Goal-directed
Instructional Design Plan - Capitalization in Writing
Author - Nichole
Plank
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1. A
problem or a need – My first graders are starting to become more
confident in their independent writing. However, their work is filled
with inappropriate use of capitalization. The children are only mostly
writing in transitional case, with capital letters sporadically placed
throughout. This occurs not only in their writing, but also in their
spelling tests.
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2. A
real-world performance – The children will be expected to use
correct grammar and use of capital letters in all of their testing,
especially MEAP and whenever Common Core Testing begins.
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3. An
instructional objective – Applying Principles
1.
The children will generate a sentence in
which they use correct capitalization throughout.
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4. A
set of essential content –
1.
Names of people, things, and places
must start with capital letter.
2.
All other words should consist entirely
of lowercase letters.
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An evaluation consisting of a test or observation –
1. The
students will create an alphabet book. Each child will be responsible
for one page. On the page, the student will create need to create a
sentence that reads “(LETTER) is for _________.” The student will be
assessed on whether or not they appropriately use either an upper case or
lower case letter in this sentence.
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6. A
method to help participants learn – the method to deliver
the content; a lesson.
The children will sit on the carpet. I
will start with the idea that I have a big problem! My son Easton has
ripped his favorite ABC book and is sad because he loves to read it.
I’ll try to get it so the kids come up with the idea themselves, that
they can just make another one. When they suggest that they will make it,
I’ll tell them that we have a problem though. In a real book, the
author knows exactly how to use capital letters and they don’t. I don’t
want Easton to look at a book that is done wrong and think that is how it is
suppose to look. The kids will then want to learn what exactly to do.
I will ask the children when they use capital
letters. They will probably respond, “At the start of a sentence.”
Then I will continue by asking if we use capital letters any other
time. I will open
up his ripped up ABC book. To continue alternatives for auditory
information, I will show the students pages from the torn book. This way, they can see what words had
capitals and which ones didn’t.
We will look at the pages and decide when the author used capital
letters. We will create a list. The children will look at the
list and check to see if there were any connections between the words on the
list. Then I will explain that names of people, places, and things need
to be capitalized. In
order to provide options for language and symbols, I could show the students
at this time an anchor chart that we keep in the classroom. This anchor chart will show the children
what needs to be capitalized and will remain in the classroom throughout the
year. Then we will practice
this skill a couple more times. I will do this by sorting cards with
words that should be capitalized and words that should not be capitalized.
In order to
provide alternatives for auditory information, I can have pictures on these
sorting cards. Once the
children seem to be getting the hang of it, we will continue on towards the
assessment.
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•
Motivation:
◦
Meaningfullness – My students love
writing. They are trying hard to create stories and want to become more
independent. This will allow for them to know and apply the skills.
◦
Pleasant consequences – The student’s
writing will be more legible for the readers. When I begin instruction
on nouns, verbs, and adjectives, they may be able to identify nouns easier.
◦
Novelty – The students in my class are
absolutely obsessed with my one year old son, Easton. They beg for me
to tell them stories about him and I will use him in my instructional stories
often. By making the book a gift for Easton, they will be motivated by
the fact that they has a target audience, whom they love.
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•
Socialization -
Once the children finish their book, I would like to make a digital story of each
of them reading their own page in the book. The children will be
especially motivated to see themselves on the computer!
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Audience –
For what audience are you designing this lesson? Consider the following:
◦
The audience is a group of first grade
students between the ages of five and seven.
◦
Their skill level is very minimal.
They are just now becoming more independent in their writing and need a
lot of redirection and support.
◦
They have a knowledge of capital versus
lower case letters. They know that their own name begins with a capital
letter.
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Technology Needs –
We will need to use the document camera in my classroom, as well as having
internet access and the usage of my teacher computer. The children will
each be recorded reading using by flip cam and put together using Splice.
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Tuesday, November 20, 2012
Updated UDL Revision Post
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