The document evaluates an immigration lesson plan designed for third to fifth graders, highlighting its engagement and adaptability for diverse learners. It emphasizes the importance of aligning learning objectives, activities, and assessments to ensure meaningful learning experiences that build on students' prior knowledge. The author reflects on how the lesson plan can be improved to better meet students' needs and incorporate modern teaching methods, such as mobile learning, while still maintaining traditional classroom elements.

1. Ruuninghead: Curriculum and Assessment Reyes 1
Examination of Curriculum and Assessment
Student
EDU382: Meeting the Needs of Diverse Learners
Instructor Carl Beyer
Date

2. Ruuninghead: Curriculum and Assessment Reyes 2
After looking at the Immigration Lesson Plan and reviewing the
learning objectives, I
believe the entire lesson unit is able to engage the students in
learning along with incorporating
the five characteristics to providing a quality curriculum. I
know the objectives are aligned
because the lesson can be adapted to the different grades from
third to fifth. There is also a list of
the extension activities so the activities can be used. This
lesson plan also focuses on improving
and developing student understanding on the immigration era
and how the immigrants came to
the United States.
This unit is able to help the students to develop prior
knowledge by asking the students if
they know if any of their family members had immigrated or if
they know if anyone has. One of
the activities that peaks my interest is the audio tours that
would help the student to use their

3. imagination so they could feel what it is like to be an
immigrant.
Some activities that could be added to the lesson would be to
recreate a replica in the
classroom of what it was like for immigrants to go through Ellis
Island. Assign the student to
learn about a different country then have the students go
through the line.
Yes the work asked of the students is simple enough but the
lesson plan can also be
adapted using a Knowing, Understand and able to do Chart. In
the text it mentions the
importance of using learning tasks that encourage the students
to use their essential knowledge
and making sure the students are able to understand the true
meaning of what they have learned.
(Sousa, D. A. & Tomlinson, C. A. 2011).
The content can make a difference because this unit lesson
actually engages the students
and the different activities can be made to work individually or
within a group setting. The goal
of this unit helps to incorporate the students taking a trip and
talking to someone who has

4. immigrated to the United States.
Commented [BC1]: Good job evaluating the alignment of the
learning objectives, the learning activities, and assessments.
Commented [BC2]: You did a good job demonstrating that this
unit is constructed to ensure high relevance to students’ lives
and
experiences so that they can build new knowledge on the prior
knowledge or experience they bring to the classroom and
providing
examples that shows how this supports the characteristics of a
quality curriculum.
Commented [BC3]: Your evaluation of whether the lesson plan
supports student in becoming thinkers and problem solvers,
often
drawing on methods and practices of experts is well done.
Ruuninghead: Curriculum and Assessment Reyes 3
Yes I agree with the assessments because it allows the students
to use the knowledge they
have developed about the curriculum and put it into creating an
presentation. Also with what the
students have learned they are also inapt to being able to refer
later on in life to the history. For
instance, I remember learning about Anne Frank and in a month,
I am getting the chance to visit

5. the Anne Frank house. It is truly an amazing experience to learn
about some of the history but to
be able to see the history in person is even more amazing.
I think the results of the assessment will allow me to reflect on
my teaching style and
being able to understand the ways that I can improve the lesson
plan to being able to adjust the
lesson for my future students.
I can revise the lesson plan to grab the student’s attention in the
classroom and also adjust
the lesson plan to the student’s different learning styles as well.
Lastly, in closing this lesson plan was well written and I feel
the activities will help the
students to develop a better understanding of immigration.
There is a variety of ways to
incorporate ways to promote the students to become problem
solvers.
Commented [BC4]: Good job evaluating whether the
assessments in the lesson are the right type to use to measure

6. the
learning objectives.
Ruuninghead: Curriculum and Assessment Reyes 4
References:
Kajitani, A. (2013). Owning it: Proven strategies for success in
all of your roles as a
teacher today. Oceanside, CA: Kajitani Education Publication
Sousa, D. A. & Tomlinson, C. A. (2011). Differentiation and the
brain: How
neuroscience supports the learner-friendly classroom.
Bloomington, IN:
Solution
Tree
Press.

7. Scholastic Immigration Lesson Plans for Grades 3-5
(http://www.scholastic.com/teachers/lesson-plan/immigration-
lesson-plan-grades-3-5)
Commented [BC5]: Good job using more than the textbook for
your resources.
http://www.scholastic.com/teachers/lesson-plan/immigration-
lesson-plan-grades-3-5
Presenter
Presentation Notes

8. What each of these means for
the Learner; Objectives,
Activities, & Assessments
in which they study. Parts to add to the curriculum are
books, lesson plans the teacher brings to the table, and any
other interesting or innovative ways to study (Sousa, &
Tomlinson, 2011). Another important aspect to the objective of
the student from both inward and outward
appearances would be to be successful in their course of study.
y in their approach
and style. Each has to hit the student in a manner that is
conducive to each persons learning style. For the student to
understand is very important. As well as the
authenticity of each learning activity (Sousa, & Tomlinson,
2011).
student’s mind might be at in a particular subject would
be in a worked example. Dyer (2015) notes that in this type of
activity the student is given a partial narrative on a
certain problem. It is then up to the student to fill in the blanks

9. in the missing portion of this narrative. Critical
thinking skills as well as some previous experience in this
matter will gauge the optimum outcome for the student.
Understanding is critical for long term memory of anything to
be stored into the memory banks of a student (Sousa
& Tomlinson, 2011).
mistakenly at times for them. For instance, there are
instances such as mathematical equations where only one
answer is correct. This will follow the lines of convergent
thinking. Whereas divergent thinking fosters the multiple
outcomes for solution to a problem as Sousa & Tomlinson
(2011) note. While assessing a student , it is important to
remember these things and see where there student’s
thinking is lining up.
Presenter
Presentation Notes
Unit construction to ensure

10. relevance to student’s lives
Students come from all
different backgrounds. It is
important to capture the
minds of all these different
backgrounds into your unit
of study. Meaning must be
present in all instruction for
it to be stored into long term
memory. If something is
meaningless, even though
some or much time is spent
on this subject, the student
will not store it. Therefore a
teacher should always
enforce what is important to
the student and why. This
will help the student keep a
priority of sorts on what they
are learning (Sousa, &
Tomlinson, 2011).
Alignment to unit

11. nt does not really understand what elements of
the unit or
curriculum are important , then misalignment occurs (Sousa, &
Tomlinson, 2011). Today, with technology in everyone’s hands
one way
to make a unit meaningful to students is through Mobile
learning
(Boyinbode, & Fasunon, 2015). Since children today as young
as ten
years old and in some cases younger have their own smart
phones
Mobile Learning may be a good way today to reach these kids.
One
instance of this working is by reaching children that are in
rural areas as
Boyinbode & Fasunon (2015) state. Students can receive entire
lectures
through their mobile devices. All the benefits of a traditional
classroom
where the lecture would take place and other visual aids such as
presentations and books are also available through mobile
learning.
Picture a class where the teacher sends a quiz or lecture through
an

12. IMLS (instant message learning system) and then the student
uploads it
and answers it through a certain time frame (Boyinbode, &
Fasunon,
2015). This style of teaching and learning are beginning to be
the way of
future teaching, and since the students are more adept these
days to
their mobile devices than ever, this might just be a way to bring
better
understanding of the curriculum to the student.
Incorporating this into the
Lesson plan
taken over the internet, this will be the same manner in
which teaching and learning will occur in the new
classroom. Of course not all of the time will be spent in this
way, but some of the assignments can be delivered as
aback up to traditional instruction. Say a student in the
third grade is learning new vocabulary words. They would
receive the via their mobile device and then one person at

13. home would give them the word to write with only auditory
cue’s as to how the word sounded. The next day the student
could alphabetically send the sight words. The following
day ten sentences using one of each of the sight words
could be used. Then on Thursday, a practice test of each
word could be given mobile. Friday the real test would
occur.
Supporting thinking and
understanding
Using the mobile curriculum will give the students
a voice they might not have had in the classroom
before. Fear of being made fun of would occur
which in turn would make an otherwise willing
participant to the class not participate. In this
way of teaching something that the student had
a question on or would like to address to the
teacher would be done though IM (Boyinbode, &
Fasunon, 2015). And the response would soon
come and they could carry on that way.

14. Are these the right way to
evaluate assessments?
solution. In this way it does make
learning more modern and comfortable to the
way people live, especially the younger students
live. However it is important to still have a
traditional classroom part of the time. In this way
the student will not lose the feel of what it
means to be in school. After some time of using
the Mobile learning instruction it can be
evaluated against what was occurring during
only traditional type instruction. The main areas
to focus on will be what the student truly
understands and will retain.
Revision and refinement
whole of the way teaching will continue to be

15. taught. It will incorporate aspects of the modern
world and use technology as a means for class work.
This will help the students in the real world. The best
part of this instruction will be the hope of
eliminating some of the social pressures of being
right and bullying as well. This will be true because
the students will not know who the “smart” kids are
anymore, unless of course they go bragging about
their grades. In this sense there will need to be a re-
assessment as to the entire grading process, but that
is another discussion and topic entirely.
Multiple means of
representation
try into the classroom, a paper assessment of each of
the student’s knowledge prior to any instruction will be given.
This
will show diagnostic observations. Then Formative assessments
will continue through each unit by using the mobile learning
technique as said earlier. Throughout the term of the class I will
see how student’s respond best to this type of assessment.
During the Summative assessment at the end of the unit I will

16. see
which student’s reacted positively by this type of instruction
and
those that are better suited for the more traditional type. I
assume the over achievers will be the ones that adapt to either
style of instruction. Before final grades are given, the feedback
from me will be paramount for the student to see where they
stand and how well they are currently doing in the course
(Sousa,
& Tomlinson, 2011).
References
-
& E Service, Science & Technology. Vol. 8
-330
-therapy

17. the
- friendly
classroom.