DESIGN DOCUMENT

Design Document
Courtney White
May 2020
University of Houston

1. Goal Statement

7th grade English and Language Arts students will be creating a thesis statement that
that is clear, grammatically correct and on topic of their expository essay, using writing
strategies learned in class.

2. Description of learner interview

I interviewed a 7th grade student that is in one of my ELA classes. I selected this student
because I believed that it would give me a better idea of how to assist specific students
like him, that struggle with writing.  The interview lasted about 10 minutes.

Q: What comes to mind when you read this learning goal? 

A: She said this is definitely something that we need to work on because she knows it is
something that she knows she and her peers struggle to do well. 
Q: "What part of the goal do you feel is going to be difficult for you?" 
A: She stated that it will be difficult to make her thesis on topic and strong. She is
confident about her writing but feel that a strong thesis is hard for her. 
Q:"How confident are you that you could successfully learn to perform the goal?"
A: She stated that she feels good about it and she is glad it is something that we are
going to go over because it is something she wants to improve on. She feels confident
that this lesson will help her writing overall.  
Q: "How will you feel after being able to accomplish this goal?" 
A: She stated that she is excited to improve her writing. Even though she knows it will be
hard, but she feels it will help her feel like she has a better chance of passing the writing
portion of the STAAR test. 
Q: Why do you think this goal is important?
A: A clear thesis is important for a clear essay. It helps your reader understand what you
will write about. Sometimes when I write my thesis, I feel it doesn’t introduce my essay
the way I want it to. 

After the interview, I realized that this was something that this student wanted to
improve on. She was also able to recognize that her peers struggled with this goal as
well. It was good to hear a student’s response to the learning goal.
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3. Learner Analysis
Questions about Learner characteristics:

Entry behaviors: What behaviors do learners have that could influence your
instructional design?
7th grade ELA students have a difficult time writing a clear thesis statement that
accomplishes a clear introduction to their topic.

Prior knowledge of topic area: What do your learners already know about your topic?

Students know the importance of a strong introduction but lack the skills to create a
strong thesis statement. 

Attitudes toward content: How do your learners feel about your topic?
Most students know what a thesis statement is and why it is important to their paper
but struggle to go through the process to improve. they feel it is too difficult for them
and start to lack effort.

Attitudes towards the delivery system: How do your learners feel about how the
instruction will be delivered?
Students know it is something they need to improve on.

Academic motivation (ARCS): In general, what characteristics do your learners have in

terms of attention, relevance, confidence, and satisfaction? (For more about ARCS, see
https://elearningindustry.com/arcs-model-of-motivation)

Students struggle to keep their attention on the topic, part of this could be because
some students do not understand the importance of expressing themselves in writing,
which falls under relevance. Once they have a better grasp, they will feel more satisfied
with their work. 

Education and ability levels: Do your learners have the same general education level
and abilities or are they diverse? What is their range of education and ability levels?
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There is a very diverse range of students throughout my classes. Some students are
struggling with writing on topic and in complete sentences, while others are able to
write a clear thesis.
General learning preferences: How do your learners prefer to learn?
Students prefer to learn by modeling writing as well as suggestions from their peers.

Attitudes toward class, group, or organization: What attitudes do your learners have
about the class, group, or organization to which they belong?
Students feel a responsibility to their own learning as well as their classmates. Most
students really strive to do well.

Group characteristics: What are the overall characteristics of the group in terms of
heterogeneity? How large is the group? What are your overall impressions of the group?
I feel that although my classes are extremely diverse, they really have a strong will to
learn. My class sizes range from 15-26. 

What data sources did you use for your responses to the previous questions?
Observations, interviews, and assessments. 

What implications do these answers in your learner analysis have for the way you
design your instruction?
I want to design the lessons with relevance in mind. Making sure my students
understand the importance of the goal.

4. Context Analysis
Questions  about the learning context (where the instruction takes place):

How compatible is the learning context for the instructional requirements?

Include both physical and social aspects.

The physical aspect is compatible. I would like to incorporate more technology to

increase engagement. The social climate could be improved to increase
motivation.

How adaptable is the learning context for different instructional approaches?

The lesson is adaptable based on type of delivery to meet diverse needs.

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What constraints are present in the learning context that will affect the design
and delivery of the instruction?

There are some constraints in the lack of technology for each student. 

How relevant are the skills that are taught in the learning context to the goals of
the workplace or school system?

The skills are relevant to goal across the school. Students will be writing now
through higher education. 

If the performance context (where learners carry out the skills and concepts that they
have learned) is different from your learning context, also answer these questions:

How adaptable is the learning context to simulate the performance context?

The lesson is adaptable and can be applied through different performance contexts.
Skills will be taught to use in different context. 

What implications do these answers in your context analysis have for the way you
design your instruction?

After answering these questions, I feel I have a better overall understanding of the
lesson and the best way to go about teaching these strategies. 
1. Formative Evaluation Plan (Address who will be in one-to-one and small group
evaluations, when evaluation sessions will take place and how long they will take, what
will happen during sessions, questions to be asked of evaluators, and any
questionnaires, documents, or other materials that you plan to create for the sessions.
This section can be written in narrative format, organized into a table, or presented in
some other way.)

For the one to one, I selected 3 7th grade students at different academic levels. Small group
was a random selection of half of one of my classes (11 7th grade students). I felt a random
selection of half of the class would give me a good overall understanding of how students felt. 
Students were asked about the graphic organizers, the visual prompts, and the overall
instruction. The students reviewed material then completed a rating scale that asked them how
they felt about the overall process of the lesson. The scale was from 1 (I am totally lost) to 10 ( I
feel extremely comfortable with all steps to writing expository).
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2. One-to-One Evaluations
a. Description of who served as one-to-one evaluators and why they were chosen

For the one to one session I chose 3 students at different academic levels to
attempt to get an accurate overall evaluation.

b. Length of the one-to-one meetings

The one to one session were no longer than 35 mins

c. Description of the activities done during the one-to-one meetings

Students went through the steps of the lesson and talked aloud as they went
through the steps. I was observing which steps seemed particularly harder for
the students.

d. Remarks on how long it took the evaluators to complete the activities

It took close to 35 mins to review materials and steps throughout the lesson.

d. Results of the assessments that evaluators completed

Students have a pretty good understanding on the steps to complete the

assignment but there were some students who needed further assistance with
brainstorming.

d. Feedback received from the evaluators during these sessions

One student stated they understood the purpose but could not remember
specific terms to complete and another student could remember the terms but
not they reason behind the planning.

g. Description of revisions that could be made to instruction based on feedback

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I could revise and review the brainstorming steps to come up with acronyms to
help assist students in remembering steps. I could also recreate the current
template used to add important terms on the side to assist in brainstorming and
to scaffold the lesson.

g. Links to any questionnaires, documents, or materials created specifically for one-

to-one evaluations

3. Small Group Evaluation

1. Description of how many learners were in the small group and how they
represent some of the subgroups within your target learner population (such as
achievement level, native language, learning preferences, age, etc.).

Small group was a random selection of half of one of my classes (11 7th grade
students). I felt a random selection of half of the class would give me a good
overall understanding of how students felt.  Students were at a variety of
instructional levels, including special education students. 

b. The length of the small group evaluation session

The evaluation session took close to 35 minutes and students took an additional
5 to complete short responses at the end (see below).

b. Description of the activities that you did during small group evaluation session

Students were asked about the graphic organizers, the visual prompts, and the
overall instruction. The students reviewed material then completed a rating scale
that asked them how they felt about the overall process of the lesson.

b. Remarks on how long it took the target learners to complete the activities

Students took different amounts of times for different steps of the lesson, which
was noted in my observation.

b. Results of the assessments that target learners completed

DESIGN DOCUMENT

Results varied dependent on steps. Overall, students did well, a few students
need assistance and engagement and application of the instruction.

b. Feedback received from the target learners during these sessions

Student responses were similar. Some students struggled to remember essential

elements in

b. Description of revisions that could be made to instruction based on the feedback

After working with the larger group, I realized there were a lot of pieces of the steps
to be revised for making the steps easy. I felt a checklist could be added to make
sure students understand which steps are essential and how to follow along the
way. I could revise and review the brainstorming steps to come up with acronyms to
help assist students in remembering steps. I could also recreate the current
template used to add important terms on the side to assist in brainstorming and to
scaffold the lesson.

h. Links to any questionnaires, documents, or other materials created specifically

for your small group evaluation

The students were given the same rating scale from above (1-10). Then the
students had a short response questionnaire. 
Which part of the writing process do you feel is most difficult? Explain (brainstorming,
organizing, word choice, rough draft, revising, editing)

1. Instructional Strategy

1. Sequence and Cluster Objectives

CLUSTE OBJECTIVES TIME

R

1 When given assignment  student will read the writing prompt the learner 5min
must acknowledge and mark important pieces of the topic of the prompt. 

2 When given brainstorming chart  student will write down key words from 15min
the writing prompt the learner must have at least 3 key words listed in
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their brainstorming chart.

3 When given rough draft organizer student will write a rough draft to 30min
answer the prompt.  The learner must have four paragraphs included in
their organizer.

4 When given another student’s rough draft  and highlighters students will 20min
revise and edit a peer’s rough draft paper  by marking, highlighting, and
changing errors in the draft. The learner must have at least 5 revision/
edit suggestions for their peer rough draft. 

5 Given the final copy assignment  students write a final essay. The learner 20min
must have at least 4 paragraphs that clearly addresses expository
prompt. 

b. Pre-instructional, Assessment, and Follow-Through Activities

PRE-INSTRUCTIONAL ACTIVITIES

Motivation: Be sure to address ARCS.

I plan to have the attention grabber to by showing students a quote related to having a
positive attitude and having students discuss the meaning of the quote. 
I plan to connect the relevance about the idea of a positive attitude and the importance of
writing to real world situations. For example, the importance of having a positive attitude in
the workplace. Also, the importance of writing skills. 
Confidence will be maintained by ensuring students are getting the lesson in chunks. 
Satisfaction will occur when students are able to grasp the idea of the writing process and
complete steps successfully. 

Objectives:

1. When given assignment  student will read the writing prompt The learner must
acknowledge and mark important pieces of the topic of the prompt. 
2. When given brainstorming chart  student will write down key words from the writing
prompt The learner must have at least 3 key words listed in their brainstorming chart.
3. When given rough draft organizer student will write a rough draft to answer the
prompt.  The learner must have four paragraphs included in their organizer.
4. Given another student’s rough draft  and highlighters students will revise and edit a
peer’s rough draft paper  by marking, highlighting, and changing errors in the draft.
The learner must have at least 5 revision/ edit suggestions for their peer rough draft. 
DESIGN DOCUMENT

5. Given the final copy assignment  students write a final essay. The learner must have at
least 4 paragraphs that clearly addresses expository prompt. 

Entry Skills: Students will have basic writing skills to write a paragraph. Students will have a
basic understanding of the writing conventions in order to follow the steps of the lesson. 

Student Groupings and Media Selection:

Students will work progressively from whole group to independent work. 

ASSESSMENT

Pretest:
Students will be given a writing prompt without cues or assistance. 

Practice Tests:
Students will be asked to answer prompts given correct detail.

Posttest:
Students will be graded using a writing rubric.

Student Groupings and Media Selection:

Students will be sitting at table groups with strategic groups for peer editing. 

FOLLOW-THROUGH ACTIVITIES

Memory Aids:

Students will use graphic organizers to organize information.

Transfer:

Students will use writing techniques in all courses. 

Student Groupings and Media Selection:

Students will work with new, teacher selected groups in order to receive different peer
feedback. 
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c. Content Presentation and Student Participation

Objective 1: When given assignment  student will read the writing prompt the learner must
acknowledge and mark important pieces of the topic of the prompt. 

CONTENT PRESENTATION

Content: The students will be given a writing prompt on a sheet of paper. When given
assignment  student will read the writing prompt the learner must acknowledge the topic of
the prompt. 

Examples: Explain the importance of having a positive attitude. 

Student Groupings and Media Selections:

Students will work in whole group and teacher will use doc cam to review prompt and
marking important terms. 

STUDENT PARTICIPATION

Practice Items and Activities: 

Students will practice marking important terms on the prompt. 

Feedback:
Students will verbally answer why the terms are important before writing. 

Student Groupings and Media Selections:

Students will work in whole group and teacher will use doc cam to review prompt and
marking important terms. 

Objective 2: When given brainstorming chart  student will write down key words from the
writing prompt the learner must have at least 3 key words listed in their brainstorming chart.

CONTENT PRESENTATION
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Content: The students will be given a brainstorming chart to begin writing paper. 

Examples: The students will get a chart divided into three sections with the columns titled;
topic words, reasons, and examples.

Student Groupings and Media Selections:

Students will work in who group to list topic words and 1 reason and 1 example on the chart. 

STUDENT PARTICIPATION

Practice Items and Activities: Students will come up with 2 more reasons and examples to
complete the brainstorming chart. 

Feedback:
Students will share reasons and examples that were brainstormed, and peers and teacher will
provide suggestions. 

Student Groupings and Media Selections:

Students will work with peers to brainstorm ideas. Teacher will use document camera to
share some examples provided by students. 

Objective 3:When given provided a rough draft graphic organizer via google docs, student
will write a fill in rough draft organizer to answer the prompt.  The learner must have four
complete points included in their organizer.

CONTENT PRESENTATION

Content: Students will be provided a rough draft document.

Examples:
Students will receive a rough draft document that will be filled in.
DESIGN DOCUMENT

Student Groupings and Media Selections:

Students will work independently to write rough draft. 

STUDENT PARTICIPATION

Practice Items and Activities:

Students will work with teacher support to assist in answering ideas from brainstorming to
rough draft sheet in order to complete rough draft. 

Feedback:
Students will work with teacher in small conferencing to provide feedback on rough draft. 

Student Groupings and Media Selections:

Students will work independently on rough draft. Students will have 1-1 conference with
teacher.

Objective 4: Students will share rough draft with another classmate. The learner must have
at least 5 revision/ edit suggestions for their peer rough draft using editing tools on google
docs..

CONTENT PRESENTATION

Content:
Students will be sharing google doc with classmates. 

Examples:
Students will revise simple sentences and make more complex.
Students will revise run on sentences using editing tools on google.
Students will add transitions within essay. 

Student Groupings and Media Selections:

Students will work at small group tables. 

STUDENT PARTICIPATION

Practice Items and Activities:

DESIGN DOCUMENT

Students will work with teacher to review revise and editing techniques. 

Feedback:
Teacher will walk around and facilitate revise and editing. 

Student Groupings and Media Selections:

Students will work in small groups and pairs to complete revise and editing. 

Objective 5: Given the final copy assignment  students will type a final essay. The learner
must have at least 4 paragraphs that clearly addresses expository prompt. 

CONTENT PRESENTATION

Content:
Students will be given a final lined copy paper. 

Examples:
A 12pt Times Roman text that includes at least 300 words

Student Groupings and Media Selections:

Students will be working independently to complete final draft on google docs.

STUDENT PARTICIPATION

Practice Items and Activities:

Students will practice typing four paragraph essay. 

Feedback:
Students will receive feedback with a rubric. 

Student Groupings and Media Selections:

Students will work independently to type final draft. 

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d. Assignment of Objectives and Activities to Session(s) with Time Estimates

SESSIO OBJECTIVES AND ACTIVITIES TIME

N

1 90
6. When given assignment  student will read the writing prompt the min
learner must acknowledge and mark important pieces of the topic
of the prompt. 
6. When given brainstorming chart  student will write down key words
from the writing prompt the learner must have at least 3 key words
listed in their brainstorming chart.
6. When given rough draft organizer student will type a rough draft to
answer the prompt.  The learner must have four paragraphs
included in their organizer.
6. Given another student’s rough draft via google docs  students will
revise and edit a peer’s rough draft paper  by marking, highlighting,
and changing errors in the draft. The learner must have at least 5
revision/ edit suggestions for their peer rough draft on google docs
using editing tools.
6. Given the final copy assignment  students type a final essay. The
learner must have at least 4 paragraphs that clearly addresses
expository prompt. 

e. Consolidation of Media Selections and Choice of Delivery System(s)

SESSIO OBJECTIVES STUDENT GROUPINGS DELIVERY SYSTEM(S)

N AND MEDIA SELECTIONS

1 1 When given assignment  student will Students will work in whole

read the writing prompt the learner group and teacher will use
must acknowledge and mark doc cam to review prompt
important pieces of the topic of the and marking important
prompt.  terms. 
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2 When given brainstorming chart  Students will work with peers

student will write down key words to brainstorm ideas. Teacher
from the writing prompt the learner will use document camera to
must have at least 3 key words listed share some examples
in their brainstorming chart. provided by students. 

3 When given rough draft organizer Students will work

student will type a rough draft to independently on rough
answer the prompt.  The learner draft. Students will have 1-1
must have four paragraphs included conference with teacher.
in their organizer.

4 Given another student’s rough draft  Students will work in small

and highlighters students will revise groups and pairs to complete
and edit a peer’s rough draft paper  revise and editing. 
by marking, highlighting, and
changing errors in the draft via
google docs. The learner must have
at least 5 revision/ edit suggestions
for their peer rough draft. 

5 Given the final copy assignment  Given the final copy

students type a final essay. The assignment  students type a
learner must have at least 4 final essay. The learner must
paragraphs that clearly addresses have at least 4 paragraphs
expository prompt.  that clearly addresses
expository prompt.