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INSTRUCTIONAL DESIGN PROJECT 1
Instructional Design Project

K. Hope Goodner
Georgia Southern University

Part 1

Learning Problem
Low scores Nonfiction Textual Analysis elements of the Tenth Grade Literature and
Composition Student Learning Objective Exam

General Audience
The primary audience consists of students in grades 9-11 taking Tenth Grade Literature and
Composition at Wilkinson County High School, a Title 1 school, and the only high school in a
very rural area of Eastern Middle Georgia. Because of scheduling conflicts and/or failures, not
all students taking the class are 10
th
graders; consequently, ages of learners range from 14-18.

Problem Identification
Wilkinson County High School is in the process of obtaining Focus or Reward Status as a part of
the College and Career Readiness Performance Index (CCRPI). The school has been placed on
the Priority Status list as a result of Standardized Test Achievement. In order to accomplish this
goal, school standardized test scores on End of Course Tests (EOCTs) must rise to an overall
percentage of > 53.25% and make progress over a course of three school years.

With the inclusion of the Common Core State Standards into the curriculum, a focus is
developing in all subject areas towards nonfiction textual analysis. While traditionally it has been
left up to the English teachers to develop and increase literacy in the classroom, the duty now
falls to all educators within the school setting, as evidenced by the literacy standards in each
content-specific set of standards.

In order to help increase EOCT scores across the board, English classrooms, have begun to
engage in more nonfiction reading and textual analysis to model the skill set and process needed
to perform to the level of the standards in all content areas. The English teachers have found that
when faced with standardized tests, such as the Tenth Grade Literature and Composition Student
Learning Objective Exam, that are mainly nonfiction based, students do not perform as well as
on tests that have a focus on fiction or and equal focus on fiction and nonfiction. As evidenced
by the following graphic, showing the highest mastery rate of 47% on Fiction (RL standard
items) on the Spring 2014 pretest, and the lowest mastery rate of 31% on Nonfiction (RI standard
items).


Students lack prior knowledge and basic skills needed to accomplish learning goals presented in
the curriculum, which in turn causes teachers to focus on teaching basic skills and prior
knowledge instead of focusing instruction on pertinent information. Because teachers in other
content areas are hesitant to take on the role of literacy instructor within the classroom, English
teachers, have collaborated to endeavor in a heavily nonfiction rich curriculum for the Spring
2014 semester, with units focusing on nonfiction text analysis. With this curriculum in place, the
English department holds high hopes of increasing Student Learning Objective scores and
ultimately End of Course Test scores across the board in order to move up the CCRPI to the
ranking of a Focus or Reward school.

Instructional Goals
Students will be able to read a grade-level appropriate nonfiction text independently.
Students will be able to apply text analysis skills learned in the English classroom to any
discipline.
Students will score equally on the nonfiction and fiction domains on standardized tests.
References

(2011). In Wilkinson County Schools Archives. Retrieved Feb. 7, 2014, from
http://archives.gadoe.org/ReportingFW.aspx?PageReq=111&CountyId=758&PID=62&
TID=213&T=0&FY=2011
2013, Jul. 10 ). In CLIP - Wilkinson County Schools. Retrieved Feb. 7, 2014, from
http://www.wilkinson.k12.ga.us/www/ud00/0/032b87b07f604406a79c6f84a8c25c40/Pers
onal_Documents/FY14%20CLIP.pdf

Part 2
Introduction
The targeted group of learners consists of the 2
nd
semester 10
th
grade Literature and Composition
students at Wilkinson County High School in Irwinton, Georgia. The students range in age from
14 to 20 with the most common age being 16. There are 11 girls and 22 boys out of whom 6 boys
and 2 girls have been retained in a lower grade. The group is comprised of 8 Caucasians, 1
mixed-race, and 24 African-Americans. 5 of these students have been identified as IEP
(Individualized Education Plan) served; each of these students 4 of these students have
deficiencies in reading, while the remaining student has a writing deficiency.1 student has been
identified as 504 Plan served. All IEP and 504 students are served in a full inclusion setting, only
being pulled out for small group instruction and testing as mandated by their IEP or 504 Plan.
Eighty-two percent of the 33 students have attended the school since Pre-k either for consecutive
years or transiently. Eighty-eight percent of the students come from single parent homes or from
homes where a grandparent is the primary caregiver. To attain this information about the
learners, several methods were employed. The Georgia SLDS portal and PowerTeacher supplied
the information about the students income levels, test scores, grade levels, specific education
goals, and parental status. From this, the students race, gender, birthdate, and legal guardianship
was established. The classroom teacher was also interviewed to supply any relevant information
in regards to the students backgrounds and test scores.
Entry Skills
Mastery of skills that include basic reading and writing skills
Able to log on to a computer or tablet
Use basic internet search engines
Prior Knowledge
Recognize a text as either fictional of nonfictional
Comprehend grade-level texts on a basic level
Draw inferences from a text

This information was obtained through administration of a pretest based on the format (multiple
choice) and domain weights (40% fiction, 40% nonfiction, 10% language, and 10% writing) of
the Student Learning Objective. The pretest showed that 94% of the students scored less that
70% (not proficient), while only 6% scored in the proficient range (70-89%); no students scored
in the exceeds range (90% and above). 31% of the learners scored in the bubble area of 59%-
69%. In addition to the pretest, past End of Course Test and Criterion Reference Competency
Test scores were analyzes and disaggregated using Georgia SLDS and a data disaggregation tool
created by the school district. The learners were observed as they completed the pretest and as
they participate in day-to-day classroom experiences.

Attitudes Towards Content & Academic Motivation
The majority of the students recognize that nonfiction texts are essential to the Common Core
and to the real world. 3 of the 32 students implied that they did not understand the data analysis
at all. When asked about their comfort levels with nonfiction analysis, 52% of the students rated
themselves as needing additional help, 36% rated themselves as having minimal understanding,
and 2% of the students rated themselves as not having any understanding. When asked about
their computer technology and tablet skills, 100% of the class rated themselves as
knowledgeable. The learners were asked to rate their motivation to learn more about nonfictional
textual analysis, and 81% stated that they wanted to learn more while 19% stated that they did
not want to learn any more. These results were gathered through the use of a student survey and
learner interviews.

Educational Ability Levels
From the most recent EOCT Ninth Grade Literature and Composition scores, 74% (24 learners)
of the learners in this class scored in the meets the standards range. The remaining 26% (9
learners) scored in the does not meet range. Even though the majority of the learners meet the
overall standards requirements, in the nonfiction domain, the scores were not consistent with the
overall scores. Out of 33 learners, only 5 learners meet the standard for this particular domain.
After viewing the NGLC EOCT scores, the teacher was interviewed in regards to the learners
abilities. It was reported that the students are functioning on varied learning levels in nonfiction
textual analysis. The majority of the students require much support and practice with a given
nonfiction textual analysis task.

General Learning Preferences
The learners expressed a preference for hands on activities and nonlinguistic/visual
representation. This information was gathered from the administration and disaggregation of a
learning styles inventory. They also like color-coding, games, small group projects, and
interactive activities that involve the iPads in the classroom. This information was gathered from
a student survey and teacher interview.

Attitude Toward Teachers and School
Approximately two-thirds of the learners expressed a deep respect and gratitude for the efforts
and work of the teacher. Only 1 of the students was undecided on how she/he felt about the
teacher. The rest of the students disregarded the value of the teacher as an influential figure. With
regard to the school environment, the vast majority of students held positive feelings about the
school and its new technology. When questioned about how they felt about coming to school, the
rating shifted. 10 of the students said that they came to school because they were made to come
on most days. 23 of the learners reported coming to school in order to prepare themselves for
post-secondary education or employment. 19 of the learners stated that they enjoyed coming to
school daily.
Group Characteristics
The school is located in Wilkinson County where the median income is below the poverty level.
This 89% of the 33 students receives either free or reduced lunch, which qualifies the school as a
Title I school. The learners in this class are age appropriate for the English survey class; some
students are in 9
th
, while some students are in 11
th
, and 1 student is a 20-year-old nongraduate
from 2013 who is receiving extra help in order to help him pass the Georgia High School
Graduation Test. The majority of the learners are African-American, and all of them speak
English. All of the students are dressed appropriately, yet 10 students seem to be ill-supplied for
school each day, requesting paper, pencil, or both. The learners are arranged in 5 groups. The
learners were very engaged when they were using the class set of iPads, the computer, or any
interactive technology. They stay on task and work together to complete the assigned tasks.

Part 3

Task Analysis
I conducted the task analysis using primarily a procedural analysis rather than a topic analysis
due to the nature of my learning problem. The solution to the problem is found when learners
begin to apply a procedure rather than information gleaned from a topic. In order to receive
higher scores on the nonfiction textual analysis portions of the Tenth Grade Literature and
Composition Student Learning Objective, students must not only understand specific information
about the topic, but also be able to apply the procedure of analysis to any piece of nonfiction text
that they encounter. To ensure that I did not miss any key steps, I conducted my own textual
analysis on a nonfiction text of my choosing. This was valuable and helped me to catch several
small steps initially neglected.

After completing the outline of procedures used in the textual analysis, I created a new outline
with my topic analysis. In this outline, I listed all of the baseline and supplementary knowledge
required as a foundation to ensure successful application of the analysis skills. The content
structures identified in the topic analysis included facts (the definitions of nonfiction, literary
devices, and textual analysis), concepts (the concept of annotations as a method of textual
analysis, and the concept of constructed response to express inferences made from the text), and
principles (every nonfiction text can be annotated and analyzed for deeper meaning).

Once the outlines were constructed, I integrated them into one task analysis outline. The majority
of the topic analysis was inserted at the beginning of the outline, in order to provide appropriate
background knowledge for learners. The final outline is below.

Task Analysis Outline
1. Nonfiction defined: literature that is not fictional
1.1 There are various types of nonfiction
1.1.1 Memoir
1.1.2 Newspaper Articles
1.1.3 Historical Documents
1.1.4 Biography
1.1.5 Many others
2. Rhetorical devices defined: use of language that is intended to have an effect on its audience
2.1 Types of Rhetorical Devices
2.1.1 Figurative Language
2.1.2 Ethos
2.1.3 Pathos
2.1.4 Logos
3. Textual Analysis defined: the analysis of what a text says explicitly as well as through
inferences made from the text
3.1 Textual Analysis begins with Close Reading and Annotations
4. Annotations are notes made on the text while reading.
4.1 Annotations aid in comprehension and analysis
4.2 Annotations follow a particular process
4.2.1 Circle powerful words or phrases
4.2.2 Underline powerful words or phrases you do not understand
4.3.3 Put a question mark by things that raise questions
4.3.4 Put an exclamation mark by things that surprise you
4.3.5 Draw an arrow when you make a connection to the text, ideas, or
experiences
4.3.6 Write important thoughts in the margin
5. Close Reading works in conjunction with annotations
5.1 Process for Close Reading
5.1.1 1
st
Read: Students read and annotate
5.1.2 Students think and quick write
5.1.3 Students talk with partner
5.1.4 2
nd
Read: Teacher reads, students listen
5.1.5 Think, Write, Talk
5.1.6 3
rd
Read: Listen and watch while teacher reads and annotates
5.1.7 4
th
Read: Students reread to find evidence
5.1.8 Respond in writing, citing evidence from the text
6. RACE is the appropriate method for responding to textual analysis prompts
6.1 Restate the question using statement format
6.2 Answer the question with an inference you have drawn from the text
6.3 Cite evidence from the text
6.4 Explain how you drew your inference from the cited text
7. Close read and annotations of Thomas Jeffersons Inaugural Address
7.1 Annotate for:
7.1.1 Rhetorical devices
7.1.2 Powerful words and phrases
7.1.3 Words and passaged that are not understood
7.1.4 Questions derived from the text
7.1.5 Surprises to the text
7.1.6 Connections to the text, ideas or experiences
7.1.7 Important thoughts
7.2 Think about what these annotations tell you about the text
7.2.1 Quick write these ideas
7.2.2 Discuss these results with a partner
7.3 Listen as the teacher reads
7.4 Think about how this rereading differed from the first reading
7.4.1 Quick write these ideas
7.4.2 Discuss these results with a partner
7.5 Listen and watch while the teacher reads and annotates
7.5.1 Make any changes needed to student annotations
7.6 Students read to find evidence
7.6.1 Evidence should support your conclusions drawn in your quick writes
7.7 Answer the following questions in written format using RACE
7.7.1 What main claim does Jefferson make in his address?
7.7.2 How do rhetorical devices help Jefferson support his claim?
7.8 Discuss with a group mate to evaluate each others answers

Subject Matter Expert (SME)
I (Hope Goodner) will serve as the subject matter expert for this instructional plan. My formal
education consists of a bachelors degree in English Literature with Secondary Education
Certification from Mercer University in Macon, Georgia. I am currently pursuing a masters
degree in Instructional Technology from Georgia Southern University in Statesboro, Georgia.

My primary qualification to serve as SME is my position as a 9
th
-12
th
grade English teacher at
Wilkinson County High School. My job requires me to develop and implement Common Core
aligned lessons on a daily basis in each of my classes. In addition, I am the only teacher at my
school teaching Tenth Grade Literature and Composition, the focus course for this Instructional
Design Plan. As a teacher who is trained to use data-driven instruction as a part of our School
Improvement Plan, I have analyzed the data to determine the weakness of students in the area of
nonfiction textual analysis and adjusted my curriculum map accordingly to reflect the change in
focus for this instruction.

Flowchart

Part 4

Terminal Objective 1: To cite textual evidence in an analysis of a nonfiction text
Enabling Objectives:
1A. To analyze what the text says explicitly
1B. To analyze inferences drawn from the text
1C. To use the RACE (Restate, Answer, Cite, Explain) method of constructed response to
demonstrate analysis

Terminal Objective 2: To analyze the theme of a nonfiction text
2A. To identify an evidenced theme in a nonfiction text
2B. To record specific details that contribute to the theme on a textual analysis graphic organizer
2C. To explain how the theme of a nonfiction text aims to bar the repetition of history using an
online group discussion

Terminal Objective 3: To communicate how an author develops and refines claims in a
nonfiction text
3A. To identify main claims stated by a nonfiction author using the Preview tool on MacBook
3B. To identity evidence that develops and refines those claims
3c. To discuss the refinement of those claims presented by a nonfiction author using a choice of
Web 2.0 tool

Terminal Objective 4: To evaluate the validity and relevance of arguments and claims made in
a nonfiction text.
4A. To define propaganda techniques
4B. To identify use of propaganda, including fallacious reasoning
4C. To determine evidence of arguments and claims


Classification of Instructional Objectives:

Content
Performance
Recall Application
Fact 4A
Concept 2A 2, 3C
Principles 3A, 4B
Procedure 1, 1A, 1B, 1C, 2B, 4, 4C
Interpersonal 3, 3B
Attitude 2C

Relationship between Instructional Objectives and Standards:

Instructional
Objectives
Common core Georgia Performance Standards
1
ELACC9-10RI1: Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn
from the text.
1A
1B
1C
2
ELACC9-10RI2: Determine a central idea of a text and analyze its
development over the course of the text, including how it emerges and
is shaped and refined by specific details; provide an objective summary
of the text.
2A
2B
2C
3
ELACC9-10RI5: Analyze in detail how an authors ideas or claims are
developed and refined by particular sentences, paragraphs, or larger
portions of a text (e.g., a section or chapter).
3A
3B
3C
4
ELACC9-10RI8: Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is valid and the
evidence is relevant and sufficient; identify false statements and
fallacious reasoning.
4A
4B
4C

Part 5

Instructional
Strategies
Goals Objectives UDL Assessment
Lesson 1:
Students will
divide into pairs
and complete the
Explicit vs.
Implicit Textual
Information
chart based on
information
found in the
article. Students
will compare
their answers in a
brief large group
discussion using
Bubble.us.
Students will be
able to apply the
textual analysis
knowledge
learned in the
English
classroom to any
discipline.

Terminal
Objective 1: To
cite textual
evidence in an
analysis of a
nonfiction text
Enabling
Objectives:
1A. To analyze
what the text
says explicitly
1B. To analyze
inferences drawn
from the text
1C. To use the
RACE (Restate,
Answer, Cite,
Explain) method
of constructed
response to
demonstrate
analysis

Learning
environment is
differentiated by
the nature of the
online learning
environment.
The Mindmeister
brainstorm will
be used as
formative
assessment to
determine
readiness for
progression to
the next lesson.
The Bubble.us
group discussion
activity provides
students with
opportunities to
assess their own
findings in the
context of the
classroom as a
whole.
Lesson 2:
Student groups
will then read
Women Who
Shaped the
Constitution by
Rosalynn Carter.
Groups will
identify the main
claim and
evidence that
develops and
refines it. They
Students will be
able to apply the
textual analysis
knowledge
learned in the
English
classroom to any
discipline.

Terminal
Objective 3: To
communicate
how an author
develops and
refines claims in
a nonfiction text
Enabling
Objectives:
3A. To identify
main claims
stated by a
nonfiction author
Students may
choose to
respond in
written format,
or to create a
visual explaining
their response, to
record
themselves
answering the
question.
Audio recording
of the paragraph
The paraphrase
will be used as
formative
assessment do
determine if
students are
progressing at
the expected rate
in their
comprehension
of authors main
claims and
evidence. The
will then
Pintegrate that
information into
a paraphrased
version of the
passage. They
will also develop
three
standardized test
questions
pertaining to the
passage, its main
claim, the
development of
the claim, and
textual evidence
supporting their
analysis.
Differentiation:
This may be
presented using
any Web 2.0 tool
of their choosing.
3B. To identity
evidence that
develops and
refines those
claims
3C. To discuss
the development
and refinement
of those claims

will be available
for learners who
prefer it.
This may be
presented using
any Web 2.0 tool
of their choosing.

development of
the standardized
test questions
will be assessed
to determine
student mastery
of in-depth
textual analysis.
Lesson 3:
Have students
read Letter from
Birmingham
Jail and
annotate it for
rhetorical
devices using the
Preview tool on
their MacBooks.
Students will
work in pairs to
elaborate on how
their knowledge
or rhetorical
strategies is
interrelated to
Students will be
able to apply the
textual analysis
knowledge
learned in the
English
classroom to any
discipline.

Terminal
Objective 4: To
evaluate the
validity and
relevance of
arguments and
claims made in a
nonfiction text.
Enabling
Objectives:
4A. To define
and recognize
propaganda
techniques
4B. To identify
use of fallacious
reasoning
Students will use
visuals, written
responses to
respond to the
brainstorm
prompt.
The teacher will
assign students,
based on ability
level, an
appropriate set of
information to
detail in the Web
2.0 presentation.
Students may
choose which
media examples
The graphic
organizer will be
used to assess
student mastery
of successful and
fallacious
reasoning.
Martin Luther
King Jr.s use of
them using a
graphic
organizer. In this
graphic
organizer, they
will identify
successful and
fallacious
reasoning and
make note of
evidence from
the text that
supports the
authors use of
them in his
claims.
Differentiation:
The use of
different
nonlinguistic
representation
and cooperative
pairs determined
by the teachers
data will be
applied to
students as
differentiation
techniques
4C. To determine
evidence of
arguments and
claims

they will use for
their
presentations.
The use of
different
nonlinguistic
representation
and cooperative
pairs determined
by the teachers
data will be
applied to
students as
differentiation
techniques.

Lesson 4:
Have students
work in pairs to
read a selection
from Elie
Wiesels Night.
Students will
maintain their
pair partnership
Students will be
able to read a
grade-level
appropriate
nonfiction text
independently
and analyze the
text thoroughly.

Terminal
Objective 2: To
analyze the
theme of a
nonfiction text
Enabling
Objectives:
2A. To identify
an evidenced
A video of the
author reciting
this selection will
be available for
auditory and
visual learners.
The assistance of
the teacher will
also be provided
The Web 2.0
presentation will
be used as an
assessment to
determine
student mastery
of nonfiction
textual analysis
by ensuring that
to identify a
theme in the
selection and
specific details
that contribute to
the development
of the theme. The
pair should use
the collaborative
tool Mocromobs
to record their
discussion and
summative
conclusions. As a
final element,
they will create
an explanation of
how their theme
statement aims to
bar the repetition
of historical
injustices. They
will then use a
Web 2.0
presentation tool
to create an
online poster
detailing these
findings.
Differentiation:
Students will
have their choice
of Web 2.0 tools
to use.
theme in a
nonfiction text
2B. To record
specific details
that contribute to
the theme on a
textual analysis
graphic organizer
2C. To explain
how the theme of
a nonfiction text
aims to bar the
repetition of
history

through
prompting
additions to the
collaborative
chat.
Students will
have their choice
of Web 2.0 tools
to use.

students are able
to analyze a text
in depth enough
to determine how
its theme can be
applied to life
today.

The assessments that I have created are performance-based rather than standardized-test-like
assessments. I want students to be able to apply the concepts that they have learned in a more in-
depth and collaborative manner than a standardized test format allows. At the end of the unit,
students should be able to demonstrate what they have learned by being able to analyze any
grade-level-appropriate nonfiction text.
Pre-test/Post-test
This test will be given to the students both before the online module is started and after the
online module is completes. Students are to answer the questions online and submit the answers
to the teacher.

Directions: Answer the following questions. When completed, press submit to complete your
work.
1. How is textual evidence important to textual analysis?
2. What is the different between explicit and implicit statements?
3. How can an author further develop a claim he or she has made?
4. How does focus affect an authors claim and development?
5. How does one make an argument convincing?
6. How does theme relate to an authors main claim?

Pre-test/Post-test Answer Key
1. It provides proof that the conclusions one draws from a text are in fact founded in the text
and not merely conjecture.
2. Explicit statements directly state an idea, while implicit statements imply meaning other
than what the words directly say.
3. An author may further develop a claim made in the text by providing relevant
information in support of that idea that follows a logical path.
4. If a writer does not stay focused throughout his/her piece, information irrelevant to the
main claim may be included which does not develop the claim or theme found in the
work.
5. A writer may make an argument more convincing by using rhetorical devices and
propaganda techniques.
6. Theme relates to an authors main claim by delivering an implicit message about life that
the reader should take away from the reading of the text.

Objective 1: To cite textual evidence in an analysis of a nonfiction text

Lesson 1 Brainstorm Activity
Using Mindmeister.com, a collaborative brainstorming tool, share ideas with your classmates
about how providing evidence from the text is important to the process of analyzing a text. Be
sure to think of reasoning techniques we have discussed in our fiction unit.

Lesson 1 Brainstorm Activity Answer Key
Students should make mention of:
a. How an answer must come from the text and their heads
b. How textual evidence ensures that their conclusions are based in the text and not their
own external ideas
c. How RACE ensures that textual evidence is provided

Lesson 1 Explicit vs. Implicit Chart and Discussion

Directions: Read the article Teaching Students to use Anchor Standard #1: Textual Evidence in
the Common Core Classroom on your MacBook using the Preview application. Highlight
information that you find relevant. Then complete the following chart. Make sure to provide
evidence from the text. Share your chart and your ideas with your classmates on Bubble.us,

HOW ARE EXPLICIT INFORMATION AND IMPLICIT INFORMATION DIFFERENT?
FILL IN YOUR ANSWERS IN THE ARROWS.

HOW DO EXPLICIT INFORMATION AND IMPLICIT INFORMATION WORK
TOGETHER? FILL IN YOUR ANSWERS IN THE ARROWS.

Explicit Implicit
Explicit Implicit
Lesson 1 Explicit vs. Implicit Chart and Discussion Answer Key

HOW ARE EXPLICIT INFORMATION AND IMPLICIT INFORMATION DIFFERENT?
FILL IN YOUR ANSWERS IN THE ARROWS.

Students should cite evidence from the third paragraph that explains the explicit means directly
stated, while implicit means implied. They should make note that in literature very few things are
explicit, most of them being implied by the author. They should also make note that they must be
able to infer in order to understand the implicit meaning in a text.

HOW DO EXPLICIT INFORMATION AND IMPLICIT INFORMATION WORK
TOGETHER? FILL IN YOUR ANSWERS IN THE ARROWS.

Students should cite evidence from the third paragraph that oftentimes what may appear to be
explicit actually contains an implicit message. They should also note how explicit statements are
needed in order to build a basis for the implicit statements about which they must infer meaning.

Objective 3: To communicate how an author develops and refines claims in a nonfiction
text

Lesson 2 Focus Activity

Directions: Read the first sentence of the following paragraph. On the line directly under the
paragraph, record what you and your partner discuss as possible topics for the paragraph. Then
read the entire paragraph, analyzing it for focus. Highlight everything that pertains to the topic of
the first sentence in yellow. If anything wanders off topic, highlight it in blue. Discuss this all
with your partner using Teambox, especially if you find that the paragraph loses focus. Explain
why you think all of these things happen. Finally, record possible titles for this paragraph on the
line below.

My room is the most comfortable room in my house. I really enjoy having my TV, DVD,
Computer, VCR, Game Boy, and CD player all in one place that I can truly call my very own.
The bed is comfortable, when I can find it. Often its covered with clothes, school books, papers,
CDs and junk. I like to hang out with my friends in my room and turn the music up loud. Thats
fun. Most of my friends like the same music I do, like Def Leppard and Iron Maiden. Other
friends like more classic rock, like Bruce Springsteen. We get along okay though. Sometimes I
just lay there and think about my day. I enjoy thinking, because it helps me concentrate.

Possible topics:
______________________________________________________________________________

Possible titles:
______________________________________________________________________________

Lesson 2 Focus Activity Answer Key

My room is the most comfortable room in my house. I really enjoy having my TV, DVD,
Computer, VCR, Game Boy, and CD player all in one place that I can truly call my very own.
The bed is comfortable, when I can find it. Often its covered with clothes, school books, papers,
CDs and junk. I like to hang out with my friends in my room and turn the music up loud. Thats
fun. Most of my friends like the same music I do, like Def Leppard and Iron Maiden. Other
friends like more classic rock, like Bruce Springsteen. We get along okay though. Sometimes I
just lay there and think about my day. I enjoy thinking, because it helps me concentrate.

Possible topics:
Comparing and contrasting different rooms, pros and cons of the authors bedroom

Possible titles:
Answers may vary

Discussion postings:
Students should note that the paragraph wanders off topic. They should also note that the author
loses focus when he begins talking about his and his friends shared interest in music. They
should also note that this loss of focus happens because of the stream-of-consciousness narrative
perspective used by the author.

Lesson 2 Women Who Shaped the Constitution Standardized Test Question Generation

Directions: Read Women Who Shaped the Constitution by Rosalynn Carter. Indentify the
main claim the author makes in the space provided. Highlight evidence that develops and refines
the main claim in green. Then, develop 3 standardized tezt questions pertaining to the passage,
its main claim, and the development of the claim. You will present your test questions using any
Web 2.0 tool of your choice.

Women Who Shaped the Constitution
BY ROSALYNN CARTER

REVOLUTIONARIES

When the Founding Fathers met in Philadelphia in 1787 to draft the Constitution, they did not ha
ve womens rights on their minds. They did not grant women the right to vote or a voice in the g
overnment that was being formed. There was a simple reason for this neglect: both the Constituti
on and the Bill of Rights were based on an eighteenth century concept of justice and equality that
was an exclusively white, male system of law and order. The Founding Fathers were simply the
patriarchal products of their time.

The prevailing thought of the day was that the American voter must be independent and uncoerc
ed. Men without property could not be independent and uncoerced because they were vulnerable
to their landlords. Married women were subject to their husbands wishes, so it followed that
they could not be independent voters. Under this reasoning, one would think that unmarried prop
ertied women would have the vote, but as John Adams said, You have to draw the line
somewhere!

Our Constitution was not perfect when it was signed; it is not perfect today. But our forefathers
had the wisdom to make it possible for us to amend it. Thus, even without formal constitutional
rights and lacking the right to vote throughout most of our history, the influence of women on the
constitutional process, from the beginning, has been significant.

Who are these invisible women who struggled to protect our rightsor to demand them?
They need to be remembered so they can be institutionalized as contributors to our democratic
heritage.

Abigail Smith Adams is one of the few women of the eighteenth century who has remained in th
e public eye. There are several reasons for the continued interest in her life. Hundreds of the lette
rs she wrote over her lifetime were preserved by her family. She also lived during an
important era of American history and was related to famous men. Her husband, John Adams, w
as one of the founders of the nation and the second president of the United States. Her son, John
Quincy Adams, was the sixth president, as well as a diplomat and member of Congress for more
than two decades.

Abigail was a woman of her times and believed that a womans role was domestic. But she was
intelligent, self-educated, and articulate and could understand and comment upon political
issues, as her letters show. And although she did not shape her husbands policies, her
correspondence with him, as illustrated in the following excerpt, informs us of the desire of some
women of that period to be included in affairs of state.

Abigail Adams to John Adams, as he sat at the Second Continental Congress, March 31, 1776.
[I]n the new code of laws which I suppose it will be necessary for you to make, I desire you
would remember the ladies and be more generous and favorable to them than your ancestors. Do
not put such unlimited power into the hands of the husbands. Remember, all men would be tyrant
s if they could. If particular care and attention is not paid to the ladies, we are determined to fom
ent a rebellion, and will not hold ourselves bound by any laws in which we have no voi
ce, or representation.

One woman who influenced the thinking of the day when the Constitution was being written was
Mercy Otis Warren. She was born into a politically prominent family in Massachusetts, and at a
time when other females were learning flowery letter writing, she was sharing her brothers Harv
ard College classwork. She married a Massachusetts legislator who encouraged her involvement
with public affairs, and she was known by most of the framers and founders of the Constitution, i
ncluding George Washington, Benjamin Franklin, Samuel Adams, John Adams, and Thomas Jef
ferson. She corresponded with them about social and political issues, the ideals and ideas of the d
ay.

During the growing protest among the Colonies against British rule, Warren and her husband we
re part of a small circle of patriots, including Samuel Adams, John Adams, and John Hancock, w
ho met in their homes to exchange ideas about forming a government for this new country, debat
ing the structure, function, and processes of colonial, confederate, and constitutional government
s. Although she never strayed far beyond Boston, Mercy Warrens extensive correspondence,
satirical plays, poetry, and antiFederalist tracts were read and discussed in all the states and
in Europe. Her writings reflected on the very essences of liberty and democracy as she argued
for the complete protection of human rights. She influenced the language of the Constitution
even though she was not allowed to be present at the convention that adopted it. Influenced by
her reading of John Locke and other Enlightenment philosophers, Warren once wrote that
man is born free and possessed of certain unalienable rightsa principle now etched in the
Declaration of Independence.

Main Claim
______________________________________________________________________________

______________________________________________________________________________

Standardized Test Questions
1.

a.

b.

c.

d.

2.

a.

b.

c.

d.

3.

a.

b.

c.

d.

Lesson 2 Women Who Shaped the Constitution Standardized Test Question Generation
Answer Key

Women Who Shaped the Constitution
BY ROSALYNN CARTER

REVOLUTIONARIES

When the Founding Fathers met in Philadelphia in 1787 to draft the Constitution, they did not ha
ve womens rights on their minds. They did not grant women the right to vote or a voice in the g
overnment that was being formed. There was a simple reason for this neglect: both the Constituti
on and the Bill of Rights were based on an eighteenth century concept of justice and equality that
was an exclusively white, male system of law and order. The Founding Fathers were simply the
patriarchal products of their time.

The prevailing thought of the day was that the American voter must be independent and uncoerc
ed. Men without property could not be independent and uncoerced because they were vulnerable
to their landlords. Married women were subject to their husbands wishes, so it followed that
they could not be independent voters. Under this reasoning, one would think that unmarried prop
ertied women would have the vote, but as John Adams said, You have to draw the line
somewhere!

Our Constitution was not perfect when it was signed; it is not perfect today. But our forefathers
had the wisdom to make it possible for us to amend it. Thus, even without formal constitutional
rights and lacking the right to vote throughout most of our history, the influence of women on the
constitutional process, from the beginning, has been significant.

Who are these invisible women who struggled to protect our rightsor to demand them?
They need to be remembered so they can be institutionalized as contributors to our democratic
heritage.

Abigail Smith Adams is one of the few women of the eighteenth century who has remained in th
e public eye. There are several reasons for the continued interest in her life. Hundreds of the lette
rs she wrote over her lifetime were preserved by her family. She also lived during an
important era of American history and was related to famous men. Her husband, John Adams, w
as one of the founders of the nation and the second president of the United States. Her son, John
Quincy Adams, was the sixth president, as well as a diplomat and member of Congress for more
than two decades.

Abigail was a woman of her times and believed that a womans role was domestic. But she was
intelligent, self-educated, and articulate and could understand and comment upon political
issues, as her letters show. And although she did not shape her husbands policies, her
correspondence with him, as illustrated in the following excerpt, informs us of the desire of some
women of that period to be included in affairs of state.

Abigail Adams to John Adams, as he sat at the Second Continental Congress, March 31, 1776.
[I]n the new code of laws which I suppose it will be necessary for you to make, I desire you
would remember the ladies and be more generous and favorable to them than your ancestors. Do
not put such unlimited power into the hands of the husbands. Remember, all men would be tyrant
s if they could. If particular care and attention is not paid to the ladies, we are determined to fom
ent a rebellion, and will not hold ourselves bound by any laws in which we have no voi
ce, or representation.

One woman who influenced the thinking of the day when the Constitution was being written was
Mercy Otis Warren. She was born into a politically prominent family in Massachusetts, and at a
time when other females were learning flowery letter writing, she was sharing her brothers Harv
ard College classwork. She married a Massachusetts legislator who encouraged her involvement
with public affairs, and she was known by most of the framers and founders of the Constitution, i
ncluding George Washington, Benjamin Franklin, Samuel Adams, John Adams, and Thomas Jef
ferson. She corresponded with them about social and political issues, the ideals and ideas of the d
ay.

During the growing protest among the Colonies against British rule, Warren and her husband we
re part of a small circle of patriots, including Samuel Adams, John Adams, and John Hancock, w
ho met in their homes to exchange ideas about forming a government for this new country, debat
ing the structure, function, and processes of colonial, confederate, and constitutional government
s. Although she never strayed far beyond Boston, Mercy Warrens extensive correspondence,
satirical plays, poetry, and antiFederalist tracts were read and discussed in all the states and
in Europe. Her writings reflected on the very essences of liberty and democracy as she argued
for the complete protection of human rights. She influenced the language of the Constitution
even though she was not allowed to be present at the convention that adopted it. Influenced by
her reading of John Locke and other Enlightenment philosophers, Warren once wrote that
man is born free and possessed of certain unalienable rightsa principle now etched in the
Declaration of Independence.

Main Claim
Women have had political influence since the revolutionary period.

Standardized Test Questions
Questions and Answers will vary but they should stay along the lines of the following questions.
1. What is the main idea of this passage?

2. What evidence supports the main idea of this passage?

3. What was true of both Abigail Adams and Mercy Otis Warren?

Objective 4: To evaluate the validity and relevance of arguments and claims made in a
nonfiction text.

Lesson 3 Web 2.0 Rhetoric Presentation

After reviewing the information on rhetorical devices, propaganda techniques, and fallacious
reasoning, create a Web2.0 presentation detailing them. You will organize them into a visual
representation that relates each element to either a print advertisement, a radio commercial, or a
television commercial.

Lesson 3 Web 2.0 Rhetoric Presentation Answer Key

Presentations will vary. They will be assessed using the rubric checklist on the assignment
outline.

Lesson 3 Letter from Birmingham Jail Graphic Organizer

Directions: Read Letter from Birmingham Jail and annotate it for rhetorical devices using the
preview tool on your MacBook. Discuss with your group, using Teambox, how your knowledge
of rhetoric helps you comprehend and analyze Martin Luther King Jr.s famous letter. As you
discuss, you will fill out the graphic organizer. Include a passage from the text, a checkmark to
determine if the reasoning is successful or fallacious, and your explanation of why.

Passage From Text Successful? Fallacious? Why

Lesson 3 Letter from Birmingham Jail Graphic Organizer Answer Key

Answers will vary. Students will note that none of the reasoning is fallacious. Explanations
should refer to the text and explain how the text demonstrates an element of rhetoric.

Objective 2: To analyze the theme of a nonfiction text

Lesson 4 A Day Away RACE
Directions: Below is a discussion prompt. Read the selection and identify a theme of the work,
making sure to present your claim as well as evidence from the text that supports it in the form of
RACE. You should submit your answers using Micromobs.

A Day Away Maya Angelou

Every person needs to take one day away.
A day in which one consciously separates the past from the future.
Jobs, family, employers, and friends can exist one day without any one of us,
and if our egos permit us to confess, they could exist eternally in our absence.

Each person deserves a day away in which no problems are confronted,
no solutions searched for.
Each of us needs to withdraw from the cares which will not withdraw from us.
We need hours of aimless wandering or spaces of time sitting on park benches,
observing the mysterious world of ants and the canopy of treetops.

If we step away for a time, we are not,
as many may think and some will accuse, being irresponsible,
but rather we are preparing ourselves
to more ably perform our duties and discharge our obligations.

When I return home,
I am always surprised to find some questions
I sought to evade had been answered
and some entanglements I had hoped to flee
had become unraveled in my absence.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________
Lesson 4 A Day Away RACE Answer Key

Answers will vary, but they should remain somewhere close to:

The theme of A Day Away by Maya Angelou is that self-energizing oneself is necessary.
According to the passage, if we take this time, we are not being being irresponsible, but rather
we are preparing ourselves to more ably perform our duties and discharge our obligations (lines
11-13). This lesson about life serves to remind us that oftentimes what appears to be selfish, is
oftentimes selfless.

Lesson 4 Night Theme Activity

Directions: Work in pairs to read the selection from Elie Wiesels Night on pages 393-600 in
your course textbook. Using Micromobs, identify a theme in the selection and specific details
that contribute to the development of the theme.
Finally, create an explanation of how your pairs theme statement aims to bar the repetition of
historical injustices.

Lesson 4 Night Theme Activity Key

Answers will vary, but they should stay along the lines of the following:

Possible Themes:
Silence in the Face of Atrocities is Sin
Humans Fall into Inhumanity When Left Unchecked
Maintaining Faith through Struggle Helps One Survive

Explanation:
Students should note that Wiesels purpose in writing his tale was so that the commissions of
such vile crimes would never go undisturbed again.

Part 6: Content Sequencing and Instructional Strategies

Instructional Sequence
Sequence Description Objective
1 Cite textual evidence in an analysis of a nonfiction text 1
2 Communicate how an author develops and refines claims in a nonfiction
text
3
3 Evaluate validity and relevance of arguments and claims made in a
nonfiction text
4
4 Analyze theme of a nonfiction text 2

Sequencing Justification
This sequence builds on concepts in learner-related order. The learner will proceed through the
lessons in an order that places information in order of increasing difficulty, with identifiable
prerequisites and familiar elements addressed in the beginning. The sequence also alternates
reading and group discussion with hands-on activities to maintain high learner interest,
motivation, and involvement. Finally, this sequence allows the learner to self-generate questions
and possible solutions that most likely are addressed by the next step of development in the
learner-related sequence.

Lesson 1: A Refresher on Citing Textual Evidence

Terminal Objective 1: To cite textual evidence in an analysis of a nonfiction text
1A. To analyze what the text says explicitly
1B. To analyze inferences drawn from the text
1C. To use the RACE (Restate, Answer, Cite, Explain) method of constructed response to
demonstrate analysis

Initial Presentation: Have class brainstorm how textual evidence is important to textual analysis
using Mindmeister.com. Students should remember reasoning and techniques (including RACE)
from their fiction unit. Second, direct class to individually read the article Teaching Students to
use Anchor Standard #1: Textual Evidence in the Common Core Classroom on their MacBooks
using the Preview application and highlight information that they find relevant for group
discussion.

Generative Strategy: Students will divide into pairs and complete the Explicit vs. Implicit
Textual Information chart based on information found in the article. Students will compare their
answers in a brief large group discussion using Bubble.us.

UDL: Students may choose to respond in written format, or to create a visual explaining their
response, to record themselves responding to classmates. Kerr (2010) stated that a best practice
for an online high school classroom is to provide opportunities for student choice (p. 29).

Lesson 2: How Do Authors Develop and Refine Claims

Terminal Objective 3: To communicate how an author develops and refines claims in a
nonfiction text
3A. To identify main claims stated by a nonfiction author
3B. To identity evidence that develops and refines those claims
3C. To discuss the development and refinement of those claims

Motivational Strategy: Ask students to speculate how determining the development of an
authors claim might affect student comprehension and analysis. Students should think about
where in the future this type of skill might be relevant. Responses will be given using Bubble.us.
Differentiation: Students may choose to respond in written format, or to create a visual
explaining their response, to record themselves answering the question.

Initial Presentation: Students will divide into groups of 4 determined by previous data. Students
will review the teacher statement: Focus in writing means, among other things, maintaining a
central idea throughout the piece. With this in mind, students will then, in their peer groups and
using Teambox, read the first sentence of the focus paragraph and discuss what the paragraph
might focus on and discuss. They will read the entire paragraph and analyze it for focus. They
should note that the paragraph wanders off topic, where the author lost focus, how they know
this, and why they believe this has happened. Students should then brainstorm titles that they
believe would be appropriate to convey the authors main point.

Generative Strategy: Student groups will then read Women Who Shaped the Constitution by
Rosalynn Carter. Groups will identify the main claim and evidence that develops and refines it.
They will then integrate that information into a paraphrased version of the passage. They will
also develop three standardized test questions pertaining to the passage, its main claim, the
development of the claim, and textual evidence supporting their analysis.

UDL: Audio recording of the paragraph will be available for learners who prefer it. Morra
(2010) supports the principle of providing multiple means of representation, stating that it not
only gives students multiple ways of acquiring information, but also gives various ways to
interact with that information (p. 47).
Standardized test questions will be presented using any Web 2.0 tool of their choosing. Kerr
(2010) stated that a best practice for an online high school classroom is to provide opportunities
for student choice (p. 29).

Lesson 3: Determining Relevancy and Validity of Claims

Terminal Objective 4: To evaluate the validity and relevance of arguments and claims made in
a nonfiction text.
4A. To define and recognize propaganda techniques
4B. To identify use of fallacious reasoning
4C. To determine evidence of arguments and claims

Motivational Strategy: Ask students to speculate on how they would make an argument
convincing. Students should cite times in the past when they have tried to convince someone of
something and either failed or succeeded. They should think about what made their argument
successful or not. This will be recorded using Wisemapping.com. Differentiation: Students will
use visuals, written responses to respond to the brainstorm prompt.

Initial Presentation: Students will examine information on rhetorical strategies, propaganda
techniques, and fallacious reasoning. Students will create a Web 2.0 presentation detailing the
various types of propaganda and fallacious reasoning. Have students organize the rhetorical
strategies, propaganda techniques, and fallacious reasoning into a visual representation that
relates each element to either a print advertisement, a radio commercial, or a television
commercial.

Generative Strategy: Have students read Letter from Birmingham Jail and annotate it for
rhetorical devices using the Preview tool on their MacBooks. Students will work in pairs to
elaborate on how their knowledge or rhetorical strategies is interrelated to Martin Luther King
Jr.s use of them using a graphic organizer. In this graphic organizer, they will identify
successful and fallacious reasoning and make note of evidence from the text that supports the
authors use of them in his claims.

UDL: The teacher will assign students, based on ability level and interest/engagement, an
appropriate set of information to detail in the Web 2.0 presentation. Students may choose which
media examples they will use for their presentations. This provides for multiple means of
engagement by providing, as Rose and Gravel (2010) suggest options that vary levels of
challenge and support (p. 9).
The use of different nonlinguistic representation and cooperative pairs determined by the
teachers data will be applied to students as differentiation techniques. Rose and Gravel (2010)
posit using options that illustrate key concepts nonlinguistically (p. 5).

Lesson 4: How the Use of Rhetoric and Evidence Supports Theme

Terminal Objective 2: To analyze the theme of a nonfiction text
2A. To identify an evidenced theme in a nonfiction text
2B. To record specific details that contribute to the theme on a textual analysis graphic organizer
2C. To explain how the theme of a nonfiction text aims to bar the repetition of history

Initial Presentation: Present students with Maya Angelous A Day Away as a discussion
prompt using Micromobs. Students should read the selection and identify a theme of the work;
they should make sure to present their claim along with evidence from the text that supports it in
the format of RACE.

Generative Strategy: Have students work in pairs to read a selection from Elie Wiesels Night.
Students will maintain their pair partnership to identify a theme in the selection and specific
details that contribute to the development of the theme. The pair should use the collaborative tool
Mocromobs to record their discussion and summative conclusions. As a final element, they will
create an explanation of how their theme statement aims to bar the repetition of historical
injustices. They will then use a Web 2.0 presentation tool to create an online poster detailing
these findings.

UDL: A video of the author reciting this selection will be available for auditory and visual
learners. Rose and Gravel (2010) propose including options that customize the display of
information; options that provide alternatives for auditory information; and options that provide
alternatives for visual information (p. 5).
The assistance of the teacher will also be provided through prompting additions to the
collaborative chat. Suggested by Rose and Gravel (2010), this provides options in the scaffolds
for practice and performance (p. 7) by the teacher offering support to individuals as needed.
Students will have their choice of Web 2.0 tools to use. Kerr (2010) stated that a best practice for
an online high school classroom is to provide opportunities for student choice (p. 29).

References

Kerr, Shantia (2010). Tips, Tools, and Techniques for Teaching in the Online High School
Classroom. TechTrends: Linking Research and Practice to Improve Learning, v55 n1
p28-31.

Morra, Thom & Reynolds, Jim (2010). Universal Design for Learning: Application for
technology-enhanced learning. Inquiry 15 (1):43-51.

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective
instruction. (7th ed.). Hoboken, NJ: John Wiley & Sons.

Rose, D.H., and Gravel, J.W. (2010). Universal design for learning. In P. Peterson, E. Baker, &
B.McGraw (Eds.), International Encyclopedia of Education (119124). Oxford: Elsevier.
Retrieved from www.udlcenter.org/sites/udlcenter.org/files/TechnologyandLearning.pdf

Part 7: Design of Instruction
Instructional
Strategies
Goals Objectives UDL Assessment
Lesson 1:
Students will
divide into pairs
and complete the
Explicit vs.
Implicit Textual
Information
chart based on
information
found in the
article. Students
will compare
their answers in a
brief large group
discussion using
Bubble.us.
Students will be
able to apply the
textual analysis
knowledge
learned in the
English
classroom to any
discipline.

Terminal
Objective 1: To
cite textual
evidence in an
analysis of a
nonfiction text
Enabling
Objectives:
1A. To analyze
what the text
says explicitly
1B. To analyze
inferences drawn
from the text
1C. To use the
RACE (Restate,
Answer, Cite,
Explain) method
of constructed
response to
demonstrate
analysis

Learning
environment is
differentiated by
the nature of the
online learning
environment.
The Mindmeister
brainstorm will
be used as
formative
assessment to
determine
readiness for
progression to
the next lesson.
The Bubble.us
group discussion
activity provides
students with
opportunities to
assess their own
findings in the
context of the
classroom as a
whole.
Lesson 2:
Student groups
will then read
Women Who
Shaped the
Constitution by
Rosalynn Carter.
Groups will
identify the main
claim and
evidence that
develops and
refines it. They
will then
Students will be
able to apply the
textual analysis
knowledge
learned in the
English
classroom to any
discipline.

Terminal
Objective 3: To
communicate
how an author
develops and
refines claims in
a nonfiction text
Enabling
Objectives:
3A. To identify
main claims
stated by a
nonfiction author
3B. To identity
Students may
choose to
respond in
written format,
or to create a
visual explaining
their response, to
record
themselves
answering the
question.
Audio recording
of the paragraph
will be available
The paraphrase
will be used as
formative
assessment do
determine if
students are
progressing at
the expected rate
in their
comprehension
of authors main
claims and
evidence. The
development of
integrate that
information into
a paraphrased
version of the
passage. They
will also develop
three
standardized test
questions
pertaining to the
passage, its main
claim, the
development of
the claim, and
textual evidence
supporting their
analysis.
Differentiation:
This may be
presented using
any Web 2.0 tool
of their choosing.
evidence that
develops and
refines those
claims
3C. To discuss
the development
and refinement
of those claims

for learners who
prefer it.
This may be
presented using
any Web 2.0 tool
of their choosing.

the standardized
test questions
will be assessed
to determine
student mastery
of in-depth
textual analysis.
Lesson 3:
Have students
read Letter from
Birmingham
Jail and
annotate it for
rhetorical
devices using the
Preview tool on
their MacBooks.
Students will
work in pairs to
elaborate on how
their knowledge
or rhetorical
strategies is
interrelated to
Martin Luther
Students will be
able to apply the
textual analysis
knowledge
learned in the
English
classroom to any
discipline.

Terminal
Objective 4: To
evaluate the
validity and
relevance of
arguments and
claims made in a
nonfiction text.
Enabling
Objectives:
4A. To define
and recognize
propaganda
techniques
4B. To identify
use of fallacious
reasoning
4C. To determine
Students will use
visuals, written
responses to
respond to the
brainstorm
prompt.
The teacher will
assign students,
based on ability
level, an
appropriate set of
information to
detail in the Web
2.0 presentation.
Students may
choose which
media examples
they will use for
The graphic
organizer will be
used to assess
student mastery
of successful and
fallacious
reasoning.
King Jr.s use of
them using a
graphic
organizer. In this
graphic
organizer, they
will identify
successful and
fallacious
reasoning and
make note of
evidence from
the text that
supports the
authors use of
them in his
claims.
Differentiation:
The use of
different
nonlinguistic
representation
and cooperative
pairs determined
by the teachers
data will be
applied to
students as
differentiation
techniques
evidence of
arguments and
claims

their
presentations.
The use of
different
nonlinguistic
representation
and cooperative
pairs determined
by the teachers
data will be
applied to
students as
differentiation
techniques.

Lesson 4:
Have students
work in pairs to
read a selection
from Elie
Wiesels Night.
Students will
maintain their
pair partnership
to identify a
Students will be
able to read a
grade-level
appropriate
nonfiction text
independently
and analyze the
text thoroughly.

Terminal
Objective 2: To
analyze the
theme of a
nonfiction text
Enabling
Objectives:
2A. To identify
an evidenced
theme in a
A video of the
author reciting
this selection will
be available for
auditory and
visual learners.
The assistance of
the teacher will
also be provided
through
The Web 2.0
presentation will
be used as an
assessment to
determine
student mastery
of nonfiction
textual analysis
by ensuring that
students are able
theme in the
selection and
specific details
that contribute to
the development
of the theme. The
pair should use
the collaborative
tool Mocromobs
to record their
discussion and
summative
conclusions. As a
final element,
they will create
an explanation of
how their theme
statement aims to
bar the repetition
of historical
injustices. They
will then use a
Web 2.0
presentation tool
to create an
online poster
detailing these
findings.
Differentiation:
Students will
have their choice
of Web 2.0 tools
to use.
nonfiction text
2B. To record
specific details
that contribute to
the theme on a
textual analysis
graphic organizer
2C. To explain
how the theme of
a nonfiction text
aims to bar the
repetition of
history

prompting
additions to the
collaborative
chat.
Students will
have their choice
of Web 2.0 tools
to use.

to analyze a text
in depth enough
to determine how
its theme can be
applied to life
today.

Part 8
At the end of this online module, I will collect the learner evaluation by providing an online
survey for students to complete. I will also ask another SME to complete the online module and a
set of interview questions. The SME I will use is Nicole Stone, who is a current high school
English teacher at Wilkinson County High School. She has been teaching for 9 years and has
been at Wilkinson County High School for 4 years.

Survey for the Online Learner
1. After completing this module, how confident are you in your abilities to analyze any
grade-level-appropriate nonfiction text?
1-not confident, 2-a little confident, 3-not sure, 4-very confident, 5-I already knew how to do this

2. How easy or difficult did you find the module for your learning level?
1-too easy, 2-a little easy, 3-right on target, 4-a little difficult, 5-too difficult

3. Were the directions clear and easy to follow?
1-not clear, 2-a little clear, 3-not sure, 4-pretty clear, 5-very clear

4. Is the topic something that you were interested in learning?
1-not interested, 2-a little interested, 3-not sure, 4-pretty interested, 5-very interested

5. Please list anything about this module that you did not understand.

6. Please list any ideas that you have that might make this module better.

Interview Questions for the SME
After completing the online module, do you think the learner is provided with all the necessary
content to complete the module successfully?
1. Is there anything left out of the module that you feel should be included? If yes, please
explain.

2. Is there anything included in the module that you feel should be omitted? If yes, please
explain.

3. Do you think the content is appropriate for the target audience? If no, please explain.

4. Do you think the objectives are met by the content provided? If no, please explain.

5. Do you think the assessments are relevant to the content topic? If no, please explain.
6. Do you think UDL principles were followed and appropriate? If no, please explain.

7. Is there anything that you think would make this module better? If yes, please explain.

After all of the online surveys and the face-to-face interview have been completed, I will analyze
the data qualitatively in order to see the perspectives of the students and SME. I will look for
trends in the responses that could possibly improve the program. I will also consider the
comments and suggestions made by the students and the SME.

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INSTRUCTIONAL DESIGN PROJECT 1

Instructional Design Project

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