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Individual Instructional Design Project 1

Individual Instructional Design Project

Erin Moyer

ISTC 667.211

July, 2012


SECTION I

This project will focus on writing and presenting poetry. The target grade level is second

grade but this can be adapted to be used in any grade level. Also this will be done to help

supplement the poetry unit covered in their language arts class. The final goal for this unit is for

students to present a poem they have created to a group of their peers and their family members

on a class poetry night. To help the students build up to this final goal, they will chose what type

of poem they wish to create, determine the topic for that poem, write a rough draft, conduct a

peer review, write a final copy and then finally read the final copy at the class poetry night. Also

since I will be the student’s librarian, I will be the teacher implementing this unit.

Front-end Analysis:

Needs analysis- For my needs analysis I have decided to use the Morrison, Ross, Kemp

(2006) method called a needs assessment. Their needs assessment will identify what problems

are affecting performance, critical needs, set priorities for selecting an intervention and provide

baseline data to assess the effectiveness of the instruction (Brown). The MRK Model is broken

down into 4 phases:

Phase I-Planning: Here I need to define my audience, who will be 4 grade students at

White Oak Elementary in Baltimore County, and what type of information I want to

collect about those students. For my unit, I will need to focus on their writing skills and

any background they have with poetry. Also I will need to know how well the students

will work collaboratively and if they have any experience with public speaking.

Phase II-Collecting Data: I know that my class sizes will be small, ranging from 3-6

students and I need to utilize data that is available to me through Baltimore Counties

STARS and EASI systems. Here I can see how well students have performed in previous


years but this is more of a broad overview and I must be careful not to only use the data

found here. I need to talk with some of their previous teachers and most importantly I

need to talk to the students themselves so I know as much as I can about them and their

abilities before moving on with this unit.

Phase III-Analyzing the Data: It is important to not discard any of the data I collect on my

students but also to realize that some of the data I collect may be more applicable then others.

For example, knowing the writing ability of my students is one of the most important to

know before going into this unit. If my students are all on the same level, if their levels are

mixed, if they are below grade level and/or if they can even write for themselves then it will

completely alter how I will begin and complete this unit.

Phase IV-Compiling a Final Report: In the final report I need to remember to include a

summary of the purpose, a summary of the process, summary of the results and my

recommendations based on the data. All of this will allow me to determine how I want to

move forward with my unit and what I will need to do in order to help my students be able to

achieve the goals set in this unit.

Learner analysis- For the learner analysis I have decided to follow the Smaldino, Lowther, and

Russell (2008) model. In their model they suggest that the “learner analysis should focus on three

aspects of the target audience: general characteristics, specific entry competencies and learning

styles” (Brown). By utilizing this model I feel that I will have a complete understanding of who

my students are and I will be able to use that information to make sure my unit is set up and

presented in a way that will allow every single student to achieve the goals set for them.


First I will examine demographic information, like “age, physical abilities, or

socioeconomic status” (Brown). Also it is important to look at previous experiences the students

have had with poetry since this is the major focus of this unit.

Next, I will specify entry competencies such as students working collaboratively or being

able to write and edit a draft and rewrite a final copy. If my students are not able to do these

things, I will not be able to teach this unit.

Finally, I need to know my students learning styles. If I do not know how they learn best,

how am I going to teach them?

Learning Environment- The instruction will take place in the library media center. Students

have access to computers or they will be able to work at individual desks. Within the library is a

LCD Projector with screen, 2 TVs (used as additional monitors to present information) and

approximately 10,000 fiction, non-fiction and reference books. My teaching style tends to be

more indirect then direct however I will most likely be more direct in my teaching in order to

complete this unit. When choosing a topic or which type of poem my students wish to complete,

I will allow the students to choose what they want to do. Since poetry has guidelines for certain

type of poems it will important to be direct with my students in following those guidelines. Also

when my students are working together to peer review their poems I will have to set guidelines

for those peer reviews as well. I know I will have specific objectives for my students to meet in

this unit, but I will do my best to make sure they are engaged and enjoying this project and not

given they feeling that they are being forced to do something they do not want to do.


Progression of Problems:

Problem 1- To start this unit my students will have to figure out what topic they wish to use

for the poem they will present at the family poetry night taking place at the end of this unit. I

know that my students should have covered poetry in their reading class but I also know that

there is not a lot of time set aside for students to write their own poetry. The curriculum focuses

more on what poetry is and how to identify various types of poems. For P1 I want to explain to

my students that they are going to create a poem on any “appropriate” topic they want. In order

to do this, the students will take part in a brainstorming activity where they will utilize the think,

pair, and share method in order to come up with a list of possible topics to choose from. Finally

the students will complete an exit ticket explaining what topic they chose and why they chose it.

Problem 2- Next the students will have to figure out an appropriate type of poem for their

topic. Now I know my students have learned about poetry in their reading classes so they will

complete a modified KWL chart (Appendix A) explaining what they know about various types

of poems and what they learned from me. After writing down what they know about various

types of poems, I will go through each type of poem in the chart explaining how they are unique

and what makes up each type of poem. At the end of this lesson my students will explain what

type of poem they want to use for the topic they chose in P1.

Problem 3- Here students will have to create a rough draft of their poem. For this lesson, the

student will writing by hand. I will demonstrate to the students how I created my draft by first

brainstorming a list of words that go along with my topic and then listed synonyms for those


words. This will give my students a useful resource to help them create their poems. Finally I

will have my students write the rough draft of their poems, explaining that it is a rough draft so

they need not worry about spelling or grammar right now but more importantly, focus on the

type of poem they chose and guidelines for that type of poem. This all will be done on their

Rough Draft Handout (Appendix B).

Problem 4- After writing their rough draft, my students will need to conduct a peer review,

edit their draft and re-write a final copy of their poem. All of this will be done in order to finalize

their poem. For this lesson, I will pair up all of my students and have them complete the Peer

Review Handout (Appendix C). They will need to make sure their partner has followed all of the

guidelines for their type of poem, has no spelling errors and give suggestions for anything they

could do to improve their poem. After they finish review each other’s poem they will give their

peer review handout to their partner and then each students will make any necessary changes to

their poem. Finally each student will log onto a computer and type up the final copy of their

poem. (If they are creating a shape poem the student will have the option to either draw by hand

or use the program PIXIE to create their poem/image.)

End Problem- At the end of this unit, students will not just turn their final copy in for a grade.

My students will have to present their poem to friends and family at a Poetry Night Presentation.

Now since my students will most likely have limited public speaking experience I will use this

final lesson to explain proper public speaking techniques. I will demonstrate a bad presentation

of a poem being read and ask my students to write down what I did wrong on their Presentation

Skills Handout (Appendix D). Then I will demonstrate a good presentation of a poem being read

Progression of Problems

Guidance Provided


and ask my students to write down what I did correct. Finally to make sure my students

understand what they need to do in order to present their poem in an appropriate manner, they

will explain what they need to make sure they remember to do in order to appropriately present

their poem at Poetry Night and that is where I will assess their ability to present a poem on a

topic of their choosing, in a style of their choosing.

Pebbles Project Graphic Organizer

Instructional Problem: Create a poem on a topic of their choosing and present it to a group.

Instructional Goal: Students will be able to create a poem for a topic of their choosing and present that poem to friends and family at a class poetry night

Tasks – P1 Tasks – P2 Tasks – P3 Tasks – P4 Tasks – End P

Students discuss possible appropriate topics for their poem they will be creating

Task: Students will take part in a brainstorming activity where they

Students review the various type of poems covered in class up to this point in the year and determine which type of poem thy will use.

Students will create the draft of their poem.

Task: Students will create a list of terms related to their topic and synonyms for those terms. Then

Students will take part in a self review, peer review, edit and create the final copy of their poem.

Task: Students will switch poems with another classmate

Students will discuss the way to properly present their poem and then present their poem

Task: Students will observe

Learners: 4th Grade (could be modified to meet younger or older grade levels)

P1-Find an appropriate

topic

P2- Find an appropriate

poem type for chosen topic

P3- Create a draft of their poem related to their topic

P4- Finalize their poem.

End P- Present poetry to friends and family at a

class Poetry Night


will come up with topics individually first. Next they will discuss those possible topics with a classmate. Then students will discuss ideas as part of an entire class discussion. Finally students will determine one topic they will use for their poem and submit that topic to their teacher.

Task: Students will be given a graphic organizer (below). The teacher will display one example of each of the types of poems discussed up to this point in the year. Students will fill in their graphic organizer by saying what they like and or dislike about each type of poem. Finally students must complete an exit ticket where they determine which type of poem they want to create and explain why.

they will follow the discussed guidelines/requirements for the type of poem they chose in P2 to create a rough draft for their poem.

and conduct a peer review of each other’s poem. After conducting the peer review student will edit their poems according to their peer’s responses. Finally students will type up the final version of their poem.

both an appropriate and inappropriate poem presentation in order to determine how they should present their poem. Finally students take turns presenting their poems to an audience of their friends and family at their class poetry night where they will be assessed on their ability to present a poem on a topic and in the form of their choosing.

Standards Alignment

The following table shows the sources of instructional standards addressed in this project,

the specific standard(s) from each source, and the specific Pebble in the Pond problem(s) to

which each standard is aligned.

Source Standard Alignment to InstructionMaryland State Curriculum – Reading/ELA, Grade 4

Standard 3.0 Comprehension of Literary TextStudents will read, comprehend, interpret, analyze, and evaluate literary text.Indicator 4- Use Elements of poetry to facilitate understandingObjective 1- Use instructural

PITP Problem 2


features such as structure and form including lines and stanzas, shape, refrain, chorus, rhyme scheme, and types of poems such as haiku, diamonte, etc., to identify poetry as a literary form and distinguish among types of poems.

Common Core W4 CCR Anchor Standard Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W5 CCR Anchor Standard Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W6 CCR Anchor Standard Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

PITP Problem 2, 3, 4 and 5

PITP Problem 4

PITP Problem 4

AASL – American Association of School Librarians Standards for the 21st Century Learner

1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

3.2.3 Demonstrate teamwork by working productively with others.

4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.

PITP Problem 4

PITP Problem 3 and 4

PITP Problem 4

PITP Problem 3


4.1.5 Connect ideas to own interests and previous knowledge and experience. PITP Problem 1 and 2

MTTS – Maryland Teacher Technology Standards

Standard II Communication:B. Use technology to communicate information in a variety of formats

o Use productivity tools to publish information.

PITP Problem 4

ISTE: Educational Technology Standards for Students

1. Creativity and Innovation:Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

a. Apply existing knowledge to generate new ideas, products, or processes

b. Create original works as a means of personalor group expression

6. Technology Operations and Concepts:Students demonstrate a sound understandingof technology concepts, systems, and operations

b. Select and use applications effectively and productively

PITP Problem 1 and 2

PITP Problem 4

SECTION II

Introduction:


For Section II I have chosen Problem 2- Find an appropriate type of poem for your chosen topic.

Students will choose from a list of various types of poems in order to begin creating a poem for

the topic they chose during Problem 1.

Task Analysis:

For Problem 2 I chose to conduct a task analysis following the Smith and Ragan (2004)

method. The first thing I needed to do was “write a learning goal” (Brown). For this problem it

was for students to determine which type of poem they preferred to use for this unit and be able

to explain why they chose that type of poem.

The next step is determining the types of learning of the goal. Since this lesson is

primarily reviewing topics students should have previously covered in their reading class,

students will using their prior knowledge and information reviewed on the various types of

poems covered to determine what type they prefer the most to use.

The third step is conducting an information-processing analysis of the instructional goal.

Here I needed “identify the mental and/or physical steps an individual needs to go through to

complete the learning task” (Brown). So, during this task students will go through the following

mental and/or physical steps:

o Access prior knowledge of various types of poetry.

o Write down information about those different types of poetry

o Compare and Contrast the different types of poetry covered

o Determine which type of poetry they prefer over the others

o Explain why they prefer their chosen type of poetry.


The fourth step is conducting a prerequisite analysis and determine the type of learning of

the prerequisites. For this lesson my students need to know about different types of poetry. If

they do not have that knowledge how could they choose a type of poetry to create their poems?

So at the beginning of this lesson I will see how much they know by having the students write

out what they remember about each type of poetry covered in their reading class. Then in order

to make sure the students have the knowledge they need to make their decision on which type of

poetry to choose I will briefly review each type of poetry before moving on.

The final step is writing the learning objectives for the learning goal and each of the

prerequisites. The learning objective for the end problem of the PITP organizer is for students to

be able to present a poem, in the form and on a topic fo their own choosing. The specific

learning objective for problem 2 of the PITP organizer is for students to be able to determine

which type of poem they would like to create. This goal can be met only if students understand

the difference between the various types of poetry covered in this lesson.

Guidance/Instructional Strategies:

The following tables outline the instructional strategies found in problem 2 of the PITP

organizer using a “tell, ask, show, do” format.

Problem 2- Find an appropriate type of poem for your chosen topic.

Ask, Tell, Show, or Do

Instruction

Tell The teacher will explain to the students that they will be determining what type of poem they will use for the topic they chose in the previous lesson.

Ask The teacher will ask students to list what the already know about each type of poem listed.

Do Students list what they already know about each type of poem listed.

Tell The teacher will review the various types of poems listed to make sure


students have a complete understanding of each type of poem.

Do Students will fill in information listed by the teacher for each type of poem.

Tell The teacher will explain that students will now begin choosing one type of poetry for their poem.

Show The teachers will show students how they look over each type of poem and look for things they like and dislike about each type of poem in order to pick which type they like the most.

Ask The teacher will ask each student to choose which type of poem they want to use for their poem.

Do Students write down which type of poem they wish to use for their poem and explain why.

Production of Materials and Media:

For this lesson the main document is a chart which can be found in Appendix A. This is a

chart created by me, the library media specialist. The instruction will be given by the library

media specialist but the grade level reading teacher may be utilized as a resource for teaching

this lesson.

Assessment and Evaluation:

The formative assessment for Problem 2 will consist of a teacher rubric used to determine if

the student listed a specific type of poetry to use for their poem and gave an appropriate reason

why they chose that type of poem.

SECTION III


I will complete this portion of my project upon during the 2012-13 school year at White Oak

Elementary as part of the library curriculum.

REFERENCES

AASL Standards for the 21st-Centruy Learner. (2012). American Association of School

Librarians. Retrieved from

http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/

learningstandards/AASL_LearningStandards.pdf

Brown, A. & Green, T.D. (2011). The essentials of instructional design. Boston, MA: Pearson

Education Inc.

Using the State Curriculum: Reading/ELA, Grade 4. (2012). School Improvement in Maryland.

Retrieved from http://mdk12.org/instruction/curriculum/toolkit/index.html

English Language Arts. (June 2011). Maryland Common Core State Curriculum Framework.

Retrieved from http://mdk12.org/share/frameworks/CCSC_Writing_gr3-5.pdf

Maryland Technology Standards. MTTS Online. Retrieved from

http://www.mttsonline.org/standards/

http://www.mttsonline.org/standards/

http://mdk12.org/share/frameworks/CCSC_Writing_gr3-5.pdf

http://mdk12.org/instruction/curriculum/toolkit/index.html

http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf

http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf


NETS Student Standards. (2007). International Society for Technology in Education. Retrieved

from http://www.iste.org/Libraries/PDFs/NETS-S_Standards.sflb.ashx

APPENDIX

A.

Type of Poem What I know about this What I learned about

http://www.iste.org/Libraries/PDFs/NETS-S_Standards.sflb.ashx


type of poem. this type of poem.AcrosticHaiku

CinquainShapeColor

QuatrainFree Verse

B.

Directions: First list terms related to your topic. Next list synonyms for as many of those terms as you can. Finally write the rough draft of your poem at the bottom of the page

Related Terms Synonyms of Related Terms


Rough Draft:

C.Peer Review

Directions- Read your partners poem and complete the chart below.

Did they follow all of the guidelines for their type of poem? If not explain what


they did incorrectly and how they can fix it.

Did they have any spelling errors in their poem? If YES, list those words.

Is there anything they could do to improve their poem? If yes explain what they could do to improve their poem.

D.Presentation Skills

Directions- Follow along as Mr. Moyer presents to poems. First write down everything he did wrong during his first presentation. Then write down everything he did correct during his second presentation. Finally answer the Final Question at the bottom of the page only after you have seen both presentations.


Presentation #1What did Mr. Moyer do

wrong?

Presentation #2What did Mr. Moyer do

correct?

Final Question- What should you remember to do when presenting your poem at Poetry Night?

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