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:
Lenrose,
Your lesson design skills are well-developed. Your years of teaching experience really show through here! I think you have a keen ability to break down a process for 5th grade minds and are especially careful of introducing the information in a non over-whelming manner and are mindful of the encouragement that 5th graders need. I really like the repetition of skill use that the follow through activity provides.
The media that you chose is appropriate for the scope of the lesson. I noticed that you applied your buddy's advice and deleted the part in your rationale about using the word processor. Although word processor usage is also an important skill, I think you made a good decision for the sake of maintaining the scope of your lesson.
Great job!
Lindsay
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 a descriptive essay topic, SWBAT demonstrate appropriate 5th grade level written expression skills by constructing a five-sentence introductory paragraph stating the main idea of the essay and providing background information about the essay topic.
Given an assignment of writing a five-sentence introductory paragraph, SWBAT apply correct grade-level grammar, punctuation, and spelling rules, and demonstrate proper sentence and paragraph structure.
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:
1a. Explain to students that they will learn to write a five-sentence introductory paragraph in five EASY steps. Explain that following the five steps involved in writing this paragraph will enable them to be "expert" paragraph-writers while completing this course & all future writing assignments. Explain that this paragraph is just one component of a five-paragraph descriptive essay that they will be expected to generate by the end of the course. Explain that the steps involved in writing the introductory paragraph will be very similar to the steps involved in writing the supporting & concluding paragraphs of their essays.
1b. Explain to learners that the goal of the first lesson is to construct an introductory paragraph for a descriptive essay. Tell them that in this paragraph they will state the main idea of their essay, and provide background information about the essay topic.
1c. Describe to learners that several prerequisite skills are necessary in order to successfully complete this assignment: the ability to write complete sentences, the ability to use correct spelling, grammar, & punctuation; & the ability to recognize & correct errors in order to improve their own work and provide feedback on assignments to their classmates.
2. Content presentation:
2a & b. Provide each student with a paragraph-writing template divided into five sections: topic, three supporting details, & conclusion. Tell students that they will use these templates to record their thoughts and organize their paragraphs. Tell them to "follow along" on their own templates as you provide examples of how the template is to be used. Explain to students that there are five sentences in an introductory paragraph: the topic sentence, three sentences which provide supporting details, and one concluding sentence. Explain that the topic sentence states the main idea of the paragraph, then demonstrate/provide examples of how a correct topic sentence is written. List details that support the main idea & generate three sentences which contain these details. Demonstrate how to summarize the contents of the paragraph into a concluding sentence. Demonstrate how the "final product" or completed paragraph should appear on paper. Include examples and non-examples of what constitutes a correctly written introductory paragraph.
3. Learner Participation:
3a & b. Provide step-by-step guidance for students as they fill in their own copies of the template. Circulate among learners and provide assistance as needed. Remember to provide verbal praise/reinforcement for students whose work is satifactory & provide clarification/encouragement for students who may be having difficulty understanding parts of the assignment. Close monitoring of student progress during this phase of instruction is crucial in order to avoid inadvertently allowing students to "practice" doing any components of the assignment incorrectly.
4. Assessment:
4a. Tell the students that now they are going to independently construct an introductory paragraph by referring to the information that they have entered on their templates & by recalling the paragraph-writing examples/non-examples provided by the instructor in Step #2 of the lesson. Remind students that they will be expected to use correct sentence structure & paragraph form, punctuation, grammar, and spelling. Make sure that students understand that they are expected to complete this part of the assignment without assistance from teacher or peers. Upon completion of the assignment, meet with students to go over paragraphs individually, pointing out strengths and weaknesses. Probe for sources of confusion or misunderstanding & make clarifications as needed. Reinforce retention of learning by reminding students of written expression rules and concepts that they may have had difficulty with on the assessment. Have students explain how they could improve their work. Allow students to correct their work as needed.
5. Follow-through activities:
5a. Provide students with another paragraph-writing template to take home with them to use as a reference when completing their next homework assignment.
5b. Have students fill out their templates & complete a first draft of the second paragraph of their essays as a homework assignment. Following completion of the homework assignment, divide students into small groups or allow them to work with partners so that they can provide feedback to one another regarding their homework assignment. Students may correct their work as needed.
1. Pre-instructional activities:
1a. Explain to students that they will learn to write a five-sentence introductory paragraph in five easy steps. Explain that following the five steps involved in writing this paragraph will enable them to be "expert" paragraph-writers while completing this course & all future writing assignments.
1b. Explain that this paragraph is just one component of the five-paragraph essay that they will be expected to generate by the end of the course. Explain that the steps involved in writing the introductory paragraph will be very similar to the steps involved in writing the supporting & concluding paragraphs of their essays.
1c. Describe to learners that several prerequisite skills are necessary in order to successfully complete this assignment: the ability to write complete sentences, the ability to use correct spelling, grammar, & punctuation; the ability to recognize & correct errors in order to improve their work; & a basic knowledge of grade-level computer word processing skills.
2. Content presentation:
2a & b. Provide each student with a paragraph-writing template divided into five sections: topic, three supporting details, & conclusion. Explain to students that there are five sentences in an introductory paragraph: the topic sentence, three sentences which provide supporting details, and one concluding sentence. Explain that the topic sentence states the main idea of the paragraph, then demonstrate/provide examples of how a correct topic sentence is written. List details that support the main idea & generate three sentences which contain these details. Demonstrate how to summarize the contents of the paragraph into a concluding sentence.
3. Learner Participation:
3a & b. Provide step-by-step guidance for students as they fill in their own copies of the template. Circulate among learners and provide assistance as needed. Assist students as they convert information on the template into complete sentences. Provide opportunities for students to ask questions during this phase of the assignment.
4. Assessment:
4a. Accompany students to the computer lab. Direct students to compose and type sentences in proper order using correct sentence structure & paragraph form, punctuation, grammar, and spelling. This part of the assignment will be completed independently without assistance with the actual paragraph-writing activity from teacher or peers. (Students may only ask for help if they are experiencing difficulties using the computers.)
5. Follow-through activities:
5a. Meet with each student to go over paragraphs individually, pointing out strengths and weaknesses. Reinforce retention of learning by reminding students of written expression rules and concepts that they may have had difficulty with on the assessment. Have students explain how they could improve their work. Allow students to correct their work as needed.
5b. Provide students with another paragraph-writing template & have them use it to complete a first draft of the second paragraph of their essays as a homework assignment.
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:
1a,b,&c. Teacher
2. Content presentation:
2a&b. Teacher; paragraph-writing template; overhead projector; white board
3. Learner participation:
3a& b. Paragraph-writing template; teacher
4. Assessment:
4a. Teacher, copies of completed paragraphs; overhead projector and/or white board (as needed for demonstration purposes)
5. Follow-through activities:
5a&b. Paragraph-writing template, student copies of homework assignment
1. Pre-instructional activities:
1a,b,&c. Teacher
2. Content presentation:
2a&b. Teacher; paragraph-writing template; overhead projector; white board
3. Learner participation:
3a& b. Paragraph-writing template; teacher
4. Assessment:
4a. Computers
5. Follow-through activities:
5a. Teacher, copies of completed paragraphs
5b. Paragraph-writing template
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:
Students are provided with paragraph-writing templates which will help them organize their thoughts on paper & provide a visual representation of how their paragraphs should be organized. I have found that many students in this particular age group (upper elementary) tend to write in a "stream-of-consciousness" fashion while disregarding many of the rules of written expression & failing to focus on the main idea or topic of the writing assignment. Copies of the template can also be carried home as needed and will provide an excellent guide for completing paragraph-writing homework assignments. Use of the overhead projector & white board will allow the instructor to demonstrate and model the process of writing the paragraph, and will assist students in visualizing the correct structure & appearance of their paragraphs. When receiving feedback from teachers or peers, a copy of the writing assignment should always be readily available so that the the instructor and/or peers can point out to students exactly what they have done well, and where they need to make changes, corrections, or improvements.
Students are provided with a paragraph-writing template which will help them organize their thoughts on paper & provide a visual representation of how the paragraph should be organized. I have found that many students in this particular age group (upper elementary) tend to write in a "stream-of-consciousness" fashion while disregarding many of the rules of written expression & failing to focus on the main idea or topic of the writing assignment. The template can also be carried home and will provide an excellent guide for completing paragraph-writing homework assignments. Use of the overhead projector & white board will allow the instructor to demonstrate and model the process of writing the paragraph, and will assist students in visualizing the correct structure & appearance of their paragraphs. Students will use computers to type their paragraphs so that they can practice their word-processing skills and also become acclimated to the tasks of using a keyboard, "saving" work on the computer, and printing hard copies of written assignments.
The instructor's feedback to step 4:
No specific feedback given on this step.
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