Teacher Instructional Design
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Transcript of Teacher Instructional Design
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Assignment #4
Understanding by Design
Lynn Holland
Title of
Unit
Reading Information
Text
Grade
Level
1st Grade
Curriculum
Area
Reading/ELA Time
Frame
5 lessons
Stage 1 Desired ResultsContent Standards:
ELACC1RI1: Ask and answer questions about key details in a text.ELACC1RI4: Ask and answer questions to help determine or clarify the
meaning of words and phrases in a text.ELACC1RI5: Know and use various text features (e.g., headings, tables of
content, glossaries, electronic menus, icons) to locate keyfacts or information in a text.
ELACC1RI6: Distinguish between information provided by pictures orother illustrations and information provided by the words ina text.
AASL Learning Standards:
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4.1 Skills4.1.1 Read, view, and listen for pleasure and personal growth.4.1.2 Read widely and fluently to make connections with self, the world, and previousreading4.2 Dispositions inAction4.2.1Display curiosity by pursuing interests through multiple resources.4.2.2
Demonstrate motivation by seeking information to answer personal questions and interests, tryinga variety of formats and genres, and displaying a willingness to go beyondacademic requirements.
Understandings
Students will understand that:
There are details in the text.
That they can ask questions to find the meaning of a word or phrase in the text
That the heading and other key features in the text can help them to locateinformation in the text.
They can get information from the pictures or illustrations in the text.
Essential Questions
Overarching Questions:
What is the difference between fictionand nonfiction?
Why do we read informational texts? How do we use
instructional/procedural texts?
What are the important ways toestablish the connection amongdifferent parts of a text?
How do I use reading strategies tounderstand and gain meaning frommy grade level text?
How should I read in order tounderstand a text?
How do we find the meanings ofunknown words and phrases in atext?
Topical Questions:
Why should I read more thanone text on the same topic or
story? Why do authors present the
same information or tell thesame story in different ways?
Why do we need to askquestions when we are readinginformational texts?
Why is information organizedin different ways?
How is information organized?
Why do we ask questions while
reading informational texts? How and why do good readers
ask questions about the textwhile reading?
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Stage 2 Evidence
Performance Tasks
Goal: The goal is to introduce non- fiction text to students.Role:Your job is to read different non-fiction books to create a book to put in the classroom library
Audience: The audience is your group of classmates, parents, and friends in the school.Situation: The student will use the Animal Pathfinder to access material on animals to create a nofiction book.Product Performance and Purpose:You will have to tell the correct times on the clocks to thenearest 5 minutes, including the hour and half hour.Standards and Criteria for Success:A successful result will be that you will correctly tell thetime on the clock that is presented to you.
Goal:
To learn to use a technology tool (PhotoStory3) or a Web 2.0 tool (Animoto) toentice someone else to read the sambook.Role:The student is a book reviewer creating a book trailer that will convey thedifferent aspects of a story and entice
someone else to want to read the same book.Audience:Situation:The student has been asked to read a book, or consider a recently readbook, and create a book trailer using a
technology tool.Product Performance and Purpose:The student must use an appropriatetechnology or Web 2.0 tool to create a book trailer.Standards and Criteria for Success:The presentation will be shared withclassmates and be available on a specific computer in the library media center
andalso on school LMC website for parent and community viewing. The presentationmust include the following:1)There must be a title section which includes the students first name ONLY(privacy issue) and the title and author o
the book.2)Information section(s) must include the genre, theme, characterizations, plot,setting, and tone or mood of the book3)There must be at least five to seven picture slides related to the book (oneslide must be a picture of the book cover).
4)There must be at least five to seven information slides containing descriptivewords or book facts which correlate an
are adjacent to the pictures included inthe presentation.5)There must be a bibliography for the book read and any outside sources thatwere used (images, music, sounds, etc
6)The overall presentation must be organized, well thought out and information
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Other EvidenceQuiz and Tests
Pre Test
Quiz 1: Telling
time
Post Test
Academic Prompts Knowing the
numbers on theclock.
Being able to
count by 5 up to12
Discriminate
between analogand digital time.
Knowing theterminology fortelling time halfpast, oclock.
Informal Checks
Observe the abilit
of each student toworkcooperatively in agroup.
Observe that each
student isparticipating withmeaningfulinteractions in the
group.
Observe that both
of the mathbuddies areworking equallytogether.
Student Self-Assessment and Reflection
Self-assess your performance on each activity:Did I do my best work? Did I stay focused on the task?
Reflect on what you contributed to your buddy work? Did you both work together to get the assignmentcompleted?
Did you enjoy working with your buddy? What would make ibetter?
Reflect on what you contributed to each group project
Was I a help to my team? Did I stay focused on thetask?
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Reflect on what problems arose during each activity Did everyone get along in the group? Did everyonework in thegroup, or did just one or two do all the work?
Reflect on what worked well in each activity What do you think was the best thing that happened the group? Would you like to do this group work again?
Six Facet Rubric
Six Facet RubricTask 1: Knowingthe hour and theminute hands on aclock to tell time
Task 2: Knowingthe hands on aclock to tell thetime of activitiesduring the schoolday.
Task 3: Identifyithe seconds in aminute, theminutes in anhour, and thehours in a day.
Explanation The student willidentify the minute
and the hour hands on
the clock to tell time
The student will
discriminate between
analog and digital
time.
The student will
identify the seconds
a minute, the minute
in an hour, and the
hours in a day.
Interpretation The student willillustrate the face of a
clock
The student will tell a
story about the time
of the activities during
the day
The student will tell
story about how the
group was able to te
seconds, minutes, anhours.
Application The student willcreate a clock with the
hands on it to tell time
The student will be
able to produce an
analog clock with the
times of daily
activities
The student will sol
time questions
Perspective The student will The student will The student will
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compare and contrast
the hour and the
minute hands on the
clock
compare and contrast
digital and analog
times on a clock
compare and contra
the seconds in a
minute, the minutes
an hour, and the hou
in a day.
Empathy The student will
assume the role of thetime teller to get to
the activities of the
day
Self-Knowledge The student willrecognize the need
for the minute and the
hour hands on the
clock
The student will
reflect on how well
they were able to get
to where they needed
to be during the day
Stage Three Learning PlanW- Where and Why- Ensures that the students will understand where the unit isheaded and why.
Where:
The students will be able to tell time to the nearest five minutes.
They will be able to tell the relationships of time such as the number ofseconds in a minute, minutes in an hour and hours in a day.
Why: The students will answer the following questions in a class chat session:
Why is telling time important?
Why do we need to know what time things start and end?
H- Hook- students in the beginning to hold their attention throughout.Hook:The students will be asked to imagine a day with no time. What would it be like?
Would you like it or not? Do you think there might be some problems? What doyou think a problem could be?Each student will be given a several large post it notes to either write or draw theirresponses to the questions.
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E- Equip- students with the necessary experiences, tools, knowledge, and know-howto meet performance goals.
Explanation, Interpretation and Application:To enable students to explore and experience telling time:
The student will to identify the minute and the hour hands on the clock and
explain how they are used to tell time. The student will be able to discriminate between analog and digital time
The student will indentify the seconds in a minute, the minutes in an hour,and the hours in a day.
The student will illustrate the face of a clock.
The student will tell a story about the time of the activities during the schoolday.
The student will tell/illustrate a story about seconds, minutes, hours, andhow they relate to each other.
The student will create a clock with hands on it that will be used to tell time. The student will be able to produce an analog clock with the times of
activities that happen during the day.
The students will be able to solve time problems.
Perspective, Empathy, Self-Knowledge:
After the students have been presented with direct, group, and individualclock instruction, the student will compare and contrast the hour and minutehands on the clock.
They will also be able to compare and contrast the digital and analog timeson a clock.
They will be able compare and contrast the seconds in a minute, the minutesin an hour, and the hours in a day.
After understanding the function of the minute and hour hands, the studentwill assume the role as the time teller to get to the activities of the day atthe correct time.
After the instruction, the student will be able to recognize the need for theminute and the hour hands on the clock.
They will also be able to reflect on how much time will influence their dayand they way the proceed through it.
R- Rethink, Reflect, and Revise- provides students with numerousopportunities to rethink big ideas, reflect on progress, and revise their work.
Opportunities for reflecting, rethinking, and revisingAssessments:
Ongoing dialogue between teacher and students and between students and
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students
Checking the created clocks, and observing the created stories.
Collecting data on the Stop the Clock, interactive Smart Board game.
Evaluations:
1. Pre and Post tests2. Guided practice sheets3. Assessments on leveled interactive programs4. Rubric for each Task5. Assessments in Success Maker computer program
Reflection:
Think Alouds-The class will discuss their results of the performance task,telling time to get to their activities in the day.
They will also revisit their post to the Hook: The students will be asked to
imagine a day with no time. What would it be like? Would you like it or not?Do you think there might be some problems? What do you think a problemcould be, and discuss if they have any changes in their responses.
Rubric for Task 1: Knowing the hour and the minute hands on a clock to telltime
Does not meet
1 point
Meets
2 points
Exceeds
3 points
Score
1 Hands on the
clock
Unable to identify
the minute and the
hour hands of the
clock
Was able to identify
the minute and hour
hands on the clock
Is able to identify the
hour and the minute hand
on the clock and tell their
relationship.2 Able to tell time
correctly
Is unable to tell time
using the hour andminute hands
Is able to tell time
using the hour andminute hands
Is able to tell time using
the hour and minutehands to the 5 min.
3 Know how to tell
time to the hour
and half hour
Is unable to tell timeto the hour and half
hour
Is able to tell time tothe hour and half
hour
Is able to tell time to thehour and half hour and
use the correct
terminology half pasto clock
4 Working
independently
Unable to workindependently
Stayed focused andworked
independently.
Stayed focused andworked independently
without any redirectionfor the teacher or peers.
Target 8 points
Rubric for Task 2: Knowing the hands on a clock to tell the time of activitiesduring the school day.
Does not meet
1 point
Meets
2 points
Exceeds
3 points
Score
1 Identify the
correct analog
Unable to matchdigital to analog
Is able to match digital toanalog time 80% of the
Is able to match digitalto analog time 95% of
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time from the
digital schedule
time time the time
2 Placing the
hands on the time
in the correct for
each activity
Unable to place
the hand on the
clock to the
correct time
Was able to place the
hand on the clock to the
correct time 80% of the
time
Was able to place the
hand on the clock to
the correct time 95%
of the time
3 Was able to get
to all listedactivities of the
day
Is unable to get to
the activities atthe correct time
Is able to get to the
activities at the correcttime 80% of the time
Is able to get to the
activities at the correcttime 95% of the time
4 working with a
buddy
Unable to work
with a buddy
Stayed focused and
worked with a buddy to
complete the task.
Stayed focused and
completed the task
with 95% accuracy.
Target 8 points
Rubric for Task 3: Identifying the seconds in a minute, the minutes in anhour, and the hours in a day.
Does not meet1 point Meets2 points Exceeds3 points Score
1 Identified the
second in a
minute
Unable to
identify the
seconds in aminute
Able to identify the
seconds in a minute
Able to identify the seconds
in a minute and relate to a
real situation
2 Identified the
minutes in a
hour
Unable toidentify the
minutes in a hour
Able to identify theminutes in a hour
Able to identify the minutesin a hour and relate it to a
real situation.
3 Identified the
number of hours
in a day
Unable to
identify the
number of hoursin a day
Is able to identify the
number of hours in a
day
Is able to identify the
number of hours in a day
and relate it a real situation
4 working in
groups
Unable to work
in groups
Stayed focused and
worked successful inthe group.
Stayed focused and worked
successful in the group, andcompleted the assignment
Target 8 points
E- Evaluate- build in opportunities for students to evaluate progress and self-assess.Self-Evaluation:
Students will reflect on their responses to the hook to see if what they posted needsto be revised or updated after working through the unit.
Rubric for each Task:Listed above
Reflection Questions:
What do you understand about time?
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What do you still have trouble with when you are telling time?
What part of the unit was the most effective?
What part of the unit did you have the most difficulty with?
What are you most proud of? Why?
What are you most disappointed with? Why?
How does what you have learned relate to the present and future?
T- Tailored- to reflect individual talents, interests, styles, and needs.Assessment:
A Pre- test will be given to assess students prior knowledge.
All tests will be read to the students needing the accommodation.
Tests/Quizzes will be given in a variety of formats to meet theneeds of all students
Content:
Students work will accommodate students with different learningstyles
Students will work in a variety of settings including; small groups,buddy groups, and individual.
Students will work will be at their level of need as determined by theirpre-test
The students will be placed on the computer programs according todeficits and weakness from the assessments.
Product:
Students will have a choice of visual, written, or oral products foractivities and assignments.
Students will be able to demonstrate understanding in a way that iscomplementary to their learning style.
O- Organized- to optimize deep understanding as opposed to superficial coverage.Pretests:Skills needed will be assessed to determine prerequisite proficiency andknowledge.
Students will show that they can recognize the numbers 1 to 60
Students will show that they can count by fivesHook:
The students will be given a scenario about time that will promote a classdiscussion.
The students will watch a Brain Pop introducing them to time.Explanation, Interpretation and Application:
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1. The student will be able to identify the minute and the hour hands on theclock and explain how they are used to tell time.
2. The student will be able to illustrate the face of a clock.3. The student will be able to discriminate between analog and digital time4. The student will be able to produce an analog clock with the times of
activities that happen during the day.
5. The student will identify the seconds in a minute, the minutes in an hour,and the hours in a day.
6. The student will tell/illustrate a story about seconds, minutes, hours, andhow they relate to each other.
7. The student will create a clock with hands on it that will be used to tell time.8. The student will tell a story about the time of the activities during the school
day.9. The students will be able to solve time problems.
Perspective, Empathy, Self-Knowledge:
After the students have been presented with direct, group, and individualclock instruction, the student will compare and contrast the hour and minutehands on the clock.
They will also be able to compare and contrast the digital and analog timeson a clock.
They will be able compare and contrast the seconds in a minute, the minutesin an hour, and the hours in a day.
After understanding the function of the minute and the hour hands, thestudent will assume the role as the time teller to get to the activities of theday at the correct time.
After the instruction, the student will be able to recognize the need for theminute and the hour hands on the clock.
They will also be able to reflect on how much time will influence their dayand they way they proceed through it.
Conclusion the students will produce a visual, oral, or written response to thereflection questions from the time unit.
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Assess prior to giving the Pre test:
Student knows all numbers 1-60 Yes____________ No__________
Student can count to 60 by 5s Yes____________ No__________
Pre and Post Test
Name : __________________________________ Date: ______________ Time: _________
12:30
How many minutes in anhour?
____________________
How many seconds in a
day?
____________________
How many hours in a day?
_
___________________
What time does the class go
to lunch?
____________________
It is now 9:15, what daily
activity takes place at this
time?
____________________
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3:10
10:45
4:50
Week OneMonday(give prior knowledgeassessment, and Pretest)State the Purpose of theUnit:(Logical/Quantitative
Entry Point)
Hook :-Students will respond ina variety of ways to thehook post it notes
-Students will sharetheir responses to theneed for time
TuesdayBasic SkillBuilding:(NarrativeEntryPoint)
-The studentwill identifythe minuteand the hourhands on theclock andexplain howthey are usedto tell time.-direct
WednesdayBasic SkillBuilding:(FoundationalEntry Point)-The student will beable to discriminatebetween analog anddigital time-direct instructionusing Smart Notebook-reinforce skill using:This web site hasinteractive clock gamesfor a variety of levels.(stop the clock)http://www.woodlands-
junior.kent.sch.uk/maths/measures.htm
ThursdayEnrichment:(Aesthetic
Entry Point)
-In smallgroups, the
student willcompare andcontrast thehour andminutehands on theclock.-projects canbe donevisual,
FridayBasic SkillBuilding:(FoundationEntry Point)-The student wiindentify theseconds in a mithe minutes in ahour, and the hin a day. -directinstruction usinSmart Notebook-reinforce skillusing:SuccessMaker:Pre-programme
http://www.woodlands-junior.kent.sch.uk/maths/measures.htmhttp://www.woodlands-junior.kent.sch.uk/maths/measures.htmhttp://www.woodlands-junior.kent.sch.uk/maths/measures.htmhttp://www.woodlands-junior.kent.sch.uk/maths/measures.htm -
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- Discuss the essentialquestion and give anoverview of the time unit(NarrativeEntry Point)-Watch Brain POP ontime (SmartBoard), have
students do theinteractive activitiesW H
instruction-Smart Boardinteractivelesson
Applicationof basic
skills:(ExperientialEntryPoint)-The student
will illustratethe face of aclock. Havingthe hournumbers andhand, andminute
numbers andhand- create aclock using a
variety of artmaterials orusing an artprogram onthe computer
E1 R
Application of basicskills:(Experiential EntryPoint)-The student will beable to produce an
analog clock with thetimes of activities thathappen during the day.- assemble pre- madeclocksTask1Assessment based onrubric
E1 R E2 T
written, ororal
-In a smallgroup theywill be ableto compare
and contrastthe digitaland analogtimes on aclock.-projects canbe donevisual,written, ororal
(groups willhave learnerswith a varietyof levels anddifferentlearningstyles)
E1 R T
and leveled for individual studeTask3 Assessmebased on rubric
Application of bskills:
(Experiential EnPoint)-The student willtell/illustrate a stabout seconds,minutes, hours, ahow they relate toeach other.- responses can b
visual, written, o
Administer Quievaluate andremediate as neusing individuagames, SuccessMaker programVMath.
E1 R E2 T
Week Tw0MondayEnrichment:(Aesthetic Entry Point)
-In a small groups, thestudentwill be ablecompare and contrastthe seconds in a minute,the minutes in an hour,and the hours in a day.(groups will havelearners with a variety oflevels and differentlearning styles)
Application of skills:(Logical/Quantitative
Entry Point)
-The students will beable to solve timeproblems.
TuesdayApplicationof basicskills:(Experiential
EntryPoint)-Thestudent will
produce astory aboutthe time ofthe activitiesduring theschool day.-directinstructionusing SmartNotebook
WednesdayEnrichment:(FoundationalEntry Point)
-After understandingthe function of theminute and the hourhands, the student willassume the role as thetime teller to get tothe activities of the dayat the correct time.- student will be able torecognize the need forthe minute and thehour hands on theclock.Task 2-students will work inbuddy groups to
ThursdayEnrichment:(Aesthetic
Entry Point)
-In a smallgroups, theywill be ableto reflect onhow much
time willinfluencetheir day andthey way theproceedthrough it.-projects canbe donevisual,written, or
FridayApplication ofskills:(Logical/Quanti
Entry Point)
the students wproduce a visuaoral, or writtenresponse to thereflections quesfrom the time u
Administer PosTest-reinforce skillusing:SuccessMaker:Pre-programmeand leveled for individual stude
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-given in a variety offormats:leveledworksheet sites:http://www.apples4theteacher.com/math/
and, Clock face, hour half hour- 15minclockgame, 4 great games for
kids to playhttp://www.free-training-tutorial.com/telling-time-games.htmland, SuccessMaker:Pre-programmed andleveled for eachindividual student ,VMath - programmedand leveled for eachindividual student
E1 R E2 T
- responsescan bevisual,written, ororal
E1 T
complete the task.-assessment based onrubric
E1 R E2 THome Work:
Enrichment:(Aesthetic Entry Point)-students will keeptime at a sporting event-extra credit, studentwill tell the class aboutkeeping time at asporting event over thenext few weeks
oral
(groups willhave learnerswith a varietyof levels anddifferent
learningstyles)
E1 E2 T
VMath, and webbased inactivegames
E2 R T
Technology used in the Time Unit:
This game is leveled so that you can meet the needs of the students different levelsof readiness.http://www.sheppardsoftware.com/mathgames/earlymath/on_time_game1.htm
This web site has interactive clock games for a variety of levels. (stop the clock)http://www.woodlands-junior.kent.sch.uk/maths/measures.htm
This is a site that has a variety of interactive and computer based games in avariety of levels.http://classroom.jc-schools.net/basic/math-time.html
Clock face, hour half hour- 15minclock game, 4 great games for kids to playhttp://www.free-training-tutorial.com/telling-time-games.html
Other sites:http://www.primarygames.com/time/start.htmhttp://www.kidsnumbers.com/telling-time.php
http://www.apples4theteacher.com/math/http://www.free-training-tutorial.com/telling-time-games.htmlhttp://www.free-training-tutorial.com/telling-time-games.htmlhttp://www.free-training-tutorial.com/telling-time-games.htmlhttp://www.free-training-tutorial.com/telling-time-games.htmlhttp://www.sheppardsoftware.com/mathgames/earlymath/on_time_game1.htmhttp://www.woodlands-junior.kent.sch.uk/maths/measures.htmhttp://classroom.jc-schools.net/basic/math-time.htmlhttp://www.free-training-tutorial.com/telling-time-games.htmlhttp://www.primarygames.com/time/start.htmhttp://www.kidsnumbers.com/telling-time.phphttp://www.apples4theteacher.com/math/http://www.free-training-tutorial.com/telling-time-games.htmlhttp://www.free-training-tutorial.com/telling-time-games.htmlhttp://www.free-training-tutorial.com/telling-time-games.htmlhttp://www.sheppardsoftware.com/mathgames/earlymath/on_time_game1.htmhttp://www.woodlands-junior.kent.sch.uk/maths/measures.htmhttp://classroom.jc-schools.net/basic/math-time.htmlhttp://www.free-training-tutorial.com/telling-time-games.htmlhttp://www.primarygames.com/time/start.htmhttp://www.kidsnumbers.com/telling-time.php -
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http://www.maths-games.org/time-games.html
worksheet sites:http://www.apples4theteacher.com/math/calendar/
Success Maker- Pearson PublishingVMath- VoyagerSmart Notebooks- I Drive of school server
http://www.maths-games.org/time-games.htmlhttp://www.apples4theteacher.com/math/calendar/http://www.maths-games.org/time-games.htmlhttp://www.apples4theteacher.com/math/calendar/