Goal-directed Instructional Design Plan – Parts of a Sentence
Author – Jenny Hancock
1.
A problem or a need – there must be a problem of practice or an educational need
that should be addressed during the lesson.
When I taught first grade, I taught grammar/writing using the Shurley English Grammar
textbook. This wonderful instructional method had charts, jingle songs, practice and
writing content. While most of this learning came from memorizing and writing with
pencil, as a teacher, I could make this more interesting to students by integrating
technology as an output for student learning. Students could also learn via videos I
found on youtube.com or teachertube.com. Students need to understand the basics of
writing, which breaks down to using/learning the parts of a sentence and parts of
speech (capital letters at the beginning of a sentence, nouns, verbs, and punctuation at
the end of a sentence, etc). Students first needed to understand that a sentence begins
with a capital letter. We would identify sentences in which this concept was correct and
incorrect. Students also need to understand that a complete sentence ends with
punctuation. The punctuation would be different based on the type of sentence (telling
or exclamation or a question). I also taught about nouns. Students learned what nouns
are (person, place or thing), and how to mark them in a sentence (SN-subject noun).
They also had to learn that the noun was the object the sentence was about. This
lesson usually lasted two weeks. Students also learned about verbs. Students needed
to know what they were (the action of the subject noun) and how to mark it (V-verb).
We also acted out verbs in charades as well as compared them to nouns. Most of this
did not involve technology. I need to incorporate ways for students to express their
learning via technology.
2.
A real-world performance – how the learning objectives fit into a real-world activity
or need.
We will have a class discussion about what a complete sentence needs: capital letter,
punctuation, a noun and verb. We will first focus on capital letters and punctuation and
in later lessons focus on nouns and verbs. I could also include a PowerPoint project here
so that students could visualize what we are discussing.
As well as in class lectures/discussions students will watch the SchoolHouse Rock video
on nouns (I have the SchoolHouse Rock DVD) from youtube.com
(http://youtu.be/_pFEiDd9nuY). Students can choose how they would like to share their
list of nouns. Students could: type them in Google Docs, use Wordle to type a collage of
their words, use clipart to find pictures of their nouns, or use a tool like Voicethread or
Audacity to record their words.
Students will then learn about verbs in the same way as before: lectures/discussions
and then watch a SchoolHouse Rock video, found here (http://bit.ly/oWJBlj). I could
also include a PowerPoint project here so that students could visualize what we are
discussing. Students can choose how they would like to share their list of nouns.
Students could: type them in Google Docs, use Wordle to type a collage of their words,
use clipart to find pictures of their nouns, or use a tool like Voicethread or Audacity to
record their words.
After these activities have been completed. Students will then use their knowledge from
class lectures/discussions that a noun is first in a sentence and the verb comes after,
describing what the noun does. Students will create sentences using their choice of
expression: writing, typing or spoken using a recording device. Students could also set
their own goal for how many sentences they would like to write. They would need to
write 3 sentences, so that the teacher can grade for comprehension. Students may also
chose to create 1 or 2 extra credit sentences for up to 8 extra credit points. Students
may set a higher goal for themselves if they choose.
Students may work with a partner to come up with the ten nouns/verbs as well as ask
peers for help in finding clipart. However, when it comes to writing sentences this is an
individual task so that the teacher can fairly assess each student’s knowledge.
After work has been assessed/graded students may share sentences with their
classmates.
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.
a.
Students will identify nouns (performing skills, identifying examples of concepts).
b.
Students will identify verbs (performing skills, identifying examples of concepts).
c.
Students will create sentences using one noun and one verb with proper
capitalization and punctuation (performing skills, recalling facts, applying
principles).
Ohio Standards: Common Core State Standards
Language Arts: Grade 1
Reading Foundation:
RF.1.1. Demonstrate understanding of the organization and basic features of print.
• Recognize the distinguishing features of a sentence (e.g., first word,
capitalization, ending punctuation).
Speaking & Listening:
Comprehension and Collaboration
SL.1.2. Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
Presentation of Knowledge and Ideas
SL.1.5. Add drawings or other visual displays to descriptions when appropriate to
clarify ideas, thoughts, and feelings.
SL.1.6. Produce complete sentences when appropriate to task and situation.
Language:
Conventions of Standard English
L.1.1. Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
• Print all upper- and lowercase letters.
Produce and expand complete simple and compound declarative,
interrogative, imperative, and exclamatory sentences in response to
prompts.
L.1.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
• Use end punctuation for sentences.
•
NET-S
1. Creativity and Innovation - Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology
2. Communication and Collaboration - Students use digital media and environments
to communicate and work collaboratively, including at a distance, to support
individual learning and contribute to the learning of others.
4.
A set of essential content – the basic ideas and skills that will allow the learner to
complete the task or understand the content.
Students must have basic knowledge of grammatical skills (such as the parts of speech)
in order to put together correct and meaningful sentences and thus communicating with
others. Students will always need to know how to communicate with peers, colleagues,
in academics and socially with others. In order to have basic communication, students
need to know how to use nouns and verbs to make a complete sentence. Students
must know what a noun is, how to identify it, and how to correctly use it in a sentence.
Students must know what a verb is, how to identify it, and how to correctly use it in a
sentence. Students also need to understand the difference between a noun and a verb.
Understanding the differences between these two parts of speech enables learners to
combine words in the most basic of forms to communicate. Students will need to identify
both nouns and verbs as well as correctly use them in sentences.
Students will also need to have basic computer skills: using a mouse, keyboard skills,
opening a program, opening a word file and using clipart as well as recording ability
using a program, if they choose this form of expression. Students would also need to
use the internet safely to access online programs like Wordle or Audacity/Voicethread.
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.
The teacher will collect each set up papers created by the student and check for
understanding along the way in this lesson. The teacher will also monitor students when
walking around the room answering/asking questions as needed. If students do not
appear to understand during informal evaluation then teacher can then give extra
instruction. The formal assessment comes from the assessment/grading of the
sentences created by the student individually. The teacher would use the attached
rubric.
6.
A method to help participants learn – the method to deliver the content; a lesson.
Introduction – Ask questions about how people can talk and communicate with each
other. This leads into the need to understand written and spoken communication with
others.
Instruction – The teacher will use the jingles provided with curriculum as well as charts
and noun/verb chart when discussing this topic. Teacher and students can provide ideas
and examples of these parts of speech. Teacher can create a PowerPoint or video visual
to help enhance lesson for audio/visual learners.
Explanation – Teacher shares will the class how important effective communication is.
Needed to learn, grow, and social aspects.
Demonstration - Discussion of nouns and verbs will include students providing examples
of nouns in the classroom. Students will have a chance to participate in a verb
“charades” game where they act out a verb and their classmates guess their action.
Students will then watch videos of nouns and verbs from SchoolHouse Rock.
Practice – Students will complete activities with listing nouns/verbs and finding clipart to
support their ideas. Students will also write three of their own sentences. Students will
be able to choose their method of expression for completing nouns, verbs and sentence
creation assignments.
Feedback – Teacher is monitoring students for understanding. Students may also ask
teacher and other during class practice. Students will also have feedback via their
sentence assessment rubric.
Conclusion – Based on monitoring and written evaluation, the students will show they
have acquired the skills of communication and basic parts of a sentence.
●
●
Motivation:
○
Meaningfulness – content and activities must have meaning for the learner
• Students will understand the importance of communication.
• Students will know how to capitalize the first letter of a sentence.
• Students will be able to identify nouns and correctly use them in a sentence.
• Students will be able to identify verbs and correctly use them in a sentence.
o
Pleasant consequences – the effects that achieving the goal will have on the
learner
• Students will understand the importance of communication.
• Student will be able to explain the basic parts of a sentence.
• Students will be able to communicate with others effectively.
o
Novelty – an attention-getting, humorous or curious manner that relates to the
useful information in your lesson
• Jingles provided with curriculum – catchy to sing and learn
• Students will act out verbs for their classmates
• Students will watch engaging videos from SchoolHouse Rock
• Students may choose their form of expression for the assignments
Socialization - a strong motivator for student learning
Students will see and understand the importance of being able to communicate
effectively. Students will know that they have many people they will be interacting with,
socializing with, writing papers and general contact with others. Knowing they have the
skills to interact will help them become better citizens and students.
●
Audience – For what audience are you designing this lesson? Consider the following:
○
Age
• Elementary – 1st Grade
○
Skill level (including technology skills)
• Basic elementary skill level- students should know how to talk about their
world
• Basic technology skills needed
Prerequisite knowledge (including technology background)
Students will know how to:
• Read
• Follow instructions
• Use a mouse
• Use a keyboard/type/find letters
• Open Word
• Type in Word
• Use Clipart
• Print
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.
○
●
Supplies:
• Computers
• Mouse
• Keyboard
• Printer
• Word Program
• Microphone
• Internet
Time
•
Computer lab time for about 30 minutes/day for about 1 week
Rubric for Sentence Writing
Student Name: __________________________________________
Sentence 1:
Does this sentence have…?
 A capital letter at the beginning of the sentence – 1 point
 Proper punctuation – 1 point
 A subject noun – 1 point
 A verb that properly describes the noun – 1 point
Sentence 1 = ___________ point(s)
Sentence 2:
Does this sentence have…?
 A capital letter at the beginning of the sentence – 1 point
 Proper punctuation – 1 point
 A subject noun – 1 point
 A verb that properly describes the noun – 1 point
Sentence 2 = ___________ point(s)
Sentence 3:
Does this sentence have…?
 A capital letter at the beginning of the sentence – 1 point
 Proper punctuation – 1 point
 A subject noun – 1 point
 A verb that properly describes the noun – 1 point
Sentence 3 = ___________ point(s)
Extra Credit:
Sentence 4:
Does this sentence have…?
 A capital letter at the beginning of the sentence – 1 point
 Proper punctuation – 1 point
 A subject noun – 1 point
 A verb that properly describes the noun – 1 point
Sentence 4 = ___________ point(s)
Sentence 5:
Does this sentence have…?
 A capital letter at the beginning of the sentence – 1 point
 Proper punctuation – 1 point
 A subject noun – 1 point
 A verb that properly describes the noun – 1 point
Sentence 5 = ___________ point(s)
Total Points = _______________ (12 points possible)
Total Extra Credit Points = _______________ (8 extra credit points
possible)