Student/Client Instruction Plan Form
Demographics Section
Enter your demographic information in the table below:
Name of School/District/Worksite
School/District/Worksite Demographics
Learner Characteristics
Potential Demographic Impact on
Assessment
Cedar Grove Middle School in DeKalb County School District
Free/reduced lunch: 100%; Ethnic composition: Black 96%, Hispanic 2%, Multiracial
1%, White 1%. 765 students enrolled for the 2017-2018 school year. Students with
Disability (SWD) 86%, not SWD 14%. English Language Learners(ELLs) 98%, non-
ELLs 2%.
Percent of students scoring in each performance level on the 2017 English Georgia
Milestones for middle school grades: Distinguished 2.7%, Proficient 15%, Developing
39.7%, Beginning 42.6%. Although the ELA class is general education, 12
Exceptional Ed students are enrolled; 7 students have an IEP and 5 students have a 504
plan. A majority of the Students are from low income families and neighborhoods,
with little or no exposure to the arts and multicultural diversity. Most have never left
their neighborhoods or the state of Georgia at all. Many lack social skills and proper
etiquette because they have never been taught or had it modeled for them. They have
limited experience in these areas and their vocabulary acquisition is low because they
do not hear many new words and do not read often.
Assessments will have to be concise and easy to understand. It should not be elaborate
except for the high achievers because many students are reading below grade level and
do not understand assessment questions, therefore they do not feel confident and do
not understand and do not test well. There should be multiple modes of assessment to
mirror the variety of learning styles such as audio and visual accommodations. There
should be room for creativity and ongoing assessment with immediate feedback to

Potential Demographic Impact on
Instructional Strategies/Activities
allow students opportunities to reflect on their work and that of their peers, revise their
work, and to monitor growth.
Instruction and activities have to be differentiated to accommodate the variety of
learners. More advanced work and opportunities for extension activities should be
given to high achievers and simpler work that is broken down should be given to the
lower learners.

Standards Identification Section

Grade Level/Client Group Selected 7th Grade

Content or Information Area Selected English Language Arts

Specific Georgia Performance Standards or Common Core Curriculum Standards

(include the actual standards, not just the number/letter designations) ELAGSE7RL1: Cite several pieces of
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text.

ELAGSE7RL4: Determine the

meaning of words and phrases as they
are used in
a text, including figurative and
connotative meanings; analyze the
impact of rhymes and other repetitions
of sounds (e.g., alliteration) on a
specific verse or stanza of a poem or
section of a story or drama.
 ELAGSE7RL7: Compare and
contrast a written story, drama, or
poem to its
audio, filmed, staged, or multimedia
version, analyzing the effects of
techniques unique to each medium
(e.g., lighting, sound, color, or camera
focus and angles in a film).

ELAGSE7W3: Write narratives to

develop real or imagined experiences or
events using effective technique, relevant
descriptive details, and well-structured
event sequences.
a. Engage and orient the reader by
establishing a context and point of
view and introducing a narrator
and/or characters; organize an
event sequence that unfolds
naturally and logically.

ELAGSE7W6: Use technology,

including the Internet, to produce and
publish writing and link to and cite
sources as well as to interact and
collaborate with others, including linking
to and citing sources.

Correlation of AASL Standards for 21st Century Learner Standards that could support 2.1.6 Use the writing process, media and
the specified Georgia Performance Standards or Common Core Standards: (include the visual literacy, and technology skills to
actual standards and indicators, not just the number designations)
 create products that express new
understandings.
3.3.4 Create products that apply to
authentic, real-world contexts.
4.1.3 Respond to literature and creative
expressions of ideas in various formats
and genres.
4.1.8 Use creative and artistic formats to
express personal learning.
Correlation of ISTE Technology Standards that could support the specified Georgia
Performance Standards or Common Core Standards: (include the actual standards and 2. Communication and Collaboration
indicators, not just the number designations) Students use digital media and
environments to communicate and work
collaboratively, including at a distance, to
support individual learning and contribute
to the learning of others. Students: a.
interact, collaborate, and publish with
peers, experts, or others employing a
variety of digital environments and media.
b. communicates information and ideas
effectively to multiple audiences using a
variety of media and formats. c. develops
cultural understanding and global
awareness by engaging with learners of
other cultures. d. contributes to project
teams to produce original works or solve
problems.
 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.

Virtual Learning Activity that covers the following themes and topics on the Civil Rights Movement:

1) A Broken Beginning
a) Watch: A Broken Beginning
b) The Case of Plessy v. Ferguson
c) Jim Crow Laws
d) Atlanta Race Riot of 1906
e) Notable Individuals
f) Photos
g) Analyze: Art
2) Educational Equality
a) Watch: Educational Equality
b) Photos
c) Notable Individual
d) Meet the Little Rock Nine
e) Brown v. Board of Education of Topeka
f) Brown v. Board of Education of Topeka: Opinion
g) Analyze: Art
3) Taking a Stand
a) Watch: Taking A Stand
b) Notable Individual
c) Primary Documents
d) Civil Rights Groups
 e) The Freedom Riders
f) Firsthand Account of the Freedom Rides
g) The Long Ride to Freedom
h) Photos
i) Analyze: Art
4) Marching Forward
a) Watch: Marching Forward
b) Notable Individuals: Dr. Martin Luther King, Jr.
c) Notable Individuals: Mrs. Coretta Scott King
d) Photos
5) Changing Tides
a) Watch: Changing Tides
b) Civil Rights Act of 1964 and Voting Rights Act of 1965
c) Literacy Tests
6) Georgia's Resistance
a) Watch: Georgia's Resistance
b) Georgia Flags
c) A Tale of Two Governors
d) The Albany Movement
7) Pressing On
a) Watch: Pressing On
b) Notable Georgians
c) Human Rights Groups of Today
d) Analyze: Art
8) Music from the Civil Rights Movement
9) Center for Civil and Human Rights
10) About the Speakers

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
are generated with respect to the for the content area and • Watch videos narrated by experts
subject matter that ought to be grade level selected. • Listen to firsthand accounts
mastered. These goals can result • Analyze primary source images and documents
from studying course syllabi, • Explore interactive photo galleries and maps
processing survey results, • Reflect on the music created during the time period
responding to requests from • Interpret and explain artwork
students, or reviewing many other • Clip and save sections of the content to their device for further
input categories. reflection and analysis
Phase 2 Rank Goals – Whoever is
involved should be asked to rank
the goals statements as to
perceived importance.
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
Rank the goals generated,
listing the most important 1. Analyze primary source images and
goal first. documents
2. Interpret and explain artwork
Reflect on the music created during the
time period
3. Listen to firsthand accounts
4. Explore interactive photo galleries and
maps
5. Watch videos narrated by experts
6. Clip and save sections of the content to
their device for further reflection and
analysis
Describe the types of -Pre-test on major events of the Civil Rights Movement
information and how that -Examine previous standardized test information
information could be -Use KWL chart as a class activity to gather information on what
gathered that would help student already know and want to learn.
determine which goals the -Concept Maps - Ask students to create a "map" of ideas
students have already met connected with a topic. They should consider how the topics link
through previous to each other and use lines or "linking" words to join the concepts
instruction. together and describe the relationship.
After prior knowledge has
been assessed describe 1. Analyze primary source images and
which instructional needs documents
or concepts need the most 2. Interpret and explain artwork
attention. Reflect on the music created during the
time period
from this step might differ from 3. Clip and save sections of the content to
Phase 2. Although a goal may their device for further reflection and
have received high priority in the analysis
initial listing, resources required 4. Listen to firsthand accounts
and realization of the goal might 5. Explore interactive photo galleries and
result in a lower priority for actual maps
implementation. 6. Watch videos narrated by experts

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 A learning style inventory and multiple intelligence survey will
The text describes both determine the learning be given to students at the beginning of the school year. They will
unidimensional procedures and styles of the students and be encouraged to answer honestly with my confidentiality. The
multidimensional procedures to the information gained. results can be used to group and observe student behavior and
identify learner characteristics. growth, notating any changes.

Learning Tools Inventory
The text presents the philosophy
that successful learners possess a
variety of learning tools that
enable them to acquire and
process information successfully.
These tools are often thought of
Describe process used to
determine the most
effective learning
tools/strategies to be used
in the instructional unit.
Give students multiple pathways to engage in learning through a
variety of activities that exercise their critical thinking skills. This
allows you monitor the strategies and skills that work best with
different learners in different activities and the class as a whole.
Active learning activities are when students are doing things and
thinking about what they are doing.” This includes activities like
think-pair-share, class discussions and reflections.
as critical thinking skills or as Active learning promotes the application of material while it is
metacognitive abilities. still being presented. It involves 3 key components: (1) the
context of the activity is explained, (2) the students are engaged
in the activity, and (3) there is closure to the activity via
reflection. These elements, know as CER (context, engagement,
reflection) are effective learning strategies

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
four components: primary 1. Students will be able to recognize major events of the
* Description of the learner measurable/observable Civil Rights Movement by recalling facts and information
* Description of the behavior that instructional objectives for and understand how these events were significant to
will demonstrate that the goal has the instructional unit based African Americans. (ELAGSE7RI3)
been reached on the goals developed in 2. Students will observe elements in art to interpret what
* Description of the conditions Step 1. Indicate the message the artist was trying to send and determine the
under which the behavior will be Georgia Performance extent that it was successful. (ELAGSE7SL2)
performed Standards or Common 3. After examining videos, photos and analyzing primary
* Description of the degree to Core Standards and AASL texts, students will be able to evaluate them to determine
which the stated behavior must Standards for 21st Century their effectiveness by citing evidence from the text to
occur for the instruction to be Learner and ISTE justify their answers. (ELAGSE7RI1, ELAGSE7SL2)
judged successful Technology Standards that 4. Students will use lesson resources to compare our current
support the objectives. generation with the Civil rights era and evaluate their
findings to evaluate how far we have come as a nation. As
a result of their evaluation, they will be able to make an
informed judgement on the strides our nation has made as
well as the changes necessary for improvement and
articulate it in a one-page response. (ELAGSE7W9)
 5. Students will be able to create a digital story depicting
their view of the Civil Rights movement using a
collaboration of text, audio, video and images.
(ELAGSE7W6)

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 Task to be Considered This column is where you will type your information
Assessment Strategies Describe the variety of Acceptable performance and exemplar student responses will
Four questions can guide the assessment strategies to be show that they have achieved the primary goals by accurately
development of assessments: used throughout the describing and citing information, making sound judgments,
* What do you want students to instructional unit to creating relevant connections between the Civil Rights movement
know and be able to do? determine the extent to and today’s society and reflecting meaningfully on what they
* What will count as acceptable which the students have learned. The creation of their digital story will further show
performance? achieved the primary evidence of their growth and the extent to which they have
* How can you ensure expert objectives indicated in understood the concepts taught as they will have to pull multiple
judgments? Step 3. resources together to demonstrate their understanding of Civil
How can you provide feedback? Rights.

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 Website:
There are endless resources used by the teacher and PBS Learning Media: http://www.pbslearningmedia.org/, which
available today to assist in the media specialist/ includes the following:
selection of appropriate learning technology specialist in the
strategies and activities for a development of the Videos:
specific group of learners and in instructional unit. These A Broken Beginning
support of specified content. are the resources you use Educational Equality
These resources include but are for planning – not Taking a Stand
not limited to: materials students would Marching Forward
* Teacher Editions of textbooks use. Georgia’s Resistance
* Professional resources – Pressing On
journals, planning materials
* Grade level, school, and district Primary Documents:
developed resources Governor Marvin Griffin, State of the Address (1956)
* Resources available from state Governor Roy Barnes’s Address to Georgia State Senate
DOE Speech of Governor Zell Miller
* Internet resources North Georgia Tribune Newspaper (1956)

Lyrics to freedom songs from the Civil Rights Movements:

We Shall Overcome
Ain’ Gonna Let Nobody Turn Me ‘Round
 Eyes on the Prize (Hold On)
We Shall Not Be Moved

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.
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.
1. Students will participate in a class discussion on the
major events of the Civil Rights Movement by
recalling facts and information and explain how these
events were significant to African Americans.
2. Students will observe elements in art to interpret what
message the artist was trying to send and determine the
extent that it was successful.
3. After examining videos, photos and analyzing primary
texts, students will evaluate them to determine their
effectiveness.
4. Students will use lesson resources to compare our
current generation with the Civil rights era, organizing
information in a graphic organizer.
5. Students will create a digital story depicting their view
of the Civil Rights movement using a collaboration of
text, audio, video and images.

Step 6 Materials Selection

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 Chromebooks
The selection of materials needed by the instructor Pen/pencil
involves 5 tasks: and students/clients in Paper
* Selecting the format of the order to successfully Graphic Organizer
material implement and participate Link to PBS Learning Media website:
* Identifying the specific in the lesson. These are the www.pbslearningmedia.com
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
Primary Instructional Objectives
You will be able to pull these
objectives from Step 3 or at least
be able to take objectives from
Step 3 and make them even more
specific for this particular
activity.
Task to be Considered
List the primary observable
instructional objectives for
the selected activity.
Indicate the Georgia
Common Core
Standards/Georgia
Performance Standards,
Information Literacy
Standards/Technology
Standards that support
those objectives.
This column is where you will type your information
1. Students will be able to recognize major events of the
Civil Rights Movement by recalling facts and
information and understand how these events were
significant to African Americans.
2. Students will observe elements in art to interpret what
message the artist was trying to send and determine
the extent that it was successful.
3. After examining videos, photos and analyzing primary
texts, students will be able to evaluate them to
determine their effectiveness by citing evidence from
the text to justify their answers.
4. Students will use lesson resources to compare our
current generation with the Civil rights era and
evaluate their findings to evaluate how far we have
come as a nation. As a result of their evaluation, they
will be able to make an informed judgement on the
strides our nation has made as well as the changes
necessary for improvement and articulate it in a one-
page response.
ELAGSE7RI1: Cite several pieces of textual evidence to
support analysis of what
the text says explicitly as well as inferences drawn from the
text.
ELAGSE7RI3: Analyze the interactions between individuals,
events, and ideas in
a text (e.g., how ideas influence individuals or events, or how
individuals influence ideas or events).

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
This description can also be
derived from information
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
to assess student/client
prior knowledge as it
relates to the specific
ELAGSE7RI4: Determine the meaning of words and phrases
as they are used in
a text, including figurative, connotative, and technical
meanings; analyze the impact of a specific word choice on
meaning and tone.
ELAGSE7SL1: Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 7 topics, texts, and issues, building
on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched
material under study; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and
reflect on ideas under discussion.
ELAGSE7SL4: Present claims and findings, emphasizing salient
points in a focused, coherent manner with pertinent descriptions,
facts, details, and examples; use appropriate eye contact, adequate
volume, and clear pronunciation.
7 students have an IEP and 5 students have a 504 plan so they
need additional time to complete the activity with clear,
simplified instructions. They are visual and hands on learners, so
they will benefit from the videos, and images embedded on the
website. All students with the exception of 2 are able to work in
groups and independently with little support as long as they
understand the task. Due to their limited vocabulary, they will
need to frequently look up definitions of words that are unfamiliar
to them.
After taking a pre-test on the Civil Rights Movement,
The class will complete a KWL chart in order to determine what
they already know and what they still need to know.
gathered in the Needs Assessment content of this lesson.
(Step 1) Describe how the
information gathered
would impact the
continued development of
and implementation of the
lesson plan.
Motivating Activity/Launch Describe the strategy to be The lesson would start with a warm up activity showing the
This type of activity can include used to gain student/client students images of African American Protest this year and the
strategies to prepare the learners attention and develop hashtag ‘Black Lives Matter.” They would be asked to describe
for the activity; advance interest in the content of other events in history that are similar to this movement.
organizers; etc. the lesson. This activity
must be connected to the
content of the lesson. How
you will start the lesson to
engage and motivate
learners.
Description of Lesson Describe the content and 1. Explain that students will take a virtual field trip to
Presentation procedures of the lesson. learn about the Civil Rights Movement. I will
This section will include the What you will say and do. group students with mixed abilities and learning
procedures for the activity – what Questions you will ask. levels so that the higher students can bring the
is going to take place; who is lower level students up. Each student’s abilities
going to do what; etc. will contribute to their group work.
2. The following questions will be split and assigned
between 4 groups that they will answer while on
their virtual field trip and share in a class
discussion:
a. Why was Plessy v. Ferguson such an important case for
the South, and what effect did it have on the practice of
segregation?
 b. What were some of the catalysts for the Atlanta Race
Riot? Why was it considered a shameful occurrence for the
city of Atlanta?
c. How does the Brown v. Board of Education decision
stand in direct contrast to the previous “separate but equal”
legal doctrine?
d. Which piece of artwork interests you the most and why?
e. Explain the motivations and roles of two different
advocacy organizations involved in the Civil Rights
Movement.
f. What was the purpose of the Freedom Rides? Why did the
Nashville group choose to continue the rides after they had
been canceled due to violence?
g. Describe some of the major events that Dr. Martin Luther
King Jr. attended. What was the overlying purpose for each
event and how did he support that purpose?
h. To what degree did the actions and beliefs of individual
activists, such as Rosa Parks and John Lewis, drive the
momentum of the Civil Rights Movement as a whole?
i. What is the difference between human and civil rights?
Provide examples of each.

3. Students will use lesson resources to compare our

current generation with the Civil rights era in a
graphic organizer and analyze their findings to
evaluate how far we have come as a nation. As a
result of their evaluation, they will be able to make

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.
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.
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
Describe how the lesson
would be structured so that
all students would be able
to successfully participate
in the lesson. What
students will do.
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.
Describe the progress
made by students/clients as
a result of the lesson –
knowledge they gained,
skills they attained or
improved, etc.
Describe the strengths and
weaknesses of the
implementation of the
an informed judgement on the strides our nation
has made as well as the changes necessary for
improvement and articulate it in a one-page
response.
Students will be placed in groups to go on the virtual field trip. I
will give students the link to access the website. Students will
choose a scribe who will record their group findings to take back
to the class discussion. They will also choose a presenter to
explain what they have found
I will end the lesson in a class discussion of what they have
learned after they complete a graphic organizer comparing the
Civil Rights Movements to Present Day.
All class discussions, graphic organizers, written work, and
reflections will be used for assess student achievement of the
lesson’s instructional objectives.
Students should have a better understanding of African American
History as it related to the Civil Rights Movement. They should
be able to clearly articulate significant events and how they
impact African Americans as well as make meaningful
connections and judgments between what they have learned, our
society and their personal lives.
Weakness:
Some students may have difficulty maneuvering thought the
virtual learning experience and those with shorter attention spans
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.
lesson – what worked,
what did not work, what
would need to be changed
for future implementation
of the lesson.
may get weary due to the numerous topics that are covered. More
scaffolding may be needed to accommodate lower level learners
as there are none embedded within the website. This would
require me to create a scaffold of my own to support students.
Strengths:
Students will be engaged with the multiple types of media in the
virtual field trip, which also accommodates visual and auditory
learners. Students will also have the opportunity to explore,
utilized technology, collaborate and express their ideas.

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 -Is additional scaffolding needed for lower level learners?
implementation processes – going to implement your -Should the lesson be split between more than one class session?
strengths, weaknesses, and plan this semester, think - How should student responsibilities be allocated in order to
changes for future collaborative about questions you might ensure the most effective results? Should students focus on a
planning and instruction. need to ask yourself in the different element of the website so as not to make it
event you were able to overwhelming? Should they rotate? Should everyone explore the
implement your plan. same content but present and write on different topics?