FRIT 7231 Instructional Design

Design Document

Bethany Lucas

Dr. Hodges
Fall 2016
Identification of Learning Problem

The learning problem I will be addressing is lack of idea organization in 7th grade

persuasive writing. This problem became evident upon examination of the data from

the Language Arts portion of the Georgia Milestones Assessment System scores from

my local school system. While reviewing the data and speaking with the curriculum

director, I discovered that 17% of the 407 students who were tested in the spring of

2016 scored only at the beginning learner level, 36% were at the developing level

learner level, 42 percent were at the proficient learner level, and only 5% at the

distinguished level of learning in this area. After delving further into the data from the

language arts test results, I deduced that 7% of the students were not even at the

proficient level of learning in the area of idea development, organization, and

coherence; twenty -seventh grade students below proficiency in writing is problematic,

not just for the school's test scores but for the overall success of these students. While

three components exist in overall writing organization, I am a choosing to address idea

organization, as idea organization is the framework for developing writers.

Goal: Target group of students to produce clear and coherent writing in which

the ideas are organized. The goal was formed using the ELA standards of Excellence

in Georgia, the Georgia Milestones data, and discussions with a 7th grade language

arts teacher in the district and the district's director of curriculum and instruction.
Learner Analysis

The students in my pilot group are 8th grade students at Harris County Carver in

Hamilton, Georgia. This school is in a semi-rural area and is the only middle school in

the county. It serves 7th and 8th grade students. The students were identified based on

their scores on the Georgia Milestones test in Language Arts the previous school year

when these students were 7th graders. There are sixteen students who will receive

instruction. These students either scored a 1 or a 2 in the writing section of the test,

both areas are below “proficient.” Of these sixteen students, seven are females, and

nine are males. Four students are economically disadvantaged. Two students have 504

plans and IEPs. Five students are African American (two of these are economically

disadvantaged), and eleven are White. All students are English speaking, and no

students have hearing, visual, or speech impairments. All students have experience in

writing and writing organization. The students are skilled at using technology. Grade

point averages are not available for middle school students; however, three had failing

grades in Language arts last year, six had C’s, five had B’s, and two had A’s. Two

students were slightly below grade level in reading. Two students are in the gifted

program and are high achieving in Math and Science. Based on the interest survey, six

students were very interested in writing improvement, four were somewhat interested,

two were not interested at all, and two were apathetic toward the subject. All students

said they were interested in online instruction. Students’ hobbies and interests were
sports, friends, reading, shopping, music, hunting, fishing, and dancing. All students

said they enjoy using technology in the classroom.

Task Analysis

I will be performing a procedural task analysis. This type of analysis will be performed

because the identified learning problem is organizing writing in the writing process.

Since writing is a process in which concrete steps are to be taken, the procedural

analysis will be the best fit for this learning problem. This analysis will identify the steps,

cues, and sequence needed.

I will be serving as the subject matter expert (SME). I am qualified to be the subject

matter expert (SME) because the learning problem is in the subject area of ELA

(writing). I have a degree in Secondary English Education as well as twelve years

teaching experience in this area.

Organizing Writing

What does the learner What does the learner What cues help the

do? need to know or be learner know if the step

able to do to complete has been performed

this step? correctly, if a different

step should be taken, or

if there is a problem?
Identify the writing Define and identify If he/she cannot identify

topic. topics from various topics in writing

writing samples and be samples, remediation in

able to articulate topics this area will need to

based on clues. occur.

Develop a three-point Define thesis; identify If he/she cannot

thesis statement. examples; construct a identify/construct a

complete sentence thesis and/or write a

complete sentence

Construct an Define and construct If/he she cannot write

introductory paragraph lead in sentences that lead in sentences and

that includes the three- are attention grabbing. construct a paragraph

point thesis. Identify and reinforce around a 3-point thesis,

thesis statement. more practice will need

to be given.

Construct body Explain purpose of The body paragraphs

paragraphs; each with body paragraphs and will each have a topic

a topic sentence and identify the sentence that reinforces

supporting details; components of a well- the three-point thesis. If

each paragraph should written body the topic sentence does

support a thesis point. paragraph. not support the thesis, it

is incorrect and more

 practice will need to be

given.

Construct a concluding Define concluding If the concluding

paragraph that restates paragraph and its paragraph does not

the thesis in a different purpose. Know how to mirror the introductory

way and summarizes summarize and paragraph or gets off

what has the essay restate. topic, revisions need to

be made.

Revise and edit writing. Be able to use writing If no revisions are

rubric to self-edit and made, the student has

revise. Understand not adhered to this step

editor’s marks and of the writing process

participate in a and will need to.

constructive writing

conference with the

instructor.

Publishing Be able to use a word If the final draft has

processing program to major mechanical,

type a final draft. grammatical, or

typographical errors,

corrections will need to

be made.
Objectives:

A. Prewriting

1. Given appropriate, tools, time, and instructions, students will be able to construct

a prewriting artifact to be used as an essay plan that is complete and accurate.

Cognitive Domain

B. Drafting

1. Given appropriate tools, time, instruction, and an accurate and complete

prewriting plan, students will be able to develop a three or four- point thesis for

the essay with accuracy. Cognitive Domain

2. Given appropriate tools, time, and instruction, students will be able to construct a

well-crafted introductory paragraph for the essay with accuracy. Cognitive domain

3. Given appropriate tools, time, and instruction, students will be able to construct

well-crafted supporting essay paragraphs that reflect the points of the essay’s thesis

with accuracy. Cognitive domain

4. Given-appropriate tools, time, and instruction, students will be able to construct a

well-crafted concluding essay paragraph that supports the information in the essay.

Cognitive Domain
C. Revising/Editing

1. Given appropriate tools, time, and instruction, students will demonstrate a

command of organization grammar, usage, and mechanics and reconstruct

material based on their own observations as well as in response to suggestions

as needed during the revision process with accuracy. Cognitive Domain and

Affective Domain

Publishing

1. Given appropriate tools, time, and instruction, students will produce a final draft

of the essay with accuracy. Cognitive Domain

Technology

1. Given appropriate tools, students will produce all components of the essay

writing process and transfer knowledge of word processing using an online word

processing program such as Google Docs. Cognitive Domain and Psychomotor

Domain

Standards:

ELAGSE8W2: Write informative/explanatory texts to examine a topic and convey

ideas, concepts, and information through the selection, organization, and analysis of

relevant content. a. Introduce a topic clearly, previewing what is to follow; organize

ideas, concepts, and information into broader categories; include formatting (e.g.,

headings), graphics (e.g., charts, tables), and multimedia when useful to aiding

comprehension. b. Develop the topic with relevant, well-chosen facts, definitions,

concrete details, quotations, or other information and examples. c. Use appropriate

and varied transitions to create cohesion and clarify the relationships among ideas
and concepts. d. Use precise language and domain-specific vocabulary to inform

about or explain the topic. e. Establish and maintain a formal style. f. Provide a

concluding statement or section that follows from and supports the information or

explanation presented.

EALR 2 — DIGITAL CITIZENSHIP Students demonstrate a clear understanding of

technology systems and operations and practice safe, legal, and ethical behavior.

Component 2.3 Select and Use Applications Use productivity tools and common

applications effectively and constructively.

Assessments:

Both formative and summative assessments will be used to assess students’

knowledge and mastery of persuasive writing. Formative assessments will be used

each day in the form of in class writing assignments and tickets out the door, which

allow flexibility and differentiation. Students will also complete practice essays with

rubrics and complete a short answer/identification test as summative assessments.

Assessments are digital and will allow students to demonstrate their knowledge of

the writing process, how to organize an essay, and how to write persuasively.

Google Docs, Google Forms, and Google Slides were used so that assessments are

online/digital and allow immediate feedback and ongoing learning. Included are

practice essays with rubrics, a summative test on essays, a summative differentiated

essay assignment with rubric, tickets out the door to review concepts, and various

other formative assessments.

Links to assessments:
 https://docs.google.com/presentation/d/1L-

updj6lXFikRYyG8kdy8lqnYmjNzw5VmZX7bhRcZsc/edit?usp=sharing

https://docs.google.com/document/d/1bVTNP43mi5RDUxXm3RHl8wSAugmemJuh_

bEBOX_MBVc/edit?usp=sharing

https://docs.google.com/document/d/1vhlSkyw7qGKA6EKHk6WBOlK8Dx7tSqlvFwa

HJjp7Qm8/edit?usp=sharing

https://docs.google.com/document/d/1qEWlEJn6C-0-4I65ClofLGR-

eiDpK1ViB1rysAz-OSI/edit?usp=sharing

https://docs.google.com/document/d/1OySGUV1eFKcX3u-

QhooO2KBxgO2uiVlBsKZYCWAxV3c/edit?usp=sharing

Sources:

https://docs.google.com/document/d/1lxdALSNT4sCw5hdJ9euq5MMc7qlc5UryedRt

kiUaszw/edit?usp=sharing

Content Sequencing

Sequence Description Objective

1 Compose a graphic organizer for prewriting A-1

2 Write an introductory paragraph with necessary elements. B1, B2

3 Write supporting paragraphs with necessary elements. B3

4 Write concluding paragraph with necessary elements. B4

5 Make necessary revisions to essay. C1

 6 Publish final draft of essay D1, E1

7 Assessment by test and essay A1-E1

Sequence 1:
Students will:
View video on the 5-paragraph essay.
Recall persuasive writing definition.
Recall elements of writing and discuss organizing writing.
View example of a graphic organizer with purpose for writing 5 paragraph essay.
Choose topic for essay.
Organize ideas by creating a bubble map, a Google free write, or Padlet.
Complete ticket out the door recalling facts from the lesson.

Sequence 2:
Students will view PowerPoint on introductory paragraph and are encouraged to take
notes.
Students will review examples of introductory paragraphs.
Students will complete scavenger hunt (essay fact finding and examples) or choose
another activity from the tic-tac-toe response sheet.
Students will compose introductory paragraphs using Google Docs.
Instructor will provide feedback in Docs.
Students will complete ticket out the door based on content/facts on 5 paragraph essays
and organizing writing.

Sequence 3: Students will view PowerPoint on introductory paragraphs and are

encouraged to take notes.
Students will review examples of body paragraphs.
Students will complete scavenger hunt activity based on introductory paragraphs (essay
fact finding and examples) or choose another activity from the tic-tac-toe response
sheet.

Students will compose body paragraph 1.

Instructor will provide feedback in Google Docs.
Students will complete ticket out the door activity for recall.

Sequence 3 continued:
Students will compose body paragraphs 2 and 3.
Peers will provide feedback using Google Docs comments section.
Students will complete ticket out the door for fact/content recall.

Sequence 4:
Students will PowerPoint on closing paragraphs and are encouraged to take notes.
Review example of closing paragraph.
Students will complete scavenger hunt (essay fact finding and examples)
or choose another activity from the tic-tac-toe response sheet.

Students will compose concluding paragraph.

Teacher will provide feedback.
Students will complete ticket out the door activity for fact/content/recall.

Sequence 5:
Students will watch video on revising/editing, view PowerPoint, review handouts.
Students are encouraged to take notes.
Students will complete scavenger hunt (essay fact finding and examples) based on
content from PowerPoint or choose another activity from the tic-tac-toe response sheet.

Students will revise essay and complete peer editing using checklist and Google Docs
comments section.

Sequence 6: Students will publish final draft in Google Docs.

Teacher will evaluate using rubric.

Sequence 7:
Assessment: Students will recall process and organize thoughts and writing to compose
a 5-paragraph essay formative assessment.
Students will facts on 5-paragraph essay formative assessment.

*Link to tic-tac-toe activities:

https://docs.google.com/document/d/1UdxQ27mclkp36Gu55rsSnIFX7TDVb5F4qlKOsQI
jh1Y/edit?usp=sharing

To differentiate instruction, I will allow identified lower-level students to have a

choice in their essay topics. For each paragraph, these students will be allowed to

write two fewer sentences. These students will be allowed to use mostly simple and

compound sentences rather than complex and compound-complex I will also allow

extra time on assignments as needed. Extra resources such as graphic organizers

and visual helpers will be made available to identified students. For accelerated

students, they will include extra detail sentences and more compound-complex and
complex sentences. These students will also be required to include at least one

quote and an anecdotal story.

Universal Design

Universal design is the way in curriculum is developed and delivered. The three

main components of UDL are representation, engagement, and expression—how

the content is delivered and or accessed.

1. To gain the attention of the learners, students will watch the video The Art of

Persuasion: https://www.youtube.com/watch?v=qeNo-OKfoOo. Students will

complete a Padlet activity in which they add persuasion then and now

examples: Padlet: https://padlet.com/lucas_bbml/6m0lngu1i4lx4

2. Learners will be informed of the objectives by watching a PowerPoint that has

the objectives in the form of essential questions. The PowerPoint will include

audio of all text.

3. To activate prior knowledge, students will respond to this question: When is a

time that you had to use persuasion to get something you wanted? Students

may respond in Docs in prose format or illustrate in Google Drawings.

4. Content will be delivered using PowerPoint presentations with audio, digital

posters, You Tube, and exemplars.

5. Sequence, activities, and objectives are listed in the previous section.

6. Feedback will be provided in writing on the assignments themselves. Email

will also be used. Students can also use Linoit to communicate with the me

and each other. This is a virtual corkboard: www.linoit.com.

7. Differentiation and Universal Design are incorporated through the variety of

delivery methods, the choices of activities, and the choices in formative

assessments. The summative assessments will be condensed or can be

expanded based on needs of each individual learner.

Formative Evaluation Plan

An evaluation of my unit will be conducted by a subject-matter expert for the purpose of

providing feedback as to whether or not my unit is meeting instructional objectives and

whether or not the methods and materials are appropriate, accurate, and inviting. The

subject matter expert who will serve as my unit audience is Ms. Sylvia Attaway. Sylvia is a

veteran teacher of middle school language arts and is always current on educational

research and methods. Because I am currently not teaching, I had to locate a teacher who

would be willing to share her students with me. Having been former colleagues and

knowing her expertise, I asked Ms. Attaway if I could use her class to pilot my unit; she

graciously agreed. That being said, she seemed to be the ideal candidate to be my SME.

I choose Google Forms as my survey instrument, so that is the only resource (other than the

unit) that will be needed. To answer the survey questions and complete the evaluation

accurately, Ms. Attaway will need to rely on her observations of the unit as well as any

discussions we have had about the unit. After reading the material and viewing various

websites about unit evaluations, I devised a survey to address the content, completeness,

and usability/appeal. I chose do use a questionnaire in which my SME will respond using a

5-point rating scale that goes from 1—very weak to 5-very strong, and I also included two

open-ended questions at the end. Google Forms will compile her responses and generate a

report for me to read, interpret, and use. Here is the link to my SME survey:
https://docs.google.com/forms/d/e/1FAIpQLSdoaYejZuyn7reIc91Gq_U3yrb0-

ytLglddB5V3Rjw-bi0JRw/viewform

I devised a learner analysis by creating a survey in Google Forms. The survey is a

questionnaire with a 3-point scale. I chose 3-point as opposed to the 5-point I used with my

SME because I thought it would be easier for 8th grade learners to understand. I also

included two short-answer questions if learners would like to provide more feedback. The

questions focus on unit accessibility, time, instruction methods and materials, and

communication. The results will be compiled in Google Forms for my review. The results

will indicate what revisions, if any, will be needed for this unit. This is the link to my learner

survey:

https://docs.google.com/forms/d/e/1FAIpQLSeRsaQB0Am5e0KO8MVgWEXHk4oS1-

zJtI2sK-gzMb5xkkq7ZQ/viewform