Section 1: Project Proposal

My class for this online module will consist of eight students. The target audience for this
three week unit is 1st and 2nd grade students who are members of the 21st Century tutoring
program at Langston Chapel Elementary. The students who are members of the 21st Century
tutoring program are students who need academic assistance in the areas of Math, Reading, and
Writing. These students were chosen to attend the 21st Century tutoring program based on their
testing data. This will be the first year I will be working with 1st grade tutoring students;
however, based on their data, these 1st grade students are considered the highest of the 1st grade
tutoring population.
The goal of this module is to successfully teach the concepts of simple sentences, the four
types of sentences, and compound sentences. The students will complete a pre-assessment as
well as a post-assessment. My goal as their instructor is for every student to show growth from
the time the pre-assessment is given until the end of the online unit. I feel that simple/compound
sentences as well as the types of sentences are great topics to teach; so many 1st and 2nd grade
students struggle with writing because they do not understand the details of a sentence: agreeing
subjects and predicates, correct punctuation, and the use of conjunctions. I believe that this
online unit will be very beneficial for them all. Even though it may contain content that has
already been covered, due to the fact that these are my lower level learners, they would benefit
from this additional instruction.
Section 2: Learner Analysis
General Characteristics: Like I mentioned before, my target audience will consist of 1st and 2nd
grade students; the ages of these students could vary from 6-8 years old. These students attend
Langston Chapel Elementary, which is a Title 1 school. Most students who attend Langston
Chapel Elementary are from families of low socioeconomic status. With that being said, a lot of
students do not have the necessary technology at home to complete online assignments;
therefore, the entire unit will take place in the school setting. I have been teaching at this school
for four years now, the parent involvement when I first started was very low; however, over the
years, parent involvement has increased. The culture of the school varies greatly; Langston
Chapels student body consist of mostly African American (51%), Caucasian (21%), and
Hispanic (18%) students; within the student body, 9% of the student population is classified as
other.
Specific Entry Competencies: This unit will be presented halfway during the first semester of
the school year; therefore, students should contain some prior knowledge that could be beneficial
for them during this time. By October, in first grade, students are taught the difference between
nouns and verbs; this prior knowledge will be helpful when we discuss how the subject and
predicate of a sentence contains the noun and verb of the sentence. For second graders, these
students will have been exposed to subjects and predicates. By October, in first grade, students
are taught the difference between two types of sentences: statements and questions; and, in
second grade, students have been exposed to the four types of sentences: statement, question,
command, and exclamatory. The only topic that will be totally new for both 1st and 2nd grade
students will be compound sentences.
Learning Styles: Due to their age, my students prefer hands-on activities; they also enjoy
learning through gaming. For my online unit, I have decided to present information using visual,
auditory, and kinesthetic resources. My three week unit will be presented using a hybrid format.

For face-to-face instruction, I plan to use PowerPoints and activities that require students to be
active learners. For online instruction, I plan to use videos and online games, practice sites and
web 2.0 applications.
Section 3: Standards and Objectives
National Education Technology Standard(s) for Students (NETS-S):
Standard #1-Empowered Learner: Students leverage technology to take an active role in
choosing, achieving and demonstrating competency in their learning goals, informed by the
learning sciences.
1c. Students use technology to seek feedback that informs and improves their practice
and to demonstrate their learning in a variety of ways.
Standard #2-Digital Citizen: Students recognize the rights, responsibilities and opportunities of
living, learning and working in an interconnected digital world, and they act and model in ways
that are safe, legal and ethical.
2a. Students cultivate and manage their digital identity and reputation and are aware of
the permanence of their actions in the digital world.
2b. Students engage in positive, safe, legal and ethical behavior when using technology,
including social interactions online or when using networked devices.
Georgia Standard(s) of Excellence:
ELAGSE2L1: Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The
boy watched the movie; The little boy watched the movie; The action
movie was watched by the little boy)
Performance Objective(s):
The 21st Century students in my small group tutoring class will be able to complete the following
objectives. Students will complete a variety of formative assessments as well as a summative
assessment to demonstrate their mastery of the listed objectives.
My 21st Century tutoring students will:
Identify the subject and predicate of simple sentences
Identify a sentence as complete or incomplete
Produce simple sentences
Identify the correct punctuation of sentences
Identify the correct conjunction to join the two components of a compound sentence
Produce compound sentences
Distinguish between simple and compound sentences
Communicate with their peers online
Demonstrate appropriate use of technology
Section 4: Select Strategies, Technology, Media, and Materials
Online instruction will be presented using the Edmodo website. In their Edmodo Backpacks,
students will find the different activities and assignments that they will need to complete. There
will be links included on this page that will take students to outside resources. I will make sure
that computers on which students will be working will contain special add-ons that will make
navigating these links safe.

Activities of the course include:

Face-to-face instruction:
PowerPoint Presentations:
Students will be presented the content for each of the three weeks using interactive, ageappropriate PowerPoints
Discussions:
After each PowerPoint presentation, the students and instructor will have discussions about the
content that was covered in each PowerPoint
Activities:
Students will participate in activities that will allow them to be active learners. The following
activities will be used: foldable activities, sorting activities, and kinesthetic activities/games. The
full list of activities can be found in my CIED 7603 syllabus.
Online instruction:
Pre-Assessment:
The Pre-Assessment will be created using Google Forms. Students will gain access to the units
pre-assessment via a link shared through the Edmodo website. Students will complete this
assessment on October 4, 2016.
Videos:
For each week of the three week unit, students will be instructed to watch BrainPop videos over
the covered content. Along with the BrainPop video, there will be an additional video for
students to watch; two of the videos are School House Rock and one is a Powtoon video.
Online Games:
For each week of the three week unit, students will have the opportunity to practice the weekly
skill by playing the two games that have been provided via the teacher. A link to the game will be
provided via Edmodo.
Online Practice:
Students will be provided IXL links that will allow them to practice answering questions about
the covered content for each week.
Discussions:
Students will be required to complete one online discussion post for each of the three weeks of
instruction. Students will apply the information they have gained from the multiple resources
provided to complete the discussion board task and communicate with their classmates via the
discussion board on Edmodo.
Quizzes:
After each week of instruction, students will be required to take a quiz to ensure their
understanding of the material. The quiz will be created and given using Edmodo.
Quizlet:
Each week, students will be given the link to a created set of Quizlet flashcards. The flashcards
will allow the students additional practice with each weeks content.
Post-Assessment:
The Post-Assessment will be created using Google Forms. Students will gain access to the units
post-assessment via a link shared through the Edmodo website. Students will complete this
assessment on October 27, 2016.
Course Evaluation:
At the end of the three week unit, students will be given the opportunity to evaluate the course,
the instruction, and the instructor.

Section 5: Utilize Technology, Media and Materials

Prepare the Materials/Preview the Materials- Before the implementation of this online learning
module, I will need to make sure that I prepare all of my assignments that I have to create and
review all online resources, such as games and videos, which I am going to share with my
students.
Prepare the Environment- After all of my materials has been prepared and reviewed, I will plan
to prepare my online learning environment, my Edmodo account. I plan to create folders for each
week, add all resources into these folders, and share these folders with my students. To make
sure things are looking the way they are supposed to, I will use the provided join group code to
create a mock student account; by using this mock student account, I will be able to see what the
materials will look like for my students.
Prepare the Learners- Due to the fact that a lot of my students have never used Edmodo, I plan to
start preparing my students when tutoring first starts in September. At first I will start off by
modeling how to use the site using a mock student account; during this time I will answer any
questions that the students may have. After enough instruction, I will allow the students to log
into a mock group and navigate through the site themselves.
Provide the Learning Experience- Beginning October 4, students will start my actual online
learning module. Due to the age of my students as well as their home environments, all work will
be done at school; I will serve as the facilitator, instructor, coach, and technical troubleshooter.
Section 6: Learner Participation and Guidance
The types of activities that will be used during the three weeks of instruction will keep the
students engaged; these activities require the students to be active learners. A variety of resources
will be used to teach and reinforce the unit skills. Due to the fact that this unit will be presented
in a hybrid format, students will be able to express themselves in several, engaging ways, such as
activities and discussions. Also, because students will complete all work in the school
environment, I will be able to observe them constantly through their journey. Students will use
the feedback that is given during all face-to-face and online activities and assignments; this
feedback will serve as a guide as students complete the three weeks of instruction.
Section 7: Evaluation and Revision
I will use the pre and post assessment to determine the effectiveness of my instruction. By using
the data I receive from the pre-assessment, I will be able to identify my students weaknesses and
strengths. Without knowing this information, my instruction would be useless. By comparing the
scores on the post-assessment to the pre-assessment, I will be able to identify whether or not my
instruction was successful. If students did not show growth, I would need to reevaluate my
instruction.
Like mentioned before, my students will be given the opportunity to complete an online
evaluation about the course, instruction, and the instructor. This survey will allow me to identify
the things my students liked about the course, activities, and me as a teacher; it will also allow
me to identify things that students did not like. Based on this data, I would need to make the
necessary changes to my online platform, activities, or my teaching strategies.