Paula Slezak

ADDIE Develop

Event
Gain
Attention /
Motivation

Objective (s)
You can
number
these from
your
previous
module.

Instructional Strategies
For Your Unit
Instructional
Teacher and / or
Strategy
Student (or both)
Each lesson has a
Teacher: The
leading question and
teacher should ask
short discussion which required leading
activates prior
question for each
knowledge.
lesson such as:
"What is main
idea?" "What are
key details?" "What
is a summary?"
"What makes a
good summary?"

1. Students will
identify main idea
when given a nonfiction text with 80%
accuracy.
2. Students will
identify key details
when given a nonfiction text by
correctly identifying 3
key details.
3. Students will
evaluate summaries
when given examples
by using a checklist to
check off all the
required elements of
a summary.
4. Students will type
non-fiction summaries
when given a graphic
organizer and using
the Write to Learn
program to achieve

Student: The
student should
engage in
conversations about
leading topic to link
to schema and
extend thinking.
Teacher: The
teacher should
inform students of
the objectives
addressed by each
lesson and
elaborate further
when needed. The
teacher should also
explain that all our
learning is leading
toward a final
project where the
students will use
Write to Learn to
write a summary.

Media

Pedagogical
Approach
Constructivis
Whiteboar m and
d
Cognitivism
(Linking prior
knowledge to
new skills)

Behaviorism
Whiteboar and
d
cognitivism
(Teacher
presents
information,
student
shows
understandin
g AND
teacher
provides
opportunities
for students
to link new
skills to
schema.)

an excellent rating in
all categories on the
Write to Learn
software and a score
of 2 or better on all
categories of the
teacher made rubric.
Prerequisites Students can read
near-grade level
nonfiction text.
o Students can
use grade
level
decoding
skills to
determine the
meaning of
unknown
words.
Students can use
text features to
determine the
genre of a text.
Students can ask
and answer
questions about
non-fiction text.
Students can
distinguish their
point of view from
the author's point
of view.
o Students can
determine the
author's point
of view.
Identify
sequencing words
in a text such as
first, next, then,
and last.
Present the
Content

Lessons 1 and 2 in the

teacher guide are to
present the content.
In these lessons the
teacher will present
how to find main idea
and key details and

Teacher: Prior to the

start of the unit the
teacher should
administer running
record assessments
to confirm that
students are
capable of reading
on level. The
teacher should also
administer and
grade the
sequencing preassessment.

-Running
record
data
-To the
Moon
reading
passage
and
questions

Cognitivism
and
Constructivis
m

Teacher: The
teacher should
present this
information as laid
out in the lesson
plans using handouts (Check list) and

- Graphic
Organizer
- Animals
Get
Ready
reading
passage

Behaviorism
(Teacher
presents,
students
show
understandin
g) and

Guided
Practice

apply that knowledge

to writing a summary.
Main idea: The main
idea is what the text
is mostly about.
Key Details: The key
details are the most
important details to
the text. If these
details were left out,
we could not
understand the text.
Summary Writing:
Summary writing
combines main idea
and key details in full
sentences using
correct grammar. A
summary should also
be sequential when
applicable and cite
the name of the
article.
The second half of
lesson 2. Students will
write a summary with
the teacher. They will
also evaluate example
summaries with the
help of a checklist and
the teacher.

discussion. The
teacher should be
modeling the
expected skill using
the graphic
organizer and
checklist.

-Good
Summary
Checklist

Cognitivism
(Link new
skills to
schema and
use a process
of engaging
more deeply
to transfer
process to
long term
memory)

-Graphic
Organizer

Cognitivism

Student: The
student should be
actively
participating in all
class and partner
discussions and
filling out the
graphic organizer
and checklists as
modeled by the
teacher.

Teacher: The
teacher will engage
the class in a
discussion while
modeling summary
writing. The teacher
will also use a
presentation with
example summaries
to allow students to
practice evaluating
summaries.
Student: The
student should be
copying the
collaborative
summary and
engaging in the
discussion. The
student should be
checking the
summaries on the
presentation using
their check list and
participating in the
discussion about the
quality of these
summaries.

-Good
Summary
Checklist
PowerPoin
t
presentati
on

Independent
Practice

Feedback

Lesson 3 is
independent practice.
Students will practice
writing a good
summary on their
own.

Students will get the

opportunity to
conference with the
teacher on
independent practice
and correct mistakes.
Students will receive
peer feedback on
their final assessment
before turning it in.

Assessment

Students will receive a

graded rubric on their
final summary.
Summaries and
evaluation checklist
will be graded by the
teacher using a rubric.

Teacher: The
teacher should walk
around and monitor
work to see if
anyone needs help.
When students start
to finish the teacher
should be available
for one-on-one
conferences about
the students' work.
Student: Students
will be reading a
nonfiction passage
and writing a
summary by using
the graphic
organizer and
checklist.
Teacher: The
teacher will go over
the work with
student and provide
specific feedback
about strengths and
weaknesses based
on the checklist and
rubric.

Teacher: The
teacher will provide
technical support
for using the
program and act as
a mediator for
partners if needed.
Student: The
student will type
their summary and
evaluate their
partner's summary.
Then revise their
summary using
program tools and

-Cat
Behvaiorism,
Treats
Cognitivism
Stop
Mosquitoe
s reading
passage
-Graphic
Organizer
- Loose
Leaf
paper
-Good
Summary
checklist

- Good
Summary
check list

Cognitivism

-Rubric

-Write to
Learn
Software
-Graphic
organizer
-Good
Summary
Checklist
-Rubric

Behaviorism/
Cognitivism

Closure /
Reflection

Summarize what we
have learned so far
and self assess

peer feedback.
Teacher: Review the
objectives we
learned and clarify
any
misunderstanding.

-White
board
with
objectives
written

Cognitivism

Student: Honestly
evaluate their own
understanding and
show this using the
"Thumbs Up"
system.
Media Selected or Developed to Support Type of Student Learning
For Your Unit
Knowledge
- Checklist for good summaries (Identify what makes a good
summary)
Comprehension
-Graphic organizer to identify main idea and key details.
-Group discussion about main idea and key details.
-Group discussion about summary writing
Application
-PowerPoint of example summaries to use with checklist.
-Write to Learn for students to type summaries for summative
assessment.
Analysis
-Reading passages from Readworks for students to read and
analyze for important details.
Synthesis
Write to Learn software for students to put all skills learned so far
together. It includes a story to read, break down, and summarize
as well as tools for revising the summary.
Evaluation
-Nonfiction summaries rubric for students to evaluate their
summaries before turning them in.
-Checklist for students to evaluate other students' summaries.
Media Selected or Developed to Support Student Learning Styles
For Your Unit
Visual (spatial)

-Directions on white board

-PowerPoint presentation
-Directions on assignments
-Examples on board
-Checklist for analyzing summaries.

Auditory

-Peer Discussions
- Think-Pair-Share activities where students think of their idea,
share it with a partner or group, and then several students share
with the class.

Kinesthetic
(physical)

- Graphic organizer for main idea and key details

-Guided and independent practice of the actual skill before
assessment

Verbal

- Group and peer discussions

- Peer review of final project

Music (Aural)

- PowerPoint includes musical transitions meant to go along with

the "Fairy Tale" theme to add interest and excitement.

Logical

- Students can use tools on the computer program Write to Learn

to find and fix their mistakes.
-Students will check summaries (both their own, classmates, and
examples) against a checklist to ensure the best possible summary.

Social
(interpersonal)

- Peer Discussion and Review

Solitary
(intrapersonal)

-Independent practice with summary writing

Other (Explain)