Kassandra Munoz

Sample Unit Lessons

Name of School/District/Worksite
C.A. Roberts Elementary School/ Paulding County/ Dallas, Georgia
School/District/Worksite Demographics

C.A. Roberts Elementary opened in August of 1998 and is located in Dallas, GA. 2016
is Roberts first year as a Title 1 school. The estimated median household income in
2013 was $39,942. The median resident age is 33.5. 82.3% of people 25 years and older
have a high school degree or higher. 20.9% have a bachelors degree or higher. 9.1%
have a graduate/professional degree. 4.1% are unemployed. In 2013, 47.9% of the
population identified as White. 36.9% identified as Black. 13.3% identified as Hispanic.
1.2% identified as Asian. 0.6% identified as American Indian. 0.3% identified as other.
0.3% identified as two or more races.
Roberts has a population of 625 students and 56 teachers and paraprofessionals.
Roberts has a school library media specialist and media clerk. The media center is a
very active place in the school for students checking out books and resources. The
media specialist delivers lessons to all students at least once a month on various topics
such as reading, using reference sources, digital literacy, digital safety, and more.
Roberts has two active computer labs, four laptop carts, and tables able for student and
teacher use. Roberts has a parent resource center through Title 1.

Learner Characteristics
There are 625 students enrolled. Students are in grades Kindergarten through Fifth.
70% of students are identified as White, 12% as Black/African American, 12% as
Hispanic, 5% as Mixed-Race, and 1% as Asian/Pacific-Islander. 48% of students
receive free/reduced-price lunch services. 9% are identified as Students with
Disabilities. 8% are identified as English Language Learners. The students' academic
growth is higher than 67% of schools in the state and higher than Paulding County
School District. 64.8% of third grade students are reading at or above the grade level
target.
Potential Demographic Impact on
Assessment

Students from a lower socioeconomic background may not have the prior knowledge
and experiences than students from a higher socioeconomic background. These students

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may need more scaffolding, pictures, background knowledge, and support. Pretests will
be valuable in determining what students already know and do not know before a lesson
begins.
Potential Demographic Impact on
Instructional Strategies/Activities

ELL students may need help understanding vocabulary and need more modeling and
support in reading. They may also need instructions to be repeated more frequently.
Students from a lower socioeconomic background may not have the prior knowledge
and experiences than students from a higher socioeconomic background. These students
may need more modeling with researching with technology, and understanding the
language and concepts presented through research.

Standards Identification Section

Grade Level/Client Group Selected

Second Grade

Content or Information Area Selected

Social Studies

Specific Georgia Performance Standards or

Common Core Curriculum Standards
(include the actual standards, not just the
number/letter designations)
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,
not just the number designations)
Correlation of ISTE Technology Standards
that could support the specified Georgia
Performance Standards or Common Core
Standards: (include the actual standards
and indicators, not just the number

SS2H1 Describe the lives and contributions of historical figures in Georgia history.
a. James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia)
b. Sequoyah (development of a Cherokee alphabet)
2.2.4 Demonstrate personal productivity by completing products to express learning.

Knowledge Constructor
3a: Students plan and employ effective research strategies to locate information and
other resources for their intellectual or creative pursuits.

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designations)

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.
Students will be able to make a visual representation of the Georgia historical heroes: James Oglethorpe, Mary Musgrove,
Tomochichi, and Sequoyah. Students will be able to research these heroes in groups using text and digital resources.

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.

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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 describe details of the life, importance,
are generated with respect to the
the content area and grade and relevance of James Oglethorpe, Mary Musgrove, Tomochichi,
subject matter that ought to be
level selected.
and Sequoyah as Georgia historical heroes.
mastered. These goals can result
from studying course syllabi,
Students will be able to present information learned through an
processing survey results,
oral and/or visual presentation.
responding to requests from
students, or reviewing many other
Students will be able to use technology as a research tool.
input categories.
Students will be able to collaborate with their peers.
Phase 2 Rank Goals Whoever is
involved should be asked to rank
the goals statements as to
perceived importance.

Rank the goals generated,

listing the most important
goal first.

Students will be able to describe details of the life, importance,

and relevance of James Oglethorpe, Mary Musgrove, Tomochichi,
and Sequoyah as Georgia historical heroes.
Students will be able to present information learned through an
oral and/or visual presentation.
Students will be able to use technology as a research tool.
Students will be able to collaborate with their peers.

Phase 3 Determine Extent to

Which Goals have already been

Describe the types of

information and how that

A pretest or informal questions of James Oglethorpe, Mary

Musgrove, Tomochichi, and Sequoyahs life and contributions can

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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.
The ranking that from this step
might differ from Phase 2.
Although a goal may have
received high priority in the initial
listing, resources required and
realization of the goal might result
in a lower priority for actual
implementation.

information could be
gathered that would help
determine which goals the
students have already met
through previous
instruction.

determine if students have any prior knowledge of these historical

heroes.
Previous presentations/projects can form a basis determining if
students can create a presentation or if they will need modeling.
Previous technology use can determine if students can
appropriately use technology as a research tool or if they will need
modeling.

After prior knowledge has

been assessed describe
which instructional needs
or concepts need the most
attention.

Informal observation of students working in groups can determine

if students can collaborate in a group setting, and how the students
can be grouped to allow the best learning setting.
Students will need to be presented with information about James
Oglethorpe, Mary Musgrove, Tomochichi, and Sequoyah to
understand their roles as historical heroes.
Students will need modeling with using appropriate using
technology and with using research websites/resources to gather
information for their projects.
Students will need to see examples or modeling of presentations to
understand how the material is expected to be presented.

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

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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
An inventory of student likes and dislikes is given earlier in the
The text describes both
determine the learning
year. This indicates areas such as: what subjects students like the
unidimensional procedures and
styles of the students and
most, if they enjoy listening, reading, or moving more, if they
multidimensional procedures to
the information gained.
enjoy creating by hand or by computer, and if they enjoy listen or
identify learner characteristics.
speaking more.
Informal observation from the teacher can help determine
students various learning styles. Students that enjoy leading their
groups in other subject areas will be more likely to want a lead
role in this project. Students that enjoy writing over reading time
will be more likely to want to write a script over reading a part as a
character.
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.

The teacher will communicate high expectations for the success of

all students.
The teacher will provide an academically challenging curriculum
that will develop higher-level cognitive thinking skills.
The teacher will ask students higher-level thinking questions that
will promote their cognitive thinking.
Students will be able to work in a collaborative and interactive
learning environment.
The teacher will present content as engaging, relevant, and
meaningful for students.

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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
When the goal has been met, second grade students will be able to
four components:
primary
create a visual and/or oral representation of a Georgia Historical
* Description of the learner
measurable/observable
Hero: James Oglethorpe, Mary Musgrove, Tomochichi, or
* Description of the behavior that instructional objectives for Sequoyah, based on their collaboration and research with peers.
will demonstrate that the goal has the instructional unit based
been reached
on the goals developed in
Students will be able to work with their group in class and in the
* Description of the conditions
Step 1. Indicate the
computer lab to research their heroes and create their project.
under which the behavior will be
Georgia Performance
performed
Standards or Common
Students will be able to describe the lives and contributions of
* Description of the degree to
Core Standards and AASL James Oglethorpe, Mary Musgrove, Tomochichi, and Sequoyah.
which the stated behavior must
Standards for 21st Century
occur for the instruction to be
Learner and ISTE
Students will demonstrate personal productivity by completing
judged successful
Technology Standards that products to express learning.
support the objectives.
Students will plan and employ effective research strategies to
locate information and other resources for their intellectual or
creative pursuits.

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.

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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
This column is where you will type your information
Considered
Assessment Strategies Describe the
Students will be assessed through:
Four questions can
variety of
guide the
assessment
Informal assessment- The teacher will observe group collaborations and ensure each
development of
strategies to be
student has a role that is being followed.
assessments:
used throughout
* What do you want
the instructional
Post Assessment- Students will take the county post assessment for this standard to
students to know and unit to determine
assess growth from the pre-assessment.
be able to do?
the extent to
* What will count as
which the students Rubric of Presentation- Students will be assessed on their presentation using a rubric.
acceptable
achieved the
*Example shown at the end of this document.
performance?
primary objectives
* How can you ensure indicated in Step
expert judgments?
3.
How can you provide
feedback?

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

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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
Paulding County second grade online social studies share point
There are endless resources
used by the teacher and
resources:
available today to assist in the
media specialist/
Pre and Post- Assessments
selection of appropriate learning
technology specialist in the
Digital Story Telling: Founding of Georgia
strategies and activities for a
development of the
https://www.youtube.com/watch?v=7U1Bd-Jv_og
specific group of learners and in
instructional unit. These
Photography Primary Resources
support of specified content.
are the resources you use
Lesson Plans/Unit Guides
These resources include but are
for planning not
Consumable Resources
not limited to:
materials students would
Bio Cube Creator
* Teacher Editions of textbooks
use.
http://www.readwritethink.org/files/resources/i
* Professional resources
nteractives/cube_creator/
journals, planning materials
* Grade level, school, and district
PebbleGo.com (biographies)
developed resources
Social Studies Textbooks
* Resources available from state
Encyclopedia Britannica Online (K-5)
DOE
* Internet resources
Activities and Strategies
In order for students to develop a
repertoire of learning strategies
there are times when they have to
actually have to be taught those
strategies (page 164)

Briefly describe five

potential activities for the
instructional unit. Indicate
one activity that will be the
focus of the detailed lesson
plan. This one activity is

1.Focus Activity- Students will work with their group in the

computer lab to research James Oglethorpe, Mary Musgrove,
Tomochichi, and Sequoyah using digital resources.
2. Students will listen to a video on the origins of Georgia, then
engage in a discussion about pictures of James Oglethorpe, Mary
Musgrove, Tomochichi, and Sequoyah.

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Activities will be teacheroriented, 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.

the only one for which you 3. Students will read passages and answer questions about
will develop a detailed plan historical heroes and their contributions.
in Step 7.
4. Students will read their textbook in buddies to learn more about
their historical heroes.
5. Students will create a BioCube on one of the historical heroes to
show what they have learned.

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
Smartboard/projector
The selection of materials
needed by the instructor
Teacher Computer and Computer Lab- access to
involves 5 tasks:
and students/clients in
PebbleGo.com, Encyclopedia Britannica online, New
* Selecting the format of the
order to successfully
Georgia Encyclopedia, YouTube
material
implement and participate
Social Studies Textbook
* Identifying the specific
in the lesson. These are the
Reading passages and question pages
materials
materials that will actually
Pictures of historical heroes
* Locating reviews of the
be used during the
Social Studies Journal, writing paper, poster paper, pencils,
materials
activities described in
crayons, markers
* Previewing the materials
Step 5.

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* Evaluating the materials with
actual learners

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
You will be able to pull these
instructional objectives for Second grade students will be able to create a visual and/or oral
objectives from Step 3 or at least
the selected activity.
representation of a Georgia Historical Hero: James Oglethorpe,
be able to take objectives from
Indicate the Georgia
Mary Musgrove, Tomochichi, or Sequoyah, based on their
Step 3 and make them even more Common Core
collaboration and research with peers.
specific for this particular activity. Standards/Georgia
Performance Standards,
This aligns with the standards:
Information Literacy
Standards/Technology
Georgia Standards of Excellence:
Standards that support
SS2H1 Describe the lives and contributions of historical figures in

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those objectives.

Georgia history.
a. James Oglethorpe, Tomochichi, and Mary Musgrove (founding
of Georgia)
b. Sequoyah (development of a Cherokee alphabet)
AASL: 2.2.4 Demonstrate personal productivity by completing
products to express learning.
ISTE: Knowledge Constructor
3a: Students plan and employ effective research strategies to locate
information and other resources for their intellectual or creative
pursuits.

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)
Pretest/Assess Prior Knowledge
This description can also be
derived from information
gathered in the Needs Assessment
(Step 1)

Describe the
students/clients who would
participate in the activity
including the learning
styles and preferred
learning tools/strategies of
the students/clients.
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.

Students participating will be second grade students at different

levels of academic ability. There will be 12 girls and 12 boys.
These students vary in their learning styles. Some students learn
better from moving, speaking, and acting. Other learn better from
reading and writing. Other learn better from listening and
responding through drawing, speaking, or writing. These learning
styles will all be met during this lesson.
A pretest or informal questions of James Oglethorpe, Mary
Musgrove, Tomochichi, and Sequoyahs life and contributions can
determine if students have any prior knowledge of these historical
heroes. This data will determine if the students have any
knowledge of these historical heroes or if they will need more
basic instruction before they can begin the research.
Previous presentations/projects can form a basis determining if
students can create a presentation or if they will need modeling.
This will determine if students will be able to present a
presentation on their own or if they will need examples and
guidance before they can begin.

Kassandra Munoz
Previous technology use can determine if students can
appropriately use technology as a research tool or if they will need
modeling. - This will determine if students will be able to
accurately use technology on their own or if they will need
examples and guidance before they can begin.

Motivating Activity/Launch
This type of activity can include
strategies to prepare the learners
for the activity; advance
organizers; etc.

Description of Lesson
Presentation
This section will include the
procedures for the activity what
is going to take place; who is
going to do what; etc.

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.
What you will say and do.
Questions you will ask.

Informal observation of students working in groups can determine

if students can collaborate in a group setting, and how the students
can be grouped to allow the best learning setting. - This will
determine if students will be able to work together equally in a
group setting or if they will need modeling and examples before
they can begin.
Students will be presented with pictures of their four historical
heroes: James Oglethorpe, Mary Musgrove, Tomochichi, and
Sequoyah.
Students will discuss what they see in the pictures, who they think
these people are, and why we would be studying them.

Opening- Motivating Activity (above)

DOK (Depth of Knowledge questions)
1. Why do we take pictures?
2. How can we use these pictures to help understand who we
are studying?
3. How can a picture or photograph help us interpret a time in
history?
Worktime:
Students will be put into 4 groups of 6. Each group will study one

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person together: James Oglethorpe, Mary Musgrove, Tomochichi,
or Sequoyah. The teacher will model use of PebbleGo.com,
Encyclopedia Britannica for kids, New Georgia Encyclopedia,
social studies textbook, encyclopedia, Historical Hero Readers
(books and magazines.) Teacher will tell the students to look for
the persons place of birth, events in his/her life, contributions to
Georgia, interesting facts, and how they could relate to our other
historical heroes. Each student will document this in their social
studies journals. Students will into the computer lab and have 30
minutes to find information using the given digital and text
resources. The teacher will monitor and guide as needed. Students
may need help logging into the computer and finding the
appropriate sources. Some students may need to be paired and
work together to find facts about their historical hero.
After students have finished researching, they will create a poster,
speech, drawing, or story about their historical hero. Their
presentation must contain all of the above criteria. Students may
work together or individually, but all students have an individual
project they can present.

Provisions for Participation

Instructors always need to be
prepared for those times when an

Describe how the lesson

would be structured so that
all students would be able

Closing: Students will go back to their table groups and will

present their poster, speech, drawing, or story to their group, so
each person has an understanding of each historical hero. The
teacher will monitor and ask questions as groups present.
Questions will include: What contributions did this historical hero
give? Why do we consider him/her a hero? What would our world
be like without this person? What were some events in his/her life?
How did this person display compassion/ trustworthiness? How
was this person a leader?
If students are having trouble with their research, the teacher will
pull the students to a small group. The teacher will show the
students how to search on the smartboard in the computer lab and

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activity does not go as intended;
be prepared to ask probing
questions to keep the activity
progressing; etc.

to successfully participate
in the lesson. What
students will do.

Closure

How you will end the

lesson. Summary of the
content of the lesson.

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
end of the lesson to demonstrate
they have met the specific
objective for this one activity.

Describe the assessment

strategies/activities to be
used to determine and
document student/client
achievement of the
instructional objectives of
the lesson.

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.

how to locate information. The teacher will have each student find
a piece of information and have the group write it down. When the
students feel more comfortable, they will go back to individually
working.
Students that finish early and are in need of a challenge will
research the 1700s in England and America and the Creek and
Cherokee nations. They will use this information to create a
stronger understanding of the background of our historical heroes.
They will use this information in their final product as well.
Students will create oral or visual (a poster, drawing, speech, or
story) about their hero and present this to their groups. This will
allow each person to gain information about each historical hero.
The teacher will have all of the James Oglethorpe, Mary
Musgrove, Tomochichi, and Sequoyah group come up to share
information and share their presentations with the class as a whole.
Students will take the county post test for James Oglethorpe, Mary
Musgrove, Tomochichi, or Sequoyah. This will show their growth
from the pretest and if there are in areas that they still need
additional instruction and practice.

Students will present an oral/visual presentation where they are a

character a present a retelling of their life. Students will have four
days to practice during Social Studies time to practice and prepare.
They will present on Friday. This will be a summative activity
with a group and be graded with a rubric.
Describe the progress made I expect the students to be able to tell about the lives and
by students/clients as a
contributions of James Oglethorpe, Mary Musgrove, Tomochichi,
result of the lesson
or Sequoyah.
knowledge they gained,
skills they attained or
I expect the students to be able to collaborate with their groups as
improved, etc.
they are researching.

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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.

Describe the strengths and

weaknesses of the
implementation of the
lesson what worked,
what did not work, what
would need to be changed
for future implementation
of the lesson.

I expect the students to be able to use digital resources to gain

information and create a project to present this information
learned.
This activity will need at least two days to be implemented
property. One day will introduction of historical heroes through
photographs and modeling of research. The next day will be
research and presentations of projects. The students many need an
additional day to work on their projects before they are ready to
present.
The benefit of this lesson is that students are able to teach each
other in a format that fits their learning style. This activity is meant
to be flexible enough that students can present their information in
a way that they will enjoy and that is meaningful to them.

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
Did my students meet their learning goal? How do I know?

Kassandra Munoz
implementation processes
strengths, weaknesses, and
changes for future collaborative
planning and instruction.

going to implement your

plan this semester, think
about questions you might
need to ask yourself in the
event you were able to
implement your plan.

How can I be sure they are meeting the standard?

Have I planned for the various learning styles and needs of my
students?
Have I differentiated instruction for my students that will need more
support and my students that will need a challenge?
Does the learning goal match with the assessment strategy?
How could I better this activity in the future?

Kassandra Munoz

*Example Rubric
Name________

1- Not
Meeting

2- Progressing
towards goal

3- Meeting
expectation

4- Exceeds
expectations

Score

Date_________

Cooperation

Research

Content
Student displayed:

Student did not display

cooperation during
planning, worktime, or
presentation.

Student displayed
cooperation in one or two
areas: planning, worktime, or
presentation.

Student displayed
cooperation in all areas:
planning, worktime, or
presentation.

Student displayed cooperation in all

areas: planning, worktime, or
presentation.
Student was continuously involved
and encouraging towards group.

Student did not show

evidence of research.

Student showed evidence of

research from one source.

Student showed evidence of

research from two sources.
(book and online)

Student showed evidence of

research from three or more sources.
(at least one book and one online
source.)

Student did not describe

the lives and contributions
of their historical hero.

Student described a few (2-3)

details about the lives and
contributions of their
historical hero.

Student accurately described

many details (4+) about the
lives and contributions of
their historical hero.

Student accurately described many

details (4+) about the lives and
contributions their historical hero,
and made an effort to describe new,
interesting information surrounding
their hero.

Student did not participate

in the presentation.

Student did not speak clearly

or spoke into paper. Student
did not show evidence of
rehearsal.

Student spoke clearly and

showed evidence of
rehearsing their information.

Student spoke clearly and showed

evidence of rehearsing their
information. Student was
enthusiastic and engaging in their
presentation.

James Oglethorpe, Mary

Musgrove, Tomochichi,
Sequoyah
*Circle one*

Presentation

Overall Score

/16

Kassandra Munoz
Individual Feedback: