Instructional and Learning Strategies Design

This is a collaborative lesson (between English III Teacher and Media Specialist) where the Media Specialist will be guiding English III students in a series of activities related to the works of Edgar Allen Poe (short stories). English III TEKS are specifically targeted and one of the anticipated results in enhanced performance on the TAKS (and other standardized examinations such as the SAT2, etc.). Students will work individually and in small groups in the library, classroom, "Typing Lab", as well as home, etc.,  to create a various products related to the targeted objectives. Assuming the lesson is successful, the media specialist expects to expand this approach to other teachers (first in language arts, then Social Studies, Science, and ...).
 

Learning Goal

(TEKS 110.44.b.2.A-E)

1.  Use prewriting strategies to generate ideas, develop voice, and plan; develop drafts both alone and collaboratively by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose; proofread writing for appropriateness of organization, content, style, and conventions; frequently refine selected pieces to publish for general and specific audiences; and use technology for aspects of creating, revising, editing, and publishing texts
    

Aspect 1: Syntax
 

Instructional Strategies

Target Technologies
(Desired Tool Functions)

Constraints

Decisions

• Journal writing
• Whole class brainstorming
• Electronic checklist of timeline (especially useful for LD students including ADD/ADHD)
• Small groups project/presentation selection based on group membership ((strengths and interests) especially useful for LD students including ADD/ADHD)
• Students select appropriate software to organize, develop, and refine product based on individual strengths and project requirements
• Whole group instruction
• "Just In Time" Instruction as needed

• Networked drives with student and shared accounts
• Electronic whiteboard
• Infocus projectors
• Digital audio and video equipment as appropriate including cameras
• Integrated software package (word processing, spreadsheet, presentation, database)

• Networked drives for student/teacher use are limited. Neither teacher nor students have accounts
• No electronic whiteboard is available
• Limited availability of audio/video equipment especially video.
• Software is not networked, not the same version, or even of the manufacturer (e.g. StarOffice vs. Office)
• Student knowledge base is at varied levels - required skills have not been taught

• Floppy disks will be used with emphasis on using standardized file names. Checklist will be placed on teacher's laptop and its use will be monitored
• Chalkboard, overhead, and Infocus will be used
• Teachers will obtain required equipment from available resources (including home) and students will share.
• Whole group and "Just-in-Time" instruction when necessary as well as student choice.

Instructional Actions

• Journal writing using word processor - anonymously saving on floppy with keyed file names to be collected to be combined in a final document representing class(es)
• Teacher combines collected ideas with requirements to develop rubric, benchmarks, and deadlines for checklist and evaluation
• An electronic checklist of timeline is used to enforce/remind required benchmarks/deadlines (especially useful for LD students including ADD/ADHD) - students self report progress using program while teacher uses checklist for progress reports/grades
• Small groups decide on project/presentation from a list of approved activities to develop based on group membership ((strengths and interests) especially useful for LD students including ADD/ADHD)
• Students select and use appropriate software to organize, develop, and refine product
• Whole group instruction when appropriate (e.g. introductory video to introduce project, presentation of how to utilize research model, what makes a successful presentation, instructions)
• "Just In Time" Instruction as needed (e.g. saving on disk, naming files, copy/paste, digital cameras, downloads, copyright/AUP)

Student Activities

• Journal writing
• Brainstorming to develop project requirements, time lines, and evaluation rubrics
• Students maintain record of progress and self monitor behavior by using electronic checklist of timeline of benchmarks/deadlines (especially useful for LD students including ADD/ADHD)
• Small groups decide on project/presentation to develop based on group membership ((strengths and interests) especially useful for LD students including ADD/ADHD) - project/presentation could be story, poem, rap, song, skit, presentation, report, ...
• Dependent on individual strengths and project requirements, students use appropriate software to organize, develop, and refine product - spreadsheet worksheets, flowcharts, mind maps, outlines, rough drafts, presentations, reports
• Students listen, take notes, and ask questions when appropriate during whole group instruction (e.g. introductory video, research model, instructions)
• Students request assistance to receive "Just In Time" Instruction as needed (e.g. saving on disk, naming files, copy/paste)

Aspect 2: Social System
 

Instructional Strategies

Target Technologies
(Desired Tool Functions)

Constraints

Decisions

• Whole class instruction
• Small group instruction
• Individual instruction

• Networked drives with student and shared accounts would facilitate cooperation and insure greater privacy when required
• Electronic whiteboard
• Infocus projectors
• Digital audio and video equipment as appropriate including cameras
• Integrated software package (word processing, spreadsheet, presentation, database)

• Networked drives for student/teacher use are limited. Neither teacher nor students have accounts
• No electronic whiteboard is available
• Limited availability of audio/video equipment especially video.
• Software is not networked, not the same version, or even of the manufacturer (e.g. StarOffice vs. Office)
• Student knowledge base is at varied levels - required skills have not been taught

• Floppy disks will be used with emphasis on using standardized file names.  Checklist will be placed on teacher's laptop and its use will be monitored
• Chalkboard, overhead, and Infocus will be used
• Teachers will obtain required equipment from available resources (including home) and students will share.
• Whole group and "Just-in-Time" instruction when necessary as well as student choice.

Instructional Actions

• Lecture; direct discussion, question /answer, and such activities such as brainstorming; Maintain order and "safe" environment
• Provide instruction and clarification for group; mediate while group learns to function as a unit
• Individual instruction includes self-directed  student learning as well as "just-In-Time teaching. Instructors provide both encouragement and direction

Student Activities

• Take notes, pay attention, constructively engage in group activities
• Engage in collaborative effort including problem solving, distributing workload, establishing timeline and accountability
• Individuals take responsibility for completed required tasks, getting assistance if necessary, and attendance

Aspect 3: Instructor Role
 

Instructional Strategies

Target Technologies
(Desired Tool Functions)

Constraints

Decisions

• Present goals, establish guidelines, prepare lesson, and maintain appropriate environment
• Facilitate independent student learning
• Provide scaffolding to help students to achieve goals and learning at higher levels

• Networked drives with student and shared accounts
• Electronic whiteboard
• Infocus projectors
• Integrated software package (word processing, spreadsheet, presentation, database)

• Networked drives for student/teacher use are limited. Neither teacher nor students have accounts
• No electronic whiteboard is available
• Software is not networked, not the same version, or even of the manufacturer (e.g. StarOffice vs. Office)
• Student knowledge base is at varied levels - required skills have not been taught

• Floppy disks will be used with emphasis on using standardized file names. Checklist will be placed on teacher's laptop and its use will be monitored
• Chalkboard, overhead, and Infocus will be used
• Teachers will obtain required equipment from available resources (including home) and students will share.
• Whole group and "Just-in-Time" instruction when necessary as well as student choice.

Instructional Actions

• Provide outline, prepare lesson, maintain environment
• Develops rubric, benchmarks, and deadlines for checklist and evaluation which is made available to students, parents, and administrators
• Develops and makes available templates and other instructional aids to facilitate development of independent student learning

Student Activities

• Journal writing
• Brainstorming
• Students maintain record of progress and self monitor behavior
• Small group collaboration and peer tutoring
• Use appropriate software to organize, develop, and refine product - spreadsheet worksheets, flowcharts, mine maps, outlines, rough drafts, presentations, reports
• Listen, take notes, and ask questions when appropriate during whole group instruction
• Request assistance to receive "Just In Time" Instruction as needed

Aspect 4: Support System
 

Instructional Strategies

Target Technologies
(Desired Tool Functions)

Constraints

Decisions

• Present goals, establish guidelines, prepare lesson, and maintain appropriate environment while acquainting students with available resources
• Teach students behaviors most likely to result in favorable allocation of available resources
• Have students develop products that are more likely to be favorably received by decision makers

• Networked drives with student and shared accounts
• Electronic whiteboard
• Infocus projectors
• Digital audio and video equipment as appropriate including cameras
• Integrated software package (word processing, spreadsheet, presentation, database)

• Networked drives for student/teacher use are limited. Neither teacher nor students have accounts
• No electronic whiteboard is available
• Limited availability of audio/video equipment especially video.
• Software is not networked, not the same version, or even of the manufacturer (e.g. StarOffice vs. Office)
• Student knowledge base is at varied levels - required skills have not been taught

• Floppy disks will be used with emphasis on using standardized file names.  Checklist will be placed on teacher's laptop and its use will be monitored
• Chalkboard, overhead, and Infocus will be used
• Teachers will obtain required equipment from available resources (including home) and students will share.
• Whole group and "Just-in-Time" instruction when necessary as well as student choice.

• Develop system for journals that can be published
• Encourage students and provide resources to enable students to produce products of required quality
• Collaborate with colleagues as required.

Student Activities

• Write journals that can be published
• Produce products of required quality
• Collaborate with fellow students colleagues as required.

Learning Goal

(TEKS 110.44.b.8.A,B,D)

2. Read to be entertained, to appreciate a writer's craft, to be informed, to take action, and to discover models to use in his/her own writing; read American and other world literature, including classic and contemporary works; and interpret the possible influences of the historical context on literary works.

Aspect 1: Syntax
 

Instructional Strategies

Target Technologies
(Desired Tool Functions)

Constraints

Decisions

• Using available resources, list of approved short stories and poems written by Edgar Allen Poe is provided for students from which they are to make selections. List is specifically structured to meet the varied needs of students and to facilitate the rest of the project by providing tie-in to historical/cultural phenomena.

• Research model presented and explained in context of current project and available resources

• Templates provided and explained to facilitate stylistic analysis of literature

• Provide background information, direction, and structure to meet the needs of students (e.g. ADD/ADHD)

• Networked drives with student and shared accounts
• Electronic whiteboard
• Infocus projectors
• Digital audio and video equipment as appropriate including cameras
• Integrated software package (word processing, spreadsheet, presentation, database)
• Internet access

• Networked drives for student/teacher use are limited. Neither teacher nor students have accounts
• No electronic whiteboard is available
• Limited availability of audio/video equipment especially video.
• Software is not networked, not the same version, or even of the manufacturer (e.g. StarOffice vs. Office)
• Student knowledge base is at varied levels - required skills have not been taught
• Though available, Internet access requires equipment that is not available in sufficient quantity for all students to have access at the same time if class is large (over 12-15 students). Maintenance is problematic

• Floppy disks will be used with emphasis on using standardized file names.
• Templates will be placed on floppies, copied, and distributed as needed
• Chalkboard, overhead, and Infocus will be used
• Teachers will obtain required equipment from available resources (including home) and students will share.
• Whole group and "Just-in-Time" instruction when necessary as well as student choice.
• Resource conflicts will be resolved through the use of scheduling and groups

Instructional Actions

• Develop reading list and obtain information regarding available resources

• Develop and present lesson regarding research model

• Develop and explain relevance and use of templates

Student Activities

• Select and read poem or short story written by Edgar Allen Poe
• Students formulate questions to facilitate research environment/ history related to origin of short story/poem
• Complete stylistic analysis using provided template
• Use analysis to write short story or poem in related style

Aspect 2: Social System
 

Instructional Strategies

Target Technologies
(Desired Tool Functions)

Constraints

Decisions

• Whole class instruction
• Small group instruction
• Individual instruction

• Networked drives with student and shared accounts
• Electronic whiteboard
• Infocus projectors
• Digital audio and video equipment as appropriate including cameras
• Integrated software package (word processing, spreadsheet, presentation, database)
• Internet access

• Networked drives for student/teacher use are limited. Neither teacher nor students have accounts
• No electronic whiteboard is available
• Limited availability of audio/video equipment especially video.
• Software is not networked, not the same version, or even of the manufacturer (e.g. StarOffice vs. Office)
• Student knowledge base is at varied levels - required skills have not been taught
• Though available, Internet access requires equipment that is not available in sufficient quantity for all students to have access at the same time if class is large (over 12-15 students). Maintenance is problematic

• Floppy disks will be used with emphasis on using standardized file names.
• Templates will be placed on floppies, copied, and distributed as needed
• Chalkboard, overhead, and Infocus will be used
• Teachers will obtain required equipment from available resources (including home) and students will share.
• Whole group and "Just-in-Time" instruction when necessary as well as student choice.
• Resource conflicts will be resolved through the use of scheduling and groups

Instructional Actions

• Lecture; direct discussion, question /answer, and such activities such as brainstorming; Maintain order and "safe" environment
• Provide instruction and clarification for group; mediate while group learns to function as a unit
• Individual instruction includes self-directed  student learning as well as "just-In-Time teaching. Instructors provide both encouragement and direction

Student Activities

• Take notes, pay attention, constructively engage in group activities
• Engage in collaborative effort including problem solving, distributing workload, establishing timeline and accountability
• Individuals take responsibility for completed required tasks, getting assistance if necessary, and attendance

Aspect 3: Instructor Role
 

Instructional Strategies

Target Technologies
(Desired Tool Functions)

Constraints

Decisions

• Provide list of approved short stories and poems written by Edgar Allen Poe is provided for students from which they are to make selections. Specifically structure list to meet the varied needs of students and to facilitate the rest of the project by providing tie-in to historical/cultural phenomena.

• Present and explain research model in context of current project and available resources

• Develop and provide templates to facilitate stylistic analysis of literature

• Provide background information, direction, and structure to meet the needs of students (e.g. ADD/ADHD)

• Networked drives with student and shared accounts
• Electronic whiteboard
• Infocus projectors
• Digital audio and video equipment as appropriate including cameras
• Integrated software package (word processing, spreadsheet, presentation, database)
• Internet access

• Networked drives for student/teacher use are limited. Neither teacher nor students have accounts
• No electronic whiteboard is available
• Limited availability of audio/video equipment especially video.
• Software is not networked, not the same version, or even of the manufacturer (e.g. StarOffice vs. Office)
• Student knowledge base is at varied levels - required skills have not been taught
• Though available, Internet access requires equipment that is not available in sufficient quantity for all students to have access at the same time if class is large (over 12-15 students). Maintenance is problematic

• Floppy disks will be used with emphasis on using standardized file names.
• Templates will be placed on floppies, copied, and distributed as needed
• Chalkboard, overhead, and Infocus will be used
• Teachers will obtain required equipment from available resources (including home) and students will share.
• Whole group and "Just-in-Time" instruction when necessary as well as student choice.
• Resource conflicts will be resolved through the use of scheduling and groups

Instructional Actions

• Develop reading list and obtain information regarding available resources

• Develop and present lesson regarding research model

• Develop and explain relevance and use of templates

Student Activities

• Select and read poem or short story written by Edgar Allen Poe
• Formulate questions to facilitate research environment/ history related to origin of short story/poem
• Complete stylistic analysis using provided template
• Use analysis to write short story or poem in related style

Aspect 4: Support System
 

Instructional Strategies

Target Technologies
(Desired Tool Functions)

Constraints

Decisions

• Present goals, establish guidelines, prepare lesson, and maintain appropriate environment while acquainting students with available resources
• Teach students behaviors most likely to result in favorable allocation of available resources
• Have students develop products that are more likely to be favorably received by decision makers

• Networked drives with student and shared accounts
• Electronic whiteboard
• Infocus projectors
• Digital audio and video equipment as appropriate including cameras
• Integrated software package (word processing, spreadsheet, presentation, database)
• Internet access

• Networked drives for student/teacher use are limited. Neither teacher nor students have accounts
• No electronic whiteboard is available
• Limited availability of audio/video equipment especially video.
• Software is not networked, not the same version, or even of the manufacturer (e.g. StarOffice vs. Office)
• Student knowledge base is at varied levels - required skills have not been taught
• Though available, Internet access requires equipment that is not available in sufficient quantity for all students to have access at the same time if class is large (over 12-15 students). Maintenance is problematic

• Floppy disks will be used with emphasis on using standardized file names.
• Templates will be placed on floppies, copied, and distributed as needed
• Chalkboard, overhead, and Infocus will be used
• Teachers will obtain required equipment from available resources (including home) and students will share.
• Whole group and "Just-in-Time" instruction when necessary as well as student choice.
• Resource conflicts will be resolved through the use of scheduling and groups

Instructional Actions

• Develop system for journals that can be published
• Encourage students and provide resources to enable students to produce products of required quality
• Collaborate with colleagues as required.

Student Activities

• Write journals that can be published
• Produce products of required quality
• Collaborate with fellow students colleagues as required.

Learning Goal

(TEKS 110.44.b.9.A,B)

3.  Recognize distinctive and shared characteristics of cultures through reading; and compare text events with his/her own and other readers' experiences.
 

Aspect 1: Syntax
 

Instructional Strategies

Target Technologies
(Desired Tool Functions)

Constraints

Decisions

• Research model presented and explained in context of current project and available resources

• Research elements of environment/ time/ origin of short story/ poem to relate to student’s environment/ time/ origin

• Templates (spreadsheet) provided and explained to facilitate organization and analysis of elements derived from research  of  environment/ time/ origin of short story/ poem to relate to student’s environment/ time/ origin

• Provide background information, direction, and structure to meet the needs of students (e.g. ADD/ADHD)

• Networked drives with student and shared accounts
• Electronic whiteboard
• Infocus projectors
• Digital audio and video equipment as appropriate including cameras
• Integrated software package (word processing, spreadsheet, presentation, database)
• Internet access

• Networked drives for student/teacher use are limited. Neither teacher nor students have accounts
• No electronic whiteboard is available
• Limited availability of audio/video equipment especially video.
• Software is not networked, not the same version, or even of the manufacturer (e.g. StarOffice vs. Office)
• Student knowledge base is at varied levels - required skills have not been taught
• Though available, Internet access requires equipment that is not available in sufficient quantity for all students to have access at the same time if class is large (over 12-15 students). Maintenance is problematic

• Floppy disks will be used with emphasis on using standardized file names.
• Templates will be placed on floppies, copied, and distributed as needed
• Chalkboard, overhead, and Infocus will be used
• Teachers will obtain required equipment from available resources (including home) and students will share.
• Whole group and "Just-in-Time" instruction when necessary as well as student choice.
• Resource conflicts will be resolved through the use of scheduling and groups

Instructional Actions

• Develop and present lesson regarding research model

• Develop and explain relevance and use of templates to required organization and analysis

Student Activities

• Research elements of environment/ time/ origin of short story/ poem to relate to student’s environment/ time/ origin
• Use provided templates (spreadsheet) to organize and analyze elements derived from research  of  environment/ time/ origin of short story/ poem to relate to student’s environment/ time/ origin
• In small groups, collectively. prepare a product to present findings

Aspect 2: Social System
 

Instructional Strategies

Target Technologies
(Desired Tool Functions)

Constraints

Decisions

• Whole class instruction
• Small group instruction
• Individual instruction

• Networked drives with student and shared accounts
• Electronic whiteboard
• Infocus projectors
• Digital audio and video equipment as appropriate including cameras
• Integrated software package (word processing, spreadsheet, presentation, database)
• Internet access

• Networked drives for student/teacher use are limited. Neither teacher nor students have accounts
• No electronic whiteboard is available
• Limited availability of audio/video equipment especially video.
• Software is not networked, not the same version, or even of the manufacturer (e.g. StarOffice vs. Office)
• Student knowledge base is at varied levels - required skills have not been taught
• Though available, Internet access requires equipment that is not available in sufficient quantity for all students to have access at the same time if class is large (over 12-15 students). Maintenance is problematic

• Floppy disks will be used with emphasis on using standardized file names.
• Templates will be placed on floppies, copied, and distributed as needed
• Chalkboard, overhead, and Infocus will be used
• Teachers will obtain required equipment from available resources (including home) and students will share.
• Whole group and "Just-in-Time" instruction when necessary as well as student choice.
• Resource conflicts will be resolved through the use of scheduling and groups

Instructional Actions

• Lecture; direct discussion, question /answer, and such activities such as brainstorming; Maintain order and "safe" environment
• Provide instruction and clarification for group; mediate while group learns to function as a unit
• Individual instruction includes self-directed  student learning as well as "just-In-Time teaching. Instructors provide both encouragement and direction

Student Activities

• Take notes, pay attention, constructively engage in group activities
• Engage in collaborative effort including problem solving, distributing workload, establishing timeline and accountability
• Individuals take responsibility for completed required tasks, getting assistance if necessary, and attendance

Aspect 3: Instructor Role
 

Instructional Strategies

Target Technologies
(Desired Tool Functions)

Constraints

Decisions

• Present and explain research model in context of current project and available resources

• Direct and encourage students as they research elements of environment/ time/ origin of short story/ poem to relate to student’s environment/ time/ origin

• Provide and explain templates (spreadsheet)to facilitate organization and analysis of elements derived from research  of  environment/ time/ origin of short story/ poem to relate to student’s environment/ time/ origin

• Provide background information, direction, and structure to meet the needs of students (e.g. ADD/ADHD)

• Networked drives with student and shared accounts
• Electronic whiteboard
• Infocus projectors
• Digital audio and video equipment as appropriate including cameras
• Integrated software package (word processing, spreadsheet, presentation, database)
• Internet access