Instructional
Design Project
Lori L. Rook
LT 716
Problem Identification:
An instructional need for my 5th graders is writing a three to five paragraph essay/story in response to a prompt. Fifth grade students will be taking a state writing prompt later in the school year that is scored through a national norm referenced process. Writing an organized, coherent essay/story of this length to an unknown prompt is a challenge. The skills of writing clearly is an on going need in many different areas of life also.
Initial Goals:
1.
Students will write
daily in their WriterÕs Notebook.
2.
Students will write a
paragraph that includes and introductory/topic sentence, three to five
supporting details, and a summary sentence.
3.
Students will write
an interesting/attention-getting lead sentence.
4.
Students will utilize
the 6+1 traits in their writing with special emphasis on organization and
ideas.
5.
Students will use
correct conventions in their writing.
6. Students will write an essay, at least three paragraphs in length, which includes an introduction, supporting paragraphs, and conclusion in response to a given prompt.
Learner
Analysis:
Primary Audience:
¤
¥Fifth grade students
General Learner
Characteristics:
¤
¥Age: 10-11 years old
¤
¥Gender: 45% girls,
55% boys
¤
¥Education: Completed
grade 4
Entry
Characteristics and Prior Experience:
¤
Most are familiar
with basic conventions of capitalization and ending punctuation.
¤
Most are able to
write a complete sentence.
¤
Many are able to
write a single paragraph consisting of an introductory paragraph, detail
sentences, and a summary sentence after review.
¤
Less than one half of
the students have written daily on topics of their own choice in a journal or
WriterÕs Notebook.
¤
Very few students
write legibly and quickly in cursive.
Common Errors Made by Novice Learners:
¤
Writing run-on
sentences when composing more than one paragraph.
¤
Lack of focus on the
main topic of the prompt.
¤
Maintaining an
organizational structure.
¤
Failure to write an
attention-grabbing lead sentence/paragraph.
Learning Styles:
á
Individual learning
styles include visual learners, auditory learners and kinesthetic learners.
Contextual
Analysis:
Students will respond
the writing prompt in their classroom surrounded by their classmates. They
write in a response booklet in a formal setting with no bathroom breaks, etc.
unless an emergency occurs. Efforts are made throughout the year to administer
similar prompts to accustom the students to the process. The school district
requires three other formal prompts. Only one is scored outside of the
District.
Task or
Procedural Analysis:
Writing a Lead
á Identify a lead
1.
Locate the lead
sentence or paragraph at the beginning of their novel.
a.
Students open novel
to the first page of chapter one. Find and read the first paragraph aloud to
table partners. Students at each table select one person to read their lead
aloud to the class.
2.
Students record in
their writerÕs notebook that a lead is:
a.
the beginning
sentences of a story
b.
the first impression
a reader receives about a story
c.
often the way a
writer draws readers in and convinces them to read more
á Identify types of leads by listening to different
leads from studentÕs novels.
1.
Students record in
the mini lesson section of their writerÕs notebook the types of leads during
class discussion.
a.
Picture or unusual
image
b.
Action- an event or
some kind of action by a character
c.
DialogueÑa character
thinking or talking
d.
Question
e.
Interesting Fact
2.
Each student re-reads
the lead from his/her novel and identifies the type. At each table the group
listens again to each lead and agrees upon the type of lead.
á Students read different leads printed on a
worksheet or projected on the front screen and select the lead that would most
make them want to read more.
1.
Examples of E.B.
WhiteÕs lead experiments for CharlotteÕs Web (worksheet)
2.
Examples of anonymous
student leads(scanned and projected on the screen)
á Revise boring leads into attention-grabbing leads
1.
Students draw a
boring lead from the basket and revise it by using one of the lead types.
Students read the new leads to their table and volunteers share with the rest
of the class.
á Write original leads
1.
From a synopsis of a story, students
write the five different leads for itÑone lead idea for each type.
a.
Synopsis- On a rainy
day, two boys are walking home form school when they see a hot air balloon come
crashing down in the park just ahead of them.
2.
Students select an
entry from their WriterÕs Notebook and write a new lead for it.
Design
Instructional Objective |
Category |
Classification |
Test Question |
Sequencing Method |
To identify the
lead sentence or paragraph in a novel |
Cognitive |
Concept |
What is the lead
sentence in the following story? |
Identifiable
prerequisite |
To define the 5
common types of leads |
Cognitive |
Recall |
What are the five
common types of leads? |
Identifiable
prerequisite |
To select a lead
that would make someone want to read more |
Cognitive |
Application |
Which of the
following leads would make someone want to read more? |
Difficulty |
To revise boring
leads into attention-grabbing leads |
Cognitive |
Application |
Read each lead
carefully and revise it using one of the 5 common types of leads. |
Difficulty |
To write an
original lead for own writing |
Cognitive |
Application |
Select a piece of
writing from your WriterÕs Notebook and write an original lead using one of
the 5 common types. |
Difficulty |
Instructional
Strategies:
The learner will
identify the lead sentence or paragraph in a novel.
Learners read from
a scanned or typed lead paragraph of the current classroom oral reading novel
that is displayed on the front screen using the Sympodium. Discuss the purpose
of a lead.
Learners find the
lead sentence or paragraph in their own independent reading novel. Then the
students read the lead from their novels to the rest of their table partners.
The teacher calls upon at least one student from each table to read their lead.
The learner will
define the 5 common types of leads.
Present the name
and description of each type of lead followed by an example of each. Highlight
the characteristics of each type of lead while the students record notes about
the types of leads in their reading journal.
Learners again look
at the lead paragraph from their novel and identify the specific type of lead.
All learners at the table come to a consensus about each lead. Learners then
share their lead with the class (when called upon by the teacher). The class
then identifies the type of lead.
¥Objective 3
When given a list of
five leads, the learner will select a lead that would make someone want to read
more.
Ask
the learners to speculate about how authors write a lead for their novel. Do
they suppose the author uses the first attempt or does he or she write more
than one?
E.B.
White tried several different leads for the book CharlotteÕs Web. From the list of 6 leads given, the learners
select their top three choices and label them in order. Discuss as a class the
information that each of the leads provides for the reader. (Possible
responses: description of Wilbur; a description of the barn, setting; dialogue
that hints at the storyÕs problem; a description of Charlotte).
¥Leads
are from The Horn Book, October
1982 and the Annotated CharlotteÕs Web by Peter Neumeyer, HarperCollins, 1993.
Read aloud WhiteÕs
final choice directly from the book, CharlotteÕs Web. Learners share why they think White selected that
lead.
The learner will
revise boring leads into attention-grabbing leads.
Draw from a basket
of already prepared ÒboringÓ leads, one lead sentence and read it to the class
of learners. Ask the learners to think about how they would change the lead to
make it more interesting so the reader would want to read more. Learners share
their ideas when called upon while the teacher records their thoughts on the
front screen using the Sympodium (chart paper could also be used).
Each learner draws
an example from the basket of ÒboringÓ leads and rewrites it in the WriterÕs
Notebook using one of the techniques from a previous lesson. Learners share
their changes with their table partners.
Each learner writes
a ÒboringÓ lead of their own and trades it with someone else in the room. Then
each learner revises the lead into an attention-grabbing lead and writes it in
their notebook.
The learner will
write an original lead for own writing.
Learners
review the five types of leads before skimming through their WriterÕs Notebook
entries for the past week. Each learner selects one entry to use.
The learner writes
five leads for the entry (one of each type) and then selects the one that, in
his/her judgment, best grabs the attention of a reader.
Delivery
Methods:
The instructional
delivery methods I have chosen are a combination of group presentations and
small group activities. During a group presentation of the types of leads, for
example, the students all receive the same information and take notes in their
journals. During this time, the instructor is not just standing in front of the
room lecturing, but moving constantly about the room, checking and monitoring
progress. The instructor runs the presentation on the Sympodium from anywhere
in the classroom using the wireless Airport tool. Students see, hear and write
the information. For students with special needs or an IEP, the information is
printed. The small group activities at the tables allow students to process the
information and synthesize the content. The students share, discuss and problem
solve together. The knowledge about leads from the large group presentation is
applied and the learners develop social skills by working with others. The
instructor monitors understanding while circulating around the room and
eavesdropping on the conversations. Students are active as they discuss and
then share their conclusions with the entire class.
Media:
LCD Projection
System/Sympodium/Wireless AirportÑ This system allows for presentations in
a large, visual, and interactive format. The Airport permits the instructor to
move around the room, control the presentation, and add to it by writing upon
the Airport. These writings are immediately seen on the screen.
NovelsÑ
Using novels the students are reading to check understanding of the different
types of leads is more interesting and engaging for the students because it
applies immediately to them. The novels the students select are also Òjust
rightÓ books for them so the leads will be readable. An added benefit is that
students may find other books they want to read after hearing and discussing
the leads.
WorksheetÑ
The worksheet of examples of E.B. WhiteÕs allows the students to read at their
own pace and make decisions about their top choices of his leads. Then the
students are able to share and discuss them with other members of their table.
This would be difficult to do if the leads were only displayed on the screen.
Instructional
Materials:
These are screen
shots of the large group presentation that would be displayed with the LCD
Projector and Sympodium using Smart Notebook Software for a lesson.
Assessment
Tool--Rubric
Category
|
4 |
3 |
2 |
1 |
Working with
others |
Almost always listens
to and shares with others in the group. |
Usually listens to and
shares with others in the group. |
Sometimes listens to
and shares with others in the group. |
Rarely listens to and
shares with others in the group. |
Focus on the
task |
Consistently stays
focused on the task and what needs to be done. |
Focuses on the task
and what needs to be done most of the time. |
Focuses on the task
and what needs to be done some of the time. Other group members must
sometimes remind or prod this person. |
Rarely on task. Lets
others do the work. |
Location of a
lead |
Consistently locates
the lead at the beginning of a story. |
|
|
Cannot locate the lead |
Identification
of a lead |
Identifies all 5 types
of leads correctly. |
Identifies 4 of 5
types of leads correctly. |
Identifies 3 of 5
types of leads correctly. |
Identifies 2 or few
types of leads correctly |
Totals
|
|
|
|
|
Formative
Evaluation Strategy:
Formative
evaluation is an important part of the instructional design process and should
be performed early and often enough to identify weaknesses and needs.
Modifications can then be made to meet the requirements of students. The group
of children, their writing experiences from previous years, and current
progress can change the length and detail of the lesson design.
¥PurposeÑ Determine student understanding of the 5 types of
leads and the ability to write them.
¥Audience-the classroom teacher
¥Issues-After receiving instruction, can the students
locate, identify, and write the type of lead?
¥Resources- 5th grade students, WriterÕs
Notebooks, sticky notepads to score writing traits, mini-white boards and
markers, story beginnings, sample writing prompts.
¥Evidence- The sample size is 24 5th grade
classroom students. The objectivity of the observations and ratings is
subjective, but through training workshops and experience, the instructor gains
more knowledge and ability in the ratings process. The instructor controls the
time and place of the gathering of information.
¥Data-Gathering
Techniques-
--observations of
studentsÕ performance and participation during classroom and group discussions
--ratings of WriterÕs
Notebook entries specifically in the area of attention grabbing leads under the
Organization Trait of the 6+1 Traits of Writing. 1=Not Yet, 2=Emerging,
3=Developing, 4=Maturing, 5=Strong
Writing a strong attention grabbing lead is the focus.
--quick surveys using
mini-white boards-students are given examples of different types of leads
orally and asked to identify the lead and write it on their mini-white board.
The boards are held up at a signal from the instructor. By quickly scanning the
student responses, the instructor can identify gaps in knowledge.
--practice prompts are
given to students periodically with the following directions- ÒRevise the story
beginning in order to catch your readerÕs attention. Then continue the story.
Beginning #1- Hi.
My name is Kate. This is a story about the time I went to the zoo.
Beginning #2- This
is a story about the time I built a robot in my basement.
Beginning #3- I
will tell you about my adventure swimming at the lake.
¥Analysis- The WriterÕs Notebook ratings and practice
prompts are sorted based on the scoring. Students receiving 4 and 5 are
considered to be doing well. Students receiving 2 or 1 are in need of more
one-on-one assistance. These students will require more practice and different
instructional strategies.
¥Reporting- The primary person to whom the results are
reported, is the classroom instructor. He or she makes use of the data and
revises or adds to the lessons accordingly. If major gaps appear in a studentÕs
ability, the teacher may discuss these gaps with colleagues, the building
writing committee representative, or the building principal in order to find
other instructional strategies.
The
State Writing Prompt is given during the 5th grade year in late
February. It is created and scored by Stanford Achievement of Harcourt, Inc.
The analytic scores for each student are returned to the teacher, building
principal, assistant superintendent, district superintendent, school board, and
parents. Students are scored in the following areas: ideas and development,
organization, unity, and coherence, word choice, sentences and paragraphs,
grammar and usage, and writing mechanics. The scores are collected and analyzed
by individual student, grade level, and school. The data is compared yearly. At
the district level, students can be monitored at various levels when the
writing prompt is given again at eighth and eleventh grades. The individual
instructors can analyze the data by student or by the area scored. An engaging,
attention-grabbing lead would fall under the area of organization.