Goal-directed Instructional Design Plan - Adolescent Literacy in the Content Areas Author - Melissa Brooks-Yip
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1 A problem or a need – With Common Core State Standards
requiring literacy in all content areas, teachers will need to solidify their
understanding of disciplinary literacy and reading for understanding.
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2 A real-world performance – how the learning objective fits into
a real-world activity or need.
Teachers will be aware of, understand, include in their lesson plan,
and implement one or more of the Common Core State Standards for Literacy in
History/Social Studies, Science and Technical Subjects.
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3 An instructional objective – the objectives are based on
the final outcome, activity or test. These objectives will each be different
for the four types of knowledge; performing skills,
recalling facts, identifying examples of concepts,
and applying principles.
Teachers will read and
understand the Common Core State Standards for literacy in History/Social
Studies, Science and Technical Subjects.
Teachers will solidify
their understanding of the “Big Five” of adolescent literacy.
Teachers will create a
lesson plan to incorporate one a reading, writing, speaking, or listening
strategy into their content area literacy.
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4 A set of essential content – the basic ideas and skills
that will allow the learner to complete the task or understand the content
Teachers will need to read/review the elements of adolescent literacy
in the content area through research articles available online, and other
online resources.
· UDL: Summarize and provide main points in
another format.
· Find or create a webcast explaining
the findings of research, or a PowerPoint or other presentation format to
include visual/audio cues. http://improvingadollit.weebly.com/
Review of professional development sessions on adolescent literacy:
UDL: Provide
paper copies to those who need it.
After reading the articles, webcasts, and reviewing the professional
development presentations, teachers will create their own lesson plan
incorporating one of the elements into a lesson in their content area.
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5 An evaluation consisting of a test or observation – an
assessment, observation or product showing that the objectives can be
accomplished in the real-world setting
Teachers
will submit their final lesson plan to our Companion Wikispace. The lesson plan must be in the Backwards
Design model (Wiggins and McTighe) format and focus on incorporating one of
the five elements of adolescent literacy into their content areas, and
meeting at least one CCSS.
Teachers
will deliver the lesson to their students and video tape the teaching. A follow-up lesson will be to watch and
reflect upon the lesson with their TLT partner (Teachers Learning Together).
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6 A method to help participants learn – the method to deliver the
content; a lesson.
In addition to meeting with me personally after reviewing our past
professional development sessions as outlined above, teachers may use the
following resources for ideas and examples:
*UDL: for continued support, Provide chat sessions (Adobe Connect, Google
Hangout).
-Provide
one-on-one time on the telephone.
Utilize Google
Docs to provide feedback on student work and/or work on it with them.
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Motivation:
○
Meaningfullness – content and
activities must have meaning for the learner.
This
lesson and activity begins to meet the CCSS expectations for teachers to
incorporate literacy in the content areas.
Administrators look for this upon teacher evaluation.
○
Pleasant consequences – the effects
that achieving the goal will have on the learner
Knowledge
of meeting teaching objectives, CCSS, and the needs of their students as
learners.
○
Novelty – an attention-getting,
humorous or curious manner that relates to the useful information in your
lesson
Several
online resources are available: Blogs, videos, and example plans, in addition
to face-to-face time with myself (literacy consultant/instructional coach)
and a peer/fellow teachers.
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Socialization - a strong
motivator for student learning
Teachers work with their TLT partner, formerly arranged through work
Kevin Feldman training around student engagement and motivation. These partners frequently work together on
plannig and observing each others teaching.
Trust has been built between these teaching partners.
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Audience – For
what audience are you designing this lesson? Consider the following:
○
Age:
Adult learners- content area teachers
○
Skill level (including technology
skills). All adults are college
educated, although technology skill level may vary.
○
Prerequisite knowledge (including
technology background): Teachers will need to know basic lesson plan design,
and how to access our past professional development on our Blog and
Wikispace. UDL:
Provide some background knowledge of the lesson plan structure and technology
(via article or video) or one-on-one support.
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Technology Needs – the
computers, software, programs (such as Angel or other CMS’s) printers,
equipment, Internet access, time in the computer lab will be needed to
successfully complete your technology-rich lesson.
Teachers
may use the PC with internet access available in their classrooms.
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Goal-directed Instructional Design Plan - Adolescent Literacy in the Content Areas
Author - Melissa Brooks-Yip
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With Common Core State Standards requiring literacy in all content areas, teachers will
need to solidify their understanding of disciplinary literacy and reading for understanding.
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-Teachers will read and understand the Common Core State Standards for literacy in History/Social Studies, Science and Technical Subjects.
-Teachers will solidify their understanding of the “Big Five” of adolescent literacy.
-Teachers will create a lesson plan to incorporate one a reading, writing, speaking, or listening strategy into their content area literacy.
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Improving Adolescent Literacy: Effective Classroom and Intervention Practice Reading in the Disciplines Webcast on Adolescent Literacy The role of content area teachers in literacy Content area teachers share tips on literacy instruction Review of professional development sessions on adolescent literacy: Vocabulary Comprehension Comprehension 2 Engagement and Motivation Text Dependent Questions After reading the articles, webcasts, and reviewing the professional development presentations, teachers will create their own lesson plan incorporating one of the elements into a lesson in their content area. | |||
-Teachers may deliver the lesson to their students and video tape the teaching. A follow-up lesson will be to watch and reflect upon the lesson with their TLT partner (Teachers Learning Together). | |||
Adlit.org Classroom Strategies ReadWriteThink | |||
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 Jim Burke – teacher and author of almost twenty books, including The English Teacher's Companion: A Complete Guide to Classroom, Curriculum, and the Profession and What's the Big Idea? Question-Driven Units to Motivate Reading, Writing, and Thinking. |
 Dr. Anne Ruggles Gere, Professor of English, Professor of Education, President of The James R. Squire Office of Policy Research in the English Language Arts, Director of the Sweetland Writing Center at the University of Michigan, and author of Writing on Demand: Best Practices and Strategies for Success. |
