges and Supports. Office of Planning, Evaluation and Policy Development, US Department of Education. |
LEARNERS
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| Differentiation | Curriculum may vary in complexity to align to the respectable level of every student in the class. The teacher will differentiate the curriculum by putting in place clear academic criteria that students understand. The curriculum will, be aligned to learning target of this topic to ensure it addresses significant content. |
| How will you differentiate instruction to meet diverse student needs? Allow time for plenty of practice and learning. Use peer tutors. Underline important directions, key words. Tape-record stories and use other technologies of recording audio classes and poems Keep directions simple, write them out, or give them orally. Provide low reading level, high-interest reading material geared to the student’s interests. Use visuals and manipulative materials when available. Use cooperative learning strategies.
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| How will you differentiate assessment to meet diverse student needs? Give shorter assignments, and allow more time for completion. Break assignments into smaller, manageable parts. Give immediate feedback and lots of encouragement
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| 5. LEARNERS |
| Diversity | The teacher will be at all times sensitive to cultural diversity of the students. Ensure that the student is able to translate, comprehend and interpret the information correctly. The audio recording will assist students who are struggling readers and who need additional assistance with listening comprehensions skills with the reading and re-reading of the poem. Teacher will discuss interpreting elements of prose and poetry with students so that they understand the difference between literal meaning and figurative meaning as well as the elements that create images in the reader’s head.
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| Student Work Samples | Assess the students’ knowledge of the subject prior to the learning activities. Administer a test at the end of the lesson to assess the student’s comprehension of the lesson. Student assessment based on the lesson goals. |
Performance task
In this assessment, students should be able to:
Students should be able to clearly, describe whom Lincoln was.
Know what kind of image the poet creates when describing Abraham Lincoln citing relevant evidences from the poem.
Students should be able to remember some notable events during Lincoln presidency.
Students should be able to explain professional background of Lincoln about civil war.
Students should be in a position to fully understand and analyze the poem.
Students should be in a position to identify and explain the stylistic devices used by the poet through the help of illustrations from the poem.
Performance rubric
| Criteria | Levels of achievement |
| 3 points | 2 points | 1 points |
| Content | All the questions are well covered. The student is able to analyze the content clearly. The student is able to bring extra-points. Ability to analyze the poem extremely good fully with all the required points | All the questions are covered. The student is able to analyze content. Major points, were brought up, correctly. Points are, brought out correctly. the poem is analyzed correctly | Almost all questions are covered. Fair analysis of the poem with few major points brought up. The student fairly analyzes the poem |
| Quality of information | Discussion was detailed, thorough, and supported with peer-reviewed, research and examples. | Well discussed points with few illustrations | Fairly discussed points with very few or no example/illustrations |
| Organization | Introduction and conclusion are included. Information is very organized with well-constructed paragraphs | Introduction and conclusion are included and the work is quite organized | No introduction and conclusion and fairly organized work |
| Format | Minimal or no grammatical, spelling, or punctuation errors are present | Some grammatical errors and few punctuation error | Poor grammar and numerous punctuation errors |
Assessment data of instructional plan
1. Provide Case Scenarios
The students should be able to come up with a one paged narrative of what they think happens in real life that relates to the poem that has been done in the classroom. The results will tell what they have learnt. The students can, also be told to formulate a short poem that is similar to the one done in class.
2. Use Anticipation Guides
The teacher can have anticipation guides to enable him or her get an insight on what the students were expecting to learn from a reading. These is a quick way for the teacher to know what ideas the students have on the topic. From that, you can tell what they already know and what they expect to have learnt by the end of the reading.
3. Students Rate Content and Teaching
Generate some scaled statements that have a rating, say 1 to 10 where students get to answer on how much they understood different material that you taught them while in class. This will give them an opportunity to give you a feedback on how you taught them.
Reference
Means, B., Chen, E., DeBarger, A., & Padilla, C. (2011). Teachers' Ability to Use Data to Inform Instruction: Challenges and Supports. Office of Planning, Evaluation and Policy Development, US Department of Education.
Bloom’s Taxonomy action verbs.
California State University, Fresno. (n.d.). Bloom’s taxonomy action verbs. Retrieved December 6, 2015, from http://www.fresnostate.edu/academics/oie/documents/assesments/Blooms%20Level.pdf
Lincoln the Leader
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/44310
Smart goal chart
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