TAT2 Task 2 - Revised - Instructional Product PDF

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TAT2 Task 2 - Revised - Instructional Product - WGU...

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Instructional Product Hensley Ellsworth Student ID: 009280294 Program Mentor: Stacy Ritter Assessment Code: BPM3 Task 2 November 12, 2021

Instructional Goal Students will demonstrate proficiency of point of view and purpose by identifying, analyzing and evaluating the author’s point of view and purpose when reading a non-fiction text.

Audience The target population includes students between the ages of 16 and 17 in their 11th year of school in an English course. The school follows an A/B schedule. This means that students have four classes per day and each class is 80 minutes in length. Teachers see students every other day. There is a tutorial period each day for 30 minutes where students can decide which teachers’ class that they want to attend and get homework help.

Most of the students in 11th grade English have previously had instruction in point of view and purpose. Some of the students, however, have not passed previous grade-level English courses or have not had instruction in point of view and purpose. The entry skills required for this instruction include the ability to define words and make connections. Students need to know the difference between evaluating, defining and analyzing. Their prior knowledge of the topic area shows that students are typically able to determine the difference between the definitions of audience, point of view, nuance, and purpose. Some students can identify the point of view, purpose and audience of a work. Students are rarely able to determine and analyze the effectiveness of the author’s purpose. Cultural differences include some language barriers for my English language learners. 17% of my 120 students are English language learners. This language barrier may impair understanding in not only the standard being taught, but in the entire content area. 10% of my students have health care plans, 504 plans, and IEPs for the following things: diabetes, allergies, asthma, seizures, colorblindness, ADHD, dyslexia, and other specific learning disabilities.

Students' motivation towards the topic show that without real-world connections being made, they don’t see the relevance. Most students are more interested in a good grade rather than the topic itself. Some students are very confident in their ability to perform the goal successfully and they would be satisfied in being able to perform the goal. Their attitudes towards the content show that they have anxiety over the tests, they worry about the number of things they need to remember, the amount of writing required, the amount of time they’ll have to fully grasp the knowledge, and the lack of real-world applications. Potential delivery systems and general learning preferences include full-class discussions, lecturing with notetaking, having specific due dates, visual aids, hands-on activities, and the desire to have in-class work time. Accommodations include chunking, extended response time, reduced homework assignments, test retakes if scored under 70%, minimized distractions, supervised breaks, alternate answering methods, typed assignments instead of handwritten, notes provided by the teacher, use of text-to-speech programs, small-group settings, alternate testing place, preferential seating, books on audio, graphic organizers, and use of spell check. Key Components of Unit Tasks Task 1: Identify/Define POV & Purpose Vocabulary 1. Identify the vocabulary that will be used a. Audience b. Purpose

Performance Objectives

Learning Theories

Using a worksheet, students

Behaviorism because students

will be able to define each of

will be defining and

the following words:

practicing with repetition.

audience, purpose, point of view, task and nuance, as well identify the point of view, audience, and purpose of a Prince Eu video with at least

c. Point of view

80% accuracy.

d. Task e. Nuance 2. Define the vocabulary a. Audience b. Purpose c. Point of view d. Task e. Nuance 3. Recognize point of view, audience and purpose Task 2: Analyze POV & Purpose

Using a worksheet and “The

Constructivism learning

Mayflower Compact”,

theory because it is to help

students will be able to

students build knowledge.

1. Analyze purpose and why it matters 2. Analyze purpose and determine effectiveness 3. Connect author’s purpose with audience 4. Determine what is

identify the purpose, why it matters, critique its effectiveness, identify the different points of views, cite specific examples from “The Mayflower Compact” that

directly stated in a

show point of view, and

text from what is

determine what is directly

meant

stated from what is meant

5. Cite specific evidence

with at least 80% accuracy.

in analyzing the effectiveness of an author’s purpose and point of view Task 3: Evaluate POV & Purpose 1. Evaluate the point of view and purpose on a self-selected nonfiction article 2. Critique the effectiveness of said

Using an article about “Civil

Constructivism learning

Disobedience” found on

theory because it is to help

Utah’s Online Library,

students build and apply

students will evaluate and

knowledge.

critique the effectiveness of the point of view and purpose in a Flipgrid video with at least 80% accuracy.

point of view and purpose Task 4:

Given the option of a

Constructivism learning

worksheet, essay, or video

theory because it is to help

presentation, students will

students build and apply

view and purpose

evaluate and critique the

knowledge.

across multiple texts

effectiveness of the point of

Evaluate POV & Purpose 1. Evaluate the point of

2. Critique the

view and purpose of two texts

effectiveness of said

of their choosing regarding

point of view and

the singular purpose of “Civil

purpose

Disobedience” with at least 80% accuracy.

Lesson Plans

Lesson Plan #1 Title: Identify/Define POV & Purpose Vocabulary

Performance Objective: Using a worksheet, students will be able to define each of the following words: audience, purpose, point of view, task and nuance, as well identify the point of view, audience, and purpose of a Prince Eu video with at least 80% accuracy. Resources or Materials Needed: worksheet, paper/pen, computer, Nearpod presentation (https://app.nearpod.com/?pin=KF7VW), Mentimeter presentation (https://www.menti.com/2vuwuicniw), notebooks, Prince Ea’s video (https://www.youtube.com/watch?v=dqTTojTija8) Time: 60 minutes Step 1: Pre-Instructional Activities: 

Bell ringer -- Respond to the following quote by Bishop T.D. Jakes: “If you can’t figure out your purpose, figure out your passion. For your passion will lead you to your purpose.” on Mentimeter at https://www.menti.com/2vuwuicniw

 Distribute materials Step 2: Content Presentation: 1. Have students log in to Nearpod (https://app.nearpod.com/?pin=KF7VW) on their

individual laptops 2. Using a Nearpod, students will take notes in their notebook and define the following vocabulary: a. Point of view b. Purpose c. Audience d. Task

e. Nuance 3. Using the Nearpod, the teacher will have the following activities to build knowledge with the vocabulary words: a. Matching game using the definitions and vocabulary words b. Fill in the blank activity using the definitions and students fill it in with the correct vocabulary word c. Time to Climb game that requires students to select the correct answer from multiple choices in order to climb up the mountain d. Check for understanding e. Cartoon activity that requires students to look at the cartoon and decide its purpose, point of view, and audience. 4. Worksheet with the following questions: a. What term is used to describe the target group that an author is trying to reach through their writing? b. [

] is the perspective of a writer in telling a story or sharing an idea.

c. What term best matches this definition: A subtle difference in meaning, opinion or attitude. d. What are three tasks you could possibly use to promote having healthier food options at school? e. Watch the following Prince Ea video (https://www.youtube.com/watch?

v=dqTTojTija8) and answer the questions: i. What is Prince Eu's purpose in this video? ii. What is Prince Eu's Point of view in this video? iii. Who is Prince Eu's audience in this video? Step 3: Learner Participation:

Students will respond to the bell ringer using Mentimeter. Students will be following along with the Nearpod on their own computers. Students will be taking notes in their notebooks so that they can reference the notes later, if need be. Students will participate in the Nearpod activities. Students will complete the worksheet. Step 4: Assessment: Students will complete the worksheet. Step 5: Follow-Through Activities: Students will be given more opportunities to practice these skills and build on them in the next few class periods. Lesson Plan Summary: This lesson plan follows the behaviorism learning theory because it is to help students acquire knowledge. Behaviorism is shown with the following: the stimulus-response activities, the repetition, immediate feedback, defining and drills/practice. Using the Nearpod activities, it reinforces students’ behavior, and it helps students learn.

Lesson Plan #2 Title: Analyze POV & Purpose Performance Objective: Using a worksheet and “The Mayflower Compact”, students will be able to identify the purpose, why it matters, critique its effectiveness, identify the different points of views, cite specific examples from “The Mayflower Compact” that show point of view, and determine what is directly stated from what is meant with at least 80% accuracy. Resources or Materials Needed: worksheet, paper/pen, computer, Nearpod presentation (https://app.nearpod.com/?pin=TK8VI), notebooks, computers, “The Mayflower Compact” article (https://www.history.com/topics/colonial-america/mayflower-compact), Mentimeter (https://www.menti.com/aww7tugtvx) Time: 60 minutes Step 1: Pre-Instructional Activities: 

Bell ringer -- Respond to the following quote by Lauren Oliver: “That is the strangest thing about the world: how it looks so different from every point of view.” on Mentimeter at https://www.menti.com/aww7tugtvx



Distribution of materials

Step 2: Content Presentation: 1. Have students log in to the Nearpod at https://app.nearpod.com/?pin=TK8VI on their

individual laptops. 2. Using a Nearpod, read the article “Why your mindset matters” by Meg Thacher from Newsela. 3. Using a Nearpod, have students use the discussion board to answer the following questions: a. What is the purpose of the article? b. Why do you think the author thought this topic was important?

c. Do you think the article was effective in its purpose? Why or why not? d. Who was the author’s intended audience? e. Look back at the article to find a specific quote that helped you decide what the purpose of the article was. Copy that quote! 4. Using the Nearpod and their notebooks, paste the quote into the discussion board and explain how effectively it promotes its purpose. 5. Read “The Mayflower Compact” as a class 6. Read “The Mayflower Compact” article at https://www.history.com/topics/colonial-

america/mayflower-compact and begin worksheet. 7. Worksheet with the following questions: a. What was the purpose of the settlers in writing the Mayflower compact? b. Was the Mayflower compact necessary? why or why not? (Think of the point of view of the two groups) c. Describe the task the authors of the Mayflower Compact used and explain whether this was the most effective task they could have used. d. What are two possible other tasks the settlers could have used for the Mayflower compact and evaluate whether they would be successful or not for their purpose. e. Think of the point of view of both parties who were on the Mayflower, for each group answer the following questions. f. What is the specific purpose of the Pilgrims in writing the Mayflower Compact? g. What evidence do you see from the Mayflower Compact that shows it was written from the point of view of the Pilgrims specifically? h. What is the specific purpose of the "Common Folk” in writing the Mayflower Compact? i. What evidence do you see from the Mayflower Compact that shows it was written from the point of view of the "Common Folk” specifically?

j. With the knowledge of Pilgrims’ purpose in coming to America, what could they really mean when they wrote the following passage from the text? i. “Having undertaken, for the Glory of God, and advancements of the Christian faith, and the honor of our King and Country, a voyage to plant the first colony in the Northern parts of Virginia” Step 3: Learner Participation: Students will respond to the bell ringer using Mentimeter. Students will be following along with the Nearpod on their own computers. Students will be taking notes in their notebooks so that they can reference the notes later on, if need be. Students will participate in the Nearpod activities. Students will follow along and read “The Mayflower Compact.” Students will complete the worksheet. Step 4: Assessment: Students will complete the worksheet. Step 5: Follow-Through Activities: Students will be given more opportunities to practice these skills and build on them in the next class period. Lesson Plan Summary: This lesson plan follows the constructivism learning theory because it is to help students build knowledge. Constructivism is shown with the following: collaborative learning, actively using what’s being used, class discussions, and revisiting content for different purposes.

Lesson Plan #3 Title: Evaluate POV & Purpose Day 1 Performance Objective: Using an article about “Civil Disobedience” found on Utah’s Online Library, students will evaluate and critique the effectiveness of the point of view and purpose in a Flipgrid video with at least 80% accuracy. Resources or Materials Needed: worksheet, paper/pen, computer, notebooks, one article regarding “Civil Disobedience” from Utah’s Online Library (https://utahsonlinelibrary.org/), and Flipgrid (https://flipgrid.com/2b4c9c55), Kahoot! (https://create.kahoot.it/details/6457a00e-fe50400d-9cd4-c7fb0e9ff29a), Mentimeter (https://www.menti.com/zpr4qz6rbu) Time: 60 minutes Step 1: Pre-Instructional Activities: 

Bell ringer -- Respond to the following quote by Twyla Tharp: "It is extremely arrogant and very foolish to think that you can ever outwit your audience.” on Mentimeter at https://www.menti.com/zpr4qz6rbu



Distribution of materials

Step 2: Content Presentation: 1. Review Kahoot! Game at (https://create.kahoot.it/details/6457a00e-fe50-400d-9cd4-

c7fb0e9ff29a) 2. Have students log into Utah’s Online Library (https://utahsonlinelibrary.org/) and pick

one reference collection database to search in 3. Have students search “Civil Disobedience” 4. Have students find and read a short article about Civil Disobedience that they will evaluate. 5. Have students log into Flipgrid (https://flipgrid.com/2b4c9c55) with the join code

2b4c9c55 and log in using their school email and password

6. Students will evaluate their short article found on Utah’s Online Library with the topic of Civil Disobedience and record a 60-90 second video. Their video should include: a. Your name b. The name and author of the article c. Author’s point of view d. Who is the audience? e. Author’s Purpose f. Were they effective in their purpose? Step 3: Learner Participation: Students will respond to the bell ringer using Mentimeter. Students will be listening to the instructions. Students will be researching an article on Utah’s Online Library for the singular purpose of “Civil Disobedience”. Students will read the article. Students will create a Flipgrid video evaluating the point of view and purpose of their chosen article. Step 4: Assessment: Students will complete one of the three options for the assignment. Step 5: Follow-Through Activities: Students will be given more opportunities to practice these skills during the next class period. Lesson Plan Summary: This lesson plan follows the constructivism learning theory because it is to help students build and apply knowledge. Constructivism is shown with the following: actively using what’s being used, revisiting content for different purposes, and practicing pattern recognition skills. Having students complete this assessment shows that their learning is an active process of constructing.

Lesson Plan #4 Title: Evaluate POV & Purpose Day 2 Performance Objective: Given the option of a worksheet, essay, or video presentation, students will evaluate and critique the effectiveness of the point of view and purpose of two texts of their choosing regarding the singular purpose of “Civil Disobedience” with at least 80% accuracy. Resources or Materials Needed: worksheet, paper/pen, computer, notebooks, two texts regarding “Civil Disobedience” from www.commonlit.org, Mentimeter at https://www.menti.com/12cjyhchqj Time: 60 minutes Step 1: Pre-Instructional Activities: 

Bell ringer -- Respond to the following quote by Martin Luther King Jr.: “One has a moral responsibility to disobey unjust laws.” on Mentimeter at https://www.menti.com/12cjyhchqj



Distribution of materials

Step 2: Content Presentation: 1. Give instructions for the assignment g. You need to evaluate the Point of View of two texts or works regarding a singular Purpose. The singular Purpose you will look at is "Civil Disobedience". Below are several examples you can choose from, however if you would like you can find your own text or work about Civil Disobedience to evaluate. h. What is civil disobedience? The refusal to comply with certain laws or to pay taxes and fines, as a peaceful form of political protest. i.

To demonstrate mastery over point of view and purpose, you will need to complete one of the following assignments: i. Venn Diagram Worksheet

1. Compare the two works using this template worksheet 2. Make sure to answer all the questions ii. Essay 1. Compare the two works using a compare and contrast essay iii. Video Presentation 1. Create a video recorded presentation of 3-5 minutes where you compare and contrast the two works j. Options to pick from: i. Excerpt from “Civil Disobedience” by Henry David Thoreau on Commonlit.org ii. Martin Luther King Jr. Nobel Acceptance Speech on Commonlit.org iii. Testimony Before the Senate Hearings On The Equal Rights Amendment by Gloria Steinem iv. “The Story of an Hour” by Kate Chopin on Commonlit.org v. Or you can pick your own two BUT they have to do with Civil Disobedience. You can choose to evaluate an article, poem, song, speech, YouTube video, novel, etc. 2. Have students go to www.commonlit.org and log in using their credentials. They will

have all of the options assigned to them; however, they only need to complete the two that they have decided to use for the assignment. 3. Work time and individual conferences with students to see what they’ve decided and to go through it with them. Step 3: Learner Participation:

Students will respond to the bell ringer using Mentimeter. Students will be listening to the instructions. Students will be deciding which two texts to use and preparing by reading/watching them. Students will work on the assignment. Students will conference with the teacher. Step 4: Assessment: Students will complete one of the three optio...