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Instructional Problem: Students have learned how to use citations as well as citing evidence
directly from a text to support their answer. However, students have had a hard time
understanding the differences between summarizing, paraphrasing, and direct quoting. Also the
process of incorporating it within writing has proven to be a struggle for many students.
Instructional Model: The instructional model that is being used in the lesson is the ADDIE
model.
A- Analysis
D- Design
D-Development
I-Implementation
E- Evaluation
During the initial lesson plan, we were able to analyze student samples that consisted of textual
evidence. The evidence was being used in an informational essay. We noticed that several
students were “paraphrasing” information but instead was giving a summary from the text. Other
students were using evidence that were surrounded by quotations that indicated a quote from the
text, but they were not directly quoting the information but instead paraphrased. At this point we
were able to conclude that the main objectives of the instructional plan would consist of students
being able to differentiate the differences between summarizing, paraphrasing, and direct
quoting. In the re-designed lesson, students should also be able to construct an effective
summary, paraphrased information, and a direct quotation. In order to achieve this instructional
goal, I decided to create visual resources that would serve as an aid for students in differentiating
each writing strategy. The client will use these resources, not only as a guide, but also during
instructional modeling to help students familiarize themselves with each strategy. After the
client has concluded their delivery of the lesson, modeling, and review the content, students will
One method that will be used to assess the lesson is by having students read a short
paragraph then practice all three writing strategies using that paragraph. They will have to
summarize it, paraphrase it, and select a portion from the paragraph to demonstrate their
knowledge of directly quoting. This assessment after the lesson will let the client know whether
or not students have a clear understanding from the content that was delivered.
The artifacts that I developed for this instructional lesson are extremely helpful, and they
will also be very useful for students in the classroom. Each artifact contains informative
information that directly explains each writing strategy. I do feel that it is important to utilize
graphics and posters in the classroom because students are more likely to remember the visual
aspects as well as information that is presented as a combination together. With the assortment of
colors, shapes, designs and content all working together, students with have the eye-catching
design engraved in their cognitive memory. With that being said, I made sure that I incorporated
My instructional plan addresses standard five of the ACRL Visual and Literacy
Competency Standards. This standard that’s that students who are visually literate are able to use
images and other materials of visual media effectively. Within the plan, I created two artifacts
that the client used in modeling so the students could see how to utilize it as well, but they were
also uploaded into each student’s Google platform. This provided them unlimited access to the
The only challenge that I have to face while constructing the instructional plan for my
client was communication. Since my client and I teach in two separate grades, our planning
schedules and time outside of teaching never lined up as much as I would have hoped. With that
being said, we had to complete a lot of our discussion for the assignment through text message
after our initial face-to- face discussion over the plan. However, I was able to complete the task
successfully, and she was able to successfully use the instructional materials for her students.
This artifact is an infographic Poster defining each strategy. (Resource)
This artifact is a digital comic strip that is illustrating each strategy with examples. (Resource)