Overall Instructor Rating: Exemplary
Ratings explanation:
- Exemplary - A model answer in almost every way (this is given out very rarely).
- Satisfactory - Very well done; you've met the expectations of the assignment. There are some minor problems, so read my feedback well.
- Marginal Pass - You pass, but there are lots of issues to consider. Read my feedback very carefully and be sure you understand the points/issues I raise.
- Not satisfactory, redo and resubmit - The assignment was not completed appropriately. I am concerned that you do not understand the process well enough yet. To get credit for the assignment, you need to redo it, most probably on another topic. Read and consider my feedback very carefully before redoing.
Instructor's Overall Feedback:
Hi, Lisa
You did a great job on this IDA. As your buddy said, I think your lesson design is thorough and easy to follow. You have designed a good lesson and chosen good media.
Keep up the good work!
Eun Jung
The purpose of this activity is to design a specific lesson based on the lesson objectives identified in one of your unit instructional curriculum maps (ICMs). This IDA is designed to give you practice in planning lesson based on Gagne's events of instruction (see Dick, Carey, and Carey, chapter 8).
Complete the instructional strategy planning sheet below for one lesson of your choice. Preferably, this is a lesson that you identified during the unit design analysis. However, you can choose any lesson you wish. As outlined by Dick, Carey, and Carey, it may be helpful to organize the events of instruction in the following major groups or components: Pre-instructional activities, Content presentation, Learner participation, Assessment, Follow-through activities.
Your instructional plan should emphasize materials-centered instruction. That is, you should consider resources other than a live instructor for the delivery of the lesson. As you consider possible media, also consider the affordances, or special characteristics, that various media possess.
Instructional Strategy Planning Sheet
Write the instructional objectives of your lesson here (it can be more than one):
Your final response:
Given an audio recording of an African-American folktale, "The People Could Fly," SWBAT:
1. independently complete ("generate") a story map by recording important details about the selection (problem-solving); and
2. write a summary of ("summarize") the story using information from the story map (verbal information).
The instructor's feedback to this step:
No specific feedback given on this step.
Enter your instructional plan for each of the instructional components. Also indicate your media choice for each instructional component.
Instructional Component |
Instructional Plan |
Media Choice |
1. Pre-instructional activities
- a. Motivating the learners/gaining their attention
- b. Informing the learners of the lesson objectives or purposes
- c. Informing the learner of what they already need to know to be successful in this lesson (i.e. prerequisite skills)
2. Content presentation
- a. Presenting the content to be learned (i.e. stimulus material)
- b. Guiding the learners as they are presented with the content
3. Learner participation
- a. Giving the learner opportunites for practice (i.e. eliciting the performance)
- b. Giving the learner feedback during practice
4. Assessment
- Tests and other assessments to see if anything has been learned as a result of this lesson
5. Follow-through activities
- a. Memory aids for retention
- b. Activities to help learners transfer their learning to other contexts
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Your final response:
1. PRE-INSTRUCTIONAL ACTIVITIES:
a. Play (CD) a spiritual/work song traditionally sung by slaves; discuss how these songs allowed slaves to tell their story and gave them hope that they would be able to one day "escape" the harsh life of slavery.
b. Describe that the goal of the lesson is while listening to an escape folktale, the students will be able to complete a story map to record important details about the selection, and then write a summary of the folktale using only the information recorded on the story map.
c. Briefly review the characteristics of a folktale and how to summarize.
2. CONTENT PRESENTATION:
a. Place a word splash transparency on the overhead to pre-teach vocabulary found in the folktale.
b. Distribute a copy of the story map to each student and place a transparency of the story map on the overhead. Briefly review the purpose of each section of the story map. Explain that as the folktale is played, the students will be completing the story map.
3. LEARNER PARTICIPATION:
a. Introduce the CD of the folktale. Tell students they are to complete the story map as they listen to the story. Play the CD of the folktale. Assist students as necessary as they complete the story map.
b. After listening to the story, place a transparency of the story map on the overhead. Complete the story map transparency with student input. Instruct students to make changes to their story maps.
4. ASSESSMENT:
Using only the completed story map as a guide, ask the students to write, in their own words, a one- to two-paragraph summary of the folktale. Do not allow students to refer to the printed version of the folktale in the textbook as they write the summary.
5. FOLLOW-THROUGH ACTIVITIES:
Let the students share their summaries with a classmate and discuss how they might improve their summaries. Have students re-write their summaries according to peer suggestions for improvement.
1. PRE-INSTRUCTIONAL ACTIVITIES:
a. Play (CD) a spiritual/work song traditionally sung by slaves; discuss how these songs allowed slaves to tell their story and gave them hope that they would be able to one day "escape" the harsh life of slavery.
b. Describe that the goal of the lesson is while listening to an escape folktale, the students will be able to complete a story map to record important details about the selection, and then write a summary of the folktale using only the information recorded on the story map.
c. Explain that students are expected to know the characteristics of a folktale and how to summarize.
2. CONTENT PRESENTATION:
a. Place a word splash transparency on the overhead to pre-teach vocabulary found in the folktale.
b. Distribute a copy of the story map to each student and place a transparency of the story map on the overhead. Briefly review the purpose of each section of the story map. Explain that as the folktale is played, the students will be completing the story map.
3. LEARNER PARTICIPATION:
a. Introduce the CD of the folktale. Tell students they are to complete the story map as they listen to the story. Play the CD of the folktale. Assist students as necessary as they complete the story map.
b. After listening to the story, place a transparency of the story map on the overhead. Complete the story map transparency with student input. Instruct students to make changes to their story maps.
4. ASSESSMENT:
Using only the completed story map as a guide, ask the students to write, in their own words, a one- to two-paragraph summary of the folktale. Do not allow students to refer to the printed version of the folktale in the textbook as they write the summary.
5. FOLLOW-THROUGH ACTIVITIES:
Let the students share their summaries with a classmate and discuss how they might improve their summaries. Have students re-write their summaries according to peer suggestions for improvement.
The instructor's feedback to this step:
No specific feedback given on this step.
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Your final response:
1. PRE-INSTRUCTIONAL ACTIVITIES:
a. CD of spiritual/work song; teacher
b. Teacher
c. Teacher
2. CONTENT PRESENTATION:
a. Word splash transparency; teacher
b. Copies and transparency of the story map; teacher
3. LEARNER PARTICIPATION:
a. CD of "The People Could Fly"; copies of the story map; teacher
b. Copies and transparency of the story map; teacher
4. ASSESSMENT:
Student-generated story map; notebook paper; teacher
5. FOLLOW-THROUGH ACTIVITIES:
Student-generated one- or two-paragraph summary; peer discussion
1. PRE-INSTRUCTIONAL ACTIVITIES:
a. CD of spiritual/work song; teacher
b. Teacher
c. Teacher
2. CONTENT PRESENTATION:
a. Word splash transparency; teacher
b. Copies and transparency of the story map; teacher
3. LEARNER PARTICIPATION:
a. CD of "The People Could Fly"; copies of the story map; teacher
b. Copies and transparency of the story map; teacher
4. ASSESSMENT:
Student-generated story map; notebook paper; teacher
5. FOLLOW-THROUGH ACTIVITIES:
Student-generated one- or two-paragraph summary; peer discussion
The instructor's feedback to this step:
No specific feedback given on this step.
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Provide a rationale for your media choices. How do the media you have selected support the instructional plan you have designed? Do the affordances of the media you've selected match the instructional strategy and support student learning?
Examples of media affordances:
- Video: dynamic representation of people, social situations, psychomotor tasks, etc.
- Computer simulation: dynamic representation of concepts and principles
- Computer spreadsheets: dynamic representation of numeric relationships
- Computer databases: dynamic representation of categorical relationships
Your final response:
The combination of audio (CDs of spiritual and folktale), visual (word splash and story map transparencies), and paper-based media work well for students with different learning styles. The main instructional media, paper-based and transparency of the story map, allows students to make their own additions to the story map. With teacher guidance and elicited student input, corrective feedback is given, and students are encouraged to make changes/additions to their own story maps by comparing their responses to model answers. After writing the summary of the folktale, students are given the opportunity to work with a peer for feedback and possible revisions.
4. ASSESSMENT:
Student-completed story map; notebook paper; teacher
5. FOLLOW-THROUGH ACTIVITIES:
One- or two-paragraph summary; peer discussion; notebook paper
The combination of audio (CDs of spiritual and folktale), visual (word splash and story map transparencies), and paper-based media work well for students with different learning styles. The main instructional media, paper-based and transparency of the story map, allows students to make their own additions to the story map. With teacher guidance and elicited student input, corrective feedback is given, and students are encouraged to make changes/additions to their own story maps by comparing their responses to model answers. After writing the summary of the folktale, students are given the opportunity to work with a peer for feedback and possible revisions.
4. ASSESSMENT:
Student-completed story map; notebook paper; teacher
5. FOLLOW-THROUGH ACTIVITIES:
One- or two-paragraph summary; peer discussion; notebook paper
The instructor's feedback to step 4:
No specific feedback given on this step.
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