The document outlines a lesson plan where students will learn about biblical allusions in the song "Viva la Vida" by Coldplay, analyze the rhyme scheme, be introduced to free verse poetry, work in groups to create their own found poem using magazine clippings, and reflect on how understanding allusions changes their interpretation of the song and how free verse poetry conveys meaning with fewer words. Standards, objectives, materials, procedures, independent practice, closure, assessment and adaptations are provided.
Designing Curriculum Instruction and AssessmentInstructional Les.docxsimonithomas47935
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.
Lesson Plan PhonicsTeacher Candidate Course .docxsmile790243
Lesson Plan: Phonics
Teacher Candidate:
Course:
LESSON PREPARATION [before the lesson]
Topic: Phonics
Specific Strategy: Rhyming short, one-syllable vowel words
Subject and Grade Level: Reading, First Grade
Standards: State [Virginia SOL or reading standard of your state]
English 1.6 The student will apply phonetic principles to read and spell.
Standards: National [IRA/NCTE]: Standard 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Standards: Liberty TCA 1.6 Teacher candidate enhances success of all learners, providing for: diverse backgrounds (race, SES, gender, ethnicity, language)
Liberty TCA – Part 2: 2.1 Teacher candidate shows a high standard of ability in the English language arts and discerns, comprehends, and applies conceptions from reading, language, and child development, in order to assist students to effectively use their developing skills in dissimilar circumstances.
Standards: Common Core CCSS.ELA-Literacy.RF.1.3.b
Decode regularly spelled one-syllable words.
Primary Objective: Given one short vowel, one syllable word (ex. Dog), the student will be able to correctly match seven rhyming words out of a list of ten words with the original word provided.
Diversity: There are two students with ADHD that have IEP’s, and one student of Hispanic background with limited English proficiency. The students with ADHD will benefit greatly with the hands-on materials provided by this lesson and the songs and audio materials will be useful for the LEP student in order to see and hear the words in English.
Differentiation: Auditory: Students will be given the opportunity to listen to the short vowel words and hear how the one syllable words make rhyming patterns in the reading.
Visual: The students will be able to visualize the rhyming words when placed on the whiteboard and can identify the similarities between each short vowel word.
Tactile: Students who learn best tactilely will benefit from the use of hands-on materials, such as letter blocks and tiles to form the rhyming words.
Kinesthetic: Students will have bigger letter blocks to form the short vowel words and can physically move each block around to form the correct letter pattern.
Children’s Literature Selection:
Seuss, Dr. Hop on Pop. New York: Beginner Books, 1963.
Materials/Equipment:
v Mini Charts
v Plastic letters
v letter tiles
v alphabet cards
v Hop on Pop
v Hop on Pop worksheets
v Quiz on identifying the rhyming word
Technology Integration:
“Sing your way into phonics” is an excellent resource for integrating technology and diversity in the classroom. By using the provided CDs, children can experience the different sounds of short, one syllable rhyming words as they view them in class. https://www.actionfactor.com/pages/phonics-products.html#CB1
Character Education Principle: Compassion: Be kind to one another in and out of the classroom. “So whatever you wish t ...
Designing Curriculum Instruction and AssessmentAssignment1. Ma.docxsimonithomas47935
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.
1. PLANNING
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.
1. PLANNING
Learning Objectives (at least two)
a) Students will understan.
1. Sarah Lewis-Leach
6 October 2009
Observation Lesson
Viva la Poetry!
Biblical allusions & free verse
Concept / Topic To Teach: Students will learn about how allusion (specifically biblical
allusion) functions in a song/poem. Students will then learn about free verse poetry as they
attempt to create their own headline poem.
Standards Addressed:
Grade: 10,11,12 Description: ELAWLRL1 The student demonstrates comprehension by
identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot
events, main ideas, and cultural characteristics) in a variety of texts representative of different
genres (e.g., poetry, prose, short story, novel, essay, editorial, biography, and drama) and using
this evidence as the basis for interpretation. Critical Component: The student identifies and
analyzes elements of poetry from various periods of world literature and provides evidence from
the text to support understanding; the student:
a. Identifies, responds to, and analyzes the effects of diction, syntax, sound, form, figurative
language, and structure of poems as these elements relate to meaning.
i. sound: alliteration, end rhyme, internal rhyme, terza rima, consonance, assonance
ii. form: haiku, lyric, epic, narrative poem
iii. figurative language: personification, imagery, metaphor, epic simile, synecdoche, hyperbole,
symbolism
b. Analyzes and evaluates the effects of diction and imagery (e.g., controlling images, figurative
language, understatement, irony, paradox, and tone) as they relate to underlying meaning.
c. Identifies and responds to poetic forms specific to particular cultures.
General Goal(s):
Students will be able to recognize allusions and compare a poem with a rhyme scheme and a
poem with a free verse schematic. Students will recognize that poetry can also be found in the
lyrics of popular music and many other aspects of the real world. Poetry lives everywhere.
Specific Objectives: Students will analyze the song “Viva la Vida” by Coldplay and pinpoint
biblical allusions. The biblical allusions will be deconstructed in order to make meaning out of
their existence in the song. Students will complete an independent rhyme scheme of the song
“Viva La Vida.” Students will learn about the concept of free verse poetry and its prevalence in
modern culture. Students will work in groups to create their own version of a type of free verse
poetry called “headline poetry” or “found poetry.” Students will share their creations with the class.
Required Materials:
1. Power point Presentation entitled “Viva La Poetry!” (access to the appropriate technology
for this)
2. ___ copies of the lyrics to the song “Viva la Vida” by Coldplay
3. ___ of glue sticks (for each group)
4. ___ packets of pre-cut words from magazines and newspapers (25 words/packet)
5. ___ blank sheets of paper (enough for 1 per group)
2. Anticipatory Set (Lead-In):
Students will participate in an anticipatory discussion on songs they believe are poetic. They will
listen to the song “Viva la Vida” one time and be asked to decipher what they believe the song is
about. They will be asked to write a note at the top of their lyric sheet (using several words) to
describe their initial reactions to the song. This will be an interesting comparison after the song is
delved into deeper.
Step-By-Step Procedures:
1. Lyric sheets passed out to each student
2. Anticipatory Lead in.
3. Power point presentation
4. Activity explained to students
5. Separation into groups of 2-3
6. Materials passed out for the activity
7. Students begin activity / teacher roams the groups to assist
8. Students clean up materials and finish activity
9. Students share their poem with the class
Plan For Independent Practice:
Students will be encouraged to look around the world and see if they can find poetry in songs or
in magazines, newspapers or on television. Students will be encouraged to find several other
popular songs that contain biblical or mythological allusions and to research them for a better
understanding of the song.
Closure (Reflect Anticipatory Set):
Teacher will review what the class has learned. Pointing first to the power that allusions can have
in poetry and literature as a whole. Then will review how the song “Viva La Vida” took on a whole
new meaning once the allusions were researched. How did this change the students view of the
song? Next, students will review how poets write free verse poetry- trimming the fat of
unnecessary words as they did in the activity. Do they feel that this makes words more powerful
in the poem? Does this generate more emotional pull on the reader? Do less words really mean
more?
Assessment Based On Objectives:
Learning success will be achieved when each student has an understanding of the function of
allusion, the definition of free verse poetry and the experience of creating their own free verse
poem in a group.
Adaptations (For Students With Learning Disabilities):
Adaptations will be made based on the IEP of each student in conjunction with the co-teacher
Mrs. Small.
3. Possible Connections To Other Subjects:
Since biblical allusions are being focused on, there is a strong connection between history and
literature that will be unveiled in the class. Students will be educated on this connection and the
importance of having knowledge of history in order to form a better understanding of not only
poetry but, the world around them.
Amendments:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________