Dynamic Instuctional Design Lesson Plan

Dynamic Instructional Design/Lesson
Plan
Ayonna Richardson
EDU2800-08
September 18, 2015
Professor Aldayel
CLASS DEMOGRAPHICS
32 students: 19 female; 13 male
Race/Ethnicity
Percentage of Students
African American
50% - 16
White
25% - 8
Latino
25%- 8
** Because of cultural diversity in our class, theres also language diversity. 75% of the class was brought up
with English as their first language, while the other 25% grew up with English as their second language.
Provided in our classrooms are computers with programs for the ESL students, to help improve their English
(for those who are struggling). The ESL programs can be completed during the afterschool tutoring sessions.
Learning Styles
Number of Students
Auditory
Visual
10
Kinesthetic
13
** In our classroom, it is statistically proven that the kinesthetic learners have a higher Intrapersonal and
Interpersonal intelligence (Ex. Knowing how to work in groups with hands-on projects). Our visual learners
exhibit higher visual and existential intelligence (Ex. Watching videos on the current material being taught.
Asks a lot of questions that relate to human existence and the meaning of life). Lastly, our auditory learners
seem to project higher logical and musical intelligence (Ex. Solving word search/crossword puzzles.
Listening and comprehending music).
Socioeconomic Characteristics
Percentage of Students
Single Parent Households
50%
Low-Income Families
25%
Middle-Class Families
75%
Parent/Guardian with College education +
50%
Parent/Guardian with High school diploma -
50%
** Many students of our students do not have access to the resources that we provide in our classroom, such
as computers, books, pens/pencils, etc. due to their socioeconomic situations. We offer afterschool tutoring

Plan
for our students that need the help and those that are lacking in resources to complete the work. The
afterschool tutoring is also accessible to the, few, students we have that are dyslexic. The student has the
opportunity to ask any questions that may be concerning him/her about the material being taught.
Objectives and Standards

Common Core Standards:
Demonstrate understanding of the bonds of Standard English grammar and usage when
speaking and/or writing.
Demonstrate understanding of the bonds of Standard English capitalization,
punctuation, and spelling when writing.
Objectives:
1. Students will explain why proper use of grammar is important in real-life scenarios.
2. By completing the activities the students will be able to analyze and correct punctuation
errors.
3. Students will create and design a grammar or punctuation review game demonstrating
their skills.
Teaching Strategies:
1. By working in groups, students will use a group effort to properly punctuate sentences
and identify grammar errors through a learning technique known as discovery learning.
2. The worksheets given to students will provide the teacher with an insight to student
comprehension of the lesson.
Learning Strategies:
1. Use your (the student) prior knowledge of the lesson, and take note of what you do
know and, later, what you did not know and what you learned about punctuation and
grammar usage.
2. After reading through and completing the worksheets given, stop and think about why
this lesson is important.
Materials:
Computers, smart-board, red pens, markers, poster board, tape.
Evaluation and Revision:
During the section of class where the students are in groups doing their grammar
corrections, I will walk around and take note of the contributions of each member of the
group and whats being fixed in their sentences.
At the end of class, students will be asked to complete, for homework, a worksheet on
punctuation and grammar corrections. When they bring in the completed assignment, it
will be graded and looked over for improvement and success. This will determine

Plan
whether the lesson needs to be broken down more, or if the class can move on to the
next segment.

Plan
PUNCTUATION AND GRAMMAR USUAGE
SUBJECT
English I
TEACHER
Ayonna Richardson
GRADE
11th
Teacher Guide
Objecti
ves
1. Students will explain why proper

use of grammar is important in reallife scenarios.
2. By completing the activities the
students will be able to analyze and
correct punctuation errors.
Material
s
Red pens, notebook paper, smartboard, computers, poster boards,

markers, tape
Activity
1.
Lecture on punctuation and
grammar usage. The content in the
video will be discussed
https://www.youtube.com/watch?
v=Te6amrFh_2k : 20 minutes
2.
Students will be given poster
boards, markers, and a grammatically
incorrect sentence/phrase. They will
form into groups of 4 to correct the
phrase and present their corrections to
the rest of the class.15 minutes
3.
Students will remain in the
groups of 4 to complete the computer
DATE

Plan
Teacher Guide
activities on punctuation. (Each
member has to complete one activity)
15 minutes
VERIFI
CATIO
N
Each student understands the

importance of punctuation and
grammar usage. Punctuation can save
a persons life.
Each student is to understand when to
use the basic system of punctuation
such as, knowing when to put an
exclamation mark or a question mark.
Summar
y
When people speak face to face, they

change the use of their voices, pauses
in between words or phrases, facial
expressions and even hand signals to
help people understand what they
mean.
Punctuation is used to create sense,
clarity and stress in sentences. You
use punctuation marks to structure
and organize your writing
(www.edufind.com).
Sentences are the building blocks
used to construct written accounts
(www.skillsyouneed.com). Correct
punctuation shows how a sentence
should be read and makes it clear to
read or understand.
It is important that you include a
capital letter at the beginning of every

Plan
Teacher Guide
sentence and depending on the type
of sentence it should include an
exclamation mark or question mark at
the end. This basic system shows that
the sentence is complete.
Action Plan
1. To identify learner preparation activities for the lesson I will first lecture the students and
provide them with brief and/or lengthy information of the lesson.
2. To ready the classroom for the lesson I will ensure the students are in a computer lab with
each computer up and ready for login.
3. Worksheets, a quick game and group work are the activities/work that will be conducted
during the lesson.
4. Reviewing lesson plans/teaching tactics.
5. One Smart board and enough computers for each student.
6. The students feedback on the activity will be displayed on the worksheets given in class
and graded.
7. One follow up activity will be held at the end of class where the students will play a game
with groups of three. Each group will be given a poster with a grammatically incorrect
sentence with instruction to fix it. The group will then proceed to present to the class their
now correct sentence; if it is correct, that group receives a point and so on.
Sources
Hogan, James. D (2011, August 1) Grammar: Brief and Naughty- Part 1: The 8 Parts of
Speech. Retrieved from https://www.youtube.com/watch?v=Te6amrFh_2k

Dynamic Instuctional Design Lesson Plan

Uploaded by

Copyright:

Available Formats

Dynamic Instuctional Design Lesson Plan

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Dynamic Instuctional Design Lesson Plan

Uploaded by

Copyright:

Available Formats

Dynamic Instructional Design/Lesson

Single Parent Households

Parent/Guardian with College education +

Parent/Guardian with High school diploma -

Dynamic Instructional Design/Lesson

Objectives and Standards

Computers, smart-board, red pens, markers, poster board, tape.

Evaluation and Revision:

Dynamic Instructional Design/Lesson

Dynamic Instructional Design/Lesson

1. Students will explain why proper

Red pens, notebook paper, smartboard, computers, poster boards,

Dynamic Instructional Design/Lesson

Each student understands the

When people speak face to face, they

Dynamic Instructional Design/Lesson

You might also like