Running head: WEEK 2 ASSIGNMENT 1

Matching Objectives to Instruction

Brittney Roberts

EDU 381 Curriculum and Instructional Design

Instructor: Joen Rottler-Larson

May 7, 2018
Running head: WEEK 2 ASSIGNMENT 2

EDU 381: Curriculum and Instructional Design

Week Two Assignment

Grade Level

I chose the 5th grade, because this is the age when children are really interested in reading on
their own. They have already gotten to the point of picking out books that they love to read.

Instructional Model

I will have the students read “Harry Potter and the Sorcerer's Stone” (Harry Potter, #1) by J.K.
Rowling orally in class while being accurate with their expressions and reading vocabulary.

Standards

CCSS.ELA-LITERACY.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.

Objectives

Students will understand

• The students will explain what the text says and what it means while referring to the text.

Students will know

 The theme of what the story is from the details stated in the text.
 The characters in the story and how react towards different challenges or actions that
happen in the story.
 How to compare and contrast the characters in the story along with the settings or
events that happen around them from the details in the story.

Students will be able to

 Know the definitions of different words and phrases that are used in the text.
 Explain how each chapter in the text fits together with the rest of the story.

Assessment Plan

Formative:
For a formative assessment I would have each student write a summary of what they have
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read and write any questions that they have from the text that was read. I would also have
questions on the board for the students to answer along with the vocabulary words that
would require the students to write the definitions to and write where in the text the
vocabulary words were found and what meaning they had in the text.

Summative:

For the summative assessment, I would hand out worksheets that have questions that would
determine what the students think what would could change to help the story out more.
Procedure

1. Review previously learned material

The class would go over previous books read in classes that they have had and what they needed to
find after each story was read.

2.State objectives of the lesson

I would then discuss what we were going to do during the lesson plan. I would explain that we were
going to read a new story and afterwards the students would discuss what the story was about, and
they could use some of the material in the text to explain it. We would then discuss what kind of
theme the story had. I would ask the class what type of different confrontations the characters had
and how well did the characters handle them. I would also ask the students to compare each of the
confrontations each of the characters had as well as how well each of them handled themselves. I
would then ask how well each chapter fit together and keep the story moving. The last objective
would be for them to know the vocabulary words, definitions, and how they were used in the story.

3. Present new material

I would hold up the new book “Harry Potter and the Sorcerer's Stone” by J.K. Rowling. I would then
ask what the students thought the book was about. After a few of them shout out that they have seen
the movies, I will then suggest that we see if there are any differences between the movies and the
books.

4. Guided practice

The first chapter would be done in the class together. After the first chapter is read I will ask where
the students found the vocabulary words and what they meant in the text. I would ask about the
characters in the first chapters and the confrontations they faced.
5. Independent practice

The second chapter would be read by the students on their own. After they are done, I would ask
them to answer the same questions that we have done in class by writing a summary of what they
have read. I would be expecting their summaries by the beginning of class the next day.
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References:

Common Core State Standards Initiative. (n.d.). English Language Arts Standards, Reading:
Literature, Grade 5. Retrieved from http://www.corestandards.org/ELA-Literacy/RL/5/

Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st