Student/Client Instruction Plan Form

Demographics Section
This first section of the student/client instructional plan project assignment is to give you the opportunity to explore the demographics
and characteristics of a district, school, or other work environment in relation to the learners in their respective learning environments.

Major Components of this section:

 Identify a school/district. If you work in a non-educational setting, identify your work environment.
 Describe a variety of community, school, media center, and classroom factors that might impact student/client learning. These
could include geographic location, community demographics, socioeconomic profile, physical features of school or work
setting, media center, or classroom setting, availability of equipment/technology and other resources, etc. If you are in a non-
educational setting, describe the work environment, workers in the environment, clients/customers, and other characteristics
that could impact learning.
 Describe the characteristics of the students, such as age, gender, race/ethnicity, exceptionalities (disability and giftedness),
developmental levels, culture, language, interests, learning styles or skill levels. If you are in a non-educational setting,
describe the range of workers in the environment and the clients/customers.
 Describe how the various demographics and characteristics would help determine the type of assessments you would use
before, during, and after instruction.
 Describe how the various demographics and characteristics would help determine the types of instructional activities most
appropriate for the situation.

Demographic information can be found on district, school websites, business or institution websites. Public school district, school and
student demographics can also be found at: http://gosa.georgia.gov/ Click on the Research and Data tab, click on Downloadable
Education Data and Interactive Education Data Map to see information. If you are in a private or independent school you should also
be able to gather school demographic information from your school.
Enter your demographic information in the table below:
Name of School/District/Worksite
School/District/Worksite Demographics
Learner Characteristics
Madras Middle School, Coweta County Schools, Social Studies Department
District:
The Coweta County School System (CCSS) educates the students of Coweta County.
Coweta County has a population of 133,416 people that make up the following: White
71.9%, Black 17.6%, Hispanic 6.7%, Multiracial 1.7%, Asian 1.7%
The median household income is $62,461.
The system ratio is 29:1 for student to teacher in grades (6-8).
The system is made up of 28 schools: elementary (19), middle (6), and high (3).
School:
Madras Middle School is the largest of the six middle schools within Coweta County.
The school serves 1100+ students that make up the following demographics:
White 71%, Black 13%, Hispanic 9%, Multi-racial 5%, Asian 2%, American
Indian/Alaskan 1%, Free/reduced school lunch students 26%, Students with disabilities
8%, English Language Learners (ELL) students 1%
The school ratio is 18:1 for student to teacher.
CCSS has implemented 1:1 technology for all students in grades 3-12. In order to
provide all students with access to technology in grades K-2, the county provides
students will access to Promethium Boards, Computer Labs, IPads, and classroom sets
of Chromebooks.
The Social Studies class that I will be focusing on is comprised of 27 students. The

Potential Demographic Impact on
Assessment
Potential Demographic Impact on
Instructional Strategies/Activities
class is comprised of students under General Education, Gifted Education, and Special
Education. Class demographics include: 70% male (19), 30% females (8). 78% White,
19% Black, 11% Multiracial, 3% Hispanic. 30% (8) students require SPED services.
26% of the class is gifted (7 students).
Auditory and Visual learning styles are used to facilitate my general and gifted student
population. Kinesthetic learning is adopted into our learning environment to further aid
my special education student population.
The potential demographic impact on assessments are listed below:
Special Education- depending on students’ disabilities, assessments will need to be
altered to accommodate their specific learning disabilities. Some students will need
assessments read-aloud, questions may need to be rewritten to reflect individual student
Lexile levels, while others will need additional time to complete each assessment.
Section 504- students with medical problems may be absent for extended periods of
time. Students in a hospital/homebound situation may need assistance from a HHB
teacher/proctor in order to take assessments upon mastery of class content/activities.
Free/Reduced Lunch- these students may not have the resources available in order to be
academically successful in class. These resources may include but are not limited to
reliable internet access, money to purchase needed daily school supplies, and
parental/guardian support.
The potential demographic impact on instructional strategies/activities are listed below:
Special Education- students will need instruction based on the students’ IEP
accommodations and the assistance of a special education teacher. Students may need to
be pulled into a smaller setting for small group instruction.
Gifted Education- Students will be given the opportunity to further their Higher Order
Thinking skills through extension activities. Students will have scheduled days
dedicated to HOTS questions and a chance to dive deeper into our unit’s standards.
 Section 504- students will need copies of class materials such as, notes, activities, etc.
These materials can be posted in Google Classroom setting depending on the students’
ability to access reliable internet/technology. Students who are in a hospital/homebound
(HHB) situation will need help from a HHB teacher/coordinator.

Free/Reduced Lunch- students may need to be provided ALL materials in order to

complete class activities. Students may need additional time or altered assignments in
order to complete activities within the students means.

Standards Identification Section

Grade Level/Client Group Selected The group selected are all current 8th grade students in my Social Studies classes at
Madras Middle School for the 2017-2018 school year.
Content or Information Area Selected 8th Grade Social Studies

Specific Georgia Performance Standards or Historical Understandings

Common Core Curriculum Standards
(include the actual standards, not just the
number/letter designations)
SS8H5 Analyze the impact of the Civil War on Georgia.
a. Explain the importance of key issues and events that led to the Civil War; include
slavery, states’ rights, nullification, Compromise of 1850 and the Georgia Platform, the
Dred Scott case, Abraham Lincoln’s election in 1860, and the debate over secession in
Georgia.
b. Explain Georgia’s role in the Civil War; include the Union blockade of Georgia’s
coast, the Emancipation Proclamation, Chickamauga, Sherman’s Atlanta Campaign,
Sherman’s March to the Sea, and Andersonville

L6-8RHSS7: Integrate visual information (e.g., in charts, graphs, photographs, videos,

or maps) with other information in print and digital texts.

st
Correlation of AASL Standards for 21
Century Learner Standards that could
support the specified Georgia Performance
(georgiastandards.org)
1.1 Skills
1.1.2 Use prior and background knowledge as context for new learning.
1.1.6 Read, view and listen for information presented in any format (e.g., textual, visual,
Standards or Common Core Standards:
(include the actual standards and indicators, 1.2 Dispositions in Action
not just the number designations)
media, digital) in order to make inferences and gather meaning.
1.2.2 Demonstrate confidence and self-direction by making independent choices in the
selection of resources and information.
1.2.3 Demonstrate creativity by using multiple resources and formats.
1.3 Responsibilities
1.3.1 Respect copyright/intellectual property rights of creators and producers.
1.3.5 Use information technology responsibly.
1.4 Self-Assessment Strategies
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry
process.
1.4.4 See appropriate help when it is needed.
2.1 Skills
2.1.2 Organize knowledge so that it is useful.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make
decisions, and solve problems.
2.2 Dispositions in Action
2.2.4 Demonstrate personal productivity by completing products to express learning.
2.3 Responsibilities
2.3.1 Connect understanding to the real world.
2.3.3 Use valid information and reasoned conclusions to make ethical decisions.
2.4 Self-Assessment Strategies
2.4.3 Recognize new knowledge and understanding.
3.1 Skills
3.1.4 Use technology and other information tools to organize and display knowledge and
understanding in ways that others can view, use, and assess.
3.1.6 Use information and technology ethically and responsibly.
3.3 Responsibilities
3.3.2 Respect the differing interests and experiences of others and seek a variety of
viewpoints.
3.3.6 Use information and knowledge in the service of democratic values.
3.3.7 Respect the principles of intellectual freedom.

Correlation of ISTE Technology Standards
that could support the specified Georgia
Performance Standards or Common Core
Standards: (include the actual standards
and indicators, not just the number
designations)
3.4 Self-Assessment Strategies
3.4.2 Assess the quality and effectiveness of the learning product.
4.1 Skills
4.1.8 Use creative and artistic formats to express personal learning.
4.2 Dispositions in Action
4.2.1 Display curiosity by pursuing interests through multiple resources.
4.3 Responsibilities
4.3.1 Participate in the social exchange of ideas, both electronically and in person
4.4 Self-Assessment Strategies
4.4.1 Identify own areas of interest.
4.4.3 Recognize how to focus efforts in personal learning.
ISTE Standards for Educators
3. Educators inspire students to positively contribute to and responsibly participate in
the digital world.
a. Create experiences for learners to make positive, socially responsible
contributions and exhibit empathetic behavior online that build relationships and
community.
b. Establish a learning culture that promotes curiosity and critical examination of
online resources and fosters digital literacy and media fluency.
1. Educators design authentic, learner-driven activities and environments that recognize
and accommodate learner variability.
a. Use technology to create, adapt and personalize learning experiences that foster
independent learning and accommodate learner differences and needs.
c. Explore and apply instructional design principles to create innovative digital
learning environments that engage and support learning.
6. Educators facilitate learning with technology to support student achievement of the
ISTE Standards for Students.
c. Educators manage the use of technology and student learning strategies in digital
platforms, virtual environments, hands-on makerspaces or in the field.
d. model and nurture creativity and creative expression to communicate ideas,
knowledge, or connections.
ISTE Standards for Students
2. Students recognize the rights, responsibilities and opportunities of living, learning and
working in an interconnected digital world, and they act and model in ways that are safe,
legal and ethical.

b. Students engage in positive, safe legal and ethical behavior when using
technology, including social interactions online or when using networked
devices.

3. Students critically curate a variety of resources using digital tools to construct

knowledge, produce creative artifacts and make meaningful learning experiences for
themselves and others.
d. Students build knowledge by actively exploring real-world issues and problems,
developing ideas and theories and pursuing answers and solution.

2. Students communicate clearly and express themselves creatively for a variety of

purposes using the platforms, tools, styles, formats and digital media appropriate to
their goals.
a. Students choose the appropriate platforms and tools for meeting the desired
objectives of their creation or communication.
b. Students create original works or responsibly repurpose or remix digital
resources into new creations.
c. Students communicate complex ideas clearly and effectively by creating or using
a variety of digital objects such as visualizations, models or simulation.

Content Analysis
To complete a content analysis, you will review the content you plan to cover in your lesson/activity. In the box below, you can list or
outline a summary of the most important content ideas, concepts, facts the students/clients will work with during the lesson/activity
you plan. Instead of typing in the box you can create a visual representation of the content.

The students will develop an Historical Understanding by:

 Students will be able to explain how slavery, states’ rights, and economic differences led to tension between the North and
South prior to the Civil War.
 Students will be able to explain how events such as the Nullification Controversy, Compromise of 1850/Georgia Platform, the
Dred Scott Case, and the election of 1860 contributed to the beginning of the American Civil War.
 Students will be able to compare and contrast each side of Georgia’s debate over secession.
 Students will be able to locate and describe the impact of Emancipation Proclamation, Chickamauga, the Union Blockade of
Georgia’s coast, Sherman’s Atlanta Campaign, Sherman’s March to the Sea, and Andersonville.

Now you are ready to begin planning the lesson/activity:

Step 1 Needs Assessment

The needs assessment step is the first step in the instructional design process. Basically, in the needs assessment process the instructor
is trying to find out what the students/clients already know so the instructor can plan appropriate instruction. The purpose of this step
is to establish the content around which the instruction is to be designed. Typically, content is derived from curriculum guides and
textbooks but even then, decisions must be made in order for the curriculum to match the students. The Georgia Performance
Standards and Common Core Standards make it even more critical that this step be included in the planning process because most
schools are not using textbooks – they are relying on the media center and on-line materials. Needs assessment is important in order
for curriculum to move students forward from where they are. A needs assessment is a process that consists of the determination of
gaps in results between what is and what should be. Three important points make the needs assessment process unique, powerful, and
different from the typical process in determining content:
 The needs assessment process concentrates on results rather than on means.
 The content that is determined by using the needs assessment procedure is content that has not been mastered by the student/
clients.
 The needs assessment procedure recognizes that a value judgment is involved.
A needs assessment procedure is used as the first step in the instructional design process because it is desirable that the content is
seen in terms of student/client learning outcomes, is systematically and carefully selected, and has not been previously mastered.
There are five sources and procedures for determining what ought to be taught based on:
 established standards.
 what is being taught somewhere else.
 what will be needed in the future.
 asking the population to be taught.
 requests from students/clients.
Step or Phase Task to be Considered This column is where you will type your information
Phase 1 Generate Goals - Goals List some general goals for The 8th grade Social Studies student goals for Historical
are generated with respect to the the content area and grade Understanding are to:
subject matter that ought to be level selected.  explain how slavery, states’ rights, and economic differences
mastered. These goals can result led to tension between the North and South prior to the Civil
from studying course syllabi, War.
processing survey results,  explain how events such as the Nullification Controversy,
responding to requests from Compromise of 1850/Georgia Platform, the Dred Scott Case,
students, or reviewing many other and the election of 1860 contributed to the beginning of the
input categories. American Civil War.
 compare and contrast each side of Georgia’s debate over
secession.
 accurately locate and explain the impact of Emancipation
Proclamation, Chickamauga, the Union Blockade of Georgia’s
coast, Sherman’s Atlanta Campaign, Sherman’s March to the
Sea, and Andersonville.

Phase 2 Rank Goals – Whoever is
involved should be asked to rank
the goals statements as to
perceived importance.
Rank the goals generated,
listing the most important
goal first.
1. explain how slavery, states’ rights, and economic differences
led to tension between the North and South prior to the Civil
War.
2. explain how events such as the Nullification Controversy,
Compromise of 1850/Georgia Platform, the Dred Scott Case,
and the election of 1860 contributed to the beginning of the
American Civil War.
3. compare and contrast each side of Georgia’s debate over

Phase 3 Determine Extent to
Which Goals have already been
met –
Assess Prior Knowledge – the
result of this determination is a
discrepancy statement describing
the difference between what ought
to be and what is – that is, the
need.
Phase 4 Prioritize Needs – this
step is a needs analysis. Questions
are asked regarding the probability
of obtaining a particular goal
given the resources available and
the existing learning environment.
The ranking that from this step
might differ from Phase 2.
Although a goal may have
received high priority in the initial
listing, resources required, and
secession.
4. accurately locate and explain the impact of Emancipation
Proclamation, Chickamauga, the Union Blockade of Georgia’s
coast, Sherman’s Atlanta Campaign, Sherman’s March to the
Sea, and Andersonville.
Describe the types of The following assessments will be used to assess students’ prior
information and how that knowledge:
information could be
gathered that would help Civil War Pretest- Students will take a 25 question Pretest in order
determine which goals the to assess students’ prior knowledge of the American Civil War. The
students have already met pretest is aligned with the Georgia State Standards that reflect
through previous students end mastery goals.
instruction.
Mind Maps- One concept circle will be provided and include the
word: Civil War. Students will be asked to make as many links as
possible using their own knowledge about the American Civil War.
Students will be asked to share their thoughts in order to create a
class mind map, displaying the entire classes prior knowledge.
Draw What You Know- Some students will be asked to illustrate a
picture to convey their knowledge about the American Civil War.
(This would be a modification for students with special needs.)
After prior knowledge has Based on the students’ performance on the assessments the ranking
been assessed describe in Phase 2 will most likely change. Since this assessment has not
which instructional needs yet been performed, the goals in Phase 2 will remain the same.
or concepts need the most
attention. *Students typically struggle with the compromises during the war.
This may cause a need to raise the priority of this goal in order to
devote more attention and time in teaching this area.
realization of the goal might result
in a lower priority for actual
implementation.

Step 2 Learner Analysis

The learner analysis step is extremely important in the instructional design process. Many instructional designers place this step at the
same level as the instructional objectives step. Together these two steps provide the foundation for all that transpires in the
instructional process. Once it has been determined what successful students are expected to be able to do, and the unique ways in
which each student/client learns, the probability that appropriate materials and activities will be used is greatly enhanced. Learner
analysis is the identification of characteristics of the learner that will influence the selection of instructional materials and activities.
Step or Phase Task to be Considered This column is where you will type your information
Student Learning Styles Describe process used to Multiple Intelligence Surveys are given out at the beginning of the
The text describes both determine the learning year in order to help the teacher discover the students learning
unidimensional procedures and styles of the students and styles. The surveys will be given through a website since students
multidimensional procedures to the information gained. have access to 1:1 technology. Observations made throughout the
identify learner characteristics. year will also guide the teacher’s discovery of learning styles.
Once learning styles have been discovered and established, the
teacher can then effectively group students to lessen frustration
and hopefully increase student learning in the classroom.
Learning Tools Inventory Describe process used to Based on the students’ prior knowledge assessments from Phase 3,
The text presents the philosophy determine the most I should have a good understanding of how much the students
that successful learners possess a effective learning know about the new standards.
variety of learning tools that tools/strategies to be used
enable them to acquire and in the instructional unit. Learning tools/strategies will also be based on the use of Multiple
process information successfully. Intelligence Surveys and teacher observations. The following
These tools are often thought of tools/strategies will be used:
as critical thinking skills or as
metacognitive abilities.  Gallery Walks
 Choice Boards
 Grouping (Whole and Small)
 Quizizz
 Kahoot
 Quizlet
 Step 3 Instructional Objectives
In the first step of the instructional design process, needs assessment, the instructional content was determined, and broad goals were
identified. Usually goals are very broad and are not written in measurable terms. The purpose of the instructional objectives step is to
translate the instructional goals into instructional objectives. For a particular instructional goal, the instructional objectives answer the
question, “What will a learner be able to do when the goal has been met?”
Step or Phase Task to be Considered This column is where you will type your information
Primary Objectives typically have Develop at least five 1. SS8H5a Student will explain to the teacher or a student how
four components: primary slavery, states’ rights, and economic differences led to tensions
* Description of the learner measurable/observable between the North and South prior to the Civil War. Students
* Description of the behavior that instructional objectives for will complete this task based on a rubric with 85%-100%
will demonstrate that the goal has the instructional unit based accuracy.
been reached on the goals developed in 2. SS8H5a Students will be able to explain to their peers the
* Description of the conditions Step 1. Indicate the importance of compromise. Students will work in small groups
under which the behavior will be Georgia Performance to develop compromises to different controversial school
performed Standards or Common issues. Students will complete this task based on a rubric at
* Description of the degree to Core Standards and AASL 90% accuracy.
st
which the stated behavior must Standards for 21 Century 3. SS8H5a Students will be able to debate each side of Georgia’s
occur for the instruction to be Learner and ISTE debate over secession. Students will have to research Georgia’s
judged successful Technology Standards that opinions about secession and argue one of the two sides. This
support the objectives. will be completed with 100% accuracy.
4. SS8H5b Students will be able to locate on a map and write an
accurate description the impact of the Emancipation
Proclamation, Chickamauga, the Union Blockade of Georgia’s
coast, Sherman’s Atlanta Campaign, Sherman’s March to the
Sea, and Andersonville. This will be completed with 100%
accuracy.
5. SS8H5b Students will be able to accurately depict and describe
life at Andersonville Prison during the American Civil War.
Students will create a Google Slides presentation informing
classmates of the cruel treatment of POW’s. This will be
completed based on a rubric with 85%-100% accuracy.
 1.1.6 Read, view and listen for information presented in any
format (e.g., textual, visual, media, digital) in order to make
inferences and gather meaning.
2.1.4 Use technology and other information tools to analyze and
organize information.
2.1.5 Collaborate with others to exchange ideas, develop new
understandings, make decisions, and solve problems.
3.1.4 Use technology and other information tools to organize and
display knowledge and understanding in ways that others can
view, use, and assess. (AASL)

2. Students recognize the rights, responsibilities and opportunities

of living, learning and working in an interconnected digital
world, and they act and model in ways that are safe, legal and
ethical.

3. Students critically curate a variety of resources using digital

tools to construct knowledge, produce creative artifacts and
make meaningful learning experiences for themselves and
others. (ISTE)

Step 4 Assessment of Student/Client Performance

This fourth step in the instructional design process is planning the assessment of student performance. Many educators augment or
replace traditional testing with what is referred to as authentic assessment which is ongoing, open ended, and in real-life contexts.
Assessment must measure how well students have mastered the objectives; assessment must be reliable; assessment must allow
students to demonstrate what they know rather than what they do not know; assessment must provide feedback on the effectiveness
of instructional techniques, materials, and activities. Authentic assessment must be based on authentic content. Material should be
based on important concepts and assessment should be directly related to those concepts. Material should be consistent with state,
district, and school curriculum guidelines to provide continuity for students. Real-life experience should serve as a base for the
material. The developmental progression of students must be taken into account. When background is missing, that information must
be included in the material. Material should require higher level thinking. The appropriateness of the assessment for the content being
taught and the effectiveness of the activities and instructional strategies will both reflect the successfulness of teaching and learning.
Step or Phase
Assessment Strategies
Four questions can guide the
development of assessments:
* What do you want students to
know and be able to do?
* What will count as acceptable
performance?
* How can you ensure expert
judgments?
How can you provide feedback?
Task to be Considered This column is where you will type your information
Describe the variety of All elements of the Historical Understandings standard will be
assessment strategies to be mastered by the student from 85%-100% accuracy.
used throughout the
instructional unit to Students will be judged based on a series of rubrics. Some rubrics
determine the extent to will be leveled depending on students learning ability/disabilities
which the students to ensure fair judgement. Students will receive constructive
achieved the primary teacher feedback for each assignment completed. Feedback will be
objectives indicated in Step given verbally or electronically through Google Classroom when
3. assignments are submitted.
All assessments will be completed using technology.

Step 5 Strategies and Activities Development

At some point in the planning process, decisions must be made regarding strategies that will facilitate learning and the activities the
students will be involved in during instruction. Usually these strategies and activities are determined after instructional objectives are
selected and after the learner analysis is conducted. The development of instructional objectives and information gathered through the
learner analysis are the foundation for the selection of strategies and activities.
Learning strategies are employed to assist the learner in acquiring, interpreting, broadening, retaining, and using knowledge.
Learning strategies help students get ready to learn, obtain information, learn information, and manage their learning process.
Learning activities consist of the action to be taken by the students, the social configurations of the learning situations, and the source
of guidance available to them.
The instructional team should plan strategies and activities based upon the level of learning specified in the instructional objectives,
the learner characteristics, and the teacher’s judgment as to the range of instructional activities feasible.
Step or Phase Task to be Considered This column is where you will type your information
Resources/Materials List the resources to be The following resources will be used to increase student learning
There are endless resources used by the teacher and of the Historical Understandings standard:
available today to assist in the media specialist/  Student/teacher gallopade workbooks
selection of appropriate learning technology specialist in the  Chromebooks
strategies and activities for a development of the  USA Test Prep
specific group of learners and in
support of specified content.
These resources include but are
not limited to:
* Teacher Editions of textbooks
* Professional resources –
journals, planning materials
* Grade level, school, and district
developed resources
* Resources available from state
DOE
* Internet resources
Activities and Strategies
In order for students to develop a
repertoire of learning strategies
there are times when they have to
actually have to be taught those
strategies (page 164)
Activities will be teacher-
oriented, group-oriented, or
student-oriented. The source of
guidance for the students, and the
cognitive and physical
environments must also be taken
into consideration as the most
appropriate strategies and
activities are identified.
instructional unit. These
are the resources you use
for planning – not
materials students would
use.
Briefly describe five
potential activities for the
instructional unit. Indicate
one activity that will be the
focus of the detailed lesson
plan. This one activity is
the only one for which you
will develop a detailed plan
in Step 7.
Step 6 Materials Selection
 Web-based learning games such as: Kahoot, Quizizz,
Quizlet LIVE, etc., Google Slides, Google Docs, and
Google Classroom.
 America Story of US Video Series “Road to Disunion” &
“Civil War”.
https://www.georgiaencyclopedia.org
http://www.history.com/civil-war-150
The activities in this section include individual, groupings, think-
pair-share, and use of technology.
1. Students will create a timeline for the following American
Civil War events: Compromise of 1850, Georgia Platform, the
Dred Scott case, Election of 1860, the Emancipation
Proclamation, Battle of Chickamauga, Sherman’s Atlanta
Campaign, and Sherman’s March to the Sea
2. Students will use Google Docs to create a comparison chart for
the strengths and weaknesses of the North and South during
the Civil War.
3. Students will construct a written document debating one side
of Georgia’s debate over secession.
4. Students will create maps of the major events/battles of the
American Civil War using Google MyMaps.
5. Students will create a Kahoot/Quizlet/Quizizz to test their
knowledge and test their peers.
Instructional materials are an essential part of the teaching and learning process. Students/clients spend a large amount of time
viewing, listening to, and otherwise interacting with instructional materials. Despite the wide variety of available materials and the
pressure to purchase materials, there is still great discontent with the actual effectiveness of materials. Many materials are purchased,
used once and then put on a shelf to gather dust. Decisions regarding the selection of instructional materials should be made only
after considering several sources of information – this information is available only as a result of the instructional objectives step, the
learner analysis step, and the assessment of student performance step in this instructional design process (steps 2, 3, 4). Considering
these three sources of information will prevent the waste of funds used to purchase materials and will prevent disastrous learning
situations. After materials have actually been used with students/clients it is critical to reflect on the effectiveness of the materials. If
the materials were considered to be ineffective was it because of the materials or because of the way in which they were used. It is
important to determine if changes would need to be made in the planning for future use of the materials.
Step or Phase Task to be Considered This column is where you will type your information
Materials to Used List all of the materials Students will need assess to reliable technology and internet
The selection of materials needed by the instructor access. Students will need a Chromebook provided by the county
involves 5 tasks: and students/clients in as part of the 1:1 technology plan. (For this lesson, laptops are the
* Selecting the format of the order to successfully best tool.) Students will need access to the Google Suite (Docs,
material implement and participate Sheets, Slides, and MyMaps). Students will need an account for
* Identifying the specific in the lesson. These are the google in order to access the software needed during the lesson.
materials materials that will actually
* Locating reviews of the be used during the
materials activities described in
* Previewing the materials Step 5.
* Evaluating the materials with
actual learners

Step 7 Implementation Plan

The Implementation Step is one in which specific plans are detailed for the actual implementation of strategies and activities with
students. Many times, instructional projects look promising in the design stage but fail in the actual implementation. It is critical that
all people involved in the planning process work together to make sure the implementation is something they are all willing and able
to carry out. When designing instruction, it is very important that the resource limitations be taken into consideration so that the
instruction is not viewed as something that cannot ever be done again. Some questions to consider include:
  What facilities and equipment are required?
 Is there special lighting, space, or ventilation required?
 What support staff are required to implement the instruction?
 Is the administrator aware of the costs of implementation, and has this person’s support been gained? Are resources available
for the inevitable revisions that must be made before implementation occurs again?
Almost all instruction requires some involvement of the instructor as facilitator. In implementing instruction, part of the instructor’s
role is to compensate for student learning tools that may be missing or are inadequate. Strengthening these learning tools is an
ongoing goal of any instruction.
For this step of the project you are going to develop a detailed plan for one of the activities you described in Step 5.
Step or Phase Task to be Considered This column is where you will type your information
Primary Instructional Objectives List the primary observable 1. SS8H5a students will explain how slavery, states’ rights, and
You will be able to pull these instructional objectives for economic differences led to tension between the North and
objectives from Step 3 or at least the selected activity. South prior to the Civil War. Students will be assigned to small
be able to take objectives from Indicate the Georgia groups based on ability level, and learning styles. Students will
Step 3 and make them even more Common Core need access to art supplies such as (markers, colored pencils,
specific for this particular activity. Standards/Georgia crayons, and legal sized poster paper). Students will watch a
Performance Standards, video and read an article explaining how slavery, states’ rights,
Information Literacy and economic difference led to tension between the North and
Standards/Technology South. Once students have watched the video, participated in a
Standards that support discussion in a small group, the student will begin creating a
those objectives. poster illustrating the contents of the standard. Students will
use the posters to participate in a “Gallery Walk”. Each student
will provide constructive feedback to their peers concerning
the content illustrated on the posters. Students will have to
achieve at least 85% accuracy on all activities in order to
master the standard.

1.1.6 Read, view and listen for information presented in any

format (e.g., textual, visual, media, digital) in order to make
inferences and gather meaning.
2.1.4 Use technology and other information tools to analyze and
organize information.
2.1.5 Collaborate with others to exchange ideas, develop new

Briefly Describe Learner Group
This description can be developed
based on the information gathered
from the Demographic section,
Needs Assessment (Step 1) and
the Learner Analysis (Step 2)
Pretest/Assess Prior Knowledge
Describe the
students/clients who would
participate in the activity
including the learning
styles and preferred
learning tools/strategies of
the students/clients.
Describe the process used
understandings, make decisions, and solve problems.
3.1.4 Use technology and other information tools to organize and
display knowledge and understanding in ways that others can
view, use, and assess. (AASL)
3. Students critically curate a variety of resources using digital
tools to construct knowledge, produce creative artifacts and make
meaningful learning experiences for themselves and others. (ISTE)
The students who will likely participate in the activity will have
auditory, visual, and kinesthetic learning styles. (this will be
determined by the multiple intelligence survey described in step
2).
Auditory Learners: Auditory students will benefit from listening to
a video prior to working in small groups. Students will discuss the
contents of the North v. South article in small groups. Discussion
questions will be provided to help guide the discussion.
Visual Learners: Visual students will be engaged by the statistic
charts on the article and creating a poster in order to highlight the
rising tensions between the North and South.
Kinesthetic Learners: Once students complete their discussion and
posters, students will participate in a “Gallery Walk”. Students will
hang their completed Civil War posters around the room. Students
will travel around the room and give feedback on their peer’s
posters.
Students will be presented with a pretest with the key issues and
This description can also be
derived from information
gathered in the Needs Assessment
(Step 1)
Motivating Activity/Launch
This type of activity can include
strategies to prepare the learners
for the activity; advance
organizers; etc.
Description of Lesson
Presentation
This section will include the
procedures for the activity – what
is going to take place; who is
going to do what; etc.
to assess student/client
prior knowledge as it
relates to the specific
content of this lesson.
Describe how the
information gathered
would impact the
continued development of
and implementation of the
lesson plan.
Describe the strategy to be
used to gain student/client
attention and develop
interest in the content of
the lesson. This activity
must be connected to the
content of the lesson. How
you will start the lesson to
engage and motivate
learners.
Describe the content and
procedures of the lesson.
What you will say and do.
Questions you will ask.
events that led to the Civil War and Georgia’s role in the war. This
task will be completed through Google Forms. Teacher can pull
data from the form in order to understand the students’ prior
knowledge. This task is an individual assignment.
If a student achieves 85% or higher accuracy on the pretest, an
enrichment activity will be provided while the other students
participate in the lesson.
Teacher will have a question projected on the board as students
enter the room. The question will read as followed:
Do you think most Americans were aware that they were
being drawn into war? How do you think a citizen might
be able to tell if their country is going to war? What are
some things you think happen before a war? Do you think
people happy or unhappy with their situation in life?
Allow students at least 5-10 minutes to effectively answer each
question. Once students have completed answering the questions
instruct them to turn to their “shoulder” partners and discuss their
answers. Once most students have discussed, then the teacher will
have students share/discuss as a whole group.
 Students will be instructed to come into the room and get out
their computers and complete the warm-up/motivating activity
displayed on the board.
 Teacher will review the warm-up/motivating activity and
collect any student materials upon completion of the activity.
 Teacher will then play the video highlighting the increased
tensions between the North and South. This video will help led
into the North v. South article.

Provisions for Participation
Instructors always need to be
prepared for those times when an
activity does not go as intended;
be prepared to ask probing
questions to keep the activity
progressing; etc.
Describe how the lesson
would be structured so that
all students would be able
to successfully participate
in the lesson. What
students will do.
 Students will be instructed to get in their previously assigned
small groups in order to prepare for article reading and small
group discussion.
o During this time, teacher needs to be very observant
and ensuring that students are engaged in discussion
and completing the assigned guided discussion
questions.
 As students complete their discussion questions in their small
groups, instruct the students to begin creating their Civil War
tension informational posters. The poster activity will be
completed by students individually.
 Once students have all completed their Civil War tension
posters, instruct students to hang their posters on the wall
around the room.
 Once all posters have been displayed on the wall, begin giving
students instruction to get up and move around the room to
view all of their peer’s posters.
 Give each student three sticky notes and instruct how to leave
effective/constructive feedback.
 Once feedback instruction has been given, allow students to
get up and begin the gallery walk.
 After students have completed the gallery walk, as the teacher
move around the room to each poster and discuss as a class the
feedback that has been given. (whole group discussion)
If internet problems occur, then students will not be able to
complete the motivation activity and the teacher will not be able to
show the video prior to completing the North v. South article. To
avoid this situation, the teacher can download the video and have
copies made of the motivation activity in case of a technological
issue.
Teachers will need to be constantly observing/monitoring students

Closure
Posttest/Assessment of Learning
In Step 4 you described the main
assessment strategies for the unit.
In this section you will describe
what the students will do at the
end of the lesson to demonstrate
they have met the specific
objective for this one activity.
How you will end the
lesson. Summary of the
content of the lesson.
Describe the assessment
strategies/activities to be
used to determine and
document student/client
achievement of the
instructional objectives of
the lesson.
to ensure students stay on task and complete the assignment in a
timely manner.
Teacher should encourage students to work together and share
ideas during the small group discussion.
During the small group discussion, the teacher needs to be walking
around ensuring all students are sharing information and equally
contributing to the discussion and answering the guided discussion
questions.
Students will be warned when fifteen minutes is remaining in the
class. Teacher will instruct students to complete their feedback
comments and be seated. Teacher will use the last ten minutes of
class to hold a whole group discussion and discuss with students
their feedback made on each of their peer’s posters hanging around
the classroom. Finally, the teacher will close by having students
vote on which side will win the war based on the statistical
information learned/discussed in class today. Students will cast
their vote in a Google Forms and results will be revealed during
the next class. Students need to be sure all activities are submitted
before leaving class for the day.
Students will be given a checkpoint (quiz) with ten questions
based on the information in the Georgia history standard.
The quiz will consist of fill-in-the-blank, multiple choice,
matching, and short-answer questioning.
Students will need to score 85% or higher in order to successfully
master the standard presented in this unit. (no more than one
missed question).
Data from the checkpoint will be used to remediate (if needed) and
compiled to help design end of unit review activities.

Results of Learning
Since you are not able to
implement the actual activity this
semester, you only need to briefly
describe what you expect the
students to be like as a result of
the activity.
Summary of Instruction
Again, since you are not able to
implement the activity this
semester, simply briefly describe
the kinds of things you think you
would need to be very observant
of throughout the implantation in
order to make notes about what
might need to be done differently
in future implantations.
Students motivating activity, guided discussion questions, and
informational posters will also serve as a form of assessing
students on their mastery of the standard.
Describe the progress made I expect students to be engaged throughout the lesson due to the
by students/clients as a typical interest involved with the American Civil War. Students
result of the lesson – will be engaged using technology to access, create, and present
knowledge they gained, their knowledge gained from the lesson. Students will also be
skills they attained or using new software programs which should also increase student
improved, etc. engagement, thus increasing student learning.
Describe the strengths and Students will need to be observed constantly throughout the
weaknesses of the lesson. Students typically like to play non-educational games
implementation of the during class time and do other off-task/irrelevant assignments.
lesson – what worked, Teachers also need to ensure during observations that students are
what did not work, what completing original work in both during independent and group
would need to be changed work settings. Once assessment results have been analyzed, then
for future implementation changes can and will need to be made to the lesson.
of the lesson.

Step 8 Evaluation of the Plan

Formative evaluation involves assessing the results of each step in the instructional design process to improve the results of the
process. Although this step is the last in this model it actually is an ongoing process. The following questions need to be asked about
all of the steps:
 Did carrying out the step collaboratively lead to effective instruction?
 How could the step be carried out better in the future?
 Were all the instructional objectives met?
 Are the students ready to learn more?
 If problems occurred during instruction, at which step did the problems arise and how could the step be improved?
This type of evaluation allows for the instructional design process to continually be improved based on feedback gathered through
evaluation. Three types of formative evaluation that can lead to more informed decisions regarding continued instructional design:
  Evaluation that will result in changes for current students/clients.
 Evaluation that will result in changes for the next group of students/clients that will participate in the instruction.
 Evaluation that will result in changes in the way future instruction is designed.
Step or Phase Task to be Discussed This column is where you will type your information
Describe the planning and Since you are not actually In our 8th grade Social Studies department we collaboratively plan
implementation processes – going to implement your our lessons. Students who do not met the Instructional Objectives
strengths, weaknesses, and plan this semester, think will be given multiple attempts on Checkpoints and extended
changes for future collaborative about questions you might assignments in order to achieve mastery of the standard. Problems
planning and instruction. need to ask yourself in the with implementation of the lesson need to be noted and corrected as
event you were able to they are discovered. All changes made to the lesson need to be in
implement your plan. effect prior to the next implementation. If a majority of the students
struggle to achieve mastery or met the objectives the lesson will
need to be retaught. As a department, data will be collected and
reviewed to determine the number of students who have not
effectively met the instructional objectives and be required to attend
a reteach session with one of the three 8th grade Social Studies
teachers in order to achieve mastery.