The DID Designer

STEP 1- KNOW THE LEARNER

Summarize the characteristics of the learners for whom you are creating the lesson. Consider the
the following questions that might be answered in step 1: (I used the info from the example
designer in step 1 since I do not have a class to base this on)

The class consists of kindergarten students. The class has eighteen students, ten girls and eight
boys. There are seven Caucasians, five Hispanics, five African Americans, and one Asian
American.

The learning styles of the students include seven visual learners, nine auditory learners, and two
kinesthetic learners. The seven visual learners need materials to assist them in learning. The nine
auditory learners need lessons to be discussed verbally as well as a quiet place to study. The two
kinesthetic learners need hands on activities and an open space to learn.

The multiple intelligences of these students consist of musical, linguistic, spatial, intrapersonal,
interpersonal, and logical.

The entry skills of this unit are very limited. Some students may know the letters of the alphabet,
but overall students do not know what vowels are.

Foundations/Standards

Subject Area: Listening, Speaking

K.RL.2.3 Identify important elements of the text.

K.RF.1 Understand and apply knowledge of print concepts, phonics, phonemic

awareness, vocabulary, and fluency and comprehension as a foundation for
developing reading skills.

STEP 2 - ARTICULATE OBJECTIVES

State the behaviors that you expect your students to be able to do at the conclusion of the unit.
Consider the following questions that might be answered in step 2 . Be sure to follow the text 4part format when constructing objectives.
What performance will result from the unit? Students will be able to better identify real from
fake.
What criteria for success are necessary to ensure mastery?

Students will be completing an activity in which I will be observing their progress.

How will you assess the performance?
This is a kindergarten lesson plan, and the discussion will be done with a group. I will judge their
performance based on their responses to groups discussion questions. I will also provide a follow
up lesson.
Have you included all the levels of Blooms Taxonomy that are appropriate for the content?
A. This activity will address the cognitive area of development
because: It forces children to consider the reality of the book. It raises the question of whether our
world or the world in the book is better.
B. This activity will address the creative area of development because:
They are asked to come up with their own imaginary town.
C. This activity will address the physical area of development
because: It involves coloring and interacting.

STEP 3 - IDENTIFY TEACHING AND

LEARNING STRATEGIES
Given the objectives, describe in detail the teaching and learning strategies that need to be
implemented to meet the objectives. Consider the following questions that might be answered in
step 3:

What teaching strategies will you use to introduce the new information?

How will you assess entry skills and remediate if needed?

What formative assessments will you use to ensure teaching and learning is successful?

What learning strategies will require to support active learning of the content?

In this activity, the class will have the book Cloudy with a Chance of Meatballs read to them.
Following the reading of the book, the students will be asked to compare and contrast the town in
the book with our town. Volunteers will be called on for their ideas. Students will then be given a
blank sheet of paper so that they can draw a picture of their own imaginary town where odd
things fall from the sky. Volunteers will be asked to talk about their town. Students who finish early
will get a coloring picture of and umbrella. The children will be asked several ques8ons about
their thoughts on the town (What do you think it would be like to live in a place where food really
did come from the sky?Would you like to live in a place like this? Why or why not?How is the
town of Chewandswallow different from our town?).
Gardners Multiple Intelligences:

Visual Spatial: Children use their creativity to create their own worlds.
Verbal Linguistic: Children are asked to verbally participate with both questions and
answers.
Logical Mathematical: Making the connection between reality and nonfiction.

STEP 4 - IDENTIFY AND SELECT SUPPORT

TECHNOLOGIES
Given the strategies selected, identify the technologies that will be needed in support of those
strategies. Consider the following questions that might be answered in step 4 :

What technologies and related materials are needed for this unit?

Which technologies are required for each strategy?

Materials & Aids

Book (Cloudy with a Chance of Meatballs)

Picture of rain, snow, wind.
Two pictures of umbrellas.
Blank paper for students to draw their imaginary town.
Coloring paper with umbrella for those who finish early.
A chart for compare and contrast.
Markers and crayons.
Printer for worksheets.
Projector or ipad connected to projector to show class the book while reading.
It would be ideal to have the ebook so that students can read along on their ipads.

STEP 5 - ASSESS AND REVISE

Describe the summative evaluation process you will use to evaluate the design and how the
results of the evaluation will be used to revise it. Consider the following questions that might be
answered in step 6:

How will you know the design is effective?

What assessment instruments are needed to measure effectiveness?

What remediation plan should you include if students do not achieve as expected?

Formative assessment

I will be checking student progress during the lesson by taking note of par8cipa8on and

their answers to my ques8ons. The answers will give me an idea of how well the concept
is being taught. Ques8on: Which umbrella would be appropriate in Chewandswallow and
which would be appropriate in our town?(two different umbrella examples)
Summative assessment

I will ask questions about the weather in our town. I will ask questions about the
difference between reality and make believe. If students do not seem to grasp the
concept then I would come up with a follow up lesson plan to further help them to
understand.