Module 3 Application (Blose)
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School
American College of Education *
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Course
5333
Subject
Arts Humanities
Date
Jan 9, 2024
Type
Pages
8
Uploaded by ProfScorpionMaster2823
Module 3 Application
Mercedes Blose
American College of Education
CI5333 Student Engagement
Dr. Dana Applegate
September 10th, 2023
This week I will critique an existing lesson plan that I have created for a lesson that was
done in my own classroom. I will also be looking at a unit of study that I have used in my own
classroom. The critique and modifications will be based on the TARGET framework.
Part 1 – Evaluate A Lesson Plan
Lesson Objective(s):
1.
Students will
explain
how different individuals fought for civil rights.
2.
Students will
demonstrate
an understanding of vocabulary words.
3.
Students will
write
a poem legibly and with expression about Jackie Robinson.
Subject Area:
ELA (knowledge)
Target Group/Grade:
2nd Grade
Goals and Content
– Students will start by working on Somebody But Wanted But So Then
Chart with a partner, then assist in filling out a Somebody But Wanted But So Then Chart as a
class. During the lesson, students will participate in discussion questions about previous
knowledge stories to recall prior knowledge. Students will listen to a knowledge story about
Jackie Robinson and participate in discussion questions about the current knowledge story. The
class will go over vocabulary word work for the day and students will break into partner groups
to brainstorm achievements for their free verse poems. Then students will discuss ideas for their
poems as a class and work independently on their free verse poems.
Task
– Students will be required to complete the Somebody But Wanted But So Then Chart, then
compare and contrast Susan B. Anthony (previous story) and Jackie Robinson (current story).I
will use participation in class discussion as an informal evaluation and then students will fill in a
detail web with a partner to write their free verse poem.
Authority
– My role during this lesson is to read the story to the students and facilitate the
discussion. This lesson normally has never little trouble motivating the students since we are
discussing baseball and it is relevant to the students in my class. I will also provide assistance if
needed on the detail web or chart and struggle students I provide a sentence stem for the free
verse poem.
Recognition
– Students in my classroom have what I call a “Good Work Wall”. Every student is
put on the wall at some point to showcase their abilities and how well their work is. I also like to
use student work as an example. When a student hears praise about their work they are given
confidence to continue this work. This also encourages students to better their work so they can
be recognized as a good example or on the good work wall.
Grouping
– Groups will be predetermined to be mixed ability. During the school year, I group
my students based on their academic ability and based on how the students get along together.
These groups do change throughout the year based on how well they work together and how the
students progress throughout the year. Students in my class have a predetermined partner group
as well as a predetermined small group containing four to five students.
Evaluation
– For guided practice and interactive modeling students will be provided an example
of free verse poems. Each group will then identify the Somebody But Wanted But So Then Chart
and fill in the chart with partners. Students will also brainstorm and fill in detail web with
partners. For independent work, students will work on an activity free verse poem on their own
and will present it to the class or with me.
Time
– Our ElA block is roughly 2 hours for the skills and knowledge portion of our curriculum.
Students will spend roughly 30 minutes in whole class instructions. This includes reading the
story and participating in class discussions. Students will then have 7 minutes to complete their
chart with their partner before moving on to their detail web where they will have 10 minutes to
brainstorm and write down ideas. Lastly, the student will have 15 minutes to work on their free
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verse poems. If not finished, students will have an extra 30 minutes during centers to continue to
work if needed.
Part 2: Modify the Lesson Plan
One thing I believe I could do to increase student motivation in this lesson is to
incorporate relevance to the students. Some of my students tend to struggle with this lesson if
they don't play sports. The sports topic of Jackie Robinson tends to keep my boy students
engaged but not as much as the girls. By providing examples that would relate to the girls they
would be more engaged. Also incorporating a craft or hands-on activity. By doing these things I
am engaging the students in the relevance part of the ARCS model. “Relevance means linking
learners’ needs, interests, and motives.” (Thaer, A. & Thaer, G. 2016). Things I do in my daily
classroom also plan into the confidence part of the ARCS model. Using my good work wall and
student examples I’m able to build students' confidence so they can continue to produce
grade-level work.
Part 3 – Evaluate a Unit of Study
Unit Objective(s):
(Received from CKLA overview of domain 12 and district pacing guide)
1.
Describe how organizations and movements, such as the civil rights movement, were
created as people fought for equal rights
2.
Explain why fighting for important causes has helped to change laws and improve the
lives of many people
3.
Explain the terms
inequality
,
discrimination
, and
suffrage
4.
Explain the concepts of nonviolence, civil rights, and human rights
5.
Describe the lives and contributions of Susan B. Anthony, Eleanor Roosevelt, Mary
McLeod Bethune, Jackie Robinson, Rosa Parks, Martin Luther King Jr., and Cesar
Chavez
6.
Identify the main causes for which Susan B. Anthony, Eleanor Roosevelt, Mary McLeod
Bethune, Jackie Robinson, Rosa Parks, Martin Luther King Jr., and Cesar Chavez fought
during their lifetimes
7.
Describe the similarities among the causes supported by Susan B. Anthony, Eleanor
Roosevelt, Mary McLeod Bethune, Jackie Robinson, Rosa Parks, Martin Luther King Jr.,
and Cesar Chavez
8.
Describe the similarities among the methods of protest used by Susan B. Anthony,
Eleanor Roosevelt, Mary McLeod Bethune, Jackie Robinson, Rosa Parks, Martin Luther
King Jr., and Cesar Chavez
Subject Area(s):
ELA (knowledge)
Target Group/Grade:
2nd Grade
Goals and Content
–
This domain will introduce students to several ordinary people who stood
up for what they believed in and who fought for a cause, even when faced with immeasurable
odds. Students will learn how members of very powerful groups have often excluded members
of other groups from exercising certain rights. They will learn about some key historical figures
who fought for various causes such as the abolition of slavery, the right for women to vote, and
the welfare of migrant workers. Each of these individuals struggled for a cause, their struggles
later helped change many laws, and they all practiced nonviolence. These historical figures also
had an impact on the ability of others in our nation to exercise their individual rights. Students
will understand the connection between ideas and actions, and how ordinary people can do
extraordinary things, changing people’s awareness throughout an entire country. Students will
also learn the terms
civil rights
and
human rights
, and what these terms mean. (Received from
CKLA overview of domain 12 and district pacing guide)
Task
– Students will participate in independent and partner work to complete activities and
workbook pages that go along with the domain. Depending on the lesson that includes KWL
charts, Venn diagrams, and independent writing about what they have learned.
Authority
– My role in this domain is mostly to present the stories to the students and facilitate
discussion by providing questions that will guide their thinking. I also provide students with
resources if they may be struggling such as sentence stems and examples of how their charts and
writing should look.
Recognition
– I continue to use my “Good Work Wall”. Every student is put on the wall at some
point to showcase their abilities and how well their work is. I also continue to use student work
as an example. Again hearing the praise about their work will hopefully continue to build
confidence and encourage students to do their best.
Grouping
– Groups will be predetermined to be mixed ability. These groups are based on their
academic ability and based on how the students get along together. These groups do change
throughout the year based on how well they work together and how the students progress
throughout the year. Students in my class have a predetermined partner group and a small group
containing four to five students.
Evaluation
– At the end of the unit there is an end-of-unit test that covers content and
vocabulary from all stories. There is also an application page after each story that requires the
student to recall knowledge learned in the story they had heard. These pages include comparing
and contrasting several charts to complete.
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Time
– Students are allotted 30 minutes to listen to the story and participate in discussion
questions. Students are also given 10-15 minutes daily to work on their independent work for the
day. Depending on what the lesson calls for They are also given roughly 10 minutes for partner
work. Including transitions, students have about an hour for the knowledge portion of their ELA
curriculum.
Part 4 – Modify a Unit of Study
To modify the unit of study, I plan to help the students create a book that the students will
get to keep about the individuals they learn about during this domain. This will be like a research
project and they will get the chance to present their work to the class if they please. According to
the ARCS model, this will help to keep the student's attention because it is something that they
will have to interact with frequently and daily. By doing this, I am having the students write
about what they have learned but they will also be able to research the individual we have
learned about on their own and present information no one else may know.
References
Milman, N. B., & Wessmiller, J. (2016). Motivating the online learner using Keller’s ARCS
model.
Distance Learning
,
13
(2), 67.
Thaer, A., & Thaer, G. (2016). The Effect of ARCS Motivational Model on Achievement
Motivation and Academic Achievement of the Tenth Grade Students.
New Educational
Review
,
43
(1), 68–76. https://doi.org/10.15804/tner.2016.43.1.05