ID Unit: ID UNIT: COMPARING AND CONTRASTING 1

FRIT 7231: Instructional Design Unit

Jana H. Jordan

Instructional Design

Dr. Hollandsworth
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Report I: Comparing and Contrasting Effectively Between Two Texts

As a 2nd grade educator, I decided to complete my semester project on the topic: Students can

effectively compare and contrast within two fictional texts, Walt Disney’s The Three Little Pigs

and The True Story of the Three Little Pigs by Jon Scieszka.

1.1 System of Interest

One of our 2nd Grade Power Standards is students can compare and contrast different versions of

the same story by different authors. A power standard is a subset of learning standards that

educators have determined to be the highest priority or most important for students to learn.

Since this standard seemed as the perfect lesson to complete the semester project.

1.2 Subsystems

The students will read and demonstrate comprehension of fictional texts. In order to

compare and contrast, students will explain the author’s purpose and describe how the choice of

language, setting, characters, and information contributes to the author’s purpose.

1.3 Symptoms That Drew My Attention to this System

As stated earlier, the standard chosen is of high priority at this grade level. Looking at the

previous year’s data only 50% of the students had mastered the standard at the end of the year.

My grade level team members and I decided at all costs we would have a greater percentage of

mastery this year. We are revamping our lessons to ensure content mastery.
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1.4 Mager and Pipe Performance Gap Analysis Model

Is there a Performance Gap?

Yes

If their life depended on it, could they do it?

No, the students come to 2nd grade with minimal background knowledge on
comparing and contrasting varying stories.

Training
Students will be given several opportunities to complete task of effectively comparing and contrasting
before assessed. They will work in whole group, small group, and individually with this task.

Feedback
Students will receive immediate feedback via whole group and small group. When students are
assessed individually, they will receive feedback on the assessment task.

Coaching
Students will be coached through the whole group and small group lessons determining author’s
purpose as well as comparing and contrasting.

Job Aids
Graphic organizers will be used throughout lessons, such as Venn Diagrams.

Mentoring
If there are students who have mastered the skill before other, they can be used as group leaders to peer
tutor.
Although it has been determined that there is a performance gap and a need for training,

feedback, coaching, job aids, and mentoring, it is also important to consider the performances on

the other side of the Mager and Piper Gap Analysis Model. While analyzing the other side,
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environment and motivation are huge aspects. Students must be motivated in order to learn. At

the beginning of the year, students take interest inventories to determine what their favorite

things are. Within this survey, students also respond to the type of praise and motivation they like

to receive. Using this inventory helps teachers provide adequate praise and motivation to keep

students positive and engaged in learning. The environment also plays a big role. Students must

be in an environment that is conducive to learning daily. This includes available resources,

effective teaching through data-driven instruction, integrated technology, and learning made

FUN! Students and staff should always feel safe in their school environment. Providing training,

coaching, feedback and ensuring students have a positive learning environment will address the

issue of a performance gap.

Front-End Analysis

2.1

Yes, there is a performance gap that justifies a learning intervention. According to the previous

year’s data, only 50% of the 2nd graders could effectively compare different versions of the same

story. There are specific interventions in place this year to ensure mastery of the performance

standard.

Needs Assessment

3.1 Optimals

What information and data would you collect?

Optimally I would collect Venn Diagrams completed once the two stories have been compared

and contrasted in small group via a software program. The program will send students completed

diagrams to their online portfolio and provide immediate feedback determining if students have

used correct terms to effectively compare.

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How would you collect that information and data?

I would collect this data using a computer software program that allows students to electronically

fill in diagrams.

3.2 Actuals

What information and data will you collect?

Since I do not have access to a software program that will score student created Venn Diagrams,

I can collect data via paper and pencil graphic organizers and observe students’ responses in their

groups. Individually when I conference with students in small groups, I can collect data on their

strengths and weaknesses on effectively comparing and contrasting.

How would you collect that information and data?

I would collect this data with paper and pencil graphic organizers and through formative

observations throughout this unit of study. I can also hold weekly conferences to individually

check for mastery from each student.

3.3 What are the discrepancies between the current (actual) and desired (optimal) state?

One major discrepancy is that unfortunately, students will not be able to use the computer

software to create Venn Diagrams because I do not have access to that kind of software.

3.4 What priorities can you assign to the identified discrepancies or goals?

Not having access to the software with immediate feedback in a 21st century presents a challenge.

However, this discrepancy can be solved by using computer generated charts and students can

fill them in with pencil. Also, this discrepancy will be addressed within weekly conferencing

which gives me a chance to progress monitor mastery of skills. Students will also complete

performance tasks in their small group stations. I will also be able to check their progress on how

well they completed their task.

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3.5 Prepare a learning goal statement.

Second graders will effectively compare and contrast two versions of the same story.

3.5.1 Learning Goal Worksheet

Instructional Analysis

4.1 Goal Analysis

The domain for the above-mentioned problem is identified as an intellectual skill, which is a skill

that requires the learner to do cognitive activity (Dick, Carey, & Carey, 2010 p.41). The learning

goal requires student learners to think critically to compare effectively.

4.2.1 Choose an appropriate analysis method and provide an example of subordinate skills

analysis associated with the instruction you will provide.

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The analysis method I chose is cluster. The cluster model is perfect for comparing. The title of

each of the stories should be displayed at the top of each column and the contrasting information

below.

4.2.2 Show which skills are entry level skills.

 Student learners should already know how to read grade level texts fluently.

 Student learners should already know what alike and different means.

 Student learners should be familiar with the author’s purpose in relation to the

setting, language, and characters.

References:

Dick, W. , Carey, L. &Carey, J. O. (2010). The systematic design of instruction (7th ed.) Upper

Saddie River, NJ. Pearson.

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Report II: Comparing and Contrasting Effectively Between Two Texts

As a 2nd grade educator, I decided to complete my semester project on the topic: Students can

effectively compare and contrast within two fictional texts, Walt Disney’s The Three Little Pigs

and The True Story of the Three Little Pigs by Jon Scieszka. Below are listed Sections 4-7 of

Report II.

Section 4: Learner and Context Analysis

4.1 Target Population

The target population of this report is 2nd Grade students at Brookdale Elementary School.

4.2 Characteristics of the Target Population

There are 9 boys and 8 girls in the class. There are 14 African-American students, 2

Hispanic students, and 1 Caucasian student. Based on student data, there are five “All A”

students, one “A-B” student, and five “B Honor Roll” students. The remaining six

students are receiving “All C and Below Proficient” grades.

4.3 Physical and Organizational Environment

Students are organized in groups of three and four desks around the classroom. Each

group is numbered 1-5. Each desk is facing the center of the room where the Promethean

Panel is located. The Promethean Panel is the center of most all whole group instruction.

Each desk is arranged where “Anchor” or reference charts can be seen around the room.

The groups have two crates used to hold their materials such as markers, crayons, glue,

etc.

Section 5: Objectives

5.1 Terminal Objective

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In the text, “The Systematic Design of Instruction,” the terminal objective is

defined as what the student will be able to do when he or she completes a unit of

instruction (Dick et al., 2010, p. 113). My Terminal Objective: After the completion of

this unit, Effectively Compare and Contrast Between Two Different Fictional Texts,

students will be master the skills in order to be able to tell similarities and differences

between The Three Little Pigs and The True Story of the Three Little Pigs.

5.2 Subordinate Objectives

5.2.1. Prepare the SO in the Cognitive Domain

Each student will demonstrate the ability to compare and contrast (CN) between two

texts by exhibiting an appropriate understanding (B) of the elements of two fictional

texts, The Three Little Pigs and The True Story of the Three Little Pigs, as described in

the unit lessons (CR).The subordinate objective falls under the cognitive domain and is

compatible with Gagne’s Intellectual Skills: Discrimination and Concrete Concept with

some elements of cognitive strategies.

5.2.2. Prepare the SO in the Affective Domain

Each student chooses to effectively compare and contrast (CN) between two texts by

communicating the similarities and differences in story elements (B)such as:

choice of language, setting, characters, and any information that contributes to the

author’s purpose as described in the unit lessons (CR).

The subordinate objective falls within the affective domain and aligns with Gagne’s

Intellectual Skills.

5.2.3 Prepare the SO in the Psychomotor Domain

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Each student chooses to effectively compare and contrast between two texts (CN) by

completing an explanatory piece of writing (B). Within the essay students will sort and

classify details from the text to describe similarities and differences between the two

fictional stories (CR). This subordinate objective is a part of the psychomotor domain and

is compatible with Gagne’s Psychomotor Skills.

Section 6: Assessments

6.1 Assessment for SO in the Psychomotor Domain

Each student chooses to effectively compare and contrast between two texts (CN) by

completing an explanatory piece of writing (B). Within the essay, students will sort and

classify details from the text to describe similarities and differences between the two

fictional stories (CR). With the above subordinate objective, I would assess each student

to determine if they have mastered effectively comparing and contrasting two texts. Upon

facilitating the instruction of the Comparing and Contrasting unit, students would

complete an explanatory writing piece that will introduce a topic, use details from the

story to develop points, and provide a concluding statement or section. I will use the

following rubric to score the explanatory pieces.

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“Teachers Pay Teachers” 2018

6.2 Assessment Instruments

The assessment instruments will come from assessing all components of the explanatory

pieces. Their writing will be assessed on the following: opening, organization, support,

conclusion, and the use of basic writing conventions as seen on the above rubric. I will

meet with each student to provide immediate feedback on their performance. This will

allow students to assess their own learning as far as any areas of strengths and

weaknesses.
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6.3 SOs Assessment Items

6.3.1. One Item in the Cognitive Domain

Each student will demonstrate the ability to compare and contrast (CN) between two texts

by exhibiting an appropriate understanding (B) of the elements of two fictional texts, The

Three Little Pigs and The True Story of the Three Little Pigs, as described in the unit

lessons (CR).

“Teachers Pay Teachers” 2018

6.3.2. One Item in the Affective Domain

Each student chooses to effectively compare and contrast (CN) between two texts by

communicating the similarities and differences in story elements (B)such as:

choice of language, setting, characters, and any information that contributes to the

author’s purpose as described in the unit lessons (CR).

“Teachers Pay Teachers” 2018

ID UNIT: COMPARING AND CONTRASTING

6.3.3 One Item in the Psychomotor Domain

Each student chooses to effectively compare and contrast between two texts (CN) by completing

an explanatory piece of writing (B). Within the essay, students will sort and classify details from

the text to describe similarities and differences between the two fictional stories (CR).

“Teachers Pay Teachers” 2018

Section 7: Instructional Strategy

7.1 Appropriate Pre-Instructional Activities

Prior to beginning instruction from the comparing and contrasting unit, I plan to administer a

pre-assessment to analyze any prior knowledge students may have on comparing and contrasting.

Once students have assessed, we will review the correct answers and the content within the
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pretest. Students will complete the pretest on the very first day of unit. We will review correct

responses whole group. Day two would begin instruction of the Comparing and Contrasting

Between Two Texts. On this day, the 1st SO would be introduced. On the following day, the 2nd

SO will be introduced and so forth. On the fifth day we would begin our beginning stages of the

post assessment writing. Day six students would edit and revise their explanatory rough drafts.

On the seventh and final day students will complete their assessment writings.

7.2 For an SO associated with the TO an Appropriate Presentation Strategy

Each student chooses to effectively compare and contrast between two texts (CN) by completing

an explanatory piece of writing (B). Within the essay, students will sort and classify details from

the text to describe similarities and differences between the two fictional stories (CR). The SO

presentation will begin with a read aloud of the first fictional story, The Three Little Pigs.

Students will turn to their elbow partner and discuss the characters, setting, and plot of the story.

Teacher will facilitate a mini discussion on the story elements. Next, we will follow the same

procedure for the second text, The True Story of the Three Little Pigs.

7. 3 SO Appropriate Practice Activity

After both stories have been read aloud, the next day, students will share out a few of their

responses determining the story elements of both texts. The teacher will then introduce the target

skill for the unit: comparing and contrasting. Students will watch a quick video via YouTube that

defines what it means to compare and contrast https://www.youtube.com/watch?

v=dyYzXlTNt4E . While watching, students will be required to organize their observations via

an observation sheet via Google Slides.

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7.4 SO Appropriate Evaluation Follow-Through Activity

Students will complete a graphic organizer or Venn Diagram, once students have been formally

introduced to the target skill of comparing and contrasting within two texts.

Technology Integration Assessment

1: Technology Planning and Policies

• Are there technology policies? Yes, there are technology policies or guidelines created at the

district level must be followed by the entire school using technology.

• Is there a technology plan? Yes, there is a technology plan used schoolwide, however, there is

a need for an upgrade.

• Is the plan being evaluated? The plan has been evaluated by the technology department at the

district level.

2: Finance

• How does your school district compare in technology expenditures with others in

your region/state: Brookdale Elementary School is considered behind on technology based on

other schools in the district. The available technology is in deficit.

3: Equipment and Infrastructure

• Does your school use media labs, mobile labs, or in-class computers? There are two computer

labs with 25 laptops in one and 28 desktops in the second. There is a total of 3 desktop

computers and 1 laptop per class.

• Does your school have high-speed internet? Yes, our school is equipped with high-speed

internet.

• Does the infrastructure have the capacity to support the school’s technology
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needs? The school’s infrastructure has the capacity to support the school’s technology needs,

just not the resources.

• What is the ratio in your classroom of computers to students? There is an average of 20

students per classroom. The ratio is 5 students: 1 computer.

• List below any additional technical equipment available in your classroom or to

your class? Each classroom comes equipped with a Promethean Panel. The panel is used for

most all whole group and small group lessons.

4: Technology Applications

• Does the school or district’s instructional applications support teaching and

learning across the curriculum? Yes, the district’s instructional applications support teaching

and learning.

• Are the applications in use evaluated for effectiveness? Yes, applications are evaluated for

effectiveness.

5: Maintenance and Support:

• Are resources and processes in place to maintain school technology? Yes, resources are in

place to maintain school technology. However, there is a need for an upgrade of technology

across the school.

• Are personnel available to provide technical support? There are two Instructional Technology

Coaches that visit the school weekly. They provide technology support wherever needed. They

also provide Professional Development for any new technology.

6: Professional Development

• What technology-related training and/or professional development do staff

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receive? Any new technology ready to be implemented in the classrooms, such as Office 365

Teams, the IT coaches will come and provide PD for the staff to redeliver to their students.

• How many technical professional development hours per year are available for

faculty/staff? As a staff, we receive an estimate of 1 hour a month of technical PD.

7: Technology Integration

• Are teachers proficient in the use of technology in the teaching/learning

environment? Yes, 100% of the teachers are proficient in the use of technology in the

teaching/learning environment via the Promethean Panel. There is an iPad cart available for

check-out that teachers can use once a week to provide rigorous learning stations.

• Are students proficient in the use of technology in the teaching/learning

environment? Most students are proficient in the use of technology in the learning environment.

Students are able to come up to the Promethean Panel during lessons and/or use the computers or

iPads once they have transitioned into learning stations. Students sometimes face a challenge

when logging into one of the required learning sites: Keenville. There are 5 steps students must

complete before arriving to the correct site. Some students face a challenge upon completing

those steps in order to get to the site.

• Is technology integrated into the teaching/learning environment? Yes, technology is

integrated into the learning environment daily.

• At what ISTE Level of Technology Implementation (LOTI) Framework (0-6)

would you describe your school at in the use of technology? The school registers at a Level 4a.

Integration (mechanical) on the LOTI Framework. Prepackaged curriculum units place an

emphasis on complex thinking skills, computer use, and relevancy to the real world.

• Based on the LOTI Scale, what level would you describe your level of integration?
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I would describe my level of integration on the LOTI scale as a Level 4b Integration (routine). I

integrate the most current research on teaching and learning when using the classroom

computers.

References:

Dick, W., Carey, L. &Carey, J. O. (2010). The systematic design of instruction (7th ed.) Upper

Saddie River, NJ. Pearson.

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Report III. Comapaing and Contasting Effectively Between Two Texts

10.1 For the TO, specify and defend your choice of appropriate pre-instructioanl materials.

Terminal Objective:

After the completion of this unit, Effectively Compare and Contrast Between Two Different

Fictional Texts, students will be master the skills in order to be able to tell similarities and

differences between The Three Little Pigs and The True Story of the Three Little Pigs.

Plan for Pre-Instructional Materials:

In order for students to be able to effectively compare and contrast within two fictional texts

certain pre-instructional materials have been selected. Prior to the start of the learning segment,

the teacher will begin by having students complete a five- question multiple choice pre-test. The

pre-test will have questions based on comparing and contrasting and will be used as a pre-

instructional material. By implementing a pre-test, the teacher will be able to use data to

determine if students have schema or background knowledge on comparing and contrasting. This

will include two short paragraphs that students will be required to tell similarities and differences

of the provided information. Using the data, the teacher will use the results to drive instruction.

The pre-test will be a material that is produced and created by the teacher. The teacher will use

their knowledge of instructional design in order to design the assessment.

10.2 Select one SO; specify and defend your choice of an Appropriate Presentation of

Materials.

Subordinate Objective: Each student will demonstrate the ability to compare and contrast

between two texts by exhibiting an appropriate understanding of the elements of two fictional

texts, The Three Little Pigs and The True Story of the Three Little Pigs, as described in the unit

lessons.
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Defense of Presentation: The teacher will create an anchor chart and list memory cues as a

visual for students to use as support while they are identifying and defining what it means to

compare and contrast. Teacher will introduce the comparing and contrasting terms along by

referring to the anchor chart. Next, the teacher will read two texts, and instead of students

completing a Venn Diagram on their own, they will complete one in groups. Students will have

an opportunity to listen to both texts more than once and in different formats. The teacher will

use a larger, more visual Venn diagram, by making one on the ground using hula hoops. Students

will add differences and similarities by writing them on index cards or small pieces of paper.

After groups are finished, students will move around the room, from Venn diagram to Venn

diagram, to see what other students were thinking and how their Venn diagrams were similar or

different.

10.3 For the same SO, specify and defend your choice of an appropriate practice

materials.

Subordinate Objective in Cognitive Domain: Each student will demonstrate the ability to

compare and contrast between two texts by exhibiting an appropriate understanding of the

elements of two fictional texts, The Three Little Pigs and The True Story of the Three Little Pigs,

as described in the unit lessons. Students will be able to effectively compare and contrast two

texts. The subordinate objective falls under the cognitive domain and is compatible with Gagne’s

Intellectual Skills: Discrimination and Concrete Concept with some elements of cognitive

strategies.

Defense of Presentation:

The teacher will set Venn diagrams around the room with small pictures on the top which shows

what students are comparing. As pairs walk around the room, they stop at each Venn diagram and
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write a similarity between the two objects, animals, people, or places and a difference. By the

end of the activity, each Venn diagram will be completely filled and students will have had

several opportunities to compare and contrast. I chose this model because this will give students

practice comparing and contrasting varying objects just like with two texts and their story

elements. Students will be able to refer back to their slide presentation throughout the learning

segment.

10.4 For the TO, specify and defend your choice of Appropriate Follow-Through Materials.

Terminal Objective: Second graders will effectively compare and contrast two texts.

Follow-through materials: Teacher will make small cards with two items on each card which

are similar but also different. The cards could have two different foods (like hamburgers and hot

dogs), two different animals (like a hippo and a rhino), two different jobs (like a doctor and a

teacher) or two different sports (like baseball and football). Several of these will be placed in

small baggies (one baggie for each pair) and students pull a card and compare and contrast each

set. This could be done verbally, on paper, on whiteboards, or in a reader’s notebook.

Once students are comfortable comparing and contrasting ordinary things, the teacher will move

them into applying this skill to reading. The teacher will do a similar activity with a read aloud,

literature circle, class novel, or even a basal story that has been read by the whole class.

This time, the cards will have items like settings in one book or settings from two different

books, specific events in a story, characters in the same book or characters from two different

books, and themes. The teacher will prepare baggies with the same cards for each set of pairs.

The students are being asked to compare a number of things, they will only be required to record

one set of observations.

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Prior to students doing this in pairs or small groups of three, the teacher will model the process

together with the class. The teacher will read two favorite compare and contrast books on two

different days: Oliver Button is a Sissy by Tomie dePaola and Amazing Grace by Mary Hoffman.

Once all students are familiar with the books, the class will go through a few of the possible

categories to compare and contrast together. These stories are really good for settings, character

traits, theme, and events. The themes in both books is to be yourself and to accept others for who

they are. Great message!

11. Formative Evaluation

11.1 Describe an approach that you might use to carry out formative evaluation for your

instructional initiative.

In order to determine if students have retained information from the past few days, students will

take a formative assessment. The formative assessment is a checkpoint to determine if students

know the meaning of what it means to compare and contrast the story elements of two texts

effectively.

Sample Formative Assessment Question:

Read each sentence. Is the information related to The Three Little Pigs, The True Story of

the Three Little Pigs, or Both? Slide to the correct box.

The Wolf is the narrator.

Correct answer: The Wolf is the narrator should be slid to the box The True Story of the

Three Little Pigs box.

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Below is an example of how the questions will be set up in the Google Classroom.

Although, they will use different texts, students will have the opportunity move matching

pieces to each category: The Three Little Pigs, The True Story of the Three Little Pigs,

and Both Texts.

“Teachers Pay Teachers” 2020

12. Revision

12.1 Describe your plans for revising your instruction.

Through the use of the interactive slides through Google Classroom, as the formative

assessment, I am able to determine as to whether my instructional strategies were

effective or if I will need to reteach or provide interventions. If data from the previously

mentioned evaluations show that students have not mastered the standard, I plan to make

revisions to my instructional delivery and reteach the students who did not score

proficiently. As a means of intervention, I will create small groups and students grouping

will be based upon the data. Within my guided groups, the reteaching of each lesson will

begin with a review of the anchor chart we created together as a class. While facilitating

each reteach, I will also ensure that I use explicit modeling to teach the concepts of
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comparing and contrasting and then transition into comparing texts. I plan to use the

Kirkpatrick model to offer guidance on the implementation of the intervention lesson.

While reteaching, I will also provide students with ample opportunities to compare and

contrast even outside of texts. I will use real life examples such as peers, food, and other

items that are within our classroom. Post reteaching, students would be given 2 -3

sentences to identify similarities and differences each day of our guided practice, and

complete a matching activity. After reviewing their performance on each informal

assessment, I will be able to determine who is ready to retest and who is still in need of

continuing intervention.

13. Summative Evaluation

13.1 Describe an approach that you might use to carry out summative evaluation for

your instructional initiative.

Students will be administered a summative assessment to determine if they have obtained

the skill set and standards taught. The summative writing assessment will provide

students with the opportunity to effectively compare and contrast between two texts by

completing an explanatory piece of writing. Within the essay students will sort and

classify details from the text to describe similarities and differences between the two

fictional stories. The purpose of this exam is not to determine comprehension, but to

ensure students have the knowledge and the skill set to effectively identify similarities

and differences within texts. I will use the Kirkpatrick model to ensure that the students

have effectively obtained information from the learning segment, and can apply their

learning to real life situations. The goal of the learning segment was to ensure that
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students understand how to compare and contrast between two texts and can apply the

information learned to future activities that include but are not limited to choosing the

college or university that is the best fit and/or career options.

Sample Summative Assessment Question:

1. Compare and contrast Walt Disney’s The Three Little Pigs and The True Story of the

Three Little Pigs by Jon Scieszka. Think about each character’s traits and how they

interact with one another in order to compare and contrast.

Below is a sample answer of this summative assessment: