This document outlines a unit plan focused on Pablo Picasso. The unit is designed using backward design principles. Key goals for students include understanding Picasso's significance as a 20th century modern artist, critiquing his artworks, and exploring how environment influenced his art. Students will research Picasso, present critiques, write and translate a biography, and share facts about his life in a multimedia presentation.
Curricular planning is a critical aspect of education that involves the design and organization of educational experiences to achieve specific learning objectives. In English, curricular planning encompasses various components, such as defining educational goals, selecting instructional materials, and determining assessment strategies.
One key element of curricular planning is establishing clear learning objectives. Educators must articulate what students are expected to know and be able to do by the end of a course or program. These objectives serve as a roadmap, guiding the development of instructional activities and assessments.
Selecting appropriate instructional materials is another crucial aspect of curricular planning. This involves choosing textbooks, supplementary resources, and technology that align with the learning objectives and cater to diverse learning styles. The materials should engage students and provide a solid foundation for acquiring knowledge and skills.
Furthermore, curricular planning involves designing instructional strategies that foster active learning and critical thinking. Teachers may incorporate a variety of methods, such as collaborative projects, discussions, and hands-on activities, to enhance student understanding and retention of information.
Assessment strategies play a pivotal role in curricular planning as they measure students' progress toward the learning objectives. Formative assessments, conducted during instruction, provide feedback to both teachers and students, enabling timely adjustments. Summative assessments, administered at the end of a unit or course, evaluate overall learning outcomes.
Flexibility is key in curricular planning, allowing educators to adapt to the evolving needs of students and changes in educational contexts. Continuous reflection on teaching practices and assessment results enables educators to refine and improve the curriculum over time.
In conclusion, effective curricular planning in English education involves setting clear learning objectives, selecting appropriate instructional materials, implementing diverse teaching strategies, and employing comprehensive assessment methods. This dynamic process ensures a well-rounded and adaptive educational experience for students, ultimately fostering their academic success and personal development.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
7. Maine learning Results
Students will ask and answer a variety of questions on Students will compare a variety of grammatical structures
familiar topics, orally and in writing. and syntax between languages.
Students will provide and exchange detailed information on Students will be able to identify examples of the visual/
familiar topics orally and in writing. performing arts.
Students will describe and explain states of being, orally and Students will be able to describe language skills and cultural
in writing. insights gained through real or virtual worlds.
Students will express agreement and disagreement, orally Students will be able to provide examples of information
and in writing, supporting opinions with simple reasoning. gathered through target language resources that are applied
in other Learning Results content areas.
Students will identify main ideas, topics and specific
information in authentic films. Students will be able to participate in activities using the
target language which can benefit the school or broader
community.
Students will be able to present simple short plays/skits
and/or simple short written texts.
Students will be able to communicate with students in the
target language.
Students will be able to paraphrase and/or summarize texts
orally and in writing using a presentational format.
8. you will know:
* Historical artwork and significance
* Picasso and his life
* Writing and translating skills
* Presentation skills using technology and a second language
* Web skills such as booking a flight, reserving a hotel and car, and creating an itinerary for a cultural tour
*European cities and geography
9. you will be able to
*Research Pablo Picasso using print and on-line sources
* Critique his art
* Present critiques in multimedia format presented on a social network.
* Write, translate, and present a biography
* Peer edit critiques
* Share facts about his life, where he lived, and what influenced him in a travel tour
10. by the end of it all...
* Art has a role in historical narrative.----
6. Students will be able to paraphrase and/or summarize texts orally
1. Students will be able to identify examples of the visual/performing
and in writing using a presentational format.
arts.
7. Students will be able to communicate with students in the target
2. Students will be able to provide examples of information gathered
language.
through target language resources that are applied in other Learning
Results content areas.
* Pablo Picasso was a major figure of 20th century modern art.----
* Critiques help the viewer understand the piece of art.----
1. Students will compare a variety of grammatical structures and
syntax between languages.
1. Students will be able to participate in activities using the target
language which can benefit the school or broader community.
2. Students will be able to present simple short plays/skits and/or
simple short written texts.
2. Students will ask and answer a variety of questions on familiar
topics, orally and in writing.
3. Students will identify main ideas, topics and specific information in
authentic films.
3. Students will provide and exchange detailed information on
familiar topics orally and in writing.
* Environment informed Picasso's art.----
4. Students will describe and explain states of being, orally and in
writing.
1. Students will be able to describe language skills and cultural
insights gained through real or virtual worlds.
5. Students will express agreement and disagreement, orally and in
writing, supporting opinions with simple reasoning.
11. who is Pablo picasso?
a backward design unit by amity beane with help from:
McTighe, J., & Wiggins, G. P. (2005). Understanding by Design (Expanded 2nd
Edition). Upper Saddle River, NJ: Pearson Education. ISBN: 0-13-195084-3.
McTighe, J., & Wiggins, G. P. (2004). Understanding by Design: Professional
Development Workbook. Alexandria, VA: Association for Supervision and
Curriculum Development. ISBN: 0-87120-855-5.