instructional design douments

7/24/2019 Instructional Design Douments

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Part V: Development of Assessments

Lesson 1

Objective 1: To select the best genre of writing for a specific purpose

1a: To identify 20 different genres of writing

1b: To describe the function of the different genres of writing

Assessment: Learners will tae a !ui" with different writing prompts and be provided with

different choices of genres#

$%L principles: The !ui" will be differentiated and provide ey words to include to help find

the best genre for each purpose#

&uestions:

What is a genre?

A genre is a type of writing# A poem is a genre# A traditional research paper is a

genre# A newspaper editorial is a genre# 'o are plays and diaries and cartoons and

billboards#

What is a multi-genre essay?

(t)s a collection of pieces written in a variety of genres* informed by your research ona particular subject* that presents one or +more liely, more perspectives on a research

!uestion or topic# A multi-genre paper is personal* creative* and can.t be copied from some

othersource# (t involves you* as a writer* maing conscious decisions about what information

isimportant and how it should be presented to the reader#

What are some genres I might use?

/ou could write an editorial* a poem* a dialogue between characters* a letter* a debate#

/ou could include a collage* a poster* a boo* a % cover# /ou will have much choice

about what to include# ut beware -- this should not be a hapha"ard collage ofdisjointed stuff you must connect the genres and what they represent with a central*

significant theme +a thesis,# /our creative efforts must be informed by solid research*

including research about the genres themselves#


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But I've never one anything li!e this "efore# What o I o?

As you research* you)ll need to consider an audience or audiences who would be

interested in your topic* and you need to consider what genre3s would be effective for

communicating with those audiences# (n other words* what genres will 4spea4 to the

people whom you want to reach5 +Those are the ones you can use in your multi-genreproject#, And why5 /ou)ll need to be fully engaged in your research -- don)t approach

it as if you were on a scavenger hunt to find information to spit bac in an 4academic4

paper* because you)re not# (nstead* you)ll need to thin about what you want to do* for

whom* and how best to do that#

Lesson $:

Objective 6: To identify the ey steps of the writing process

6a: To identify the four steps of the writing process

6b: To select a topic* create a thesis* develop an outline for writing

Assessment: Learners will tae a !ui" on edmodo in which they have to identify the four steps

of the writing process and narrow down a topic# (n addition* they will have to create thesis

statements#

$%L: 7ultiple means of representation are used# The e8amples will be video* te8t* and audio#

The !ui" will re!uire students to answer open ended !uestions#

%he first step is pre&riting# %his is the planning step#During this step the &riter shoul:

hoosea su"(e)t#

*atheretails a"out the su"(e)t using a graphi)organi+er#

De)ie&hat you &ant to tell your auien)e#


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%he se)on step is &riting a first raft# %his is a timeto get your ieas o&n# During this step the &riter shoul:

Writeall of your ieas o&n on paper#

Don'tstop to )he)! spelling or me)hani)s (ust yet, "ut

o spell the "est that you )an# ir)le &ors that you

are unsure of so that you )an fin the )orre)t spelling

uring the eiting step#

%he thir step is revising# %his is a time to improve your&riting# During this step the &riter shoul:

eaan revie& your first raft#

.hare /onferen)e0 your raft &ith another person, get

ieas on ho& to improve your &riting#


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a!e)hanges to improve your &riting pie)e#

%he fourth step is eiting an proofreaing#

a!esure that your &riting ma!es sense#

2it/)he)!0 your spelling, )apital letters, an

pun)tuation# 3se eiting mar!s#

Writea neat final )opy of your &or!

ereaan re)he)!for errors one last time#

%he fifth an last step is to pu"lishyour &or!#

Illustrateyour &riting#

.hareyour &riting#

Displayyour &riting in the )lassroom#


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emem"er, using the &riting pro)ess helps a

&riter &rite "etter# Write a "rief es)ription

of ea)h step#1# Pre&riting

$# Writing a Draft

4# evising

5# 2iting

6# Pu"lishing

Lesson 4:

objective 2: To identify e8amples of e8emplary and non-e8emplary genre writing

2a: To compare non-e8emplary e8amples with e8emplary e8amples

2b: To contrast non- e8emplary e8amples with e8emplary e8amples

Assessment: 'tudents will be given samples from different genres along with rubric to criti!ue

and provide constructive criticism#

$%L: Learners are optimi"ing relevance* value* and originality through the evaluation of true

artifacts#

Peer Edit

Project by: _________________________________ Edited by:

_________________________________


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Category Compliments SuggestionsTopic: Each

genre presents

new

information,

each genre is

interesting,

stays on topicOrganization

and Flow: All

pieces relate to

each other,

pieces

transition

easily, easy tofollowPacaging:

!is"ally

appealing , eye#

catching, neat,

does not loo

thrown together$reati%ity:

&nteresting

genres, creati%eways to display

information,

enjoyable to

loo at and

read'echanics:

(entence

(tr"ct"re, Tone,

)ord $hoice,

Point of !iew,

A"dience'echanics:

(pellings,

*rammar,

P"nct"ation

+OE: _____


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