Part 1: Topic

Description of the Audience

The primary audience consists of certified reading teachers for Fulton County. The Fulton County teachers will
teach and provide supportive learning services to students in 2
nd
grade. This instructional unit will be required
for any faculty member that has any type of direct instruction with this population of student.

Problem Identification

Fulton County School District is in the process of making sure that all students are college and career ready. This
district is serious about educating every student and making sure they are able to be responsible productive citizens.
To reach this goal they have come up with a strategic plan for 2017. This plan aims to improve student achievement
over the next five year. The goals that are in place for the district is to make sure the graduation rate is 90%, college
readiness 85%, and career readiness 100%.

Creating internet based activities will be something new implemented in Fulton County. Since this is a new idea, the
teachers will have to plan and work together to make sure they are creating internet- based instructions that are
aligned. Since this is a new plan for teachers, they will have to rely on different resources to help them with creating
internet based instruction. The teacher must also assess the student to see if the particular program is effective or not
for that particular child. If the program is created and used correctly then you should see the students reading level
improve.

Reading is very important because this area that is very weak throughout second grade. When looking at the data
for reading in the district you can tell that the levels are extremely low. When implementing the reading programs
you will be able to help raise the reading levels. Many teachers in Fulton County are not equipped with skills that
they need to have to create a successful internet based program.

Instructional Goals

At the end of the online instruction unit, the teachers in Fulton County School district will create an internet- based
activity for an instructional plan to increase students in 2
nd
grade reading level by two book levels.


Part 2: Learner Analysis
Introduction:

The group of learners that this is targeted towards is a 2nd grade teacher at C.H. Gullatt Elementary School
in Union City, Georgia. The 2
nd
grade teachers are made of four females. The teachers are made up of 3 African
Americans 1 Caucasian teachers. Out of the 4 teachers, 2 of those teachers have 20 years of experience and 2
teachers are first year teachers. The way the school is made up 2 of the teachers teacher mathematics, science, and
health and the other 2 teachers are responsible for English language arts, writing, reading, and social studies. Just by
observing the second grade teachers I noticed that each teacher is very different and have their very own teaching
style.

The information for my learner analysis was obtained by verbally speaking with the teachers and the media
specialist on teachers knowledge of creating internet- based activities. For the data to be accurate it was collected
the first two weeks of school. This allowed the teachers to get used to using the World Wide Web again. There were
many teacher observations and interviews conducted to gain information about the learners. The teachers were
asked several questions about creating different web things to access the web, but many of the teachers lack of
knowledge showed their understanding of creating internet-based programs.

Entry Skills and Prior Knowledge:
Prerequisite skill & knowledge:
Most can access and navigate a website
Most can access and navigate WebCT and can open links and download document
Most learners have no experience creating internet- based activities
Most learners have been trained on accessing pages that are beneficial to the students
Prior Experience:
Many of the learners have taught 2
nd
grade reading before, but they do not have any knowledge on creating
internet- based activities that will help increase the students reading scores.

Common errors:
Materials are not aligned with the Fulton County District plan
The content that is created is does not fit the level of the students
Did not properly include expectation when planning what the students are to do
Did not create a progress monitoring sheet for the students
Content is not rigorous enough for the students

Potential Misconceptions
2
nd
grade teachers do not know how to properly use the computer
Takes up too much time to properly track the students
There is not enough time in the day to allow the students to work on these programs
One has to have a technology degree to create an internet- based program

Attitudes Toward Content & Academic Motivation
Many of the teachers do not take the time to step outside of their comfort zone and find new ways to help students
with their reading levels. The teachers sometimes consider this just an activity, and they feel like the students will
not take this seriously. After talking with the teachers about how important it is for them to find ways to motivate
their students to want to read many of the teachers voiced a concerned about the students behavior while they are on
the computer. I told the teachers that it is very important for them to help the students get on the level that they are
supposed to be on. When speaking with the teachers I explained that it is important for the students to learn things in
the way that will keep their attention. I gathered the results about their attitudes toward content and motivation from
a teacher survey.

Educational Ability Levels

When discussing the teachers educational skills all of the teachers have a bachelors degree in early childhood
education. This means that each one of the second grade teachers had experience with teaching reading. This shows
that each one the 2
nd
grade teachers have experienced working individually with students and their reading abilities.
One of the second grade teachers further her education to receive her masters degree in literacy. We are currently
using her knowledge and experience on working to increase the students reading level.

General Learning Preferences

The 2
nd
grade teachers are very hands on. When doing different reading skills the teachers have to be able to see and
understand the things that they are going to work with the students on. This helps the teachers to go through and
make sure what they are requiring of the students make sense. It is also a way for the teachers to know the answers
right off hand to the questions that the students may have.

Attitude Towards Teachers and School

When talking with the teachers they seem to enjoy teaching and helping students. Many of the teachers made
comments that they want to be able to help their students in any way possible. Since it is a new administrator at the
school many of the 2
nd
grade teachers stressed how they feel that they are going to be able to help the students the
best way they can. The teachers were verbally asked why do they come to work every day, and they responded by
saying they love to see their students grow and learn new things.

Group Characteristics

The school where the information was obtained is located in a community where the income is medium or poverty
rate. Majority of the teachers do not live in this community. The teachers said that this area has a high crime rate, but
they love teaching the students. The reason they said this is because when they are able to change a childs life
despite what they are going through in their environment. The teachers are all considered to be in the middle range
when it comes to income.
Task Analysis
I conducted the task analysis using a procedural analysis. Using the procedural analysis helped me to make sure
I had an ordered sequence of steps a learners must execute to complete the task. I started by developing a very
detailed outline of the different steps that the teachers must go through to be successful when completing their
task. I opened the book adventure website and went through each one of the steps to make sure that all details
were included. This gave me a chance to make sure that I did not skip any steps.
Task Analysis Outline
1. Access Fulton County Portal
1.1. Click on the icon Book Adventure
2. Registration/ Account Information
2.2.1 Create book Adventure account
2.2.2 Forgot Password
2.2.3 Check to make sure you have the correct username and password
2.2.4 Check the spelling and caps lock
2.2.5 Click reset password link
2.2.6 Answer password reset question
2.2.7 Contact customer service for account reset if you are not successful with challenge question

3. Create Teacher Profile
3.1. Input Full name
3.2. Input School System
3.3. Input Email Address
3.4. Input Telephone Number

4. Create My Classroom
4.1. Input Classes/ Students Names
4.2. Input Parent E-Mail Address
4.3. Input Teams
4.4. Input Contests
4.5. Input Booklists
4.6. Input Reports
4.7. Input Teacher Profile
4.8. Print each childs username and password after they are created and sent to your email address

5. Assigning Books
5.1. Input student reading levels
5.2. Go to Book Finder
5.3. If you need help you can get Sherlock Bailey to help you find a book. Tell him the grade level you
are interested in. You can print out a list of books from Export to Excel.
5.4. Assign books to students based on their reading level.
5.5. If you are looking for a particular book and it is not present ask your media specialist.
5.6. Assign books and deadline to the student.

6. Creating Quiz
6.1. Click on create a quiz
6.2. Select question delivery (ex. See 5 questions; see all ten questions, etc.)
6.3. Send quiz to students who need to take it.

7. Save Page
7.1. Use save button to save all changes that has been made
7.2. Look for the message to appear that the messages have been saved
7.3. Must save each time you make a change
7.4. If you did not mean to press the save button press cancel and go back to editing

8. Log out when finished
8.1. Click Log Out link the top right- hand corner of the page

Subject Matter Expert (SME)
My subject matter expert is the current media specialist at Gullatt Elementary School. His name is Duane
Wilson. Mr. Wilson education consists of a bachelors degree in Health & PE from Georgia State University in
Atlanta, Georgia. He obtained his masters degree in Instructional Technology for Florida State University.
Mr. Wilson qualifications consist of being the team leader for the media specialist and technology specialist at
the school. His job requires him to develop learning tools on how to implement technology in the classroom.
Mr. Wilson agreed to be my subject matter expert because he works with the teachers to use and understand
different programs to help raise the students test scores.














Book Adventure Access Flow Chart
















Access Fulton County Portal Successful
Click on book adventure
icon
Create book adventure
account
Click registration/ account
information
Create book adventure
account/ log in
Create teacher profile Create my classroom
Log On Computer
Assign Books
Create Quiz
Check spelling and caps lock
Check username and
password
If you cannot access
Contact
Customer
Service
Answer password reset
link Click reset password
Save Page
Log out/ Exit the
system
Key Assessment Part IV

Terminal Objective 1: Given a picture of the buttons from the book adventure program, the learner will be
able to identify the buttons and their functions.
Enabling Objectives:
1A. Discuss the functionality of the buttons together.
1B. Identify each of the buttons on the book adventure page.
1C. List the functions of each of the book adventure buttons.
Terminal Objective 2: Using the screenshot method, the learner will be able to demonstrate their
understanding of assigning leveled book.
Enabling Objectives:
2A. Analyze the functionality of the assigning books tab.
2B. Demonstrate how to assign books based on students individual levels.
2C. Describe how to assign book deadlines to individual students.
Terminal Objective 3: Given a list of book levels, the learner will be able to describe how to create individual
quizzes.
Enabling Objectives:
3A. Distinguish between creating a quiz and selecting a quiz that is already made.
3B. Analyze the appropriate quiz delivery questions.
3C. Identify how to send quizzes to individual students.


Classification of Instructional Objectives:

Content

Performance
Recall Application
Fact 1, 1B, 3C
Concept 1C, 2B 3A,
Principles 1A, 2C
Procedure 3D,
Interpersonal 1A, 2C
Attitude

Relationship between Instructional Objectives and Standards:
Objectives Technology Standards from Southern
Regional Education board ( Technology
Standards for Teachers)
1 Ability to use computers in a variety of ways to
integrate technology into classroom activities
that support student learning (SREB).
1A
1B
1C
2
2A
2B
2C
3 Fundamental computer operations skills and
understanding of technology concepts and
terms (SREB).
3A
3B
3C



















Development of Assessments
The assessments that were created are performance based assessments. The tests are designed to estimate the
learners knowledge, understanding, and ability with the material. All of the tests are set- up to represent
multiple choice formats.
Lesson 1: Introduction to the Book Adventure Program
Objective 1: Given a picture of the buttons from the book adventure program, the learner will be able to
identify the buttons and their functions.
Enabling Objectives:
1A. Discuss the functionality of the buttons together.
1B. Identify each of the buttons on the book adventure page.
1C. List the functions of each of the book adventure buttons.
Assessment: Learners will take a quiz that describes the major functions to the Book Adventure Program.
UDL Principles: Learners will take a quiz about the buttons that they will be using in the book adventure
program. Learners will have extended time to complete the assignment if needed. The learners who are
struggling with the knowledge of the content will be provided with a word bank. These learners will have to
write the function of each button. This represents multiple means of representation because information is
provided in a format that will allow the learner to adjust the material.
Lesson 2: Understand the basic steps to assigning a book
Objective 2: Using the screenshot method, the learner will be able to demonstrate their understanding of
assigning leveled book.
Enabling Objectives:
2A. Analyze the functionality of the assigning books tab.
2B. Demonstrate how to assign books based on students individual levels.
2C. Describe how to assign book deadlines to individual students.
Assessment: Learners will complete a screencast showing that they understand the how to go through each step
of assigning individual leveled books.
UDL Principles: The learner will have a choice in what steps they will include in their screencast. The
represents the multiple means of representation and multiple means of expression. Learners who are having
difficulty making a screencast they will be given the option to create a script for the screencast. The learners
who need extra time will be given that time.
Lesson 3: Inserting Individual Quizzes
Objective 3: Given a list of book levels, the learner will be able to describe how to create individual quizzes.
Enabling Objectives:
3A. Distinguish between creating a quiz and selecting a quiz that is already made.
3B. Analyze the appropriate quiz delivery questions.
3C. Identify how to send quizzes to individual students.
Assessment: Learners will complete a brief powerpoint comparing and contrasting how to create and select
individual quizzes.
UDL Principles: The learners will choose the method of the discussion activity, which allows for multiple
mean of representation and expression. The learners will be given a choice if they want to complete a discussion
activity or a powerpoint to demonstrate their knowledge of the creating and selecting a quiz. Extended time will
be provided to learners who need it and modifications will be provided for learners who may need additional
assistance.
Lesson 4: Using book levels to assign quizzes
Objective 3: Given a list of book levels, the learner will be able to describe how to create individual quizzes.
Enabling Objectives:
3A. Distinguish between creating a quiz and selecting a quiz that is already made.
3B. Analyze the appropriate quiz delivery questions.
3C. Identify how to send quizzes to individual students.
Assessment: The learner will be given a list of students. The learner will be required to use this list to assign
individual quizzes to the learners. Learners will post in the discussion board the steps they had to take with
assigning and creating the quizzes, and they must also include some challenges that they had. The learners will
be given a rubric for this assignment.
UDL Principles: The learners that are struggling creating assigning the books will discuss this in their post.
Extended time will be given to students who may need it. This represents multiple means of expression because
the learners are able to express their knowledge of the material.
Lesson 5: Completing the book Adventure Process
Terminal Objective: After completing the instructional unit, the learner will demonstrate their ability to use
have students who are on different levels being put in the computer, and successfully assign them their needed
material.
Assessment: Learners will complete a final project based on a rubric that requires them to use the skills they
have learned to create a model student. The project will require the students to use the material that is given to
them to demonstrate their knowledge of using the book adventure program. The learner will be given a list of
students and they are required to assign each student leveled books and quizzes to meet their individual needs.
UDL Principles: The project allows for multiple means of expression and multiple means of representation in
that the learner can choose their students and the levels. This will also allow the learner to feel like they have
control over the students, their levels, quizzes, and show the students progress. Learners will have access to all
the material from the course available to them from. The will be given extended time if needed.


Assessment 1
Identify each button on the Book Adventure website. Include a short brief summary of their functions.


























Assessment 1- Answer Key
Identify each step to the log in screen (10 points each). Include a brief summary of what you are supposed to do
for each part (10 points each).




















Sign In screen
Create or select a quiz
Fill in the spaces with your
personal information
Search for a book





Differentiated Assessment 1
Match the correct picture with its function by writing the correct letter next to the picture it corresponds with.
Make sure you give an explanation of each function.




















Input students individual levels for
books

a. Input students individual level for books
b. Sign in Screen






Differentiated Assessment 1- Answer Key
Match the correct picture with its function by writing the correct letter next to the picture it corresponds with.




















a. Input students individual level for books






Assessment 2:
You will be creating a screencast video showing your understanding on how to assign leveled books to
individual students. A Screencast is a digital recording of computer screen output, also known as a video
screen capture. Make sure you provide content that is clear, well-organized, and flows well. Make sure you
give a brief introduction to the screencast. Here is the rubric you will follow:

Unacceptable
(0 Point)
Passing
(1 Point)
Acceptable
(2-3 Points)
Target
(4-5 Points)

Introduction Screencast does not
include an introduction.
-Purpose of
screencast unclear
-Lacks appeal or
relevance for
audience.
-Name stated, but not
clear.
-Purpose of screencast
is clearly stated
-Appeals to audience
with a question or
hook.
-Introduces
screencast.
-Purpose of
screencast clearly &
creatively stated
-Draws the audience
in with compelling
questions or exciting
hook.
-Screencast
introduced topic not
only clearly, but
creatively as well.
/5
Content

Content of the
screencast does not
adequately cover the
selected topic.
-Some ideas are
inaccurate
-Some ideas are out
of order
-Includes only 1
main idea
-Application of term
is incomplete or
doesnt make sense.
-All information is
accurate
-All information is
on-topic & presented
in a logical order
-Includes at least 2
main ideas that
describe the term
-Includes at least 1
application of this
term -Length of
Screencast kept the
audience focused, but
not fully engaged
-Length was mostly
-All information is
accurate and sources
are cited
-All information is
on-topic &
presented in a
logical order
-Includes more than
2 main ideas that
describe the term
-Includes 2 or more
applications of this
term -Length of
Screencast kept the
audience fully
/10

















fitting for the topic. engaged
-Length was fitting
for the topic.
Audio Audio is difficult to
hear without headsets
or is otherwise
distorted.
Pace of the narration
is adequate; audio
has some drop out.
-Well-rehearsed &
almost always smooth
delivery
-Voice is clear and
expressive
-Voice volume fits
presentation
-Some extra noise or
dead space that does
not interfere with
meaning.

/5

20 Possible
Points 20






Differentiated Assessment 2

Unacceptable
(0 Point)
Passing
(1 Point)
Acceptable
(2-3 Points)
Target
(4-5 Points)

Content
Outline/ and
Script

Script or content
outline was not
uploaded to web
repository by due date.
A script is included
in web repository by
the due date.
A content outline and
script was included in
web repository by due
date.
A thorough content
outline and script
were uploaded to the
web repository by
due date.
/5
Introduction Screencast does not
include an introduction.
-Purpose of
screencast unclear
-Lacks appeal or
relevance for
audience.
-Name stated, but not
clear.
-Purpose of screencast
is clearly stated
-Appeals to audience
with a question or
hook.
-Introduces
screencast.
-Purpose of
screencast clearly &
creatively stated
-Draws the audience
in with compelling
questions or exciting
hook.
-Screencast
introduced topic not
only clearly, but
creatively as well.
/5
Content
Counts
twice


Content of the
screencast does not
adequately cover the
selected topic.
-Some ideas are
inaccurate
-Some ideas are out
of order
-Includes only 1
main idea
-Application of term
is incomplete or
doesnt make sense.
-All information is
accurate
-All information is
on-topic & presented
in a logical order
-Includes at least 2
main ideas that
describe the term
-Includes at least 1
application of this
-All information is
accurate and sources
are cited
-All information is
on-topic &
presented in a
logical order
-Includes more than
2 main ideas that
describe the term
/10
You will be creating a screencast script showing your understanding on how to assign leveled books to
individual students. A Screencast is a digital recording of computer screen output, also known as a video
screen capture. Make sure you provide content that is clear, well-organized, and flows well. Make sure you give
a brief introduction to the screencast. Here is the rubric you will follow:
Assessment 3
Learners will complete a brief powerpoint based on a checklist that requires them to
distinguish creating a quiz and selecting a quiz that is already made.
CATEGORY Excellent-4 Good-3 Satisfactory-2 Needs
Improvement-1
Content -
Accuracy
All content
throughout the
presentation is
accurate. There
are no factual
errors.
Most of the
content is
accurate but
there is one
piece of
information that
seems
inaccurate.
The content is
generally
accurate, but
one piece of
information is
clearly
inaccurate.
Content
confusing or
contains more
than one factual
error.
Sequencing
of
Information
Information is
organized in a
clear, logical
way. It is easy to
anticipate the
next slide.
Most information
is organized in a
clear, logical
way. One slide
or piece of
information
seems out of
place.
Some
information is
logically
sequenced. An
occasional slide
or piece of
information
seems out of
place.
There is no clear
plan for the
organization of
information.
Effectiveness Project includes
all material
needed to give a
good
understanding of
the topic. The
project is
consistent with
the driving
Project is
lacking one or
two key
elements.
Project is
consistent with
driving question
most of the time.
Project is
missing more
than two key
elements. It is
rarely consistent
with the driving
question.
Project is
lacking several
key elements
and has
inaccuracies.
.Project is
completely
inconsistent with
driving question.
term -Length of
Screencast kept the
audience focused, but
not fully engaged
-Length was mostly
fitting for the topic.
-Includes 2 or more
applications of this
term -Length of
Screencast kept the
audience fully
engaged
-Length was fitting
for the topic.

20 Possible
Points 20
question.
Use of
Graphics
All graphics are
attractive (size
and colors) and
support the topic
of the
presentation.
A few graphics
are not
attractive but all
support the topic
of the
presentation.
All graphics are
attractive but a
few do not
support the topic
of the
presentation.
Several graphics
are unattractive
AND detract
from the content
of the
presentation.
Text - Font
Choice &
Formatting
Font formats
(color, bold,
italic) have been
carefully
planned to
enhance
readability and
content.
Font formats
have been
carefully
planned to
enhance
readability.
Font formatting
has been
carefully
planned to
complement the
content. It may
be a little hard to
read.
Font formatting
makes it very
difficult to read
the material.
Spelling and
Grammar
Presentation
has no
misspellings or
grammatical
errors.
Presentation
has 1-2
misspellings, but
no grammatical
errors.
Presentation
has 1-2
grammatical
errors but no
misspellings.
Presentation
has more than 2
grammatical
and/or spelling
errors.

























Differentiated Lesson 3
Learners will complete a discussion based on a checklist that requires them to
distinguish creating a quiz and selecting a quiz that is already made.
Class Discussion Rubric
5 4 3 2 1
Quality of
Comments
Timely and
appropriate
comments,
thoughtful and
reflective, responds
respectfully to other
student's remarks,
provokes questions
and comments from
the group
Volunteers
comments, most are
appropriate and
reflect some
thoughtfulness,
leads to other
questions or
remarks from
student and/or
others
Volunteers
comments but
lacks depth, may
or may not lead
to other questions
from students
Struggles but
participates,
occasionally offers a
comment when
directly questioned,
may simply restate
questions or points
previously raised, may
add nothing new to the
discussion or provoke
no responses or
question
Does not
participate
and/or only
makes
negative or
disruptive
remarks,
comments
are
inappropriate
or off topic
Resource/Document
Reference
Clear reference to
text being discussed
and connects to it to
other text or
reference points
from previous
readings and
discussions
Has done the
reading with some
thoroughness, may
lack some detail or
critical insight
Has done the
reading; lacks
thoroughness of
understanding or
insight
Has not read the entire
text and cannot sustain
any reference to it in
the course of
discussion
Unable to
refer to text
for evidence
or support of
remarks
Active Listening
Posture, demeanor
and behavior clearly
demonstrate
respect and
attentiveness to
others
Listens to others
most of the time,
does not stay
focused on other's
comments (too busy
formulating own) or
loses continuity of
discussion. Shows
consistency in
responding to the
comments of others
Listens to others
some of the time,
does not stay
focused on
other's comments
(too busy
formulating own)
or loses
continuity of
discussion.
Shows some
consistency in
responding to the
comments of
others
Drifts in and out of
discussion, listening to
some remarks while
clearly missing or
ignoring others
Disrespectful
of others
when they
are speaking;
behavior
indicates
total non-
involvement
with group
or discussion
Lesson 4
Learners will complete discussion based on a rubric that requires them to use the given levels to create
individual quizzes. You will be given the 5 students will their reading levels.
5 4 3 2 1
Quality of
Comments
Timely and
appropriate
comments,
thoughtful and
reflective, responds
respectfully to other
student's remarks,
provokes questions
and comments from
the group
Volunteers
comments, most are
appropriate and
reflect some
thoughtfulness,
leads to other
questions or
remarks from
student and/or
others
Volunteers
comments but
lacks depth, may
or may not lead
to other questions
from students
Struggles but
participates,
occasionally offers a
comment when
directly questioned,
may simply restate
questions or points
previously raised, may
add nothing new to the
discussion or provoke
no responses or
question
Does not
participate
and/or only
makes
negative or
disruptive
remarks,
comments
are
inappropriate
or off topic
Resource/Document
Reference
Clear reference to
text being discussed
and connects to it to
other text or
reference points
from previous
readings and
discussions
Has done the
reading with some
thoroughness, may
lack some detail or
critical insight
Has done the
reading; lacks
thoroughness of
understanding or
insight
Has not read the entire
text and cannot sustain
any reference to it in
the course of
discussion
Unable to
refer to text
for evidence
or support of
remarks
Active Listening
Posture, demeanor
and behavior clearly
demonstrate
Listens to others
most of the time,
does not stay
Listens to others
some of the time,
does not stay
Drifts in and out of
discussion, listening to
some remarks while
Disrespectful
of others
when they
respect and
attentiveness to
others
focused on other's
comments (too busy
formulating own) or
loses continuity of
discussion. Shows
consistency in
responding to the
comments of others
focused on
other's comments
(too busy
formulating own)
or loses
continuity of
discussion.
Shows some
consistency in
responding to the
comments of
others
clearly missing or
ignoring others
are speaking;
behavior
indicates
total non-
involvement
with group
or discussion


Lesson 4- Differentiated
Learners will complete discussion based on a rubric that requires them to use the given levels to create
individual quizzes. You will give step by step instructions.
NAME ____________________ DATE __________________
CRITERIA points
4 3 2 1


Contents/facts



Facts were
accurate for all
events reported
on the timeline
Facts were
accurate for at
least 80% of all
events reported on
the timeline
Facts were
accurate for at
least 60% of the
events reported on
the timeline.
Facts were often
inaccurate for
events reported
on the timeline


_____


Dates


All dates
indicated on
timeline are
correct and are
sequenced in the
proper order
At least 1 of the
dates or sequences
is not in the proper
order
At least 2 of the
dates or sequences
are
not in the proper
order
At least 3 of the
dates or
sequences are
not in the proper
order


_____

Learning of
content

The student can
accurately
describe 75% or
more of the
events on the
timeline without
referring to it and
quickly determine
which of two
events came first
The student can
accurately describe
50% of the events
on the timeline
without referring
to it and can
quickly determine
which of the two
events occurred
first
The student can
describe any event
on the timeline if
allowed to refer to
it and can
determine which of
tow events
occurred first
The student
cannot use the
timeline
effectively to
describe events
or to compare
events.




_____

resources
The timeline
contained at least
9 events related
The timeline
contained at least 7
events related to
The timeline
contained at least
5 events related to
The timeline
contained less
than 5 events


_____
to the topic the topic the topic related to the
topic



total

_____












Assessment 5
Rubric for Final Assessment
NAME ____________________ DATE __________________

Unacceptable
(0 Point)
Passing
(1 Point)
Acceptable
(2-3 Points)
Target
(4-5 Points)

Introduction Screencast does not
include an introduction.
-Purpose of screencast
unclear
-Lacks appeal or
relevance for audience.
-Name stated, but not
clear.
-Purpose of screencast is
clearly stated
-Appeals to audience
with a question or hook.
-Introduces screencast.
-Purpose of screencast
clearly & creatively
stated
-Draws the audience in
with compelling
questions or exciting
hook.
-Screencast introduced
topic not only clearly,
but creatively as well. /5
Content

Content of the screencast
does not adequately cover
the selected topic.
-Some ideas are
inaccurate
-Some ideas are out of
order
-Includes only 1 main
-All information is
accurate
-All information is on-
topic & presented in a
logical order
-All information is
accurate and sources
are cited
-All information is on-
topic & presented in a
/10


Sequence Description Objective
1 The learner will be given a picture of the buttons from the book
adventure program; the learner will identify the buttons and their
functions.
1
2 The learner will use the screenshot method; the learner will be able to
demonstrate their understanding of assigning leveled books.
2
3 The learner will be given a list of book levels; the learner will be able to
describe how to create individual quizzes.
3
4 The learner given a list of book levels, the learner will be able to
describe how to create individual quizzes.
3
5 After completing the instructional unit, the learner will demonstrate
their ability to use have students who are on different levels be put in
the computer, and successfully assign them their needed material.

Terminal

Learning- related sequencing will be used for this instructional unit. The teachers will advance through
instruction of previously learned skills. The learner will be familiar with technology, which will help them with
a few difficulties they may experience. The instruction is set up to walk the learners through the process of
creating different task on book adventure so that they are able to help raise the students reading level. When the
sequence of events are complete, the learner will obtain mastery of the book adventure reading program and
will be able to create to meet their students needs for raising their reading levels.
idea
-Application of term is
incomplete or doesnt
make sense.
-Includes at least 2 main
ideas that describe the
term
-Includes at least 1
application of this term
-Length of Screencast
kept the audience
focused, but not fully
engaged
-Length was mostly
fitting for the topic.
logical order
-Includes more than 2
main ideas that
describe the term
-Includes 2 or more
applications of this
term -Length of
Screencast kept the
audience fully engaged
-Length was fitting for
the topic.
Audio Audio is difficult to hear
without headsets or is
otherwise distorted.
Pace of the narration is
adequate; audio has
some drop out.
-Well-rehearsed &
almost always smooth
delivery
-Voice is clear and
expressive
-Voice volume fits
presentation
-Some extra noise or
dead space that does not
interfere with meaning.

/5
20 Possible Points
20
Lesson 1: Introduction to the Book Adventure Program
Objective 1: Given a picture of the buttons from the book adventure program, the learner will be able to
identify the buttons and their functions.
Enabling Objectives:
1A. Discuss the functionality of the buttons together.
1B. Identify each of the buttons on the book adventure page.
1C. List the functions of each of the book adventure buttons.

Initial Presentation: The learners will post in an online class discussion about their knowledge on using an online
reading program and how to create their own quiz for the program. The learners will be presented with a screenshot
of the button from the book adventure program. The learners will be guided through each button and their function.
Using an online discussion will give the student an opportunity to use what they already know about online reading
programs and build off that knowledge when completing the task. (Morrison, Ross, Kemp, & Kalman, 2013)

Generative Strategy: Learners will be shown the different buttons of the book adventure program. The learners will
also be shown the function of the buttons. (Morrison, Ross, Kemp, & Kalman, 2013) Each learner will be given the
opportunity to post questions in a general discussion board. This allows the learner to be answered by their peer or
instructor. The discussion will be problems that they are experiencing when creating their book adventure account.
The learner will be required to identify each button on the book adventure website. They will be required to
complete a brief summary of each one of the button functions.

Lesson 2: Understand the basic steps to assigning a book
Objective 2: Using the screenshot method, the learner will be able to demonstrate their understanding of
assigning leveled book.
Enabling Objectives:
2A. Analyze the functionality of the assigning books tab.
2B. Demonstrate how to assign books based on students individual levels.
2C. Describe how to assign book deadlines to individual students.

Initial Presentation: Learners will be introduced to screencasting. Learners will be given a video to explain
screencasting. The learners will be guided through assigning books based on the students individual reading
level. Learners will be given a how to guide to follow.
Generative Strategy: Learners will be given a list of students and their reading levels. The learners will be
required to create their class list with their correct individual levels. (Morrison, Ross, Kemp, & Kalman, 2013)
The learners will be required to create a screenshot of their class list and the reading levels.

Lesson 3: Inserting Individual Quizzes
Objective 3: Given a list of book levels, the learner will be able to describe how to create individual quizzes.
Enabling Objectives:
3A. Distinguish between creating a quiz and selecting a quiz that is already made.
3B. Analyze the appropriate quiz delivery questions.
3C. Identify how to send quizzes to individual students.

Initial Presentation: Learners will be given a video to learn how to create a quiz in the Book Adventure
program. (Kerr, 2011). The learners will be given steps to practice creating a quiz and assigning a quiz. The
learner will walk through the steps to practice the skills.
Generative Strategy: The learners will complete a brief powerpoint based on a checklist that requires them to
distinguish between creating a quiz and selecting a quiz that is already made. (Morrison, Ross, Kemp, &
Kalman, 2013).
Lesson 4: Using book levels to assign quizzes
Objective 3: Given a list of book levels, the learner will be able to describe how to create individual quizzes.
Enabling Objectives:
3A. Distinguish between creating a quiz and selecting a quiz that is already made.
3B. Analyze the appropriate quiz delivery questions.
3C. Identify how to send quizzes to individual students.

Initial Presentation: The learners will be given the same video to watch from the previous lesson to review the
skills. (Morrison, Ross, Kemp, & Kalman, 2013). The learners will be given a set of directions for creating
quizzes.
Generative Strategy: Learners will be using the book adventure program to assign books to students. The
learners will use the procedural list that was given to them. This allows the students to refer to resources when
assigning quizzes. ( Hilbert, Renkl, Schworm, Kessler, & Reiss, 2008).
Lesson 5: Completing the book Adventure Process
Terminal Objective: After completing the instructional unit, the learner will demonstrate their ability to use
have students who are on different levels being put in the computer, and successfully assign them their needed
material.

Initial Presentation: Learners will be presented with a group of mock students and their reading levels. This will
be given to the students through a document. They are expected to complete the task by creating a class,
assigning them books, and assigning them quizzes. This will be a way for the learners to practice the skills that
they learned in this course. Learners will be given the instructions for finding out how to track student progress.
Generative Strategy: The learner is given a rubric. The learner will have access to the technology that they need
to complete the task. The learners will be able to review their past work, ask questions, and also give others tips
with the program ((Morrison, Ross, Kemp, & Kalman, 2013). Each one of the learners will be required to come
up with their very own individual mock student to show their understanding of the book adventure program.
The learner will be required to input the student in the class roster, assign the student a leveled book, assign
leveled quizzes, and go in and pull the students overall growth. The learner will create a screenshot of each step
and submit it to the instructor.


References
About UDL: Learn the Basics. (2013, October 24). Retrieved from National Center on Universal
Design for Learning: http://www.udlcenter.org/aboutudl/udlguidelines

Hilbert, T.S., Renkl, A., Schworm, S., Kessler, S. and Reiss, K. (2008), Learning to teach with
worked-out examples: a computer-based learning environment for teachers. Journal of Computer
Assisted Learning, 24: 316332. doi: 10.1111/j.1365-2729.2007.00266.x

Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. K. (2013). Designing Effective
Instruction, 7
th
Edition. John Wiley & Sons.

Kerr, S. (2011). Tips, Tools, and Techniques for Teaching in the Online High School Classroom.
Techtrends: Linking Research & Practice To Improve Learning, 55 (1), 28-31.

























Design of Instruction
Instructional
Strategies
Goals Objectives UDL Assessments
Lesson 1:
Introduction to
the Book
Adventure
Program

The learner will
be able to
identify the main
buttons and their
functions of the
book adventure
program.

Learners will
identify the main
buttons and their
functions.


Objective 1:
Given a picture
of the buttons
from the book
adventure
program, the
learner will be
able to identify
the buttons and
their functions.
Enabling
Objectives:
1A. Discuss the
functionality of
the buttons
together.
1B. Identify each
of the buttons on
the book
Multiple means
of representation
by using
different ways
the information
is presented to
the learners.
The assessment
will be a fill in
the blank.
adventure page.
1C. List the
functions of each
of the book
adventure
buttons.

Lesson 2::
Understand the
basic steps to
assigning a book

The learner will
be able to use the
sreenshot method
to demonstrate
their knowledge
on assigning
leveled books to
individual
students.
Learners will
analyze the
functionality of
assigning books.

Demonstrate
how to assign
leveled books.
Objective 2:
Using the
screenshot
method, the
learner will be
able to
demonstrate their
understanding of
assigning leveled
book.
Enabling
Objectives:
2A. Analyze the
functionality of
the assigning
books tab.
2B. Demonstrate
how to assign
books based on
students
individual levels.
2C. Describe
how to assign
book deadlines to
individual
students.

Multiple means
of expression
because learners
will have the
opportunity to
write their
assignment if
they are not able
to create a
screencast.
The assessment
will require the
learner to use the
given class roster
with individual
reading levels to
assign leveled
books to
students. A
rubric will be
given to the
learners.
Lesson 3:
Inserting
Individual
Quizzes

The learner will
create a quiz in
the book
adventure
program.
Learners will
begin to
understand how
to assign quizzes
to individual
students.
Objective 3:
Given a list of
book levels, the
learner will be
able to describe
how to create
individual
quizzes.
Enabling
Multiple means
of representation
because the same
information is
provided in
different ways to
the learner.


The learner will
use a rubric to
create a
powerpoint that
will go over the
difference
between creating
a quiz and
selecting a quiz.
Objectives:
3A. Distinguish
between creating
a quiz and
selecting a quiz
that is already
made.
3B. Analyze the
appropriate quiz
delivery
questions.
3C. Identify how
to send quizzes
to individual
students.

Lesson 4: Using
book levels to
assign quizzes

The learner will
assign individual
quizzes to
students.
Learners will
practice
assigning quizzes
to students.
Objective 3:
Given a list of
book levels, the
learner will be
able to describe
how to create
individual
quizzes.
Enabling
Objectives:
3A. Distinguish
between creating
a quiz and
selecting a quiz
that is already
made.
3B. Analyze the
appropriate quiz
delivery
questions.
3C. Identify how
to send quizzes
to individual
students.

Multiple means
of expression
because learners
are able to
express
themselves
through written
material.

The learners will
practice
assigning
individual
quizzes to the
students. The
learners will post
their feelings in
the discussion
section. A rubric
will be provided
for the learner.
Lesson 5: Learners will use Terminal The project This will be their
Completing the
book Adventure
Process

Students will use
the skills they
have learned and
practiced
throughout the
course.
the skills
complete a final
project that
requires them to
use the skills
they used to
create a model
student.
Objective: After
completing the
instructional unit,
the learner will
demonstrate their
ability to use
have students
who are on
different levels
being put in the
computer, and
successfully
assign them their
needed material.

allows for
multiple means
of expression and
multiple means
of representation
in that the learner
can choose their
students and the
levels. This will
also allow the
learner to feel
like they have
control over the
students, their
levels, and
quizzes. Learners
will have access
to all the material
from the course
available to them
from. The will be
given extended
time if needed.

final assessment.
The learners will
create their own
model student
and go through
each one of the
steps to show
their overall
understanding of
the book
adventure
program. A
rubric will be
given to students.

Formative Evaluation Plan
In order to evaluate the effectiveness of instruction, the learners will be given a questionnaire that they
will be asked to complete. This study will be given at the end of the course. The questionnaire will cover
questions about instructional methods, the effectiveness of instructional course, and feedback on assessments.
The evaluations will be used to evaluate the structure of the course and the delivery of the instruction. The
evaluation will show the evaluator things that might need to be reevaluated for the course.
The subject- matter expert will be given an interview. This will be done using the questionnaire method.
The comments that the subject matter give will be analyzed. This will allow the program to get an idea of what
areas need to be improved and which ones worked well for this type of course.

Subject- Matter Expert Interview Questions
1. Was the instruction effective at meeting the instructional objectives?
2. Did you feel that the delivery methods of instruction benefitted the effectiveness of the instruction?
3. Did you feel that the course materials were used effectively?
4. If you could give any suggestions for improving the course what would it be?
5. What other methods of instruction do you think would have advanced the instruction?
Questionnaire
1. What did you like about the online module?

2. What did you not like or find difficult?

3. Did you prefer the videos or slide show presentations?

4. Did you prefer the photos or audio commentary?

5. How often did you review previous sections?

6. Was the module easy to navigate through?

7. Were the questions easy to understand?

8. How do you think the online module could be improved?

9. Do you have any suggestions for future online modules?

The data will be analyzed by using surveymonkey.com. By evaluating the subject matter expert and the learner
interview it will allow me to make changes for future online modules. This will also allow me as the instructor
to gain valuable knowledge of the layout of the program.