Tandiwe Greene

MEDT 7490-Dr. DAlba

Assignment 8: Comprehensive Instructional Design Plan
Client Information Clients
Name, Clients Organization
(School, Company, etc.),
Clients Email Address, (for
Georgia certified educators
include the client's
Certification ID Number --
publicly available
at http://www.gapsc.com/Cert
ification/Lookup.aspx )
1. Performance Task
Title
2. Grade Level 3.
4. Designer (Your 5.
Name)
6. Performance Task
Annotation
Marcelle Ogden, 5th Grade Teacher
Rosebud Elementary School/Gwinnett County Public
Schools
marcella_a_ogden@gwinnett.k12.ga.us
Certification ID Number- 1498356
Reconstruction Amendment Poster Task
Fifth Grade
Tandiwe Greene
Students will create a Reconstruction Era Poster (digital or
physical poster board) by selecting one Reconstruction
Amendment (13th, 14th, or 15th amendment). Students will
conduct research.

*Here is the link for the project guidelines:

https://drive.google.com/open?id=0B0Y9cf-KhLNNcEtTcFNES2xtU0U

7. Subject(s) 8. Social Studies

9. Approximate 8 days (in school)
Duration of Performance
Task
10. Focus Standards 1. Gwinnett County Public Schools Academic Knowledge and
Skills (AKS) Standards
5SS.D: Reconstruction
5SS.D.34: analyze the effects of Reconstruction on American
life
5SS.D.34. a: describe the purpose of the 13th, 14th,
and 15th Amendments

2. Georgia Performance Standards

11. National Standards 12.
National Standards (MUST
include ISTE NETS
Standards e.g., NETS-S, and develop innovative products and processes using
NETS-T, NETS-A); include
other national standards as
deemed relevant)
SS5H2 The student will analyze the effects of
Reconstruction on American life.
a. Describe the purpose of the 13th, 14th, and 15th
Amendments.
ISTE NETS Standards-NETS-S
1. Creativity and innovation-
Students demonstrate creative thinking, construct knowledge,
technology.
a) Apply existing knowledge to generate new ideas,
products, or processes
b) Create original works as a means of personal or group
expression.
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MEDT 7490-Dr. DAlba
Assignment 8: Comprehensive Instructional Design Plan

2. Communication and collaboration-

Students use digital media and environments to communicate
and work collaboratively, including at a distance, to support
individual learning and
contribute to the learning of others.
a) Interact, collaborate, and publish with peers, experts,
or others employing a variety of digital environments
and media.

3. Research and information fluency

Students apply digital tools to gather, evaluate, and use
information.
a) Plan strategies to guide inquiry
b) Locate, organize, analyze, evaluate, synthesize, and
ethically use information from a variety of sources and
media
13. Description and Day 1:
Teacher/Trainer Directions Activating Strategy:
Divide students into 3 groups. Tell students that:
Group #1 can no longer have recess.
Group #2 cannot go to the media center
Group #3 will not have any computer time
Ask students how would they feel if these changes were
permanent?
Tell students, African-Americans were deprived of simple
rights even after they were freed from slavery.

Materials: Amendments website, PPT slides, Assessment-

workbook p. 26, Homework-textbook p. 108-111.
http://www.fasttrackteaching.com/burns/Unit_1_Reconstr
uction/U1_Reconstruction_Amendments.html

Connect: Weve learned about the beginning of the

reconstruction period. We learned that the 13th amendment
abolished slavery but black codes placed limitations on the
rights of African-Americans.

*Use an anchor chart to list the details of the black codes.

African-Americans could not:
vote
participate in jury trials
own guns
own land
hold certain jobs.

Today, we will learn and analyze the effects/impact of the

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MEDT 7490-Dr. DAlba
Assignment 8: Comprehensive Instructional Design Plan
Reconstruction Amendments: the 13th, 14th, and 15th
http://www.fasttrackteaching.com/burns/Unit_1_Reconstructi
on/U1_Reconstruction_Begins.html

Teach: Explain to students the significance of each

amendment. Tell students, The Reconstruction Acts gave
many freedoms to African-Americans. White Southerners
resisted these changes.

Students will take notes about each amendment during the

presentation. PPT:
https://drive.google.com/file/d/0B9zMPKhu8t75WFFDUnN5
WDIyd2s/view?usp=sharing

Active Engagement: Students will make a flipbook on the

13th, 14th, and 15th Amendments.

Summary: Students will answer the following question in

their journal: Do you think that the 13th, 14th, and 15th
Amendments will solve all of the problems for former
slaves in the South

Assessment for understanding: The Unit 1 Assessment will

be administered after the students have presented their poster
project Day 8. (See Below)

Homework: Social Studies textbook p. 108-111.

Day 2

Procedures
1. The Teacher will explain to the students that they will
create a Reconstruction Era Poster (digital or physical
poster board) by selecting one Reconstruction Amendment
(13th, 14th, or 15th amendment).
2. The Teacher will discuss the learning objectives for the
lesson.

The Teacher will review the vocabulary words from the

Reconstruction Era PowerPoint:
https://drive.google.com/file/d/0B9zMPKhu8t75R3FqVFU0M25VRXc/view?
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MEDT 7490-Dr. DAlba
Assignment 8: Comprehensive Instructional Design Plan

The teacher will call on students randomly to

usp=sharing
recite the meaning of the vocabulary words. Can anyone
tell me what is the meaning of ?

3. The students will write the vocabulary words into their

notebooks.
4. Students will go to the list of sites provided by the teacher
to research the reconstruction amendments. Students will
print the information to use as a resource guide.

Students will use the printed resourced guides to gather

information pertaining to the reconstruction era question
sheethttps://docs.google.com/document/d/1lmRnIuPFFROPEJBFGK5UwOE48FBhf_
et-xhhsli7ovo/edit?usp=sharing

5. Once the students have answered the above questions,

students will select a reconstruction amendment and begin
the Read-Write-Think Activity by completing a KWL
chart to find out what the students know, what they want
to know, and what they have learned.
6. Students will be directed to start conducting research on
their selected reconstruction amendment.
** Since, Social Studies is integrated during the
Reading block, the tasks can take place during reading,
social studies, or the computer lab block.

Day 3-5
7. The teacher will model on the Smartboard on how to
create a PowerPoint, Prezi, PiktoChart, linoit, and a voki
Presentation.
8. Students will work on their Presentation by gathering facts
about their selected amendment and inserting facts and
pictures. Students will be expected to display creativity to
grasp the attention of their audience.
9. The teacher will facilitate and provide assistance when
requested. This opportunity will create a student-centered
environment.
10. The students used the Learning Management System
(eClass) to upload their presentation.

Day 6-7: Student Presentations

11. As each student presents their poster task, student will be
expected to take notes.
12. Students will be provided with an opportunity to rate each
presentation based on the rubric. *This optional.
13. The teacher will conclude the lesson by reviewing the
social studies and technology concepts that were taught.

Day 8: Unit 1 Assessment (Please see below).

This assessment will help to determine if students have an
understanding of the Big Idea (The Reconstruction Acts)
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MEDT 7490-Dr. DAlba
Assignment 8: Comprehensive Instructional Design Plan

Additional Resources to add to eClass:

Unit 1, Chapter 2 Review PPT

https://drive.google.com/file/d/0B9zMPKhu8t75R3FqVFU0
M25VRXc/view?usp=sharing

Reconstruction Questions Sheet

https://docs.google.com/document/d/1lmRnIuPFFROPEJBFG
K5UwOE48FBhf_et-xhhsli7ovo/edit?usp=sharing

14.
15. Rubric Title 16. Poster Rubric
17. Rubric Description 18. The Poster Project is a self-reflective tool that will
allow students to monitor their progress and re-evaluate their
work. Students will use digital and research tools to develop a
poster that communicates information pertaining to one of the
reconstruction amendments. Additionally, this is an
opportunity to exercise some creativity and have some fun.
19. Rubric or Other
Performance Evaluation Tool
(INSERT THE ACTUAL
RUBRIC)

20.
21. Example of Student Prezi Presentation
Work with Teacher http://prezi.com/r9ecjrshlymv/?
Commentary (Insert one utm_campaign=share&utm_medium=copy
example of what you would Commentary: Great job Anaya! You did a great job
expect a student to submit.) explaining the purpose of the Emancipation
Proclamation. Now, the class has a better
understanding of the significance of the Emancipation
Proclamation and the 13th Amendment. Excellent
work! A+ (20 points)
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Assignment 8: Comprehensive Instructional Design Plan
22. Materials and
Equipment
9. What 21st Century
Technology was used in this
performance task?
10. Differentiated Instruction
(Readiness, Learning Profile,
and Student Interests)
11. Web Resources (if used in the
instruction and/or
assessment)
Setting -- Describe The setting of this lesson will take place in the classroom and
the setting for the instruction computer lab. The classroom resources consist of 5 student
and assessment (e.g.,
geographic location, physical up for the lack of a classroom set of laptops, students are able
features of classroom/media
center/activity center).
1. Gwinnett County Public Schools learning
management system (eClass)
2. Classroom laptops
3. Digital tools:
PowerPoint Presentation
Prezi Presentation (www.prezi.com)
PiktoChart Presentation (www.piktochart.com)
Linoit Presentation (www.linoit.com)
Voki Presentation (http://www.voki.com/)
4. Additional resources, such as suggested websites,
textbook, media center books
5. Posterboards
6. Markers
7. Glue
8. tape
The students used the Learning Management System (eClass)
to upload their presentation.
Differentiated Instruction:
Every student will receive explicit instruction through the use
of modeling and vocabulary.
Students will be placed in small groups based on the results of
Day 1 assessment.
Below level: Students will read leveled texts to learn
more about each amendment with the teachers
guidance
On-Level: Students will be grouped together
according to the amendment that they have selected.
They will work together to compare resources and
information.
Advanced: Students will gather additional information
by utilizing the website lists and media center books to
select two reconstruction amendment to show the
relationship and significance between the two.
http://www.fasttrackteaching.com/burns/Unit_1_Reco
nstruction/U1_Reconstruction_Begins.html
https://www.schooltube.com/video/41980f66b4754fa7
af2e/Civil%20War%20Amendments
http://reconstruction101.weebly.com/index.html
laptops, internet connected Wi-Fi, and a Smartboard. To make
to bring their own devices (BYOD), such as laptops and
tablets. Students are able to access Wi-Fi by entering their
student number and unique passwords. The computer lab
consists of forty student computers, internet connected Wi-Fi
and a Smartboard. The teacher will utilize the Smartboard in
the classroom and computer lab to model how to create a
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Assignment 8: Comprehensive Instructional Design Plan
prezi, PPT, voki, linoit presentation, &etc. Also, the teacher
will provide examples of exemplary and unsatisfactory work.
Learners -- Describe Students participating in this activity will be from one of eight
the characteristics of the fifth grade classrooms. This particular class did not receive
learners, such as age, gender, the opportunity to participate in the poster task. The students
race/ethnicity, are between the ages of 10-12 and consist of both male and
exceptionalities (disability female, regular education, gifted, and students who receive
and giftedness), special education services. The students are primarily
developmental levels, culture, Hispanic and African-American with a profiency in the
language, interests, learning English language. The students respond well to visual and
styles or skill levels. kinesthetic learning opportunities.
Student Work Example: Amendment 13 PPT

The above student work sample is an excellent example of

correctly using the guidelines and rubric. She discussed the
outcome of the 13th amendment, the reactions of the
Southerners/Northerners/freed slaves, and she added images.

As a result, students will gain a better understanding of the

13th amendment and how to organize information for a
presentation.

Report of my Findings

As Ms. Ogden and I reflected, we came to the conclusion that we had to combine their presentation score
and assessment grade to get a clear understanding of what students understood and which concepts needed
clarification. We have found that the students were more knowledgeable about the reconstruction act that they have
chosen. We were pleasantly surprised on how well they followed the rubrics to go above and beyond. The students
really surprised us in how engaged and determined they were to do well.
Next time, we have decided to not include a multiple choice test. We believe that the performance task is
suffice as long as students are working collaboratively in groups of four students.

Report of Impact on Student Learning

The data from the assessment, which can be found below, clearly provides insight in how the students
performed. According to the data, the mean was a 77%. That mean indicates that the students need additional
instructional time to comprehend the concepts. The highest score was a 100% and the lowest score was a 45%.
According to the data based on gender, the female students ranked higher than the boys based on Exceed to
Satisfactory scores. Please see the table below.

Student 90% or 80% -89% 70%-79% 69% and

Gender higher (Satisfact (Needs below
(Exceede ory) Improvem (Unsatisfac
d) ent) tory)
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MEDT 7490-Dr. DAlba
Assignment 8: Comprehensive Instructional Design Plan
Male 4 1 0 2
Female 4 3 2 3

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MEDT 7490-Dr. DAlba
Assignment 8: Comprehensive Instructional Design Plan

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MEDT 7490-Dr. DAlba
Assignment 8: Comprehensive Instructional Design Plan

*I used a grading tool,

ZipGrade, to quickly
scan tests. This
application
immediately provides
me with real time data.
I am able analyze my
data by creating charts.
I share the charts
during item analysis
with my students,
administrators, and
during parent-teacher
conferences.

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MEDT 7490-Dr. DAlba
Assignment 8: Comprehensive Instructional Design Plan
Breakdown by Gender
Student 90% or 80% -89% 70%-79% 69% and
Gender higher (Satisfact (Needs below
(Exceede ory) Improvem (Unsatisfac
d) ent) tory)
Male 4 1 0 2
Female 4 3 2 3

Future Instructional Plans

Next time, we have decided to not include a multiple choice test. We believe that the performance task is
suffice as long as students are working collaboratively in groups of four students. During the summer months, we
will work together to determine which performance task method (digital or physical poster boards) will keep the
students engaged and focused on the activity. Although the technology provided excitement and opportunities to
explore new applications many students began to feel overwhelmed, overstimulated, or simply off-task multiple of
times.
The benefit of trying this performance task with a new class is that all of the eight (8) fifth grade classes can
complete this activity at the same time. Unfortunately, Ms. Ogden started later in the school. When it was brought to
her attention that Reconstructions Acts and other Social Studies standards were not taught by the previous teacher,
she asked for my assistance. The fact that she wanted to teach this concept shows that she is knowledgeable about
the content that will be covered on the Georgia Milestones Assessment.

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MEDT 7490-Dr. DAlba
Assignment 8: Comprehensive Instructional Design Plan

Unit 1

Name: ___________________________________________ Date: ________________

1. To abolish slavery means to
a. get rid of it.
b. maintain it.
c. support it.
d. run away from it.

2. is the name of the period when the South rejoined the Union.
a. Bill of Rights Act
b. Rebellion Slave Revolt
c. Friendship Reward Act
d. Reconstruction

3. The 15th Amendment gave all men the right .

4. The government is violating the amendment that states, All persons born or naturalized in
the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the
State wherein they reside.

5. Black codes were laws passed by Southern state governments after the Civil War that denied African
Americans many civil rights.
a. True
b. False
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Assignment 8: Comprehensive Instructional Design Plan

6. The Amendment freed the slaves.

7. The first 10 amendments to the Constitution are called the Bill of Rights.
a. True
b. False

8. The people that fought to end slavery were called

a. terrorists
b. freedomnists
c. Pilgrims
d. abolitionists

9. What was the name of the document that President Lincoln drafted to put an end to slavery?
a. The Declaration of Independence
b. The Emancipation Proclamation
c. The Gettysburg Address
d. The Bill of Rights

10. The Union won the Civil War. Choose a or b: A) True B) False

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MEDT 7490-Dr. DAlba
Assignment 8: Comprehensive Instructional Design Plan
11. Congress created the to provide food, clothing, medical care, and legal advice to poor
blacks and whites.
a. Freedmen's Bureau
b. Tuskegee Institute
c. Reconstruction
d.
12. Many free black men and former slaves fought for the Union Army in the Civil War.
a. True
b. False
c.
13. Who decided to secede from the United States?
a. The Union
b. The British
c. The Colonists
d. The South
e.
14. Powers reserved for the states rather than the Federal government
a. reconstruction
b. secede
c. states' rights
d. Conscription Act
e.
15. A major reason why Lincoln's plans for Reconstruction were NOT put into practice was
a. Lee surrendered.
b. Andrew Johnson became president.
c. John Wilkes Booth was captured.
d. Lincoln was assassinated.
e.
16. The 5th Amendment of the Constitution guarantees all US citizens the right to a fair trial.
a. True
b. False
c.
17. During the Civil War, the South was called the Confederacy
a. True
b. False
c.
18. Amendment means a change in or addition to something.
a. True
b. False
c.
19. Why do you think Harriet Beecher Stowe's book, Uncle Tom's Cabin, was so powerful?
a. It was in agreement with slavery.
b. It criticized the South for owning slaves and the North for having cotton mills.
c. It criticized the North for owning slaves.
d. It criticized California for entering the Union as a slave state.
20. to withdraw; pull away from
a. states' rights
b. secede
c. reconstruction
d.