Professional Documents
Culture Documents
Part 2: Introduction
The young adult learners that make up this class consist of high school Drama 1 students
from a rural Title 1 school. Through observations and interviews with the drama teacher along
with SLDS online research information has been obtained about this particular group of students.
The gender dynamic of this group is 36% male and 64% female. The ethic break down is 68%
Caucasian, 31% Black, and 1%Asian/pacific islander. This group has two gifted students and
two special education students. According to research the average high school students average
range of Lexile scores are from 855L to 1210L. Four students have Lexile scores that are below
the average range. Students will be grouped by Lexile scores into groups of 2. (High/Medium
or Medium/Low will be the Lexile grouping dynamic.) The high and medium students can help
the low scoring students when they are having difficulty. Also online e-readers can read material
to students with reading difficulties.
Entry Skills
Prerequisite skills and knowledge:
All students have a Gmail account and can use google chrome.
All students are in Drama 1.
All students are capable of sending and receiving email with attachments.
All have used google in the past.
All have some typing skills.
Prior Knowledge
All learners are in high school, and have taken or are currently enrolled in a high school
English course. Some have created online materials to display research. All have performed
some type of online research. However, none of the students have ever used Magic Piktochart.
Potential Misconceptions:
this project students would benefit from working with a partner. This group of students has been
driven by the learning focused school methodology. They prefer to work with someone else so
that they have someone to verify if they are doing the right thing for an assignment.
Attitude toward Content and Academic Motivation
This class seems to be the typical high school class. Some love learning, enjoy drama,
and excel in the course, however you also have students that excel in this course but struggle in
regular academic courses. There are also the students who do not want to be at school period
and their success in this class is questionable. These are the students who could be passing the
class but do not do the assignments required by the teacher. This course has a wide range of
abilities and attitudes towards school. Also there is a wide range of motivation levels.
Group Characteristics
Members of the Drama 1 class are:
Creative
Energized
Grades 9-12
Enjoy acting
perform the research on the Shakespeare project. The third portion will be the development of a
display of knowledge using a Web 2.0 tool, Magic Piktochart.
Topic Analysis
1.0. Conduct proper research
1.1. Define plagiarism
1.1.1. Deliberate
1.1.1.1. Copy exactly from books or articles
1.1.1.2. Copy/pasting from webpages and online sources and calling it yours
1.1.1.3. Using someones work and calling it your own
1.1.2. Accidental
1.1.2.1. Making someone elses idea your own
1.1.2.2. Not citing correctly or when to do so
1.1.2.3. Trouble identifying common knowledge
1.2. Finding images that are labeled for reuse
1.2.1. Google Search
1.2.1.1. Images
1.2.1.2. Search
1.2.1.3. Usage rights
1.2.1.4. Labeled for reuse, non-commercial reuse, or reuse with modifications
1.3. Citing sources
1.3.1. Online: provide a link to the source and give credit to the source of information
1.3.2. Not online: MLA work cited
2.0. Identify viable academic websites
2.1 Investigate the author
2.1.1. Name of author is listed
2.1.2. Verify educational credits
2.1.3. Has the author been published in a scholarly journal, book, or university press
2.1.4. Verify employment by a research institution, university, school, or organization
2.2 Observe the URL
2.2.1. Look for endings like .edu, .gov, and .org
2.3. Look for works cited
2.3.1. Check and see if cited material comes from scholarly journals or valid sites
2.4. Validate information
2.4.1. Investigate and see if other sites contain the same or similar information
3.0. Create a proper online display of information
3.1. Design
3.1.1. Background
3.1.2. Colors
3.1.3. Layout
3.1.4. Fonts-easy to read
What major categories are addressed by the SME?
In this analysis I am the Instructional Designer and Subject Matter Expert for conducting
proper research and producing a product on a Web 2.0 tool. The Drama teacher is the Subject
Matter expert for the material being researched in this assignment: Shakespeare. I chose this
instructional design method based on the fact that often in an educational setting it is required to
combine these two roles of ID and SME, (Morrison, et.al. 75). The drama teacher will serve as
the expert on the material being researched. I have worked collaboratively with the drama
teacher to create this lesson.
Part 4: Instructional Objectives
Terminal Objective 1: Apply proper research techniques
Enabling Objectives:
A. Search effectively
Recall
Application
1A
1B
1C
1D
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techniques, display of
material, and proper
citation.
Lesson 2:
The learner will produce
an end product that
contains the required
information about the
Shakespeare play
assigned and it will be a
proper online display
using a web 2.0 tool:
Magic Piktochart.
Goals
Avoid plagiarism
Find proper
academic sites
Find images that are
labeled for fair use
Objectives
Objective 1: Apply
proper research
techniques
1A. Search effectively
1B. Select proper
resources for
Shakespeare project
1C. Use appropriate
images
1D. Document and cite
resources properly
Objective 2: Create a
proper display using
Magic Piktochart
2A. Design is uses
proper color and font
2B. Plan and arrange a
proper layout of
information
UDL
Assessment
Learners will be
Learners will use
provided with
kahoot.it to take a
multiple examples
pre-evaluation of
using different media
what they know
formats.
about research using
Learners will work
google, citation, and
in small groups to
fair use.
promote teamwork.
Learners will be
Learners are
assessed with a
provided with
survey at the end of
assignment
the lesson.
requirements and
due dates.
Learners will be
Learners will
provided with
produce a
multiple examples
Shakespeare
using different media
infographic where
formats.
there is evidence of
Learners will work
proper research,
in small groups to
citation, and
promote teamwork.
appropriate use of
Learners are
images is evident.
provided with
assignment
requirements and
due dates.
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Assessments 1/3:
Pre-Assessment Kahoot.it Questions/Post-Assessment Google Form
1. Identify the best description of information literacy.
a. Ability to read
b. Ability to use a computer
c. Ability to guess based on reading
d. Ability to find reliable information
2. Which of the following would be the best way to find a reliable journal article on a topic?
a. Flip through magazines in the media center
b. Web Search
c. Card Catalog
d. Online library periodical database
3. What are peer-reviewed journal articles?
a. Articles that your peers have read and said were good
b. Articles that are selected because they are on your reading level
c. Articles that are rated as good in a book review
d. Articles written by academic scholars
4. What is true about a scholarly journal article?
a. Article is often peer reviewed
b. Article is often published by an educational organization
c. Article has documentation such as footnotes and citations
d. All of these
5. What does a tilde (~) in a URL represent?
a. Government owned page
b. Information is reliable
c. Personal webpage
d. All information is verified to be true
6. Which of the following would be the best resource when researching Shakespeares
plays?
a. An encyclopedia
b. Website found of Google
c. Online literary data base
d. Wikipedia
7. In order to cite a website which of the following are required?
a. Search engine used
b. Title, author, date, URL
c. Email Address
d. None of the above
True of False
8. Wiki is a reliable primary source.
a. True
b. False
9. To evaluate a websites accuracy and reliability the most important things to check are the
authority, purpose, references, and the URL.
a. True
b. False
10. A Boolean operator is a symbol used n software from alien technology.
a. True
b. False
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13
__________________________________________________________________________
______________________________________________________________________________________
CATEGORY
Use of Class Time
4
Used time well during
each class period.
Focused on getting the
project done. Never
distracted others.
3
Used time well during
each class period.
Usually focused on
getting the project
done and never
distracted others.
2
Used some of the time
well during each class
period. There was
some focus on getting
the project done but
occasionally
distracted others.
1
Did not use class time
to focus on the project
OR often distracted
others.
Graphics - Relevance
Labels
All items of
importance on the
infographic are
clearly labeled with
labels that can be
easily read.
The infographic
includes all required
elements as well as
additional
information.
At least 7 accurate
facts are displayed on
the infographic.
The infographic is
exceptionally
attractive in terms of
design, layout, and
neatness.
There are no
grammatical mistakes
on the infographic.
Several items of
importance on the
infographic are
clearly labeled with
labels that can be
easily read.
All but 1 of the
required elements are
included on the
infographic.
There is 1
grammatical mistake
on the infographic.
There are 2
There are more than 2
grammatical mistakes grammatical mistakes
on the infographic.
on the infographic.
Required Elements
Content - Accuracy
Attractiveness
Grammar
Several required
elements were
missing.
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Assessments
Kahoot.it pre-assessment
Infographic-Shakespeare
UDL Principles
Pre-instructional strategy to assess the learners prior
knowledge based on whole group response system
Post-test allows students to quiz and determine the
level of understand for knowledge and skills gained
from this lesson.
Learners are provided with multiple media formats for
lesson delivery.
Learners can use any method available for delivery of
assignment found on magic.piktochart.com
Learners can communicate with their partner if they
have any questions.
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Description
Conduct proper research, identify viable academic websites
Create a proper online display
Objective
1
2
16
Grouping Data:
Lexile Score Student #
595
720
825
835
865
890
960
970
1030
2
3
4
5
6
7
8
9
1065
1095
1195
1230
1265
1265
1285
1290
1340
1340
1445
1480
1590
10
11
12
13
14
15
16
17
18
19
20
21
22
Student Label
Special Education: Short/Long
Term memory retrieval issues
Gifted
Gifted
22
11
5577
10786
12087
9433
10426
10631
12127
10981
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Group 9
21
20
19
18
17
16
15
14
10
9
8
7
6
5
4
3
10948 Group 10
9537 Group 11
19203
8181
9775
10762
10438
7834
18139
9924
11703
8324
19310
13
12
2
1
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participate in the lesson. This will lead to group discussions and clarifications. Learners are
grouped in pairs based on Lexile Scores. Classroom teacher will discuss his requirements for the
Shakespeare project and help groups determine their topic.
Generative Strategy, Integration: Divide students into small groups as suggested in (Jo, 2012).
Learners will use proper search techniques to create their project.
Differentiation: Students are group with Lexile Scores such that a struggling student is placed
with a student who is successful in the classroom to help them with this project.
Lesson 2: Creating a Proper Online Display
Objective 2: The learner will create a proper display using MagicPiktochart.com.
Objective 2A: The learner will design an infographic design using proper color and font
Objective 2B: The learner will plan and arrange a proper layout of required information
Initial Presentation: Learners will view several sites that give suggestions of how to properly
display information. They will work with their partner to create a proper display of the
Shakespeare project. Learners are provided with a rubric for requirements of the project. They
are provided with many resources via a Symbaloo.
Generative Strategy, Cognitive Procedure: After lecture and viewing the variety of information
provided in the Symbaloo, students will create their infographic display of the Shakespeare play
they have chosen.
Differentiation: Students are group with Lexile Scores such that a struggling student is placed
with a student who is successful in the classroom to help them with this project.
Lesson Resources:
http://www.symbaloo.com/mix/l1-properresearch
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Work Cited
Jo, I. (2012). Shared mental Models on the Performance of e-Learning Content Development
Teams. Journal of Educational Technology & Society, 15(1), 289-297.
Morrison, G. Ross, S., Kalman, H. and Kemp, J. (2013). Designing Effective Instruction, Seventh
Edition. (Eds.), (2013). Hoboken, NJ: John Wiley & Sons.