Running head: PB&J ADDIE LESSON 1

PB&J ADDIE Lesson

Michelle Houck

CSU, Sacramento
 PB&J ADDIE LESSON 2

ADDIE Model Understanding By Design (UbD)

Steps ADDIE PB&J Lesson Describe UbD and why is applies to your CE Project.
Description Ubd focuses on backwards planning which forces the educator to think
of how the learning activities benefit the end task instead of trying to
create a performance task at the end of the unit that connects to the
previously taught activities. This creates performance tasks that are
both engaging and rigorous and lessons that have a specific focus. I
chose this model because I do have experience planning with it and the
three column design helps focus the learning activities to direct students
towards the end goal. This model directly applies to my CE, described
in more detail below, which results in a final assessment that students
will be asked to complete. Using UbD that final assessment will be the
guide for each day of instruction leading to high quality lessons and
therefore better results in student learning.

Describe ADDIE as applied to this
lesson.
Lesson plan outline gathered from:
Coleman. (n.d.). ADDIE Lesson
Template: Project Title: Study Island
Workshop for FLP Tutors. Retrieved
March 1, 2019, from
https://schoolwires.henry.k12.ga.us/cms/l
ib08/GA01000549/Centricity/Domain/78
79/Coleman_Workshop Lesson Plan.pdf
Analysis Analysis is the Problem Identification: Students in the
process of looking upper elementary grade at Folsom Hills
at student Elementary School are going to receive
performance and their first lessons in culinary arts. This
Compare UbD to the ADDIE
model
Analysis - Understanding By
Design does not have any specific
step to analyze students within its
framework. The first step the
Apply you IDM of choice to your
CE
My “CE” is focuses on using
technology to create a classroom
community which works to
improve writing and understanding
of course content. I would be
testing to see if using online
platforms would allow students to
improve writing and understanding
through collaboration. I would see
if students are better able to
communicate and collaborate
online than just face to face. This
 PB&J ADDIE LESSON 3

creating learning will be there first entry to this discipline UbD goes straight into the design would be focused on a senior level
objectives that and are therefore, going to start with a phase. English class at the high school
work to close the PB&J sandwich. When polled about their where I teach and relate to the
gaps to meet those understanding of cooking and how many standards of collaboration put forth
goals. This times a month they help make their own by the state. The high school I
includes looking at lunch a majority of students answered work at is diverse and a Title 1
classroom context never (0 times) or rarely (1-3 times) per campus. I am planning to
as well as student month. accomplish this through a quasi-
context. Who are Contextual Analysis (Where?): This experimental action research study,
you teaching? lesson on PB&J will take two hours seeing how the two classes
What do they during one class day. compare, one with the online
know? What do Learner Analysis (Who?): The learners technology and one without. This
they not know? will be a class of 25, 5th grade students at will allow me to understand how
What will they the local elementary school in a diverse technology can benefit students
need to be area with a middle-income and in what ways it can be used
successful? This a socioeconomic state. successfully. The online platform
key concept Content Analysis (What): Students will would be Google classroom and
because without learn how to make a PB&J sandwich “flip grid”. Digital content would
the background without adult assistance. be created by the students and
knowledge, Delivery Analysis (How?): The lessons feedback and collaboration would
planning can make will be taught using modeling, and be through the platforms as well.
untrue assumptions interactive lessons. The hoped outcome is that students
about the learners Project Plan (When?): The lesson will who are able to collaborate
in question. take place on Wednesday during the last digitally are better able to express
week of March. their understanding of the course
content and are more engaged in
Design The design phase Design - their writing practice. This study’s
is creating the end Concept Statement: This can be seen in the first stage intended audience would be other
goal. Developing The purpose of the unit is to teach of UbD. “Stage 1: Identify teachers at the secondary level.
the goals of students to make a simple meal on their Desired Results
instruction and own and to introduce them to the Key Questions: What should UbD has three stages to apply to
what students culinary arts. Using PB&J as the students know, understand, and be my CE. Stage 1: “Key Questions:
should be able to introductory meal will introduce them to able to do? What is the ultimate
PB&J ADDIE LESSON
do at the end of the recipes, following directions and boost transfer we seek as a result of this
unit. This includes their confidence as the meal can be made unit? What enduring
various forms of successfully even if the recipe is not understandings are desired? What
assessment and followed exactly. essential questions will be
learning outcomes. explored in-depth and provide
It creates a focus to Rationale for Sequence: focus to all learning?” (Wiggins
the design. By The unit will be developed using Gagné’s and McTighe, 2008). Within this
creating the end nine events of instruction. step designers are creating the end
goal at the goals similar to what is being
beginning there is Goals for the Unit: Students will be able created in the design phase of
a focus to the to create a PB&J sandwich without adult ADDIE. Both frameworks focus
learning and it support. Students will be able to use a on student outcomes and
creates a map for recipe. developing learning outcomes and
the rest of the assessments.
design.
Design is also a part of Ubd,
“Stage 2: Determine Acceptable
Evidence
Key Questions: How will we
know if students have achieved
the desired results? What will we
accept as evidence of student
understanding and their ability to
use (transfer) their learning in
new situations? How will we
evaluate student performance in
fair and consistent ways?”
(Wiggins and McTighe, 2008).In
this stage designers are creating
evaluations and assessments.
During this stage the end of unit
evaluations and assessments are
created. This is also in ADDIE’s
4
What should students know,
understand, and be able to do?
What is the ultimate transfer we
seek as a result of this unit?
What enduring understandings
are desired? What essential
questions will be explored in-
depth and provide focus to all
learning?”(Wiggins & McTighe,
2008)
Ultimate Transfer goals: Apply
digital collaboration skills to create
a modern day myth script and
recorded skit.
Standards of focus:
“CCSS.ELA-LITERACY.SL.11-
12.6 Adapt speech to a variety of
contexts and tasks, demonstrating a
command of formal English when
indicated or appropriate. (See
grades 11-12 Language standards 1
and 3 here for specific
expectations.)
CCSS.ELA-LITERACY.W.11-
12.2 Write informative/explanatory
texts to examine and convey
 PB&J ADDIE LESSON 5

design phase. complex ideas, concepts, and

information clearly and accurately
Development Development is the Development- can be seen in through the effective selection,
Lesson Organizer using Gagné’s nine Ubd, “Stage 3: Plan Learning organization, and analysis of
creation of the events of Instruction (Gagné, 1992): Experiences and Instruction
instructional content.
Key Questions: How will we
materials. How 1. Gain attention of the students: Play support learners as they come to
and what the CCSS.ELA-LITERACY.SL.11-
https://www.youtube.com/watch?v=FN2 understand important ideas and
students will use to 12.1
RM-CHkuI for students. The video is a processes? How will we prepare
learn. This process
Dad who follows his children’s recipes to them to autonomously transfer Initiate and participate effectively
also has its own
comical exactness. Students should be their learning? What enabling in a range of collaborative
form of evaluation,
knowledge and skills will students discussions (one-on-one, in groups,
which looks at hooked into its obvious silliness. Follow
need to perform effectively and and teacher-led) with diverse
product quality. up by asking them to raise a hand if they achieve desired results? What
Without the have ever made their own PB&J partners on grades 11-12 topics,
activities, sequence, and resources
development of texts, and issues, building on
sandwiches at home. Give students a pre- are best suited to accomplish our
materials the others' ideas and expressing their
test by handing them cards with all the goals?" (Wiggins and McTighe,
instruction would
steps and having them sort them into the 2008). During the final stage of own clearly and persuasively.
be inconsistent and
correct order. Take note of how long it UbD the designers create a
the quality of
lessons and materials that will be CCSS.ELA-LITERACY.W.11-
instruction could takes them to complete the sort and the
used in the classroom to reach the 12.3
suffer. This would number of correct answers. This task will desired results of the first two
be especially true be repeated at the end of the lesson to see Write narratives to develop real or
stages. During this stage they are
between different imagined experiences or events
growth. creating the materials and daily
instructors or
lessons. This is also what is using effective technique, well-
spaces with
[Josh Darnit]. (2017, Apr 19). Exact completed in the development chosen details, and well-structured
varying contexts.
Instructions Challenge PB&J Classroom phase of ADDIE. event sequences.” (California
Friendly [Video File]. Retrieved from Dept. of Education).
https://www.youtube.com/watch?v=FN2
RM-CHkuI Students’ Essential Questions:
PB&J ADDIE LESSON
2. Inform students of the objectives:
Students will be able to create a PB&J
without the help from an adult, using a
recipe if they need help.
3. Stimulate recall of prior learning:
Ask students about what they have made
before, if their parents cook at home, and
how directions in class is similar to
cooking recipes.
4. Present the content: Teacher will
model for students how to make a PB&J.
Teacher will read aloud the instructions
below while modeling it in front of the
students. For each step they will read it
aloud and then do the step while talking
through it with the students. They should
take time to answer and student questions
while they go.
“1. Make sure you have all of your
ingredients and tools: peanut butter, jelly,
2 pieces of bread, 2 knives, plate or
napkin.
2. Open the peanut butter by unscrewing
the lid.
6
Where does history end and legend
begin?
How is mythology still connected
to us today?
Are themes universal?
Stage 2:“Key Questions: How
will we know if students have
achieved the desired results?
What will we accept as evidence
of student understanding and
their ability to use (transfer)
their learning in new situations?
How will we evaluate student
performance in fair and
consistent ways?”(Wiggins &
McTighe, 2008)
Of the Six facets in the UbD
framework we will apply the
following three:
“• Can interpret by making sense
of data, text, and experience
PB&J ADDIE LESSON
3. Using one of the knives, scoop about 1
tablespoon of peanut butter onto on side
of one piece of bread.
4. Spread the peanut butter all over that
one side of bread.
5. Put the lid back on the peanut butter by
screwing the lid in the opposite direction
of when you opened it.
6. Open the jelly by unscrewing the lid.
7. Using the other knife, scoop about 1
tablespoon of jelly onto the other piece of
bread (just one side).
8. Screw the lid back on the jelly by
screwing it in the opposite direction as
when you opened it.
9. Place the 2 pieces of bread together
with the peanut butter side facing the
jelly side.
10. Using the jelly knife, cut the
sandwich in half.
11. Place it on the plate or napkin.
12. Enjoy!” (Sullivan, p. 2).
5. Provide learning guidance: Give
students a copy of the recipe for a PB&J
7
through images, analogies, stories,
and models.
• Can apply by effectively using
and adapting what they know in
new and complex contexts.
• Display empathy by perceiving
sensitively and walking in
someone else’s shoes” (Wiggins &
McTighe, 2008).
Unit Goals: Students will be able
to use mythology themes to write
and present a new version of a
classic myth.
Performance Task: Students will
create a 3 -5 minute script and
video that takes classical themes of
mythology to transform those
myths to connect to modern
audiences.
Other Evidence:
Formative:
PB&J ADDIE LESSON
to use as guidance and support then they
create their own PB&J. Walk through
steps again before setting students out on
their own.
6. Elicit performance (practice):
Students will be given the necessary
supplies and a written recipe to make a
PB&J on their own. They will follow the
teacher’s model and use the recipe for
support.
7. Provide Feedback: as students
practice making their own sandwiches
the teacher should circle the room
providing feedback.
“Types of feedback include:
● Confirmatory feedback – Informs
the student they did what he or
she were supposed to do
● Corrective and remedial feedback
– informs the student the
accuracy of their performance or
response
● Remedial feedback – Directs
students in the right direction to
find the correct answer but does
not provide the correct answer
8
- One on one conferences
with students while
planning
- Turning brainstorm and
outlines in early to check
on progress and evaluate
success
- Graphic organizers to guide
script development
- Reteach and check script
formatting
- Rubric Graded
Performance Task
Summative:
- Final draft script
- Produced and edited video
Stage 3:“Key Questions: How
will we support learners as they
come to understand important
ideas and processes? How will
we prepare them to
autonomously transfer their
learning? What enabling
PB&J ADDIE LESSON
● Informative feedback – Provides
information (new, different,
additions, suggestions) to a
student and confirms that you
have been actively listening – this
information allows sharing
between two people
● Analytical feedback – Provides
the student with suggestions,
recommendations, and
information for them to correct
their performance” (“Gagné’s
Nine Events of Instruction”, p. 2).
After sandwiches are made they should
share with their peers to evaluate how
they did and offer advice.
8. Assess Performance: Have students
repeat the sorting pre-test at the end of
the lesson to see if their answers
improved and/or time to complete
decreased.
9. Enhance Retention and Transfer to
the Job: To have students develop the
feeling of expertise over the subject they
will create an illustrated version of the
steps to solidify their knowledge. They
will take the directions and turn them
into an illustrated picture book to teach
9
knowledge and skills will
students need to perform
effectively and achieve desired
results? What activities,
sequence, and resources are best
suited to accomplish our goals?”
(Wiggins & McTighe, 2008)
This is the conceptual/overview
explanation.
Learning Activities:(Activities
progress while removing scaffolds
to prepare students for final task)
- Theme Guided Notes
- Independent notes
- Group discussion
(groups used to
support EL and
SPED students)
- Theme identification and
analysis on a variety of
myths from various
cultures over the course of
a few weeks.
- Script writing notes and
formatting
- Small pair practice
 PB&J ADDIE LESSON 10

other students to make PB&Js. This will scenarios

also create a summative assessment for - Video Practice using Flip
the instructor to evaluate students’ Grid
success.
- Using different
Implementati Implementation is Implementation- There is no scenarios and
on putting all the specific implementation stage in question responses
developed work Implementation Checklist: Create a UbD but it is expected that the to practice
into action. The checklist of items and tasks that would learning experiences are taught to recording and
lessons and need to be ready before this instructional reach the desired results. This
unit is presented. editing with low
materials are given phase is implied but not directly
pressure
to the instructor to mentioned.
Items and Tasks:
be used in the
environment it was Unit Overview:
o Copies of recipe for teacher and
intended with the
students. Alternate versions for EL
audience it was Step 1: Students will review theme
made for. It the and SPED students. These versions
through independent notes and
process of seeing should have shorter written directions
then will collaborate through an
how all the and added pictures to support
planning and online forum to practice
understanding.
creating works out identifying theme. This will be
in the real world. o Sets of card for each student with done using Google Classroom to
Without steps of PB&J creation for pre and create a discussion posting forum
implementation the post-sort. responding to theme examples and
creation has no peer responses.
purpose. If it is not o List of student names for instructor
used in the outside
if not their normal teacher. Step 2: Students will read and
world it is theory,
implementing analyze a variety of mythology
o Enough supplies for PB&J creation
makes the product throughout the world (Greek,
for each student and teacher
real.
 PB&J ADDIE LESSON 11

Native American, various African

o Cleaning supplies
Tribes, and others). Students will
Evaluation Evaluation- respond with their analysis through
Evaluation is an the program “Flip Grid” in which
“Stage 2: Determine Acceptable
ongoing process Evaluation: Evidence students have the ability to record
during the first for
Key Questions: How will we and edit their responses using a
phases of ADDIE.
Formative- know if students have achieved phone or Chromebook. Peers can
This evaluation allows
Students will be given a pre and post- the desired results? What will we respond to their submissions using
for micro-fixes for
sorting activity to see growth of accept as evidence of student
issues during the videos or text.
knowledge. Instructors should make understanding and their ability to
process. Evaluation at
the end of a unit lets notes of any changes to implementation use (transfer) their learning in
of the lesson design to be altered for new situations? How will we Step 3: Teach script writing and
the team or designer
later versions. evaluate student performance in storyboarding through notes and
know major issues or
fair and consistent ways?” small task practice. Students will
flaws that need to be
Summative- (Wiggins and McTighe, 2008). work in pairs to create a script and
fixed. This lets them
Students will create an illustrated While this stage is done before storyboard for an educational video
reflect on changes to
version of creating a PB&J to gauge the lesson is implemented it lends
the materials or that teaches what theme is and how
student understanding and retention itself to what is being evaluated
instruction and make to identify it.
larger more permanent after lesson. Instructors will be given a both during and at the end of the
changes. Evaluation is post unit survey to reflect on instruction unit of study. The activities and
and any changes that need to be made assessments created in this step Step 4: Students will work in
important because it
to the overall unit. are the pieces of evidence that are groups of four to identify a theme
forces designers to see
later evaluated for student in a myth and write a script and
the project as
Designers will reflect on all above success. Otherwise no specific
continuous. Something storyboard for a modern version
evaluations to alter and improve evaluation phase is mentioned.
that it is never fully that teaches the same theme and
complete. This allows instruction design and implementation
for future classes. lesson. Scripts will be recorded,
for growth and
edited, and viewed in class.
improvement over the
course of instruction
and of the unit overall.
PB&J ADDIE LESSON 12

References

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https://www.cde.ca.gov/be/st/ss/documen ts/finalelaccssstandards.pdf

Culatta, R. (2013). Conditions of learning (Robert Gagne). Instructional Design. Retrieved from:

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https://schoolwires.henry.k12.ga.us/cms/lib08/GA01000549/Centricity/Domain/7879/Coleman_Workshop Lesson

Plan.pdf

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Jovanovich College Publishers.

PB&J ADDIE LESSON 13

[Josh Darnit]. (2017, Apr 19). Exact Instructions Challenge PB&J Classroom Friendly [Video File]. Retrieved from

https://www.youtube.com/watch?v=FN2RM-CHkuI

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PB&J ADDIE LESSON 14

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