Return to the list of Lesson Design IDAs | Return to the IDA Library Home Page

Instructional Design Activity: Lesson Design

 

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:

This is a well-done IDA. The lesson is very well-organized, and I see the thoughts you put in it. There are quite a few things I like about the IDA, and the following are my few comments: 1. The series of pre-instructional activities are well designed and organized to help students recall relevant knowledge and skills they’ve learned previously. Introduction of the new topic is natural following a smooth transition. Good job. Something to consider-- Will it be more effective if there is some element that involves more of student participation? Discussion is a good approach and you did include that in 1b. But could you be a little more specific about how the discussion will be organized? 2. In the learner participation part, it’s great to present students’ work together after they finish the exercise. I feel it definitely a good way to motivate students and give them the opportunity to hear what others have to say about they work. A very nice motivator! 3. One question about assessment activity 4a. What you have there is to check completion of the task. Is there also an way to evaluate the quality of their work? Will any standards or rubrics be involved? It’s important to include them if you do have some. 4. The follow-through activities are great. I believe they’ll be very useful for retention and transfer of skills beyond the immediate classroom setting. Allowing the students to apply the analysis technique they learned to their own poems and their favorite song lyrics is definitely a smart move. I think this is another big motivator of your lesson. 5. A small thing to remind you about at last-- you seemed to forget to include the TP-CASTT handout in media choice (considering you clearly identified it as one of the main media in the rationale section). Overall, this is a very nice piece of work. Thanks for your effort! Ying [Note from Greg: I approve of Ying's feedback. :) ]

 

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 different examples of poetry (sonnets, ballads, narrative, free verse, etc.), students will be able to apply TP-CASTT for analyzation.

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

Your final response:

1a. Review with students the definitions and identifications of literary devices (as indicated by the Georgia Perfomance Standards for English). 1b. Discuss with students the differences and similarities of prose and poetry in regards to literary devices. 1c. Explain to students that the same tools they apply to reading prose are also applied to poetry. 1d. Explain to students that the goal of the lesson is to help students become more comfortable reading and applying analyzation techniques to poetry for better understanding. 2a. Present PowerPoint slideshow or podcast presentation on the various types of poetry (ballad, blank verse, ode, sonnet, epic, etc.) with both classic and contemporary examples. 2b. Introduce students to the TP-CASTT technique for analyzing poetry and provide students with a TP-CASTT handout for reference. 2c. Continuing with the PowerPoint slideshow or podcast presentation and using the poem "My Papa's Waltz" as an example, guide students through each step of the technique: Title, Paraphrase, Connotation, Attitude, Shift, Title, Theme. 3a. Take students to media center or computer lab. 3b. Explain to students that they will now be applying the TP-CASTT to poetry examples they find on the Internet. 3c. Students may access the poetry examples from the PowerPoint presentation to help with identification of the poems they locate on the Internet. 3d. Students will practice applying the TP-CASTT technique to the poems they select. 3e. Students will complete at least two poetry analyzations and create one PowerPoint slide of an analysis completed from one of their selected poems. All slides will be combined with other students' for a class PowerPoint presentation. 3f. Teacher will be available to assist students with questions and/or examples and/or teachable moments during the activity and the presentation. 4a. Students will be assessed on the successful analysis of selected poems using TP-CASTT. Did they complete at least two analyses of different poetic forms? Did they create one PowerPoint slide? 5a. The class PowerPoint will be presented and each student will discuss his/her poem analysis, including a recitation of the selected poem. Students will continue to practice the skill by applying the technique to poems they have written themselves or to their favorite song lyrics.

1a. Review with students the definitions and identifications of literary devices (as indicated by the Georgia Perfomance Standards for English). 1b. Discuss with students the differences and similarities of prose and poetry in regards to literary devices. 1c. Explain to students that the same tools they apply to reading prose are also applied to poetry. 1d. Explain to students that the goal of the lesson is to help students become more comfortable reading and applying analyzation techniques to poetry for better understanding. 2a. Present PowerPoint slideshow on the various types of poetry (ballad, blank verse, ode, sonnet, epic, etc.) with both classic and contemporary examples. 2b. Introduce students to the TP-CASTT technique for analyzing poetry and provide students with a TP-CASTT handout for reference. 2c. Using the poem "My Papa's Waltz" as an example, guide students through each step of the technique: Title, Paraphrase, Connotation, Attitude, Shift, Title, Theme. 3a. Take students to media center or computer lab. 3b. Explain to students that they will now be applying the TP-CASTT to poetry examples they find on the internet. 3c. Students may also access the poetry form PowerPoint to help with identification of the poems they locate on the internet. 3d. Students will practice applying the TP-CASTT technique. 3e. Students will create one PowerPoint slide of an analysis completed from one of their selected poems to be combined with other students' for a class PowerPoint presentation. 3f. Teacher will be available to assist students with questions and/or examples. 4a. Students will be assessed on the successful analysis of selected poems using TP-CASTT. Did they complete at least two analyses of different poetic forms? Did they create one PowerPoint slide? 5a. The class PowerPoint will be presented and each student will discuss their poem analysis. Students will continue to practice the skill by applying the technique to poems they have written themselves or to their favorite song lyrics.

The instructor's feedback to this step:

No specific feedback given on this step.

 

 

Your final response:

1. Teacher 2. Teacher, computer, PowerPoint presentation 3. Computer, internet access, PowerPoint presentation 4. Teacher, computer, internet access 5. Teacher, computer, internet access for song lyrics

1. Teacher 2. Teacher, computer, PowerPoint presentation 3. Computer, internet access, PowerPoint presentation 4. Teacher, computer, internet access 5. Teacher, computer, internet access for song lyrics

The instructor's feedback to this step:

No specific feedback given on this step.

 

 

 

 

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 main instructional media used in this lesson is the PowerPoint and the TP-CASTT handout. The PowerPoint provides examples of types of poetic forms with both classic and contemporary examples. Because many students have a negative impression of poetry, the PowerPoint allows the teacher to present the different poems in a form in which students are familiar and comfortable. The PowerPoint also allows the teacher to "walk through" the TP-CASTT technique with the examples. The students will create one PowerPoint slide of a selected poem to present in class. Presenting their analysis helps improve their understanding of the process and the literary devices used. The handout serves as a quick reference guide for students to use when they are applying the technique for themselves. The handout is a step by step description of the technique with an example provided.

The main instructional media used in this lesson is the PowerPoint and the TP-CASTT handout. The PowerPoint provides examples of types of poetic forms with both classic and contemporary examples. Because many students have a negative impression of poetry, the PowerPoint allows the teacher to present the different poems in a form in which students are familiar and comfortable. The PowerPoint also allows the teacher to "walk through" the TP-CASTT technique with the examples. The students will create one PowerPoint slide of a selected poem to present in class. Presenting their analysis helps improve their understanding of the process and the literary devices used. The handout serves as a quick reference guide for students to use when they are applying the technique for themselves. The handout is a step by step description of the technique with an example provided.

The instructor's feedback to step 4:

No specific feedback given on this step.