Lisa Cunningham

7 March 2022

Project Two: Mini Assignment One

Explicit Teaching Activities:

Activity One: Reading Activity for Elementary Students – Found on Brighthub

Educational Site

https://www.brighthubeducation.com/lesson-plans-grades-3-5/107987-implicit-explicit-
facts-for-third-grade/#introduction

 Structure of the assignment/activity

o How is it designed?

This activity is designed for students to read and before reading, during reading, and after
reading, receive explicit instruction and practice explicit exercises to improve their reading skills
and comprehension.

o How is it laid out structurally?

It is laid out in a structure that explicitly gives the students instructions on how to improve their
reading skills and what is expected of them during the activity. The students get step by step
instructions from the teacher on how to take notes, as well as receive definitions on different
words and phrases as they all read.

 Who is the Audience?

The audience is for grade school students who are completing some kind of reading and are to be
explicitly instructed so they can retain and comprehend the information better.

o What is the tone of voice (does it speak directly to the student, why or
why not)?
Yes, it speaks directly to the student, while also letting the student do some of their own
work and express their own thoughts. The teacher gives them instructions and definitions
and different information on how to complete the activity, and then allows the students to
complete their reading and notes, while also helping them as needed during the activity.

 Goals and Purpose

o Does it have clear learning objectives and outcomes? Why or why not?

Yes, it has clear objectives and outcomes. It allows for students to get to know more
about what they are reading, what words they aren’t sure of, and how to efficiently take
notes. This helps with their comprehension and retainment of information.

o Does it have clear and structured step-by-step tasks student must

complete? Why or why not?

Yes, this activity explains clear instructions for students to understand and
take part in as they go through the activity. The teacher is consistently
explicitly teaching them, so they are always receiving more help and
instructions while completing the lesson.

 Demonstration of Best Practice

o How does the assignment/activity highlight and encourage the best
practice within the classroom?

The assignment not only incorporates the teacher explicitly teaching, but it
also allows for students to experience and do some explicit learning and
activities! The explicit teaching/learning is incorporated throughout the entire
lesson.

o What are the intended outcomes for this assignment/activity in

relationship to student acquisition of knowledge and learning; to the best
practice beliefs and assumptions of how students acquire and learn best?
The intended outcomes for this activity relate to all of these aspects and
more. This activity allows for plenty of communication and incorporates a
lot of the best practice of explicit teaching and learning that benefits both
the teacher and the student. They both get to experience explicit
instruction and get to see how beneficial it really is, especially with
knowledge acquisition.
Activity Two: Teaching Work Skills (Employability Skills) to High School Students –
Found on Brighthub Educational Site

https://www.brighthubeducation.com/high-school-teaching-tips/6207-employability-skills-
lesson-plan-high-school/

1. Structure of the document/activity

The activity is structured in a way that the students get a layout of each and every skill
that they need to be aware of and acquire for future employment in their life. This is a
great lesson and a great incorporation of explicit teaching, as well as scaffolding, to get
the importance of each and every skill across to the students.
a. How is it designed?
It is designed for the teacher to be in front of the students in the classroom, and the
students get a detailed description, as well as examples to take notes on about
employment skills that they should know about. It designed explicitly, simply for the
students’ benefit to get to know how to acquire employment more effectively and
efficiently.
b. How is it laid out structurally?
It is laid out in a simple, explicit, definition by definition, example by example basis. The
students will receive this information in a way that it will be relatively easy to take notes
on and study and remember for their upcoming lessons and future
employment/interviews.
2. Who is the Audience?
The audience are high school students.
a. What is the tone of voice (does it speak directly to the student, why or why not)?
The tone of voice is explicit, the teacher speaking directly to the students to explain the
importance of each and every skill.
3. Goals and Purpose
a. Does it have clear learning objectives and outcomes? Why or why not?
Yes, it does have learning objectives and outcomes. This lesson is for the students’
benefits to get them aware and prepared about their future. This lesson aids them to
understand the employment sector a little better in this world. I feel this is very important
because students should be learning these things in school to prepare them better for their
future endeavors.
b. Does it have clear and structured step-by-step tasks student must complete? Why
or why not?
Yes, it does. It explains, in step by step way, that the students should receive explicit,
detailed instruction and explanation of each and every employment skill on the list the
lesson provides.
4. Demonstration of Best Practice
a. How does the assignment/activity highlight and encourage the best practice within
the classroom?
This activity highlights/encourages the best practice of explicit teaching in the classroom
in the way that gives details instructions and information to the students. It aids the
students in the classroom to comprehend the information and to take notes. They will
have these notes for their future jobs they will participate in later on.
b. What are the intended outcomes for this assignment/activity in relationship to
student acquisition of knowledge and learning; to the best practice beliefs and
assumptions of how students acquire and learn best?
The intended outcomes for these aspects is simply for the student to acquire this
information and skills so they can be successful within their future employment, which
sometimes is attained while they are still in high school. So this is a great explicit lesson
for the students to learn about and experience.
Activity Three: Multi-Syllable Word/Reading Activity – Found on Brighthub Educational
Site

https://www.brighthubeducation.com/special-ed-learning-disorders/40502-word-attack-
strategies-for-struggling-readers/

1. Structure of the document/activity

The structure of the activity is based on explicit instruction to the students to learn how
ton attack words while reading. This activity not only helps the student’s reading skills,
but also helps their comprehension and knowledge of different words and how to identify
and say words that are new or difficult to them.
a. How is it designed?
It is designed in a way that allows for the students to gain explicit instruction while
reading. The students will receive this consistent instruction on a basis in which they
need it or feel they need extra help on certain aspects of words and in their reading.
b. How is it laid out structurally?
This activity is laid out in a more communicative way. The teacher will explicitly instruct
students at their desks one at a time and will consistently be around the classroom to aid
any students with issues with words, syllables, reading, etc.
2. Who is the Audience?
The audience are young students, in elementary education.
a. What is the tone of voice (does it speak directly to the student, why or why not)?
The tone of voice is directly to the student from the teacher. The teacher will take
considerable time, as much as needed, with each student one-on-one and help them with
syllables, words, sentences, and their comprehension while reading.
3. Goals and Purpose
a. Does it have clear learning objectives and outcomes? Why or why not?
Yes, this activity has learning objectives that cater to the students’ acquisition of knowing
how to attack certain words and sentences.
b. Does it have clear and structured step-by-step tasks student must complete? Why
or why not?
Yes, the activity has clear instructions for the teacher to explicitly instruct each student to
be equally as successful in identifying and attacking syllables and words and sentences
while reading.
4. Demonstration of Best Practice
a. How does the assignment/activity highlight and encourage the best practice within
the classroom?
It highlights explicit teaching, because it allows for the teacher to explicitly teach and
explain how to go about reading and explains the steps on how to sound out a word and
the student will comprehend that information.
b. What are the intended outcomes for this assignment/activity in relationship to
student acquisition of knowledge and learning; to the best practice beliefs and
assumptions of how students acquire and learn best?
The outcomes/objectives of this activity is that students will begin to understand and
comprehend how to sound out and identify words as they read. This will help not only
their understanding of words they hadn’t known before, but will also help their reading
skills to significantly improve.