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 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. 1. PLANNING 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.

1. 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
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

2. 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.
1. PLANNING
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

3. 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.
1. PLANNING
Learning Objectives (at least two)
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.
Students should be able to answer set questions on the
figurative language, vocabulary and historical connotations that
are 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 and understand what each burden he faced
contributed to his final success.
1. PLANNING
Bloom’s Revised Taxonomy

4. ☐ Remembering
☐ Understanding
☐ Applying
☐ Analyzing
☐ Evaluating
☐ Creating
1. PLANNING
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.
1. PLANNING
Collaboration
Students can also learn through collaboration:
· By using heterogeneous small group activities, student can

5. 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.
2. METHODOLOGY
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.
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?
Sensory Chart
Emotion
Sight
Touch
Sound
Taste
Smell
Building/Applying Knowledge and Skills by engaging students
in their learning.

6. 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

7. 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

8. on-demand writing prompt. Use rubric on prompt to score
writing and assess learning of lesson concepts
2. METHODOLOGY
Instructional Strategies
☐
Constructions
Standard:
Objective:
☐
Nonlinguistic Representations
Standard:
Objective:
☐
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.

9. ☐
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
☐
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

10. 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

11. ☐
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

12. 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

13. 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.
☐

14. 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:
The strategies takes the student through the six levels of Bloom
Taxonomy: Knowledge, Comprehension, Application, Analysis,

15. Synthesis and evaluation. The students reached the evaluation
level of taxonomy.
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
S
Materials used
T
S
Technology utilized
☐
☐
Lincoln Walks at Midnight
☐

16. ☐
Cassettes/CDs
☐
☐
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
☐

17. ☐
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)
☐
☐

18. ☐
☐
Interactive Gaming
☐
☐
☐
☐
Interactive White Board (e.g., SMART Board)
☐
☐
☐
☐
Distance Learning/Webcast
☐
☐
☐
☐
Computer Software
☐
☐
☐
☐
Weblog (Blog)
☐
☐
☐
☐
Wiki
☐
☐

19. ☐
☐
Internet Research/Website
☐
☐
☐
☐
Podcast/Vodcast
☐
☐
☐
☐
E-mail
☐
☐
☐
☐
Presentation Software (e.g., PowerPoint)
☐
☐
☐
☐
Virtual Field Trip
☐
☐
☐
☐
Interactive Gaming
☐
☐

20. ☐
☐
Other (Please specify):
Worksheet
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.
1. ASSESSMENT/EVALUATION
Assessment Options
☐
☐
Application Exam
Standard:
Objective:
☐
☐
Objective Test
Standard:
Objective:
☐
☐
Concept Mapping

21. 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
☐

22. ☐
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:

23. Objective:
☐
☐
Journal
Standard:
Objective:
☐
☐
Problem-Solving Assessment
Standard:
Objective:
☐
☐
Other (Please specify):
Standard:
Objective:
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.

24. · 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.

25. 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.
1. LEARNERS
Differentiation
Curriculum may vary in complexity to align to the

26. 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?
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.
How will you differentiate assessment to meet diverse student
needs?
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
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

27. 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.
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.

28. 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

29. 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

30. 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/assesment
s/Blooms%20Level.pdf
Lincoln the Leader
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/
44310
Smart goal chart
Assignment: Reflective Essay
Education Profession
Instructional Lesson Plan
Write a 3-page Reflective Essay that addresses following below
1-7: Use your sample of instructional plan, smart goal and
sample of student assessment to help with this essay. Use APA
style 6th edition. 2-4 References.
1. How has your thinking changed regarding the impact
of constructivism, multiculturalism, and education reform on
your role as an educator and designer of curriculum, instruction,
and assessment? How do you see your professional practice as
an educator evolving as a result, of this change? How do you
see your professional practice as a designer of curriculum,
instruction, and assessment evolving as a result, of this change?
1. Revisit the SMART Goals you developed and explain
whether they are still relevant and how they relate now to your

31. evolving professional practice.
1. What are the key benefits of differentiating curriculum,
instruction, and assessment with, regards to student learning
and success in your school setting? What limitations exist with
regard to differentiating curriculum, instruction, and assessment
in your school setting? How will you support the diverse
learning needs of your students through differentiated
curriculum, instruction, and assessment in the future? Provide a
rationale to support your response and create one SMART Goal
related to differentiating curriculum, instruction, and
assessment in your professional practice.
1. What is a current or emerging trend in curriculum that is
affecting your school community? How does this trend impact;
P–12 student learning and growth; influence teacher practice
with regards to designing curriculum, instruction, and
assessment; and foster collaboration among families, teachers,
and the community?
1. What significant revisions did you make to your Instructional
Plan as a result, of feedback from your Instructor and specific
Learning Resources in this course? Be sure to provide a
rationale to support your thoughts.
1. Reflect on how you collected and assessed the data for your
Instructional Plan. What were the issues you encountered?
What would you want to do differently to make the
implementation a more meaningful experience for your
students? Based on the findings from your analysis of the
assessment data, what learning experiences does your group of
P-12 students need next?
6. How has your thinking changed regarding the impact
of constructivism, multiculturalism, and education reform on

32. your role as an educator and designer of curriculum, instruction,
and assessment? How do you see your professional practice as
an educator evolving as a result, of this change? How do you
see your professional practice as a designer of curriculum,
instruction, and assessment evolving as a result, of this change?
7. Revisit the SMART Goals you developed and explain
whether they are still relevant and how they relate now to your
evolving professional practice.
8. What are the key benefits of differentiating curriculum,
instruction, and assessment with, regards to student learning
and success in your school setting? What limitations exist with
regard to differentiating curriculum, instruction, and assessment
in your school setting? How will you support the diverse
learning needs of your students through differentiated
curriculum, instruction, and assessment in the future? Provide a
rationale to support your response and create one SMART Goal
related to differentiating curriculum, instruction, and
assessment in your professional practice.
9. What is a current or emerging trend in curriculum that is
affecting your school community? How does this trend impact;
P–12 student learning and growth; influence teacher practice
with regards to designing curriculum, instruction, and
assessment; and foster collaboration among families, teachers,
and the community?
10. What significant revisions did you make to your
Instructional Plan as a result, of feedback from your Instructor
and specific Learning Resources in this course? Be sure to
provide a rationale to support your thoughts.
11. Reflect on how you collected and assessed the data for your
Instructional Plan. What were the issues you encountered?

33. What would you want to do differently to make the
implementation a more meaningful experience for your
students? Based on the findings from your analysis of the
assessment data, what learning experiences does your group of
P-12 students need next?