Need help making corrections & creating assessment data for lesson plan

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.

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.

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)

☐ Understanding

☐ Applying

☐ Analyzing

☐ Evaluating

☐ Creating

· 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.

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?

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.

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.

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

The activities that support these areas of Bloom taxonomy includes individual reading, group reading, discussion, and class presentation and teacher guidance.

T = FOR TEACHER

S = FOR STUDENT

Include at least one digital material.

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.

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.

· Students will work on highlighted vocabulary on the teacher copy of the poem with the assistance of four comer graphic organizer in their reading response journals. The teacher will model activity using the attachment “Four Comers First Stanza” so that students will be familiar with understanding the meaning of the archaic language found in the poem.

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.

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.

a) Allow time for plenty of practice and learning.

b) Use peer tutors.

c) Underline important directions, key words.

d) Tape-record stories and use other technologies of recording audio classes and poems

e) Keep directions simple, write them out, or give them orally.

f) Provide low reading level, high-interest reading material geared to the student’s interests.

g) Use visuals and manipulative materials when available.

h) Use cooperative learning strategies.

a) Give shorter assignments, and allow more time for completion.

b) Break assignments into smaller, manageable parts.

c) Give immediate feedback and lots of encouragement

· 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.

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.