Student/Client Instruction Plan Form

Demographics Section
This first section of the student/client instructional plan project assignment is to give you the opportunity to explore the demographics
and characteristics of a district, school, or other work environment in relation to the learners in their respective learning environments.

Major Components of this section:

Identify a school/district. If you work in a non-educational setting, identify your work environment.
Describe a variety of community, school, media center, and classroom factors that might impact student/client learning. These
could include geographic location, community demographics, socioeconomic profile, physical features of school or work
setting, media center, or classroom setting, availability of equipment/technology and other resources, etc. If you are in a non-
educational setting, describe the work environment, workers in the environment, clients/customers, and other characteristics
that could impact learning.
Describe the characteristics of the students, such as age, gender, race/ethnicity, exceptionalities (disability and giftedness),
developmental levels, culture, language, interests, learning styles or skill levels. If you are in a non-educational setting,
describe the range of workers in the environment and the clients/customers.
Describe how the various demographics and characteristics would help determine the type of assessments you would use
before, during, and after instruction.
Describe how the various demographics and characteristics would help determine the types of instructional activities most
appropriate for the situation.

Demographic information can be found on district, school websites, business or institution websites. Public school district, school and
student demographics can also be found at: http://gosa.georgia.gov/ Click on the Research and Data tab, click on Downloadable
Education Data and Interactive Education Data Map to see information. If you are in a private or independent school you should also
be able to gather school demographic information from your school.
Enter your demographic information in the table below:
Name of School/District/Worksite
School/District/Worksite Demographics
Learner Characteristics
Potential Demographic Impact on
Assessment
Potential Demographic Impact on
Instructional Strategies/Activities
Flowery Branch High School/ Hall County/ Georgia
Race/ Ethnicity: 69% White, 19% Hispanic, 8% Black, 3% Multi-racial, and 1%
Asian/ Pacific Islander; Free/Reduced-Price Lunch: 31%; Students with Disability:
11%; English Language Learners: 2% (The Governor's Office of Student
Achievement, 2016).
Students in Hall County, and specifically at Flowery Branch, are used to working
diligently during the day, but are not accustomed to completing much work for
homework. The school day ends at 3:30pm, and very few students complete much
homework if it is assigned. Between sports and jobs, many of them have very little time
at home each night.
The most important demographic to note is the Free/Reduced-Price Lunch. The school
has over one-third of its students on FRL. The socioeconomic standing is important to
note, as this may indicate parents needing to work jobs with long hours or even more
than one job. Therefore, academic support at home, or even the ability to come early or
stay after school may not be an option for many students. Assessment preparation and
assistance would need to occur during the class period, or be easy to work on
individually at home.
Based on the unique demographics, variety of ethnicities, socioeconomic differences,
percentage of students with disabilities, and even the ELL learners, it is important to
offer varied learning strategies, so that students of any ability can be supported and
challenged in the same learning environment.
References
The Governor's Office of Student Achievement. (2016). Georgia School Reports. Retrieved from

https://schoolgrades.georgia.gov/flowery-branch-high

Standards Identification Section

Grade Level/Client Group Selected 11th Grade

Content or Information Area Selected American Literature (English)

Specific Georgia Performance Standards or
Common Core Curriculum Standards
(include the actual standards, not just the
number/letter designations)
ELAGSE11-12RL4: Determine the meaning of words and phrases as they are used in
the text, including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or language
that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other
authors.) (Georgia Department of Education, 2015)

ELAGSE11-12RL5: Analyze how an authors choices concerning how to structure

Correlation of AASL Standards for 21st
Century Learner Standards that could
support the specified Georgia Performance
Standards or Common Core Standards:
(include the actual standards and indicators, 2.1.3 Use strategies to draw conclusions from information and apply knowledge to
not just the number designations)
specific parts of a text (e.g., the choice of where to begin or end a story, the choice to
provide a comedic or tragic resolution) contribute to its overall structure and meaning as
well as its aesthetic impact. (Georgia Department of Education, 2015)
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual,
media, digital) in order to make inferences and gather meaning. (American Library
Association, 2016)
curricular areas, realworld situations, and further investigations. (American Library
Association, 2016)

3.1.2 Participate and collaborate as members of a social and intellectual network of

learners. (American Library Association, 2016)
Correlation of ISTE Technology Standards 3c Students curate information from digital resources using a variety of tools and
that could support the specified Georgia methods to create collections of artifacts that demonstrate meaningful connections or
Performance Standards or Common Core
Standards: (include the actual standards
and indicators, not just the number
designations)
conclusions. (International Society for Technology in Education (ISTE), 2016)
3d Students build knowledge by actively exploring real-world issues and problems,
developing ideas and theories and pursuing answers and solutions. (International Society
for Technology in Education (ISTE), 2016)
References

American Library Association. (2016). Standards for the 21st-century learner. Retrieved from

http://www.ala.org/aasl/standards/learning

Georgia Department of Education. (2015). English language arts Georgia standards of excellence (GSE) 9-12. Retrieved from

https://www.georgiastandards.org/Georgia-Standards/Pages/ELA-9-12.aspx

International Society for Technology in Education (ISTE). (2016). ISTE standards for students. Retrieved from

http://www.iste.org/standards/standards/for-students-2016

Content Analysis

To complete a content analysis you will review the content you plan to cover in your lesson/activity. In the box below you can list or
outline a summary of the most important content ideas, concepts, facts the students/clients will work with during the lesson/activity
you plan. Instead of typing in the box you can create a visual representation of the content.

Poetry Unit:
-Poetry terms/ literary devices & meanings
-Reading/ Analyzing poetry
-Understanding the use of literary devices in poems
-Analyzing word choice in poems
-Manipulation of word choice and literary devices
Now you are ready to begin planning the lesson/activity:

Step 1 Needs Assessment

The needs assessment step is the first step in the instructional design process. Basically in the needs assessment process the instructor
is trying to find out what the students/clients already know so the instructor can plan appropriate instruction. The purpose of this step
is to establish the content around which the instruction is to be designed. Typically content is derived from curriculum guides and
textbooks but even then, decisions must be made in order for the curriculum to match the students. The Georgia Performance
Standards and Common Core Standards make it even more critical that this step be included in the planning process because most
schools are not using textbooks they are relying on the media center and on-line materials. Needs assessment is important in order
for curriculum to move students forward from where they are. A needs assessment is a process that consists of the determination of
gaps in results between what is and what should be. Three important points make the needs assessment process unique, powerful, and
different from the typical process in determining content:
The needs assessment process concentrates on results rather than on means.
The content that is determined by using the needs assessment procedure is content that has not been mastered by the student/
clients.
The needs assessment procedure recognizes that a value judgment is involved.
A needs assessment procedure is used as the first step in the instructional design process because it is desirable that the content is
seen in terms of student/client learning outcomes, is systematically and carefully selected, and has not been previously mastered.
There are five sources and procedures for determining what ought to be taught based on:
established standards.
what is being taught somewhere else.
what will be needed in the future.
asking the population to be taught.
requests from students/clients.
Step or Phase Task to be Considered This column is where you will type your information
Phase 1 Generate Goals - Goals List some general goals for -Students will be able to read a poem and label the literary devices
are generated with respect to the the content area and grade used in that poem
subject matter that ought to be level selected.
mastered. These goals can result -Students will evaluate the effectiveness of the device by removing
from studying course syllabi, and/ or replacing the device
processing survey results,
responding to requests from -Students will be able to identify examples of literary terms
students, or reviewing many other
input categories.
Phase 2 Rank Goals Whoever is
involved should be asked to rank
the goals statements as to
perceived importance.
Phase 3 Determine Extent to
Which Goals have already been
met
Assess Prior Knowledge the
result of this determination is a
discrepancy statement describing
the difference between what ought
to be and what is that is, the
need.
Phase 4 Prioritize Needs this
step is a needs analysis. Questions
are asked regarding the probability
of obtaining a particular goal
given the resources available and
the existing learning environment.
-Students will be able to provide examples of literary terms
-Students will be able to pick effective devices to use when
expressing their own ideas in poetic form
Rank the goals generated, 1-Students will be able to identify examples of literary terms
listing the most important
goal first. 2-Students will be able to read a poem and label the literary
devices used in that poem
3-Students will evaluate the effectiveness of the device by
removing and/ or replacing the device
4-Students will be able to provide examples of literary terms
5-Students will be able to pick effective devices to use when
expressing their own ideas in poetic form
Describe the types of Many students will already have prior knowledge about
information and how that
information could be 1-Students will be able to identify examples of literary terms
gathered that would help
determine which goals the 2-Students will be able to read a poem and label the literary
students have already met devices used in that poem
through previous
instruction.
After prior knowledge has A basic review will be done for priority step 1, and the majority of
been assessed describe the unit will be focused on steps 2-4 with an extension step of 5 if
which instructional needs time permits.
or concepts need the most
attention. 2-Students will be able to read a poem and label the literary
devices used in that poem
The ranking that from this step
might differ from Phase 2. 3-Students will evaluate the effectiveness of the device by
Although a goal may have removing and/ or replacing the device
received high priority in the initial
listing, resources required and 4-Students will be able to provide examples of literary terms
realization of the goal might result
in a lower priority for actual (Optional)5-Students will be able to pick effective devices to use
implementation. when expressing their own ideas in poetic form

Step 2 Learner Analysis

The learner analysis step is extremely important in the instructional design process. Many instructional designers place this step at the
same level as the instructional objectives step. Together these two steps provide the foundation for all that transpires in the
instructional process. Once it has been determined what successful students are expected to be able to do, and the unique ways in
which each student/client learns, the probability that appropriate materials and activities will be used is greatly enhanced. Learner
analysis is the identification of characteristics of the learner that will influence the selection of instructional materials and activities.
Step or Phase Task to be Considered This column is where you will type your information
Student Learning Styles Describe process used to Even at the high school level (after many years of school),students
The text describes both determine the learning still often dont know exactly what their learning style is, or even
unidimensional procedures and styles of the students and how they best like to learn. So one way to help with this is to offer
multidimensional procedures to the information gained. an option in the prior knowledge phase to allow students to
identify learner characteristics. experiment with various learning styles, and then see where they
are most comfortable.

Example Intro assignment: With the background definitions, I

would assign each group 5 literary terms. With those terms, they
would need to first determine the definition, and then they would
need to teach the class the definition using a different method for
each term.
One of the terms will need to be represented via a drawing
or visual creation (visual)
One of the terms will need to be taught with a rhyme or in
a lyrical way (auditory)
One of the terms will need to be acted out or presented in a

Learning Tools Inventory
The text presents the philosophy
that successful learners possess a
variety of learning tools that
enable them to acquire and
process information successfully.
These tools are often thought of
as critical thinking skills or as
metacognitive abilities.
Describe process used to
determine the most
effective learning
tools/strategies to be used
in the instructional unit.
way that involves physical interaction or movement
The last two terms must be taught in a way that combines
any two of the techniques
After the intro activity, students will be surveyed to see which
method they most liked for creating as well as learning. We will
also discuss the pros and cons of each, and how it is important to
complete assignments in a way that one best learns (as they will
have options throughout the unit).
The second aspect of the intro activity will involve reviewing the
terms individually prior to continuing into the main portion of the
unit. Students will have an option for how they can create their
own review:
Graphic organizer option: students will organize their
terms in some form of a chart that shows they understand
the terms (they will need to choose the category names
and be able to explain why each term fits into that
category).
Concept Map option: students will need to group the terms
visually, to indicate how they are similar, different, or
work together (students will need to be able to explain
why they designed the map the way that they did to
include the concepts).

Step 3 Instructional Objectives

In the first step of the instructional design process, needs assessment, the instructional content was determined and broad goals were
identified. Usually goals are very broad and are not written in measurable terms. The purpose of the instructional objectives step is to
translate the instructional goals into instructional objectives. For a particular instructional goal, the instructional objectives answer the
question, What will a learner be able to do when the goal has been met?
Step or Phase Task to be Considered This column is where you will type your information
Primary Objectives typically have Develop at least five 1) Students will be able to read new texts and indicated literary
four components: primary techniques and word choice used by the author.
* Description of the learner measurable/observable
* Description of the behavior that instructional objectives for 1.1.6 Read, view, and listen for information presented in any
will demonstrate that the goal has
been reached
* Description of the conditions
under which the behavior will be
performed
* Description of the degree to
which the stated behavior must
occur for the instruction to be
judged successful
the instructional unit based
on the goals developed in
Step 1. Indicate the
Georgia Performance
Standards or Common
Core Standards and AASL
Standards for 21st Century
Learner and ISTE
Technology Standards that
support the objectives.
format (e.g., textual, visual, media, digital) in order to make
inferences and gather meaning. (American Library Association,
2016)
ELAGSE11-12RL4: Determine the meaning of words and phrases
as they are used in the text, including figurative and connotative
meanings; analyze the impact of specific word choices on meaning
and tone, including words with multiple meanings or language that
is particularly fresh, engaging, or beautiful. (Include Shakespeare
as well as other authors.) (Georgia Department of Education,
2015)
2) Students will be able to discuss how the meaning, tone, and
theme change based on word choice and literary techniques.
ELAGSE11-12RL5: Analyze how an authors choices concerning
how to structure specific parts of a text (e.g., the choice of where
to begin or end a story, the choice to provide a comedic or tragic
resolution) contribute to its overall structure and meaning as well
as its aesthetic impact. (Georgia Department of Education, 2015)
3.1.2 Participate and collaborate as members of a social and
intellectual network of learners. (American Library Association,
2016)
3) Students will use technology and resources to manipulate the
text through word choice and literary techniques.
3c Students curate information from digital resources using
a variety of tools and methods to create collections of artifacts that
demonstrate meaningful connections or conclusions. (International
Society for Technology in Education (ISTE), 2016)
2.1.3 Use strategies to draw conclusions from information and
apply knowledge to curricular areas, realworld situations, and
further investigations. (American Library Association, 2016)

3.1.2 Participate and collaborate as members of a social and

intellectual network of learners. (American Library Association,
2016)

4) Students will be able to take what they have learned and apply
it to a new situation with a different text.

1.1.6 Read, view, and listen for information presented in any

format (e.g., textual, visual, media, digital) in order to make
inferences and gather meaning. (American Library Association,
2016)

ELAGSE11-12RL4: Determine the meaning of words and phrases

as they are used in the text, including figurative and connotative
meanings; analyze the impact of specific word choices on meaning
and tone, including words with multiple meanings or language that
is particularly fresh, engaging, or beautiful. (Include Shakespeare
as well as other authors.) (Georgia Department of Education,
2015)

ELAGSE11-12RL5: Analyze how an authors choices concerning

how to structure specific parts of a text (e.g., the choice of where
to begin or end a story, the choice to provide a comedic or tragic
resolution) contribute to its overall structure and meaning as well
as its aesthetic impact. (Georgia Department of Education, 2015)

2.1.3 Use strategies to draw conclusions from information and

apply knowledge to curricular areas, realworld situations, and
further investigations. (American Library Association, 2016)
 3.1.2 Participate and collaborate as members of a social and
intellectual network of learners. (American Library Association,
2016)

5) Students will be able to use technology to effectively present

their learning as both a means of assessment and to help
instruct their peers in what they have learned.

3c Students curate information from digital resources using

a variety of tools and methods to create collections of artifacts that
demonstrate meaningful connections or conclusions. (International
Society for Technology in Education (ISTE), 2016)

3d Students build knowledge by actively exploring real-world

issues and problems, developing ideas and theories and pursuing
answers and solutions. (International Society for Technology in
Education (ISTE), 2016)

References

American Library Association. (2016). Standards for the 21st-century learner. Retrieved from

http://www.ala.org/aasl/standards/learning

Georgia Department of Education. (2015). English language arts Georgia standards of excellence (GSE) 9-12. Retrieved from

https://www.georgiastandards.org/Georgia-Standards/Pages/ELA-9-12.aspx

International Society for Technology in Education (ISTE). (2016). ISTE standards for students. Retrieved from

http://www.iste.org/standards/standards/for-students-2016
 Step 4 Assessment of Student/Client Performance
This fourth step in the instructional design process is planning the assessment of student performance. Many educators augment or
replace traditional testing with what is referred to as authentic assessment which is ongoing, open ended, and in real-life contexts.
Assessment must measure how well students have mastered the objectives; assessment must be reliable; assessment must allow
students to demonstrate what they know rather than what they do not know; assessment must provide feedback on the effectiveness
of instructional techniques, materials, and activities. Authentic assessment must be based on authentic content. Material should be
based on important concepts and assessment should be directly related to those concepts. Material should be consistent with state,
district, and school curriculum guidelines to provide continuity for students. Real-life experience should serve as a base for the
material. The developmental progression of students must be taken into account. When background is missing, that information must
be included in the material. Material should require higher level thinking. The appropriateness of the assessment for the content being
taught and the effectiveness of the activities and instructional strategies will both reflect the successfulness of teaching and learning.
Step or Phase Task to be Considered This column is where you will type your information
Assessment Strategies Describe the variety of It is important to provide continual feedback throughout the unit in
Four questions can guide the assessment strategies to be the form of formative and summative assessments. Here are the
development of assessments: used throughout the assessments that will be used throughout the unit
* What do you want students to instructional unit to
know and be able to do? determine the extent to -The intro activity itself is an informal formative assessment to see
* What will count as acceptable which the students what the students remember and can still apply, or what they are
performance? achieved the primary lacking and still need reinforcement (formative assessment).
* How can you ensure expert objectives indicated in Step
judgments? 3. -After the prior knowledge intro activity, students will take a
How can you provide feedback? literary terms quiz to assess their understanding of the literary
terms (summative assessment).

-After the students work in groups to analyze and manipulate the

practice text, students will work with a partner to locate literary
elements in a new text. Their progress will be informally evaluated
as they progress (informally), and I will work with them and their
partners to assess and correct as they progress (formative).

-Their final assessment will occur with the evaluation of the final
project (summative assessment).
 Step 5 Strategies and Activities Development

At some point in the planning process, decisions must be made regarding strategies that will facilitate learning and the activities the
students will be involved in during instruction. Usually these strategies and activities are determined after instructional objectives are
selected and after the learner analysis is conducted. The development of instructional objectives and information gathered through the
learner analysis are the foundation for the selection of strategies and activities.
Learning strategies are employed to assist the learner in acquiring, interpreting, broadening, retaining, and using knowledge.
Learning strategies help students get ready to learn, obtain information, learn information, and manage their learning process.
Learning activities consist of the action to be taken by the students, the social configurations of the learning situations, and the source
of guidance available to them.
The instructional team should plan strategies and activities based upon the level of learning specified in the instructional objectives,
the learner characteristics, and the teachers judgment as to the range of instructional activities feasible.
Step or Phase Task to be Considered This column is where you will type your information
Resources/Materials List the resources to be Resources needed:
There are endless resources used by the teacher and
available today to assist in the media specialist/ -Lesson plan inspiration from Thinkmap (which includes an
selection of appropriate learning technology specialist in the outline of suggestions, a handout to use for analysis, and the
strategies and activities for a development of the technology resource suggestion of the Visual Thesaurus)
specific group of learners and in instructional unit. These
support of specified content. are the resources you use -Access to computers for various portions of the lesson (check-out
These resources include but are for planning not through the media center)
not limited to: materials students would
* Teacher Editions of textbooks use. -Access to various poems (from American Literature text)
* Professional resources
journals, planning materials -List of groupings for when students are first grouped and then
* Grade level, school, and district paired (choose work partners based on learning styles, and
developed resources learning strengths and weaknesses)
* Resources available from state
DOE
* Internet resources
Activities and Strategies Briefly describe five 1) In groups, students will read the example poem and
In order for students to develop a potential activities for the indicate literary techniques that the author has used within
repertoire of learning strategies
there are times when they have to
actually have to be taught those
strategies (page 164)
Activities will be teacher-
oriented, group-oriented, or
student-oriented. The source of
guidance for the students, and the
cognitive and physical
environments must also be taken
into consideration as the most
appropriate strategies and
activities are identified.
instructional unit. Indicate
one activity that will be the
focus of the detailed lesson
plan. This one activity is
the only one for which you
will develop a detailed plan
in Step 7.
the poem.
2) Students will discuss how the meaning, tone, and theme of
the poem could change if different words had been chosen.
They will look at an example of the same poem that has
words changed in it, and see how this affected the poem-
this idea is based on a lesson plan I found online
(Thinkmap, Inc, 2016).
3) Students will then use an online resource called Thinkmap
Visual Thesaurus at www.visualthesaurus.com to choose
optional words to change a poem, and see how they can
make it weaker by choosing other words than the author
originally chose (Thinkmap, Inc, 2016).
4) Students will then work in pairs to analyze another
literary piece. They will analyze the literary techniques
used as well as the word choice. They will annotate the
text and add their own explanations.
5) Students will digitally present their findings to the class (in
a medium of their choosing), explaining what they found,
what effect the literary choice had on the text, and suggest
any changes they think would make the text even stronger.

References

QA International. (2016). Visual Dictionary Online. Retrieved from http://visual.merriam-webster.com/

Thinkmap, Inc. (2016). How to ruin a poem. Retrieved from http://www.visualthesaurus.com/cm/lessons/how-to-ruin-a-poem/

Step 6 Materials Selection

Instructional materials are an essential part of the teaching and learning process. Students/clients spend a large amount of time
viewing, listening to, and otherwise interacting with instructional materials. Despite the wide variety of available materials and the
pressure to purchase materials, there is still great discontent with the actual effectiveness of materials. Many materials are purchased,
used once and then put on a shelf to gather dust. Decisions regarding the selection of instructional materials should be made only
after considering several sources of information this information is available only as a result of the instructional objectives step, the
learner analysis step, and the assessment of student performance step in this instructional design process (steps 2, 3, 4). Considering
these three sources of information will prevent the waste of funds used to purchase materials and will prevent disastrous learning
situations. After materials have actually been used with students/clients it is critical to reflect on the effectiveness of the materials. If
the materials were considered to be ineffective was it because of the materials or because of the way in which they were used. It is
important to determine if changes would need to be made in the planning for future use of the materials.
Step or Phase Task to be Considered This column is where you will type your information
Materials to Used List all of the materials Materials are listed based on lesson step (as indicated above):
The selection of materials needed by the instructor
involves 5 tasks: and students/clients in 1) Student grouping list (so students know who they will be
* Selecting the format of the order to successfully working with); printouts of the example poem; a list of the
material implement and participate literary techniques students are hoping to locate in the text
* Identifying the specific in the lesson. These are the
materials materials that will actually 2) Printout of the example poem and its ruined version as
* Locating reviews of the be used during the well
materials activities described in
* Previewing the materials Step 5. 3) Printout of the example poem and its ruined version as
* Evaluating the materials with well; access to computers, and specifically a link to the
actual learners Thinkmap Visual Thesaurus at www.visualthesaurus.com
(Thinkmap, Inc, 2016).

4) Student pairing list (so students will know who they are
partnered to work with); a printed copy of a new literary
text to analyze; a list of the literary techniques students are
hoping to locate in the text; pens and hi-lighters to annotate
the text with

5) Access to computers and other forms of technology

(student request); the printed copy of the literary text; a
rubric to use to make sure all elements of the project are
being addressed
 References

QA International. (2016). Visual Dictionary Online. Retrieved from http://visual.merriam-webster.com/

Thinkmap, Inc. (2016). How to ruin a poem. Retrieved from http://www.visualthesaurus.com/cm/lessons/how-to-ruin-a-poem/

Step 7 Implementation Plan

The Implementation Step is one in which specific plans are detailed for the actual implementation of strategies and activities with
students. Many times instructional projects look promising in the design stage but fail in the actual implementation. It is critical that
all people involved in the planning process work together to make sure the implementation is something they are all willing and able
to carry out. When designing instruction it is very important that the resource limitations be taken into consideration so that the
instruction is not viewed as something that cannot ever be done again. Some questions to consider include:
What facilities and equipment are required?
Is there special lighting, space, or ventilation required?
What support staff are required to implement the instruction?
Is the administrator aware of the costs of implementation, and has this persons support been gained? Are resources available
for the inevitable revisions that must be made before implementation occurs again?
Almost all instruction requires some involvement of the instructor as facilitator. In implementing instruction, part of the instructors
role is to compensate for student learning tools that may be missing or are inadequate. Strengthening these learning tools is an
ongoing goal of any instruction.
For this step of the project you are going to develop a detailed plan for one of the activities you described in Step 5.
Step or Phase Task to be Considered This column is where you will type your information
Primary Instructional Objectives List the primary observable Students will be able to take what they have learned from
You will be able to pull these instructional objectives for analyzing the example text and apply it to a new situation with
objectives from Step 3 or at least the selected activity. a different text.
be able to take objectives from Indicate the Georgia
Step 3 and make them even more Common Core 1.1.6 Read, view, and listen for information presented in any
specific for this particular activity. Standards/Georgia format (e.g., textual, visual, media, digital) in order to make
Performance Standards, inferences and gather meaning. (American Library Association,
Information Literacy 2016)
Standards/Technology

Briefly Describe Learner Group
This description can be developed
based on the information gathered
from the Demographic section,
Needs Assessment (Step 1) and
the Learner Analysis (Step 2)
Standards that support
those objectives.
Describe the
students/clients who would
participate in the activity
including the learning
styles and preferred
learning tools/strategies of
the students/clients.
ELAGSE11-12RL4: Determine the meaning of words and phrases
as they are used in the text, including figurative and connotative
meanings; analyze the impact of specific word choices on meaning
and tone, including words with multiple meanings or language that
is particularly fresh, engaging, or beautiful. (Include Shakespeare
as well as other authors.) (Georgia Department of Education,
2015)
ELAGSE11-12RL5: Analyze how an authors choices concerning
how to structure specific parts of a text (e.g., the choice of where
to begin or end a story, the choice to provide a comedic or tragic
resolution) contribute to its overall structure and meaning as well
as its aesthetic impact. (Georgia Department of Education, 2015)
2.1.3 Use strategies to draw conclusions from information and
apply knowledge to curricular areas, realworld situations, and
further investigations. (American Library Association, 2016)
3.1.2 Participate and collaborate as members of a social and
intellectual network of learners. (American Library Association,
2016)
The students will be partnered with students according to the
following:
-balance of learning abilities (students will be paired intentionally,
sometimes with similar learning abilities, and sometimes a
stronger learner will be paired with a weaker learner to strengthen
the learning for both individuals)
-students learning styles will be taken into account (based on the
survey after the intro assignment); in some instances, students with
similar learning styles will be paired together, and in other
instances, students with different learning styles will be paired
together to complement one another
-student pairs will have a choice as to how they want to present

Pretest/Assess Prior Knowledge
This description can also be
derived from information
gathered in the Needs Assessment
(Step 1)
Motivating Activity/Launch
This type of activity can include
strategies to prepare the learners
for the activity; advance
organizers; etc.
Description of Lesson
Presentation
learning and what learning tools they think will most effectively
help them to express this learning (after having practiced with
different learning tools in the intro assignment).
Describe the process used
to assess student/client
prior knowledge as it
relates to the specific
content of this lesson.
Describe how the
information gathered
would impact the
continued development of
and implementation of the
lesson plan.
Describe the strategy to be
used to gain student/client
attention and develop
interest in the content of
the lesson. This activity
must be connected to the
content of the lesson. How
you will start the lesson to
engage and motivate
learners.
Describe the content and
procedures of the lesson.
Students will be given a pre-test prior to the beginning of
the unit.
The assessment will have two parts, one will be based on
the definitions of the literary terms, and the other part will
involve the application of those terms.
This pre-assessment, will also give insight into what terms
students are confident with and which terms students need
the instruction and explanation to be more focused on
1) To hook students, we will first talk about the movies
Mary Poppins, Frozen, and Dark Knight. We will discuss
the type of movie we remember them to be, the audience it
is meant for, the tone the author uses, etc.
2) Then we will watch previews where the tone has been
completely changed based on how the elements in the
preview are portrayed
Mary Poppins: The Original Scary Mary Poppins Recut
Trailer can be accessed at https://youtu.be/2T5_0AGdFic
Frozen: If Frozen was a Horror Film can be accessed at
https://youtu.be/9eD2UpdhbwA
Dark Knight: Dark Knight as a Romantic Comedy
Trailer can be accessed at https://youtu.be/1WE3E-gzHno
3) After watching the previews, we will discuss how the
previews revealed the movie in a different light then they
really are. Well talk about what made those effects, and
well talk about how tone affects a literary work.
1) Prior to this specific lesson, students will have modeled
what we are doing with a practice text, so these steps will
This section will include the
procedures for the activity what
is going to take place; who is
going to do what; etc.
Provisions for Participation
Instructors always need to be
prepared for those times when an
activity does not go as intended;
be prepared to ask probing
questions to keep the activity
progressing; etc.
Closure
Posttest/Assessment of Learning
In Step 4 you described the main
assessment strategies for the unit.
In this section you will describe
what the students will do at the
What you will say and do.
Questions you will ask.
Describe how the lesson
would be structured so that
all students would be able
to successfully participate
in the lesson. What
students will do.
How you will end the
lesson. Summary of the
content of the lesson.
Describe the assessment
strategies/activities to be
used to determine and
document student/client
achievement of the
be familiar to them.
2) Students will be paired into partners (based on a teacher-
assigned list).
3) Each partner group will be given copies of a unique text
that they will annotate together.
4) With hi-lighters and pens, the partners will work together
to annotate the text. They will identify as many literary
concepts that they can in the given text. They will hi-light
examples, find repetition, look for a rhyme scheme, etc.
5) Throughout the lesson, I plan to be more of a support/
guide on the side role. I will be there to assist students in
their learning, but the primary approach to the learning will
be a constructivist approach.
6) Students will be encouraged, guided, and re-directed as
necessary, but the learning will be led by their partnership.
7) The goal will be to find as many literary concepts as they
can, but if a group is struggling, then I can direct them to
find the five or so best examples.
In each of the partner groups, students will be encouraged
to be equally working members.
If certain pairs are struggling, then more guidance will be
given, such as providing them with a specific element to
look for, instead of having them find their own literary
element.
The lesson will ultimately end with a presentation of the learning,
so each step of the process will end with that end goal in mind, and
students will be expected to recap their learning.
Informal/ formative assessment: as the students are
working in their pairs, I will be working individually with
each partner group to assess their learning as they progress
through the poem analyzation.
Formal/ summative assessment: when the students have
end of the lesson to demonstrate
they have met the specific
objective for this one activity.
Results of Learning
Since you are not able to
implement the actual activity this
semester, you only need to briefly
describe what you expect the
students to be like as a result of
the activity.
Summary of Instruction
Again, since you are not able to
implement the activity this
semester, simply briefly describe
the kinds of things you think you
would need to be very observant
of throughout the implantation in
order to make notes about what
might need to be done differently
in future implantations.
American Library Association. (2016). Standards for the 21st-century learner. Retrieved from
http://www.ala.org/aasl/standards/learning
instructional objectives of completed their analysis of the poem, they will present
the lesson. their findings to the class as a digital project which will be
graded according to the given rubric.
Describe the progress made While I have not done this specific lesson, I have done lessons
by students/clients as a similar to it, and I have found that continued practice really
result of the lesson improves the students confidence in accomplishing the task I have
knowledge they gained, also learned that when they work in partners, it sometimes helps
skills they attained or the struggling learner know where to begin, it helps the advanced
improved, etc. learner as they teach others, and it helps the traditional learner as
they talk things through. I expect to need to make changes as the
lesson progresses, but I also have great confidence that the
learning will be worth the effort.
Describe the strengths and Strengths: The repetition of literary analysis helps students to
weaknesses of the become more comfortable with the process, and working with a
implementation of the partner helps them to build confidence for when they have to
lesson what worked, analyze literature on their own.
what did not work, what
would need to be changed Weaknesses: There is a fine line between guiding and over-
for future implementation guiding, between letting the students lead the learning, and
of the lesson. allowing the learning to get off-track. The major weakness in this
lesson is watching closely for these signs, but also being careful
not to overly guide.
References
Georgia Department of Education. (2015). English language arts Georgia standards of excellence (GSE) 9-12. Retrieved from

https://www.georgiastandards.org/Georgia-Standards/Pages/ELA-9-12.aspx

International Society for Technology in Education (ISTE). (2016). ISTE standards for students. Retrieved from

http://www.iste.org/standards/standards/for-students-2016

Step 8 Evaluation of the Plan

Formative evaluation involves assessing the results of each step in the instructional design process to improve the results of the
process. Although this step is the last in this model it actually is an ongoing process. The following questions need to be asked about
all of the steps:
Did carrying out the step collaboratively lead to effective instruction?
How could the step be carried out better in the future?
Were all the instructional objectives met?
Are the students ready to learn more?
If problems occurred during instruction, at which step did the problems arise and how could the step be improved?
This type of evaluation allows for the instructional design process to continually be improved based on feedback gathered through
evaluation. Three types of formative evaluation that can lead to more informed decisions regarding continued instructional design:
Evaluation that will result in changes for current students/clients.
Evaluation that will result in changes for the next group of students/clients that will participate in the instruction.
Evaluation that will result in changes in the way future instruction is designed.
Step or Phase Task to be Discussed This column is where you will type your information
Describe the planning and Since you are not actually How can I transfer the successes in this unit into another
implementation processes going to implement your unit, so that the successes can continue?
strengths, weaknesses, and plan this semester, think How can I prevent some of the pitfalls in this unit from
changes for future collaborative about questions you might being an issue in another unit?
planning and instruction. need to ask yourself in the
event you were able to How can I give more student choice while also guiding them
implement your plan. along the most efficient learning path?
What did my students like about this unit (determine
through an end of unit evaluation survey)?
What did my students dislike about this unit (determine
through an end of unit evaluation survey)?