K.Ragghianti FRIT7231 Instructional Design Document
This is an Instructional Design Document for my course FRIT 7231 at Georgia Southern University. It was created by me (Kimberly) about teaching story elements using an online module (website webquest.)
Content
1
Kimberly Ragghianti
FRIT 7231: Instructional Design
Georgia Southern University
Summer 2015
Identification of Learning Problem
2
ELACC2RL1: Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
The learning problem identified is for a second grade elementary school classroom. The
target audience is second grade students. They are aged seven, eight, and nine depending on
when their birthday falls in the school year. Most students have good motivation to learn new
things at this age. There are both girls and boys in the classroom. The school is diverse with
people of different backgrounds, cultures, races, and income levels. The school is in a suburban
area. The learning problem is that the second grade students have a great deal of trouble
identifying story elements from a book such a who the main character is, what they are doing,
where the story is located, when the story takes place, why the character is doing what they are
doing, and how the characters try to resolve the problem in the story. This learning problem was
identified when the teacher asked these who, what, where, when, why, and how questions as she
was reading a book aloud to her students. The teacher also noticed this was the case with
students reading books individually after she read over their writing in response to a reading
activity. Learning these skills is part of the English Language Arts Common Core Georgia
Performance Standards for second graders, so it is important they understand and master these
skills in second grade in order to build on this knowledge in the future.
The needs assessment showed that the second grade students would pause, look around to
see if their peers had answers they did not know or understand, or answer randomly when asked
these who, what, where, when, why, and how questions by the teacher during the book read
aloud. The current knowledge of these concepts is basic and it was clear the students were
guessing rather than thinking about forming complete, educated answers to these questions. Of
3
course some students had more knowledge of these concepts then others being that all students
are not the same and have different background experience. The optimal state will be when all
students are able to clearly identify who the main character is, what they are doing in the story,
where the story is located, when the story takes place, why the character is doing what they are
doing, and how the characters try to resolve the problem in the story that the teacher reads aloud
and during activities that show this knowledge when reading books independently.
Formal Goal of Instruction Statement:
Students will identify key details from a fiction text by answering the questions:
●
●
●
●
●
●
Who are the main characters in a book?
What are the main characters doing?
Where does the story take place?
When does the story take place?
Why are the main characters doing what they are doing?
How are the characters trying to resolve their problem in the story?
Learner Analysis
This learner analysis is for a second grade elementary school class. The students are
aged seven, eight, and nine depending on when their birthday falls in the school year. Most
students have good motivation to learn new things at this age. There are both girls and boys in
the classroom. The school is diverse with people of different backgrounds, cultures, races, and
income levels. Most families have two parents. However in some households both parents
4
work full time and in others the mother stays home to look after the children. If both parents
work full time the children go to an after school program, daycare, with a friend, or a
grandparents.
The typical entry characteristics and academic information of second grade students
are that they have completed the necessary skills from kindergarten and first grade with a
satisfactory evaluation from their previous teachers. The skills students are required to
achieve are set forth in the Common Core Georgia Performance Standards. There are
standards for English language arts, science, social studies, and math for all school grade
levels. How students are evaluated differs based on their grade level. Students in kindergarten,
first, and second grade do not receive number (70, 80, 90) or letter (A, B, C) grades. That
begins in third grade. The younger students receive a satisfactory, needs improvement, or
unsatisfactory (S, N, or U) as an evaluation on their report cards showing if the children have
learned and mastered these standards. Students progress from first grade to second grade by
having mostly satisfactory evaluations in first grade. Some students will continue on to
second grade with some needs improvement evaluations, yet this is normal as the students
will progress at different rates and with a few more months for the younger students to mature
they will grasp the concepts. Some schools will also have a reading level evaluation for each
student completed by the teacher at the beginning of the school year. This allows the teacher
to know their base reading level and background knowledge of text elements. However, this
information is not passed on to the following teacher the next year and must be done again
from scratch. In the future this may be done on the computer with an educational program, so
the data can be saved, marked, and charted as the student progresses through school. Most
schools begin standardized testing at the third grade level for students.
5
There are other relevant factors that come into play for students. Some parents and/or
guardians will help reinforce what has been learned in school at home by discussing subjected
covered in school, working on/reviewing homework, practicing sight words, and reading
together. Others do not reinforce learning at home for varying reasons. Having adults to
reinforce skills at home gives students an advantage because they have an environment that
promotes education and someone to go to if they need extra help.
All students have different experiences, personalities, and interests. Teachers must
take this into account when planning relevant, interesting, and developmentally appropriate
lessons that cover the Common Core Georgia Performance Standards and reach beyond. As a
teacher I have found second grade students have a preference for fiction books with
characters they can relate to, exciting plots, and colorful illustrations. Many students at this
younger age react well to incorporating music and movement activities that narrate what they
are reading which helps them interpret the stories.
Task Analysis
This is a topic task analysis focused on what a students needs to know in order to
identify story elements of a children’s book on the second grade level. The task analysis
covers how to identify who the main characters are, what actions the main characters are
doing, where the story takes place, when the story takes place, why is the main character is
doing what she/he is doing, and how are the main characters are trying to resolve their
problem in the story to successfully reach their happy ending.
6
I will serve as your subject matter expert (SME). I am qualified to serve in this
capacity because I have an early childhood education degree, am certified by the state of
Georgia to teach all elementary school subjects, and specifically have experience teaching
second grade students English Language Arts. I have an excellent record where my students
continually rank highly in reading and writing endeavors. I am also currently pursuing a
master's degree in library media giving me great insight into the advancements and direction
of the future needs of our students in the areas of reading and writing.
Below you will find the task analysis SmartArt Graphic. →
7
Instructional Objectives
The following instructional objectives are classified in the cognitive domain focusing
on comprehension and synthesis.
1. The students will be able to identify in writing who the main
characters are in a children’s fiction book.
2. The students will be able to identify in writing where and when
the story takes place.
3. The students will be able to identify the problem the main
characters are having in the story.
4. The students will be able to write about how the main
characters are trying to resolve their problem in the story and explain why.
These objectives align with the Common Core Georgia Performance Standards for
English Language Arts for second grade students.
ELACC2RL1: Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
Assessments
The assessments are aligned with the above goals and objectives for the lesson
on story elements. Due to the instruction design being one that will be experienced by
students on a computer the assessments presented can also be done by students on a computer.
8
The first assessment is an online multiple choice quiz that aligns with the objectives
that ask the students to identify the main characters in a fiction book, when and where the
story takes place, and the problem the main character has in the story. This assessment checks
student comprehension. First they will go to the Storyline Online website and click on the
book “I Need My Monster” by Amanda Noll. The book will be read aloud to the students.
Then they will take the online quiz on Quiz Star. The results will be reported to the classroom
teacher. Differentiation is throughout the assessment. The text from the storybook is being
read aloud (the story being read aloud gives both on level and struggling readers an equal
opportunity to answer questions correctly because it is not based on their reading ability).
The storybook pictures are shown visually. The students may pause, rewind, and watch the
story as many times as needed. The quiz is not timed giving students a relaxed environment to
complete the assessment. The student directions, quiz link, and answer key are attached. Link
to "I Need My Monster" Answer Key
The second assessment is an authentic assessment where the student writes an online
journal entry about the story which aligns with the objectives explaining how the main
characters are trying to resolve their problem and why. They will also add their insights and
reflections about the story. This is an authentic writing assessment focusing on the higher
level of synthesis. This journal entry can be completed on the teacher’s classroom website as
a blog post or on an online student program such as Moodle. For differentiation some students
that are struggling writers can write less or do a speaking video journal. Advanced students
can write a more complex and detailed journal entry and draw illustrations to further explain
their writing.
9
Content Sequencing and Instructional Strategies
This summary table shows and describes how the instruction will be sequenced keyed
to the objectives.
Sequence
1
Description
Identify who the main
Objective
1
characters are in a
children’s fiction book
2
Identify where and
2
when the story takes
place
3
Identify the problem the
3
main characters are
having in the story
4
Identify in who the
main characters are in a
children’s fiction book,
1, 2, 3
10
identify in where and
when the story takes
place, identify the
problem the main
characters are having in
the story on a multiple
choice assessment
5
Describe how the main
4
characters are trying to
resolve their problem in
the story and explain
why
6
Write about how the
4
main characters are
trying to resolve their
problem in the story and
explain why
The following expands each step in the sequence and explains the strategies used in
each step. The strategies are classified by procedure as defined by Designing Effective
Instruction (by Morrison, Ross, Kalman, and Kemp) and cited from this textbook.
11
Cognitive Procedures (p. 140, p. 147)
1. Identify who the main
explanative instruction,
The teacher will read
characters are in a
demonstration/model,
aloud a children’s
children’s fiction book
examples, provide
fiction book and/or the
feedback, verbal/written
student can watch and
practice
listen to a children’s
book being read online.
The teacher pauses to
explain who the main
characters are and why
giving examples. The
next day the teacher
reads a different
children’s book and the
students are asked to
identify the main
characters. This pattern
continues throughout
the week. Students are
encouraged to ask
questions and
12
participate in class
discussions about the
book. For lessons on
the computer the
teacher could use a
video of a book being
read aloud and have
written response rather
than verbal.
2. Identify where and
explanative instruction,
During the same book
when the story takes
demonstration/model,
the teacher pauses to
place
examples, provide
explain where (the
feedback, verbal/written
setting) and when (the
practice
time) the story takes
place giving examples.
The next day when the
teacher reads a different
children’s book the
students are also asked
to identify the where
and when the story
13
takes place. This
pattern continues
throughout the week.
For lessons on the
computer the teacher
could use a video of a
book being read aloud
and have written
response rather than
verbal.
3. Identify the problem
explanative instruction,
Next the teacher pauses
the main characters are
demonstration/model,
while reading the book
having in the story
examples, provide
to identify the problem
feedback, verbal/written
the main characters are
practice
having in the story and
explain why that is an
important story
element. Students are
encouraged to ask
questions and
participate in class
14
discussions about the
book. The next day
when the teacher reads
a different children’s
book the students are
also asked to identify
the problem the main
characters are having in
the story. This pattern
continues throughout
the week. The students
may use a graphic
organizer to write the
information down as
practice. The teacher
can review this writing
and give feedback. For
lessons on the computer
the teacher could use a
video of a book being
read aloud and have
15
written response rather
than verbal.
4. Identify in who the
example, verbal/written
The students complete
main characters are in a
practice
a multiple choice
children’s fiction book,
assessment on the
identify in where and
computer identifying
when the story takes
the main characters that
place, identify the
are in a children’s
problem the main
fiction book, where and
characters are having in
when the story takes
the story on a multiple
place, the problem the
choice assessment
main characters are
having in the story.
5. Describe how the main
explanative instruction,
The teacher will read
characters are trying to
demonstration/model,
aloud a children’s
resolve their problem in
examples, provide
fiction book (the can be
the story and explain why
feedback, verbal/written
ones from before or
practice
new examples) and/or
the student can watch
and listen to a
16
children’s book being
read online. The teacher
pauses to ask the
students how the main
characters are trying to
resolve their problem in
the story and why.
She/he may explain
further as needed.
Students are
encouraged to ask
questions and
participate in class
discussions about the
book. The next day
when the teacher reads
a different children’s
book the students are
also asked to identify
the problem the main
characters are having in
17
the story. This pattern
continues throughout
the week. The students
may use a graphic
organizer to write the
information down as
practice. The teacher
can review this writing
and give feedback. For
lessons on the computer
the teacher could use a
video of a book being
read aloud and have
written response rather
than verbal.
6. Write about how the
demonstration/model,
The students complete
main characters are
example, verbal/written
an assessment where
trying to resolve their
practice
they write an online
problem in the story and
journal entry about the
explain why
story which aligns with
the objectives
18
explaining how the
main characters are
trying to resolve their
problem and why. They
will also add their
insights and reflections
about the story. The
teacher will show and
explain an example.
This journal entry can
be completed on the
teacher’s classroom
website as a blog post
or on an online student
program such as
Moodle.
Differentiation for instruction: The text from the storybook is being read aloud (the
story being read aloud gives both on level and struggling readers an equal opportunity to
answer questions correctly because it is not based on their reading ability). The storybook
pictures are shown visually. The students may pause, rewind, and watch the story as many
times as needed. For differentiation as to the written elements students that are struggling
19
writers can write less or do a speaking video journal. Advanced students can write a more
complex and detailed journal entry and draw illustrations to further explain their writing.
Instructional Design Summary
Being that this lesson is required to be developed as web-based instruction (to be
taught over the Internet on a computer) the format will be a WebQuest where students go to
the WebQuest website and progress through the pages with instructions, content, and links to
educational videos and information. This WebQuest format will give clear steps for the
second grade students to follow in order to learn about story elements.
Gain the Attention of Your Learners:
First the students will go to the WebQuest website titled, “Story Elements: Who,
What, Where, When, Why, and How” then read the beginning instructions. A link to short
educational videos about story elements on BrainPOP Jr. will be given and the students will
watch the videos to spark their attention, interest, and gain information. (BrainPOP Jr. Story
Elements Link) They can choose to take the easy or hard quiz at the end of the BrainPOP Jr.
videos to check their knowledge and complete a related activity such as the Word Wall or
Draw About It.
Inform the Learners of the Objectives:
20
Next the students will follow the Story Elements WebQuest to the next page giving the
learning objectives. The students may read them or listen to an audio recording of the teacher
reading the objectives aloud. (The learning objectives are stated above.)
Activate Relevant Prior Knowledge:
The BrainPOP Jr. videos helped to activate prior knowledge. The next WebQuest page
will have the teacher asking questions (again with the option of the students reading the words
on the screen and/or listening to the audio recording of the teacher reading aloud) about what
story elements are. There will be a pause for students to answer these questions in their own
mind. Then the different elements (main characters, plot, setting, etc) will be defined and
briefly explained.
Deliver Content to Your Learners:
The content delivery will continue in the next steps of the WebQuest. Students will go
from page to page in a step-by-step progression. The teacher will have a video of herself
reading aloud a children’s story such as “A Mama for Owen” by Marion Dane Bauer. She will
pause to ask questions (students will have the option to answer in their head or type on a
discussion area where the teacher can read the responses and questions they may have) and
point out the different story elements teaching as she reads the story. The teacher will show
the pictures and the words will be along the bottom of the screen, so the students will gain
further information in a visual way as well. The students may replay the video as many times
as they would like to reinforce their newly learned knowledge. For added practice the students
will be read aloud different books from the website Storyline Online such as “Library Lion”
by Michelle Knudsen, “The Kiss That Missed” by David Melling, and “Stellaluna” by Janell
21
Cannon. Before the stories the students will have story elements to spot and afterwards an
opportunity to write down their answers. Then the correct answers will be given, so the
students may check their work. Students will then take the online quiz on “I Need My
Monster” on RubiStar (link to quiz and answer key given above in assessment section) for the
teacher to assess the student's ability to identify the story elements in a children’s book.
For a higher level of thinking the students will progress on in their WebQuest to
complete a written journal entry. The teacher will read aloud a children’s fiction book (it
could be “A Mama for Owen” again or another book such as “Buddy Unchained” by Daisy
Bix) and the student can watch and listen to this children’s book being read online. The
teacher pauses to ask the students how the main characters are trying to resolve their problem
in the story and why. Students are encouraged to ask questions and participate in class
discussions about the book on a discussion board linked from the WebQuest to Moodle or on
the teacher’s webpage. Here the students will complete an assessment where they write an
online journal entry about the story which aligns with the objectives explaining how the main
characters in this book are trying to resolve their problem and why. They will also add their
insights and reflections about the story. This journal entry can be completed on the teacher’s
classroom website as a blog post or on an online student program such as Moodle.
Indicate the Sequence of Your Instruction:
The description of each learning activity and assessment that the students will
complete was given in the instruction section and detailed in the content delivery section.
Sequence of Instruction
22
Objectives
Overview of Instruction
1. Identify who the main
The teacher will read aloud
characters are in a
a children’s fiction book
children’s fiction book
and/or the student can
watch and listen to a
children’s book being read
online. The teacher pauses
to explain who the main
characters are and why
giving examples. The next
day the teacher reads a
different children’s book
and the students are asked
to identify to main
characters. This pattern
continues throughout the
week. Students are
encouraged to ask questions
and participate in class
discussions about the book.
23
For lessons on the computer
the teacher could use a
video of a book being read
aloud and have written
response rather than verbal.
2. Identify where and when
During the same book the
the story takes place
teacher pauses to explain
where (the setting) and
when (the time) the story
takes place giving
examples. The next day
when the teacher reads a
different children’s book the
students are also asked to
identify the where and when
the story takes place. This
pattern continues
throughout the week. For
lessons on the computer the
teacher could use a video of
a book being read aloud and
24
have written response rather
than verbal.
3. Identify the problem the
Next the teacher pauses
main characters are having
while reading the book to
in the story
identify the problem the
main characters are having
in the story and explain why
that is an important story
element. Students are
encouraged to ask questions
and participate in class
discussions about the book.
The next day when the
teacher reads a different
children’s book the students
are also asked to identify
the problem the main
characters are having in the
story. This pattern continues
throughout the week. The
students may use a graphic
25
organizer to write the
information down as
practice. The teacher can
review this writing and give
feedback. For lessons on the
computer the teacher could
use a video of a book being
read aloud and have written
response rather than verbal.
4. Identify in who the main
The students complete a
characters are in a
multiple choice assessment
children’s fiction book,
on the computer identifying
identify in where and when
the main characters that are
the story takes place,
in a children’s fiction book,
identify the problem the
where and when the story
main characters are having
takes place, the problem the
in the story on a multiple
main characters are having
choice assessment
in the story.
5. Describe how the main
The teacher will read aloud
characters are trying to
a children’s fiction book
26
resolve their problem in the
(the can be ones from
story and explain why
before or new examples)
and/or the student can
watch and listen to a
children’s book being read
online. The teacher pauses
to ask the students how the
main characters are trying
to resolve their problem in
the story and why. She/he
may explain further as
needed. Students are
encouraged to ask questions
and participate in class
discussions about the book.
The next day when the
teacher reads a different
children’s book the students
are also asked to identify
the problem the main
characters are having in the
27
story. This pattern continues
throughout the week. The
students may use a graphic
organizer to write the
information down as
practice. The teacher can
review this writing and give
feedback. For lessons on the
computer the teacher could
use a video of a book being
read aloud and have written
response rather than verbal.
6. Write about how the main
The students complete an
characters are trying to
assessment where they write
resolve their problem in the
an online journal entry
story and explain why
about the story which aligns
with the objectives
explaining how the main
characters are trying to
resolve their problem and
why. They will also add
28
their insights and reflections
about the story. This journal
entry can be completed on
the teacher’s classroom
website as a blog post or on
an online student program
such as Moodle.
Explain How You Will Provide Feedback to Your Learners:
Students will get constant feedback from the computer program, from their teacher on
their writing responses, and from the assessments of learning. This is designed to be an all
encompassing online lesson; however for second grade students it is very likely they will be
completing this online Web Quest in a school computer lab or on a classroom computer where
the classroom teacher will also be available for questions as needed.
How Differentiation and Universal Design for Learning are Incorporated in Your Design:
Differentiation and Universal Design play important roles in the design of this lesson. The
section above (labeled Differentiation) details different ways this lesson covers
differentiation. Here you can read about how the lesson covers the key principles in the
Universal Design for Learning.
29
Engagement = Offer options to engage students and keep their interests.
Throughout the lesson points are made to engage the students such as the interactive media
with BrainPOP Jr videos and offering different story books on different subjects read aloud by
the teacher and expressive stage and screen actors.
Representation = Show information in different ways.
Students are shown information in many different ways be it written words from lesson
instructions and books, visuals from book pictures and video, and auditory from read aloud
texts and story music.
Action and Expression = Allow students to approach tasks and show what they know in
different ways.
The students are allowed to approach tasks in different ways such as reading, watching, and
or listening and can make choices that suit the way they learn best. They can show what they
know in different ways such as writing down responses in words, drawing pictures, verbally,
in discussions, and through journaling.
Formative Evaluation Plan
The subject matter expert who will serve as an expert reviewer is a co-teacher in the second
grade level team. She has many years of experience teaching second grade students and has
an English Language Arts specialty. As she works in the same school she understands the
Expeditionary Learning approach to teaching that is necessary for our lessons and can review
the lesson as an educated peer. The survey can be done with paper and pencil or online with a
tool such as Survey Monkey.
30
Expert Reviewer Survey with Three Sections:
Directions: Please fill out the following survey accurately and honestly in order to give
constructive feedback to the creator of this lesson. Some questions are short answer while
others require you to circle a rating of one, two, three, or four (one being the lowest and four
being the highest) as shown below.
1- strongly disagree
2 – disagree
3 – agree
4- strongly agree
Content Appropriateness and Accuracy
1. The contents presented in this lesson were grade/age appropriate? 1 2 3 4
2. The words and fiction stories online were on a second grade reading level? 1 2 3 4
3. The content in this lesson was accurate to what students need to learn based on the
Common Core ELA Georgia Performance Standards? 1 2 3 4
Completeness
4. Clear directions were given for students’ progression throughout the lesson? 1 2 3 4
5. All story elements (who, what, where, when, why, and how) were taught. 1 2 3 4
6. Is there anything else you would add to complete or enhance this lesson? (short answer)
_______________________________________________________________
Usability and Appeal
7. The technology was easy to use. 1 2 3 4
8. The lesson was appealing visually. 1 2 3 4
9. The lesson was appealing on an interactive level. 1 2 3 4
31
10. I would use this WebQuest story elements lesson in my classroom? 1 2 3 4
11. If you could change one thing about this lesson what would it be? (short answer)
____________________________________________________________________
12. What was your favorite part of this lesson? (short answer)
____________________________________________________________________
13. Did the technology format help or hinder this lesson? Why? (short answer)
______________________________________________________________________
Thank you for taking the time to complete this survey. Please add any other observations or
notes about this lesson you think would be helpful to know.
_______________________________________________________________________
Student Assessments will be completed by the second grade students after they complete the
WebQuest. This assessment will inform the teacher of positive/negative aspects of the lesson,
what worked well/what did not work well, basic information such as the time required to
complete the lesson online, the usability of the materials/technology, and the general appeal of
the materials/technology.
Student Assessment Survey: (for second grade students)
Directions: Please answer the following questions. Be honest. Your feedback matters!
Part One: Read each question. Then circle your answer.
1. How long did it take you to complete the WebQuest?
A) Only one day (one class period)
B) A few days (a few class periods)
C) One week or more
32
2. Was it easy to understand what to do in the WebQuest?
A) Yes, I could easily understand what to do
B) Yes, but I got mixed up sometimes
C) No, I was confused
3. Could you read all the words on the WebQuest and during the stories?
A) Yes, I knew all the words.
B) Mostly, I knew most of the words.
C) No, I had to ask for help reading the words.
4. Do you want to do another WebQuest like this one?
A) Yes, It was fun and I learned a lot!
B) Yes, but not right away.
C) No, I did not like it.
Part Two: Read each question. Write your short answer on the line.
5. What was your favorite part of the WebQuest? Why?
__________________________________________________________________
6. What is one thing you learned from the WebQuest?
______________________________________________________________________
7. If you could change one thing about the WebQuest what would it be? Why?
_______________________________________________________________________
8. Is there anything else you want to tell the teacher about the WebQuest?
_______________________________________________________________________
33
Thank you for answering the questions! Your feedback will help the teacher make better
lessons for you. Please turn this page into the teacher’s box.
Teacher Evaluation on Survey Monkey
Student Survey on Survey Monkey
Kimberly Ragghianti
FRIT 7231: Instructional Design
Georgia Southern University
Summer 2015
Identification of Learning Problem
2
ELACC2RL1: Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
The learning problem identified is for a second grade elementary school classroom. The
target audience is second grade students. They are aged seven, eight, and nine depending on
when their birthday falls in the school year. Most students have good motivation to learn new
things at this age. There are both girls and boys in the classroom. The school is diverse with
people of different backgrounds, cultures, races, and income levels. The school is in a suburban
area. The learning problem is that the second grade students have a great deal of trouble
identifying story elements from a book such a who the main character is, what they are doing,
where the story is located, when the story takes place, why the character is doing what they are
doing, and how the characters try to resolve the problem in the story. This learning problem was
identified when the teacher asked these who, what, where, when, why, and how questions as she
was reading a book aloud to her students. The teacher also noticed this was the case with
students reading books individually after she read over their writing in response to a reading
activity. Learning these skills is part of the English Language Arts Common Core Georgia
Performance Standards for second graders, so it is important they understand and master these
skills in second grade in order to build on this knowledge in the future.
The needs assessment showed that the second grade students would pause, look around to
see if their peers had answers they did not know or understand, or answer randomly when asked
these who, what, where, when, why, and how questions by the teacher during the book read
aloud. The current knowledge of these concepts is basic and it was clear the students were
guessing rather than thinking about forming complete, educated answers to these questions. Of
3
course some students had more knowledge of these concepts then others being that all students
are not the same and have different background experience. The optimal state will be when all
students are able to clearly identify who the main character is, what they are doing in the story,
where the story is located, when the story takes place, why the character is doing what they are
doing, and how the characters try to resolve the problem in the story that the teacher reads aloud
and during activities that show this knowledge when reading books independently.
Formal Goal of Instruction Statement:
Students will identify key details from a fiction text by answering the questions:
●
●
●
●
●
●
Who are the main characters in a book?
What are the main characters doing?
Where does the story take place?
When does the story take place?
Why are the main characters doing what they are doing?
How are the characters trying to resolve their problem in the story?
Learner Analysis
This learner analysis is for a second grade elementary school class. The students are
aged seven, eight, and nine depending on when their birthday falls in the school year. Most
students have good motivation to learn new things at this age. There are both girls and boys in
the classroom. The school is diverse with people of different backgrounds, cultures, races, and
income levels. Most families have two parents. However in some households both parents
4
work full time and in others the mother stays home to look after the children. If both parents
work full time the children go to an after school program, daycare, with a friend, or a
grandparents.
The typical entry characteristics and academic information of second grade students
are that they have completed the necessary skills from kindergarten and first grade with a
satisfactory evaluation from their previous teachers. The skills students are required to
achieve are set forth in the Common Core Georgia Performance Standards. There are
standards for English language arts, science, social studies, and math for all school grade
levels. How students are evaluated differs based on their grade level. Students in kindergarten,
first, and second grade do not receive number (70, 80, 90) or letter (A, B, C) grades. That
begins in third grade. The younger students receive a satisfactory, needs improvement, or
unsatisfactory (S, N, or U) as an evaluation on their report cards showing if the children have
learned and mastered these standards. Students progress from first grade to second grade by
having mostly satisfactory evaluations in first grade. Some students will continue on to
second grade with some needs improvement evaluations, yet this is normal as the students
will progress at different rates and with a few more months for the younger students to mature
they will grasp the concepts. Some schools will also have a reading level evaluation for each
student completed by the teacher at the beginning of the school year. This allows the teacher
to know their base reading level and background knowledge of text elements. However, this
information is not passed on to the following teacher the next year and must be done again
from scratch. In the future this may be done on the computer with an educational program, so
the data can be saved, marked, and charted as the student progresses through school. Most
schools begin standardized testing at the third grade level for students.
5
There are other relevant factors that come into play for students. Some parents and/or
guardians will help reinforce what has been learned in school at home by discussing subjected
covered in school, working on/reviewing homework, practicing sight words, and reading
together. Others do not reinforce learning at home for varying reasons. Having adults to
reinforce skills at home gives students an advantage because they have an environment that
promotes education and someone to go to if they need extra help.
All students have different experiences, personalities, and interests. Teachers must
take this into account when planning relevant, interesting, and developmentally appropriate
lessons that cover the Common Core Georgia Performance Standards and reach beyond. As a
teacher I have found second grade students have a preference for fiction books with
characters they can relate to, exciting plots, and colorful illustrations. Many students at this
younger age react well to incorporating music and movement activities that narrate what they
are reading which helps them interpret the stories.
Task Analysis
This is a topic task analysis focused on what a students needs to know in order to
identify story elements of a children’s book on the second grade level. The task analysis
covers how to identify who the main characters are, what actions the main characters are
doing, where the story takes place, when the story takes place, why is the main character is
doing what she/he is doing, and how are the main characters are trying to resolve their
problem in the story to successfully reach their happy ending.
6
I will serve as your subject matter expert (SME). I am qualified to serve in this
capacity because I have an early childhood education degree, am certified by the state of
Georgia to teach all elementary school subjects, and specifically have experience teaching
second grade students English Language Arts. I have an excellent record where my students
continually rank highly in reading and writing endeavors. I am also currently pursuing a
master's degree in library media giving me great insight into the advancements and direction
of the future needs of our students in the areas of reading and writing.
Below you will find the task analysis SmartArt Graphic. →
7
Instructional Objectives
The following instructional objectives are classified in the cognitive domain focusing
on comprehension and synthesis.
1. The students will be able to identify in writing who the main
characters are in a children’s fiction book.
2. The students will be able to identify in writing where and when
the story takes place.
3. The students will be able to identify the problem the main
characters are having in the story.
4. The students will be able to write about how the main
characters are trying to resolve their problem in the story and explain why.
These objectives align with the Common Core Georgia Performance Standards for
English Language Arts for second grade students.
ELACC2RL1: Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
Assessments
The assessments are aligned with the above goals and objectives for the lesson
on story elements. Due to the instruction design being one that will be experienced by
students on a computer the assessments presented can also be done by students on a computer.
8
The first assessment is an online multiple choice quiz that aligns with the objectives
that ask the students to identify the main characters in a fiction book, when and where the
story takes place, and the problem the main character has in the story. This assessment checks
student comprehension. First they will go to the Storyline Online website and click on the
book “I Need My Monster” by Amanda Noll. The book will be read aloud to the students.
Then they will take the online quiz on Quiz Star. The results will be reported to the classroom
teacher. Differentiation is throughout the assessment. The text from the storybook is being
read aloud (the story being read aloud gives both on level and struggling readers an equal
opportunity to answer questions correctly because it is not based on their reading ability).
The storybook pictures are shown visually. The students may pause, rewind, and watch the
story as many times as needed. The quiz is not timed giving students a relaxed environment to
complete the assessment. The student directions, quiz link, and answer key are attached. Link
to "I Need My Monster" Answer Key
The second assessment is an authentic assessment where the student writes an online
journal entry about the story which aligns with the objectives explaining how the main
characters are trying to resolve their problem and why. They will also add their insights and
reflections about the story. This is an authentic writing assessment focusing on the higher
level of synthesis. This journal entry can be completed on the teacher’s classroom website as
a blog post or on an online student program such as Moodle. For differentiation some students
that are struggling writers can write less or do a speaking video journal. Advanced students
can write a more complex and detailed journal entry and draw illustrations to further explain
their writing.
9
Content Sequencing and Instructional Strategies
This summary table shows and describes how the instruction will be sequenced keyed
to the objectives.
Sequence
1
Description
Identify who the main
Objective
1
characters are in a
children’s fiction book
2
Identify where and
2
when the story takes
place
3
Identify the problem the
3
main characters are
having in the story
4
Identify in who the
main characters are in a
children’s fiction book,
1, 2, 3
10
identify in where and
when the story takes
place, identify the
problem the main
characters are having in
the story on a multiple
choice assessment
5
Describe how the main
4
characters are trying to
resolve their problem in
the story and explain
why
6
Write about how the
4
main characters are
trying to resolve their
problem in the story and
explain why
The following expands each step in the sequence and explains the strategies used in
each step. The strategies are classified by procedure as defined by Designing Effective
Instruction (by Morrison, Ross, Kalman, and Kemp) and cited from this textbook.
11
Cognitive Procedures (p. 140, p. 147)
1. Identify who the main
explanative instruction,
The teacher will read
characters are in a
demonstration/model,
aloud a children’s
children’s fiction book
examples, provide
fiction book and/or the
feedback, verbal/written
student can watch and
practice
listen to a children’s
book being read online.
The teacher pauses to
explain who the main
characters are and why
giving examples. The
next day the teacher
reads a different
children’s book and the
students are asked to
identify the main
characters. This pattern
continues throughout
the week. Students are
encouraged to ask
questions and
12
participate in class
discussions about the
book. For lessons on
the computer the
teacher could use a
video of a book being
read aloud and have
written response rather
than verbal.
2. Identify where and
explanative instruction,
During the same book
when the story takes
demonstration/model,
the teacher pauses to
place
examples, provide
explain where (the
feedback, verbal/written
setting) and when (the
practice
time) the story takes
place giving examples.
The next day when the
teacher reads a different
children’s book the
students are also asked
to identify the where
and when the story
13
takes place. This
pattern continues
throughout the week.
For lessons on the
computer the teacher
could use a video of a
book being read aloud
and have written
response rather than
verbal.
3. Identify the problem
explanative instruction,
Next the teacher pauses
the main characters are
demonstration/model,
while reading the book
having in the story
examples, provide
to identify the problem
feedback, verbal/written
the main characters are
practice
having in the story and
explain why that is an
important story
element. Students are
encouraged to ask
questions and
participate in class
14
discussions about the
book. The next day
when the teacher reads
a different children’s
book the students are
also asked to identify
the problem the main
characters are having in
the story. This pattern
continues throughout
the week. The students
may use a graphic
organizer to write the
information down as
practice. The teacher
can review this writing
and give feedback. For
lessons on the computer
the teacher could use a
video of a book being
read aloud and have
15
written response rather
than verbal.
4. Identify in who the
example, verbal/written
The students complete
main characters are in a
practice
a multiple choice
children’s fiction book,
assessment on the
identify in where and
computer identifying
when the story takes
the main characters that
place, identify the
are in a children’s
problem the main
fiction book, where and
characters are having in
when the story takes
the story on a multiple
place, the problem the
choice assessment
main characters are
having in the story.
5. Describe how the main
explanative instruction,
The teacher will read
characters are trying to
demonstration/model,
aloud a children’s
resolve their problem in
examples, provide
fiction book (the can be
the story and explain why
feedback, verbal/written
ones from before or
practice
new examples) and/or
the student can watch
and listen to a
16
children’s book being
read online. The teacher
pauses to ask the
students how the main
characters are trying to
resolve their problem in
the story and why.
She/he may explain
further as needed.
Students are
encouraged to ask
questions and
participate in class
discussions about the
book. The next day
when the teacher reads
a different children’s
book the students are
also asked to identify
the problem the main
characters are having in
17
the story. This pattern
continues throughout
the week. The students
may use a graphic
organizer to write the
information down as
practice. The teacher
can review this writing
and give feedback. For
lessons on the computer
the teacher could use a
video of a book being
read aloud and have
written response rather
than verbal.
6. Write about how the
demonstration/model,
The students complete
main characters are
example, verbal/written
an assessment where
trying to resolve their
practice
they write an online
problem in the story and
journal entry about the
explain why
story which aligns with
the objectives
18
explaining how the
main characters are
trying to resolve their
problem and why. They
will also add their
insights and reflections
about the story. The
teacher will show and
explain an example.
This journal entry can
be completed on the
teacher’s classroom
website as a blog post
or on an online student
program such as
Moodle.
Differentiation for instruction: The text from the storybook is being read aloud (the
story being read aloud gives both on level and struggling readers an equal opportunity to
answer questions correctly because it is not based on their reading ability). The storybook
pictures are shown visually. The students may pause, rewind, and watch the story as many
times as needed. For differentiation as to the written elements students that are struggling
19
writers can write less or do a speaking video journal. Advanced students can write a more
complex and detailed journal entry and draw illustrations to further explain their writing.
Instructional Design Summary
Being that this lesson is required to be developed as web-based instruction (to be
taught over the Internet on a computer) the format will be a WebQuest where students go to
the WebQuest website and progress through the pages with instructions, content, and links to
educational videos and information. This WebQuest format will give clear steps for the
second grade students to follow in order to learn about story elements.
Gain the Attention of Your Learners:
First the students will go to the WebQuest website titled, “Story Elements: Who,
What, Where, When, Why, and How” then read the beginning instructions. A link to short
educational videos about story elements on BrainPOP Jr. will be given and the students will
watch the videos to spark their attention, interest, and gain information. (BrainPOP Jr. Story
Elements Link) They can choose to take the easy or hard quiz at the end of the BrainPOP Jr.
videos to check their knowledge and complete a related activity such as the Word Wall or
Draw About It.
Inform the Learners of the Objectives:
20
Next the students will follow the Story Elements WebQuest to the next page giving the
learning objectives. The students may read them or listen to an audio recording of the teacher
reading the objectives aloud. (The learning objectives are stated above.)
Activate Relevant Prior Knowledge:
The BrainPOP Jr. videos helped to activate prior knowledge. The next WebQuest page
will have the teacher asking questions (again with the option of the students reading the words
on the screen and/or listening to the audio recording of the teacher reading aloud) about what
story elements are. There will be a pause for students to answer these questions in their own
mind. Then the different elements (main characters, plot, setting, etc) will be defined and
briefly explained.
Deliver Content to Your Learners:
The content delivery will continue in the next steps of the WebQuest. Students will go
from page to page in a step-by-step progression. The teacher will have a video of herself
reading aloud a children’s story such as “A Mama for Owen” by Marion Dane Bauer. She will
pause to ask questions (students will have the option to answer in their head or type on a
discussion area where the teacher can read the responses and questions they may have) and
point out the different story elements teaching as she reads the story. The teacher will show
the pictures and the words will be along the bottom of the screen, so the students will gain
further information in a visual way as well. The students may replay the video as many times
as they would like to reinforce their newly learned knowledge. For added practice the students
will be read aloud different books from the website Storyline Online such as “Library Lion”
by Michelle Knudsen, “The Kiss That Missed” by David Melling, and “Stellaluna” by Janell
21
Cannon. Before the stories the students will have story elements to spot and afterwards an
opportunity to write down their answers. Then the correct answers will be given, so the
students may check their work. Students will then take the online quiz on “I Need My
Monster” on RubiStar (link to quiz and answer key given above in assessment section) for the
teacher to assess the student's ability to identify the story elements in a children’s book.
For a higher level of thinking the students will progress on in their WebQuest to
complete a written journal entry. The teacher will read aloud a children’s fiction book (it
could be “A Mama for Owen” again or another book such as “Buddy Unchained” by Daisy
Bix) and the student can watch and listen to this children’s book being read online. The
teacher pauses to ask the students how the main characters are trying to resolve their problem
in the story and why. Students are encouraged to ask questions and participate in class
discussions about the book on a discussion board linked from the WebQuest to Moodle or on
the teacher’s webpage. Here the students will complete an assessment where they write an
online journal entry about the story which aligns with the objectives explaining how the main
characters in this book are trying to resolve their problem and why. They will also add their
insights and reflections about the story. This journal entry can be completed on the teacher’s
classroom website as a blog post or on an online student program such as Moodle.
Indicate the Sequence of Your Instruction:
The description of each learning activity and assessment that the students will
complete was given in the instruction section and detailed in the content delivery section.
Sequence of Instruction
22
Objectives
Overview of Instruction
1. Identify who the main
The teacher will read aloud
characters are in a
a children’s fiction book
children’s fiction book
and/or the student can
watch and listen to a
children’s book being read
online. The teacher pauses
to explain who the main
characters are and why
giving examples. The next
day the teacher reads a
different children’s book
and the students are asked
to identify to main
characters. This pattern
continues throughout the
week. Students are
encouraged to ask questions
and participate in class
discussions about the book.
23
For lessons on the computer
the teacher could use a
video of a book being read
aloud and have written
response rather than verbal.
2. Identify where and when
During the same book the
the story takes place
teacher pauses to explain
where (the setting) and
when (the time) the story
takes place giving
examples. The next day
when the teacher reads a
different children’s book the
students are also asked to
identify the where and when
the story takes place. This
pattern continues
throughout the week. For
lessons on the computer the
teacher could use a video of
a book being read aloud and
24
have written response rather
than verbal.
3. Identify the problem the
Next the teacher pauses
main characters are having
while reading the book to
in the story
identify the problem the
main characters are having
in the story and explain why
that is an important story
element. Students are
encouraged to ask questions
and participate in class
discussions about the book.
The next day when the
teacher reads a different
children’s book the students
are also asked to identify
the problem the main
characters are having in the
story. This pattern continues
throughout the week. The
students may use a graphic
25
organizer to write the
information down as
practice. The teacher can
review this writing and give
feedback. For lessons on the
computer the teacher could
use a video of a book being
read aloud and have written
response rather than verbal.
4. Identify in who the main
The students complete a
characters are in a
multiple choice assessment
children’s fiction book,
on the computer identifying
identify in where and when
the main characters that are
the story takes place,
in a children’s fiction book,
identify the problem the
where and when the story
main characters are having
takes place, the problem the
in the story on a multiple
main characters are having
choice assessment
in the story.
5. Describe how the main
The teacher will read aloud
characters are trying to
a children’s fiction book
26
resolve their problem in the
(the can be ones from
story and explain why
before or new examples)
and/or the student can
watch and listen to a
children’s book being read
online. The teacher pauses
to ask the students how the
main characters are trying
to resolve their problem in
the story and why. She/he
may explain further as
needed. Students are
encouraged to ask questions
and participate in class
discussions about the book.
The next day when the
teacher reads a different
children’s book the students
are also asked to identify
the problem the main
characters are having in the
27
story. This pattern continues
throughout the week. The
students may use a graphic
organizer to write the
information down as
practice. The teacher can
review this writing and give
feedback. For lessons on the
computer the teacher could
use a video of a book being
read aloud and have written
response rather than verbal.
6. Write about how the main
The students complete an
characters are trying to
assessment where they write
resolve their problem in the
an online journal entry
story and explain why
about the story which aligns
with the objectives
explaining how the main
characters are trying to
resolve their problem and
why. They will also add
28
their insights and reflections
about the story. This journal
entry can be completed on
the teacher’s classroom
website as a blog post or on
an online student program
such as Moodle.
Explain How You Will Provide Feedback to Your Learners:
Students will get constant feedback from the computer program, from their teacher on
their writing responses, and from the assessments of learning. This is designed to be an all
encompassing online lesson; however for second grade students it is very likely they will be
completing this online Web Quest in a school computer lab or on a classroom computer where
the classroom teacher will also be available for questions as needed.
How Differentiation and Universal Design for Learning are Incorporated in Your Design:
Differentiation and Universal Design play important roles in the design of this lesson. The
section above (labeled Differentiation) details different ways this lesson covers
differentiation. Here you can read about how the lesson covers the key principles in the
Universal Design for Learning.
29
Engagement = Offer options to engage students and keep their interests.
Throughout the lesson points are made to engage the students such as the interactive media
with BrainPOP Jr videos and offering different story books on different subjects read aloud by
the teacher and expressive stage and screen actors.
Representation = Show information in different ways.
Students are shown information in many different ways be it written words from lesson
instructions and books, visuals from book pictures and video, and auditory from read aloud
texts and story music.
Action and Expression = Allow students to approach tasks and show what they know in
different ways.
The students are allowed to approach tasks in different ways such as reading, watching, and
or listening and can make choices that suit the way they learn best. They can show what they
know in different ways such as writing down responses in words, drawing pictures, verbally,
in discussions, and through journaling.
Formative Evaluation Plan
The subject matter expert who will serve as an expert reviewer is a co-teacher in the second
grade level team. She has many years of experience teaching second grade students and has
an English Language Arts specialty. As she works in the same school she understands the
Expeditionary Learning approach to teaching that is necessary for our lessons and can review
the lesson as an educated peer. The survey can be done with paper and pencil or online with a
tool such as Survey Monkey.
30
Expert Reviewer Survey with Three Sections:
Directions: Please fill out the following survey accurately and honestly in order to give
constructive feedback to the creator of this lesson. Some questions are short answer while
others require you to circle a rating of one, two, three, or four (one being the lowest and four
being the highest) as shown below.
1- strongly disagree
2 – disagree
3 – agree
4- strongly agree
Content Appropriateness and Accuracy
1. The contents presented in this lesson were grade/age appropriate? 1 2 3 4
2. The words and fiction stories online were on a second grade reading level? 1 2 3 4
3. The content in this lesson was accurate to what students need to learn based on the
Common Core ELA Georgia Performance Standards? 1 2 3 4
Completeness
4. Clear directions were given for students’ progression throughout the lesson? 1 2 3 4
5. All story elements (who, what, where, when, why, and how) were taught. 1 2 3 4
6. Is there anything else you would add to complete or enhance this lesson? (short answer)
_______________________________________________________________
Usability and Appeal
7. The technology was easy to use. 1 2 3 4
8. The lesson was appealing visually. 1 2 3 4
9. The lesson was appealing on an interactive level. 1 2 3 4
31
10. I would use this WebQuest story elements lesson in my classroom? 1 2 3 4
11. If you could change one thing about this lesson what would it be? (short answer)
____________________________________________________________________
12. What was your favorite part of this lesson? (short answer)
____________________________________________________________________
13. Did the technology format help or hinder this lesson? Why? (short answer)
______________________________________________________________________
Thank you for taking the time to complete this survey. Please add any other observations or
notes about this lesson you think would be helpful to know.
_______________________________________________________________________
Student Assessments will be completed by the second grade students after they complete the
WebQuest. This assessment will inform the teacher of positive/negative aspects of the lesson,
what worked well/what did not work well, basic information such as the time required to
complete the lesson online, the usability of the materials/technology, and the general appeal of
the materials/technology.
Student Assessment Survey: (for second grade students)
Directions: Please answer the following questions. Be honest. Your feedback matters!
Part One: Read each question. Then circle your answer.
1. How long did it take you to complete the WebQuest?
A) Only one day (one class period)
B) A few days (a few class periods)
C) One week or more
32
2. Was it easy to understand what to do in the WebQuest?
A) Yes, I could easily understand what to do
B) Yes, but I got mixed up sometimes
C) No, I was confused
3. Could you read all the words on the WebQuest and during the stories?
A) Yes, I knew all the words.
B) Mostly, I knew most of the words.
C) No, I had to ask for help reading the words.
4. Do you want to do another WebQuest like this one?
A) Yes, It was fun and I learned a lot!
B) Yes, but not right away.
C) No, I did not like it.
Part Two: Read each question. Write your short answer on the line.
5. What was your favorite part of the WebQuest? Why?
__________________________________________________________________
6. What is one thing you learned from the WebQuest?
______________________________________________________________________
7. If you could change one thing about the WebQuest what would it be? Why?
_______________________________________________________________________
8. Is there anything else you want to tell the teacher about the WebQuest?
_______________________________________________________________________
33
Thank you for answering the questions! Your feedback will help the teacher make better
lessons for you. Please turn this page into the teacher’s box.
Teacher Evaluation on Survey Monkey
Student Survey on Survey Monkey
